Knowledge Of Familiarity Research Articles

Visual Analogy as a Cognitive Strategy in the Design Process. Expert Versus Novice Performance

This study investigated the use of visual analogy in architectural design. Its purpose was to provide some understanding of the way experts and novices apply visual analogical thinking to generate satisfactory solutions during the design process. Although there are several anecdotal examples in the design literature that have reported the use of analogy, few studies have empirically explored the relationship between analogy and expertise in design problem solving. In order to provide empirical evidence, a series of controlled experiments were conducted to examine how this cognitive strategy contributed to the enhancement of design problem solving in each group of subjects. Students and architects were asked to solve a set of non-routine design problems stimulated by exposure to between-domain and within-domain visual displays, and were given explicit instructions to use analogy. Results showed that both novices and experts were able to reason by visual analogy and use deep analogs. It was found that experts identified and retrieved analogs from between-domain displays. Novices, however, identified a large number of between-domain displays, but retrieved analogs from between-domain and within-domain displays in the same measure. Novices, in contrast to experts, did not add constraints to the design problem, but produced a large number of solutions. These findings have important implications on design education. It is proposed that training novice students in the use of visual analogy can play a significant role to develop design skills in the architectural design studio. What are the differences between expert and novice performance in the domain of design? How can we help designers solve non-routine design problems while using familiar knowledge structures? The production of an unlimited number of unexpected solutions that are significantly different from earlier designs is a characteristic of non-routine design. Design problems are described as major examples of non-routine problems (Gero and Maher 1993). In design, visual analogy is a powerful problem solving strategy that can help explain new and non-routine problems in terms of familiar ones. Although there is some evidence that problem solvers have difficulty in making spontaneous use of this strategy, references concerning the use of analogy are mostly anecdotal. Moreover, differences in expertise as regards the use of visual analogy in design have rarely been reported. The main goal of this study is to provide empirical evidence regarding differences and similarities in the performance of expert and novice designers whose reasoning process involves visual analogy. Qualitative and quantitative results in the use of visual analogy during the design process are presented following a brief literature review.

Thrombotic and nonthrombotic pulmonary arterial embolism: spectrum of imaging findings.

Along with clinical examination and laboratory tests, imaging plays a key role in the diagnosis of pulmonary embolism. Multi-detector row helical computed tomography (CT) is particularly helpful in the diagnosis of acute pulmonary thromboembolism (PTE) owing to its capacity to directly show emboli as intravascular filling defects. Although parenchymal abnormalities at CT are nonspecific for acute PTE, they may contribute to a correct diagnosis of chronic PTE, the characteristic helical CT features of which are similar to its angiographic features and include webs or bands, intimal irregularities, abrupt narrowing or complete obstruction of the pulmonary arteries, and "pouching defect." Nonthrombotic pulmonary embolism is an uncommon condition but is sometimes associated with specific imaging findings, including discrete nodules with cavitation (septic embolism), widespread homogeneous and heterogeneous areas of increased opacity or attenuation that typically appear 12-24 hours after trauma (fat embolism), and fine miliary nodules that subsequently coalesce into large areas of increased opacity or attenuation (talcosis). Knowledge of appropriate imaging methods and familiarity with the specific imaging features of pulmonary embolism should facilitate prompt, effective diagnosis.

Knowledge of epilepsy and familiarity with this disorder in the U.S. population: results from the 2002 HealthStyles Survey.

To assess perceptions of knowledge and experience with epilepsy and seizures in the U.S. population to develop communication campaigns to improve the public's understanding of epilepsy. In a national survey, focal points included the public's knowledge of the disorder, whether people know someone who has it, exposure to epilepsy-related information, and knowledge about how to respond to a person having a seizure. The Epilepsy Program of the Centers for Disease Control and Prevention included nine items on an annual mail survey that targeted a representative sample of the U.S. population. Data were weighted to be representative of the U.S. population. chi2 analyses were performed, and standardized residuals were used to examine the associations between responses and demographic variables. Responses were obtained from 4,397 persons. Despite the low prevalence of epilepsy, results indicate that about half of all persons have witnessed an epileptic seizure either in person or on television; about one third of all persons know someone with epilepsy, but relatively few are familiar with epilepsy, how to respond to a seizure, or with the Epilepsy Foundation. In general, the public has relatively little knowledge about epilepsy. Educational campaigns that inform the public about this disorder and about seizures should work through community settings to improve the general public's understanding of epilepsy.

Clear-cut?: facilitating health librarians to use information research in practice.

In 1999, staff at the universities of Sheffield and Oxford commenced an unfunded project to examine whether it is feasible to apply critical appraisal to daily library practice. This aimed to establish whether barriers experienced when appraising medical literature (such as lack of clinical knowledge, poor knowledge of research methodology and little familiarity with statistical terms) might be reduced when appraising research within a librarian's own discipline. Innovative workshops were devised to equip health librarians with skills in interpreting and applying research. Critical Skills Training in Appraisal for Librarians (CRISTAL) used purpose-specific checklists based on the Users' Guides to the Medical Literature. Delivery was via half-day workshops, based on a format used by the Critical Appraisal Skills Programme. Two pilot workshops in Sheffield and Oxford were evaluated using a brief post-workshop form. Participants recorded objectives in attending, their general understanding of research, and whether they had read the paper before the workshop. They were asked about the length, content and presentation of the workshop, the general format, organization and learning environment, whether it had been a good use of their time and whether they had enjoyed it. Findings must be interpreted with caution. The workshops were enjoyable and a good use of time. Although the scenario selected required no clinical knowledge, barriers remain regarding statistics and research methodology. Future workshops for librarians should include sessions on research design and statistics. Further developments will take forward these findings.

Start with What the Student Knows or with What the Student Can Imagine?

It almost universally accepted among educators that the best way to present new material to students to connect it to they already know. Mr. Egan questions this principle and suggests that students' imaginations might offer a much more fertile point for learning. IT IS COMMONLY argued that one of the securest findings of educational research that new information, to be best understood, must be attached to knowledge the student already has. Formulations of this finding have been various, but it has been a staple of educational thinking from the time of John Dewey -- and before him of Herbert Spencer -- to the recently published National Research Council monograph How People Learn: Bridging Research and Practice.1 I wish to suggest that the common principle of starting where the student is may be both inadequate and restrictive in ways not often discussed. In its place, I suggest we might sensibly adopt a second principle of asking the student can imagine. We can pose this question at any point in the learning process as a point for further inquiry. To show the long influence of the first principle, consider its early articulation in the work of Herbert Spencer and its use John Dewey and others in shaping the curriculum -- in particular in giving a foundation for the social studies curriculum. Spencer argued that children's early and simple experience had to form the basis for all future learning and that there must be a regular and orderly progression from already familiar to slightly less familiar -- an expansion by slow degrees to impressions most nearly allied.2 This principle believed nearly every teacher and professor of education I have encountered. Most people assume that it so obviously true that even to question it suggests a degree of nuttiness. The education reformers of the late 19th and early 20th centuries encouraged teachers to rethink their ways of presenting new material to students in their particular disciplines in accordance with this principle. Thus elementary mathematics would begin from the experience that children had with fruit or with games such as marbles, and language studies would begin with the forms of expression with which children would already be familiar, rather than with a topic like abstract grammar. But subjects such as mathematics and language were still not fully articulated with the meaningful daily interactions of children with their local environments -- what the student What was further proposed was a new, central curriculum area -- the social studies. This was to be a subject that would begin with the material of children's everyday experience -- with themselves and their families and with their neighborhoods and communities. Gradually, student learning would expand from this meaningful core of personal experience to less familiar knowledge, until, in the end, the whole universe of knowledge could be understood as an expansion from was most vivid and meaningful to the child. The social studies curriculum was designed to tie all the knowledge being learned in other curriculum areas to the child's experience. So we must start with most profoundly known the student and build new knowledge on that basis. David Ausubel declared, If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning the learner already knows. Ascertain this and teach him accordingly.3 Apart from this slightly odd way of putting Spencer's principle, I think there are four reasons why we might be wary of accepting it. * First, if this a fundamental principle of human learning, there no way the process can begin. * Second, if novelty a problem for human learners, reducing the amount of the novelty doesn't solve the problem. And if we can manage some novelty, why can't we manage more? …

Abnormal Anatomy of the External Auditory Canal: Special Considerations for Making Earmolds

Abnormal external auditory canal anatomy may occur congenitally, as a result of trauma, or following surgery. Knowledge of normal ear anatomy and familiarity with typical variations in abnormal anatomy is essential in understanding special issues encountered when making earmolds. Appropriate earmold material and design is possible in nearly all patients.

웹 이용자의 검색엔진 활용 및 탐색 행위와 성향 분석

본 연구는 웹 이용자들이 검색엔진을 어떻게 선택하여. 어떠한 기능들을 활용하며, 검색결과는 어떻게 평가하는지 그리고 어떤 어려움을 겪고 있는지를 밝혀 보고자 하였다. 28명의 대학의 교수와 대학원생으로 구성된 이용자들을 대상으로 한 인터뷰결과를 분석한다. 연구 결과에 따르면, 본 연구의 참가자들은 검색결과에 대한 평가보다는 특정한 기능이나 익숙함에 근거하여 엔진을 선택하였다. 이들은 통합검색에 대해서는 의견이 양분되어 있었으며, 연산자의 사용이 결과에 미치는 영향이 거의 없다고 보고 있었다. 검색엔진에 대한 평가를 내릴 때에도 검색결과의 정확성외에 결과를 보여주는 인터페이스 디자인에도 상당한 관심을 가지고 있는 것으로 나타났다. This study examines overall user experience associated with Web search engine use including selection, usage of search features, evaluation. The data were collected through individual interviews with 28 faculty members and graduate students. It was found that users tend to select a search engine based on experience and knowledge of certain features and familiarity with an engine itself more than based on previous experience with search results. The results showed the users had mixed opinions regarding cross language retrieval while they did not believe the usage of operators effect the search results. It appears that users are interested in interface design as well as the accuracy of search results.

Cancer Genetics and Women's Health

It is now known that all cancer is genetic in origin. Although most cancer occurs by chance, approximately 5% of individuals inherit specific genetic mutations that predispose them to cancer. The genetic characteristics of some cancers are known. Such information can be useful to health care providers in the clinical setting for treatment, early detection, and prevention. This article reviews basic carcinogenesis as well as genetic syndromes that predispose women to breast, ovarian, colorectal, and endometrial cancer. Knowledge of hereditary cancer syndromes and familiarity with them will assist the advanced practice nurse in the management of patients who are at risk. Cancer continues to contribute substantially to the mortality of women in all age groups. Knowledge of these syndromes provides an excellent opportunity to decrease mortality by early detection and prevention.

Lexical recovery from extinction: Interactions between visual form and stored knowledge modulate visual selection

The effects of lexical knowledge on extinction were examined in a patient with bilateral parietal lesions and left extinction under double simultaneous stimulation: GK. GK was bilaterally presented with two letters that could form either a word or a nonword. In Experiments 1–3, the task was to identify each letter. GK showed better identification of left-side letters in words than in nonwords, whilst the identification of left-side letters in nonwords was worse than that of single letters presented in the same spatial positions (i.e., there was a word superiority effect under conditions in which extinction occurred). This lexical effect on completely correct responses tended to be larger for words with lower-case letters (Experiments 2 and 3) than for words with upper-case letters (Experiment 1). Different results arose when detection was measured. When letters could group by proximity and common contrast polarity, no word superiority effect was apparent. However, a word superiority effect re-emerged when low-level grouping was reduced by using letters with opposite contrast polarity (one white and one black on a grey background). The results are discussed in terms of the impact of different factors on selection in detection and identification tasks, and in terms of the modulatory roles of familiar form and stored knowledge on visual selection.

Magnetic resonance imaging of the knee menisci.

MRI remains the most useful noninvasive test for diagnosis of meniscal tears. Knowledge of normal anatomy and familiarity with patterns of meniscal tears are prerequisites when interpreting MRI studies of the knee. Radiologists should pay close attention to technical factors, normal variants, and associated abnormalities to maintain high diagnostic accuracy. Details of meniscal tears should be described as to best aid in orthopedic decision-making.

An exploratory survey of the applications of telemedicine in Ghana

We examined the use of telemedicine at two major medical institutions in Ghana. Doctors and administrators were surveyed to assess their knowledge of computers and familiarity with telemedicine. The use of modern telecommunications and information technology products within the health service was also examined. Thirty questionnaires were distributed to staff at the two hospitals, one urban and one rural. Twenty were returned (a response rate of 67%). Although most of the respondents were computer literate, they were less familiar with telemedicine applications. Only a minority of the respondents were participating in an information-sharing network, transmitting information by fax or telephone, or had Internet access. Financial constraint appeared to be the major barrier to establishing information-sharing networks. Other constraints were technological and organizational. The respondents expressed an interest in using telemedicine, having access to health-care databases and specific telemedicine applications such as tele-education and videoconferencing. Staff in the urban hospital were more likely to be familiar with telemedicine and more likely to have access to information technology than those in the rural hospital.

When to be neighbourly: differential agonistic responses in the lizard Platysaurus broadleyi

Differential treatment of neighbours and strangers (the dear enemy phenomenon) can reduce the costly effects of territory defence. Individual recognition, and by extension the dear enemy phenomenon, was examined in the cordylid lizard Platysaurus broadleyi. I had no knowledge of familiarity between individuals and therefore classed intruders as neighbours or non-neighbours and tested for differences in agonistic response consistent with the dear enemy phenomenon. In the dear enemy phenomenon, levels of aggression are inversely related to degree of familiarity such that residents are more tolerant of immediate neighbours than distant territory holders. A manipulative field experiment in conjunction with field observations of known territory holders revealed that resident males allowed neighbours to approach more closely than non-neighbours before challenging them, residents were more aggressive towards non-neighbours than neighbours, contests between neighbours were significantly longer than between neighbours and non-neighbours and contests between residents and non-neighbours were likely to result in a win for the resident, while neighbours frequently drew contests. These results suggest a level of recognition consistent with the dear enemy phenomenon. I also manipulated front leg colour to test the hypothesis that it alone could serve as a cue for individual recognition. I found no support for this hypothesis and suggest that multiple cues operate in individual recognition.

Issues of Culture in Mathematics Teaching and Learning

Public education of America's students has for over a century provided educational opportunities to students using cultural traditions and theories of learning based on the dominant or majority population. Students who were members of or who were acculturated into the dominant culture were generally successful in mathematics. Others were left behind. This article demonstrates through theory and application that educators can teach mathematics to include more of the excluded students, especially African-American students. Educators must consider the culture of our students as we adopt an accommodating cultural pedagogy—one that gives the students the power to be a part of the mathematics culture as they use the familiar knowledge (which becomes power) of their culture.

Newborn examination: whose responsibility?

The implementation of the Winterton report followed by Changing Childbirth have changed the maternity services with the speedy adoption of teams and caseload midwifery. However, it sometimes seems that midwives are clinging to routines and familiar knowledge bases. With increased demands being made on midwives, it may be that some practices have simply been lifted from the hospital setting and applied to the community.

Dermatitis of the feet

PREVIEWMost rashes that occur on the feet are due to eczema, infections, or shoe dermatitis. But which are which? Fortunately, distinguishing among these common skin diseases requires just a little basic knowledge of dermatology and familiarity with two simple diagnostic tests. Two case reports illustrate the authors' approach to diagnosis, treatment, and patient education.

Balancing Between Deaf and Hearing Worlds: Reflections of Mainstreamed College Students on Relationships and Social Interaction

This qualitative study of the social aspects of mainstreaming from the perspective of deaf college students indicates that for some students, social adjustment to college is complicated by experiences of separation and alienation from both deaf and hearing peers. Data were collected through open-ended interviews with deaf students who had little or no previous experience with or exposure to deaf culture or language before their arrival at a mainstream college environment. Feelings of isolation, loneliness, and resentment were most intense during orientation and first year, when alienation from the deaf student community appeared to be caused by lack of sign language skills, unfamiliarity with norms and values of deaf culture, and perceived hostility from deaf peers. Simultaneous experiences of separation from hearing peers appeared to be caused by physical barriers inherent in the classroom, residence hall, and cafeteria environments, as well as by discrimination from hearing peers, who tended to stereotype deaf students. Findings suggest that those involved in the administration and delivery of postsecondary programs for the deaf should investigate the experiences of students who arrive on campus without knowledge of sign language or familiarity with deaf culture and evaluate currently existing programs and services designed to meet these students' needs.

Designing warning signs and labels: a theoretical/scientific framework

Abstract Numerous guidelines for the design of warning signs and warning labels have been developed throughout the world. Their primary focus has been on perceptual issues and rudimentary aspects of comprehension. Much less attention has been given to how people vary in the way they make decisions, as a function of task familiarity and user knowledge. This is unfortunate, because such variation impacts the types of errors people make and, therefore, determines the ultimate effectiveness of particular warning designs. This paper presents a scientific/theoretical framework for choosing between different safety interventions and types of warnings that builds upon earlier developed cognitive guidelines for the design of warnings. The approach maps methods of alerting, reminding, instructing, or persuading to errors and/or violations occurring at the skill-based, rule-based, knowledge-based, and judgment-based levels, respectively. Practical examples are given illustrating the application of this approach.

Individual Cognition of Urban Neighbourhoods over Space and Time: A Case Study

This paper is aimed at assessing how far an individual-level analysis can contribute to our knowledge of neighbourhood familiarity over space and time. An appropriate theoretical framework and a careful methodology (with special attention to variable control and measurement problems) are used to gain new insights into processes of neighbourhood cognition. Although classical results are corroborated at the aggregate level, specific results are derived at the individual level: (1) large differences are found between individual learning processes; (2) differences in individual cognition decrease over time. Methodological conclusions are also provided. The main likely conclusion is that currently unidentified variables are to a large extent responsible for the observed impressive diversity of individual learning processes. This is a challenge to future research on cognition.

Negotiation of meaning in mathematics classrooms: A study of two year 5 classes

This study investigated the relationship between students’ classroom experiences and the manner in which they construct mathematical meanings. There were two intertwined research foci: (a) how students make sense of and utilise mathematics concepts and operations, and (b) the social context within which teachers’ and students’ individual contributions play a role in the sense-making and utilisation of mathematics concepts and skills. Data was collected from classroom observations and video-taping sessions and from subsequent video-stimulated interviews with 6 students in each of two Year 5 classes. Analysis revealed the existence of four primary sources by which students determined the meaning or correctness of mathematical activity: the teacher, intuition, familiarity and procedural knowledge. In relation to the social level, the teacher emerged as playing the most valued role in the sense making and ratifying of procedures or answers.

Learning Airway Management Skills: Guidelines for Pediatrics

Respiratory failure accounts for the majority of pediatrie cardiac arrests. 1 Rapid resuscitation of pediatric patients who are apneic but who still have a palpable pulse can lead to almost 97% survival. 2 This requires knowledge of endotracheal intubation, bag-valve-mask ventilation, and familiarity with rapid-sequence induction of anesthesia. 2 Therefore, learning safe and effective emergency airway management is an essential component of the training of pediatric and family practice residents. Unfortunately, there is a paucity of literature addressing how pediatric intubation and mask ventilation skills should be taught or evaluated. This is a review of the airway management training literature and an outline of an improved method for teaching residents adequate airway management skills that ensure the highest degree of patient safety. To our knowledge, there are no published data on how pediatric residents are currently learning intubation skills. Most pediatric residents acquire intubation skills as they care for patients