Independent Sessions Research Articles

Ultrasound contrast-detail analysis: a preliminary study in human observer performance.

Results of a human observer performance study using a new ultrasound contrast-detail (CD) phantom are reported. The new phantom allows estimates of the fundamental statistical uncertainties involved in CD analysis. Results of these experiments show that observers generally considered to be "trained" require experience at the specific task of low-contrast target detection under signal known exactly (SKE) conditions, and that observers require an orientation period at the beginning of each observation session to obtain stable responses. The results obtained in this study can be used to estimate the number of independent images, observers, and repeat observation sessions required for a desired uncertainty in CD curves, and show that 10% fractional standard deviations are obtainable with modest observer effort.

Call for Applications for Independent Sessions

Journal of School HealthVolume 61, Issue 1 p. 57-58 Call for Applications for Independent Sessions First published: January 1991 https://doi.org/10.1111/j.1746-1561.1991.tb07865.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume61, Issue1January 1991Pages 57-58 RelatedInformation

Call for Applications for Independent Sessions

Journal of School HealthVolume 60, Issue 10 p. 480-480 Call for Applications for Independent Sessions First published: December 1990 https://doi.org/10.1111/j.1746-1561.1990.tb05882.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume60, Issue10December 1990Pages 480-480 RelatedInformation

Call for Applications for Independent Sessions

Journal of School HealthVolume 60, Issue 9 p. 440-440 Call for Applications for Independent Sessions First published: November 1990 https://doi.org/10.1111/j.1746-1561.1990.tb05970.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume60, Issue9November 1990Pages 440-440 RelatedInformation

Helping Hospital Educators and Clinical Nurse Specialists Learn to Use and Develop Computer-Assisted Instruction

The impact of computers on healthcare delivery and management is both significant and increasing. Coupled with its potential educational benefits, computer-assisted instruction (CAI) has much to offer healthcare professionals. However, the individuals directly responsible for training nurses and other personnel typically have little knowledge about how computers can be used for training purposes. A series of workshops was designed for hospital educators and clinical nurse specialists to help them become computer literate and to provide them with the skills to evaluate, develop, and appropriately implement instructional software was emphasized during a series of formal seminars, guided individual instruction, and guided independent practice laboratory sessions. This approach resulted in a significant increase in participants' knowledge about computers while maintaining their positive attitudes toward the instructional uses of computers. A well-designed staff development program can provide these crucial individuals with the skills and knowledge required to use microcomputers and CAI as effective teaching and learning tools.

CALL FOR APPLICATIONS FOR INDEPENDENT SESSIONS

Journal of School HealthVolume 59, Issue 10 p. 425-425 CALL FOR APPLICATIONS FOR INDEPENDENT SESSIONS First published: December 1989 https://doi.org/10.1111/j.1746-1561.1989.tb04654.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume59, Issue10December 1989Pages 425-425 RelatedInformation

Variability in interpretation of immunohistologic findings in lymphoproliferative disorders by hematopathologists. A comprehensive statistical analysis of interobserver performance

Eight hematopathologists independently reviewed 56 consecutive cases of benign and malignant lymphoproliferative disorders (LPD) to determine: (1) the degree of interobserver agreement on the interpretation of immunologic findings on fresh-frozen sections alone and on that of the immunologic findings in conjunction with corresponding hematoxylin and eosin (H & E)-stained histologic sections; (2) whether prior knowledge of morphologic characteristics influences the interpretation of immunohistologic sections; (3) whether immunologic phenotype could be predicted reliably based solely on study of histologic sections; and (4) the significance of immunologic data as an aid in the interpretation of histologic sections. The study was carried out in three independent review sessions consisting of (1) review of immunohistologic sections only, (2) review of the same immunohistologic sections together with histologic sections, and (3) review of the histologic sections alone. A consensus diagnosis was defined as agreement of five or more pathologists on the final diagnosis and identification of the immunophenotype. When the authors compared the total number of major disagreements in the first review session with those in the second, the accuracy of the determination of immunophenotype in the second session was clearly superior (P less than 0.05). Similarly, the total number of major disagreements in the second review session was significantly lower than that in the third review session (P less than 0.001). When histologic diagnoses in the second session were compared with those in the third session, it became apparent that the immunologic data helped the pathologist to correct major misinterpretations in 14 cases (25%). This study is the first to demonstrate quantitatively that (1) knowledge of morphologic features influences and greatly enhances the accuracy of the interpretation of immunologic findings, (2) the immunophenotype of LPD cannot be predicted based on morphologic findings alone, and (3) immunologic findings improve the accuracy of interpretation of histologic findings in situations in which a diagnosis cannot be made from morphologic features only.

Perturbations and Compensations in Social Cognitive Conflict: A Functional Analysis of Cognitive Development

Piaget's work from 1975 through 1980 added a dynamic aspect to his earlier formal structural model. This new work portrayed change in more functionalist terms and describes cognitive conflict referring to the process of perturbations and compensations to explain the regulations of the network of cognitive cycles. He suggests three types of balances or compensatory responses, alpha, beta, and gamma. These writings, however, ignore social interaction as a contributor to the process of perturbations and compensations. Doise and Mackie suggest that cognitive change and development is facilitated by peer interaction but they ignore the functional analysis of social collaboration. The present report presents data collected using selected Piagetian experiments in contradiction with Doise and Mackie's model. 30 children from 8 to 10 yr. of age worked in triads composed of homogeneous and heterogeneous groups, while 20 8- to 10-yr.-olds worked alone during five independent sessions on selected Piagetian tasks on contradictions. Analysis showed in general co-construction produced significant and generalizable progress when compared with those working alone. Analysis of videotapes suggests that compensations in co-construction conditions might be detected. A brief section concerns utility of Piaget's network of cognitive cycles. Those preliminary comments were taken from video recording of the social interaction.

Social Support and Exploration

HENDERSON, BRUCE B. Social Support and Exploration. CHILD DEVELOPMENT, 1984, 55, 12461251. The exploration of 97 children 3-7 years of age in independent and adult support sessions was compared. Children were first identified as high-, medium-, or low-exploratory on the basis of a pretest battery. Each child then participated in an independent session and 1 of 2 types of supportive sessions with an adult. The active interest supportive sessions stressed close attention by the adult to the child's exploration. The focusing supportive session emphasized modeling and direction by the adult. Results indicated higher levels of questions, manipulations, and time exploring in both types of supportive sessions relative to the independent sessions. Children made more manipulations and spent more time exploring in the focusing supportive condition. These results are discussed as they relate to the nature of individual differences in exploration and Vygotsky's concept of the zone of proximal development.

Topographic classification of deformities of the alveolar process.

A system of nomenclature for deformities of the alveolar process is presented. Descriptive, familiar topographic terms are used (crater, trench, moat, ramp and plane), and specific criteria are given for each term. Two hundred randomly selected osseous deformities in dry skulls were classified by two examiners at independent sessions using the proposed system. One hundred ninety of these defects were given identical descriptions. The nomenclature system is proposed to facilitate communication among practitioners concerning osseous deformities of the alveolar process, as well as to permit comparison of the effectiveness of various therapeutic modalities directed toward bone regeneration in periodontics.

Call for Applications for Independent Sessions

Journal of School HealthVolume 52, Issue 3 p. 173-173 Call for Applications for Independent Sessions First published: March 1982 https://doi.org/10.1111/j.1746-1561.1982.tb03984.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume52, Issue3March 1982Pages 173-173 RelatedInformation

CALL FOR APPLICATIONS FOR INDEPENDENT SESSIONS

Journal of School HealthVolume 52, Issue 2 p. 118-118 CALL FOR APPLICATIONS FOR INDEPENDENT SESSIONS First published: February 1982 https://doi.org/10.1111/j.1746-1561.1982.tb03965.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume52, Issue2February 1982Pages 118-118 RelatedInformation

Visual information processing in high and low susceptible subjects.

Abstract High and low hypnotically susceptible Ss were compared in their ability to identify a briefly exposed informational target stimulus consisting of a letter when it was preceded (forward masking) or followed by (backward masking) a non informational mask stimulus. There were 4 intervals between the target and mask and a no mask control for both forward and backward masking. The experiment was replicated in 2 independent sessions. In Session 1 high susceptible Ss were superior to lows in identifying the target stimulus. The superiority was not maintained in Session 2. Implications of the findings and directions for future research are discussed.

CALL FOR APPLICATIONS FOR INDEPENDENT SESSIONS

Journal of School HealthVolume 51, Issue 4 p. 206-206 CALL FOR APPLICATIONS FOR INDEPENDENT SESSIONS First published: April 1981 https://doi.org/10.1111/j.1746-1561.1981.tb02169.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume51, Issue4April 1981Pages 206-206 RelatedInformation

Using Tokens as Instructional Stimuli to Teach Academic Skills to Children during a Token-Exchange Period

In two separate studies, specialized tokens were employed as instructional materials to teach 12 colors to preschool children and 14 letter-sounds to kindergarten children. These children were given initially 24 to 30 tokens and given an opportunity to “purchase” various items by recognizing the designated information on each token. Independent probe sessions showed attainment of high levels of recognition for both colors and sounds. Labeling of the instructional stimuli, although not explicitly trained, developed spontaneously, probably as a result of the children's hearing the labels during recognition training and using them in extra-classroom settings.

CALL FOR APPLICATIONS FOR INDEPENDENT SESSIONS

Journal of School HealthVolume 50, Issue 5 p. 277-277 CALL FOR APPLICATIONS FOR INDEPENDENT SESSIONS First published: May 1980 https://doi.org/10.1111/j.1746-1561.1980.tb07770.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume50, Issue5May 1980Pages 277-277 RelatedInformation

A Study to Investigate Whether Consistent Cognitive Functioning Cuts Across Number, Space, and Time Conceptualization

Summary This study conducted on 58 girls aged six to nine years was undertaken to validate a major hypothesis deriving from Jean Piaget's theory of cognitive development. This stated that general levels of cognitive functioning can be established which emerge simultaneously in all three areas of number, space, and time and make appropriate the concept of clearly identifiable stages in cognitive development. The concrete operational stage was looked at specifically. Five tests each were selected from Piaget's books on the development of number, space, and time, and these, constituting three separate batteries, were administered to each child on independent testing sessions. Although consistency of functioning was sometimes apparent in one content area for a particular group, this was not necessarily evident in other areas for the same group. This placed considerable duress on Piaget's theory that a broad band of development cuts across number, space, and time conceptualization simultaneously.

Independent Sessions at 1977 Convention

Journal of School HealthVolume 47, Issue 4 p. 201-203 Independent Sessions at 1977 Convention First published: April 1977 https://doi.org/10.1111/j.1746-1561.1977.tb01039.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume47, Issue4April 1977Pages 201-203 RelatedInformation

A study of intra-examiner error associated with recording of radiographic caries at different diagnostic levels.

Pairs of posterior bitewing radiographs of forty children 13-15 years of age at the third and fourth examinations of three-year clinical trials were assessed by one examiner for primary caries. Duplicate assessments were carried out in independent sessions, recording simultaneously absence/presence of caries and caries degree, and in the same way for three different diagnostic levels recording only absence/presence of caries. Caries diagnostic inconsistency rate (D.I.R.) in per cent was always lower than 34 and usually below 20; a finding which is in agreement with previously published results. No preference could be expressed for any particular diagnostic level on the basis of the primary caries scores, but recording only relatively advanced lesions tended to give most favourable results for DFS increment scores. The recording of both absence/presence of caries and caries degree simultaneously had a small, but not consistently adverse effect on the D.I.R. and reliability coefficient. As there was no marked difference in examiner error associated with two of the demarcation lines used for recording of caries degree, i.e. half way through enamel and the A.D.J., the scoring codes described here may be suitable for studies of radiographic caries progression.

Progression of approximal caries in relation to radiographic scoring codes: A pilot study

Forty pairs of posterior bitewing radiographs taken at the third and fourth annual examinations of three-year clinical trials were assessed twice for caries by one examiner in independent recording sessions. Three or four degrees of caries were recorded in order to determine how different scales of measurement affected aproximal caries progression patterns. The use of one degree of enamel caries, instead of two reduced by about half the percentage of lesions which appeared to have progressed during one year. Most lesions seemed to remain unchanged during the 12 months of observation and those which advanced usually progressed across one demarcation line. Reversals of caries diagnosis and regression of lesions to a lower degree of caries contributed least to the pattern of change between the two examinations. It is concluded that the radiographic scoring codes with two degrees of enamel caries give a better picture of caries progression than those with only one.