No-information Group Research Articles

Development and preliminary evaluation of an online educational video about whole-genome sequencing for research participants, patients, and the general public.

Background:As whole-genome sequencing (WGS) increases in availability, WGS educational aids are needed for research participants, patients, and the general public. Our aim was therefore to develop an accessible and scalable WGS educational aid.Genet Med 18 5, 501–512.Methods:We engaged multiple stakeholders in an iterative process over a 1-year period culminating in the production of a novel 10-minute WGS educational animated video, “Whole Genome Sequencing and You” (https://goo.gl/HV8ezJ). We then presented the animated video to 281 online-survey respondents (the video-information group). There were also two comparison groups: a written-information group (n = 281) and a no-information group (n = 300).Genet Med 18 5, 501–512.Results:In the video-information group, 79% reported the video was easy to understand, satisfaction scores were high (mean 4.00 on 1–5 scale, where 5 = high satisfaction), and knowledge increased significantly. There were significant differences in knowledge compared with the no-information group but few differences compared with the written-information group. Intention to receive personal results from WGS and decisional conflict in response to a hypothetical scenario did not differ between the three groups.Genet Med 18 5, 501–512.Conclusions:The educational animated video, “Whole Genome Sequencing and You,” was well received by this sample of online-survey respondents. Further work is needed to evaluate its utility as an aid to informed decision making about WGS in other populations.Genet Med 18 5, 501–512.

Does nutrition information about the energy density of meals affect food intake in normal-weight women?

This study investigated whether the energy density of foods affected energy intake when subjects were informed about the energy density of their meals. Forty normal-weight women ate breakfast, lunch, and dinner in the laboratory on three separate days. The entrée at each meal was varied in energy density to be either 1·25, 1·50, or 1·75kcal/g (5·23, 6·28, or 7·32kJ/g), but was held similar in macronutrient composition and palatability. On each day, the entrées at all three meals had the same energy density. All entrées were consumedad libitum . Subjects were assigned to one of two groups. Subjects in the information group received a nutrition label with each meal, which showed the energy density of the entrée. Subjects in the no-information group did not receive any nutrition information. The results revealed that subjects in both groups had the same pattern of food intake across the three levels of energy density. Energy density significantly affected energy intake; subjects in both groups combined consumed 22% less energy in the condition of low energy density than in the condition of high energy density (p<0·0001). These findings show that energy density can have a significant influence on energy intake, even when individuals are informed about the energy density of their meals.

社会的強化に関する研究

The purpose of this study is to examine the influence of social deprivation-satiation operation on subject's awareness of response-reinforcement contingency.Experiment I showed that a subject's awareness is an important factor in considering the effect of social reinforcement. Twenty-four preschool boys took part in a 10-minute social satiation session, in which they received the stimulus word,“orikousan lane”, either 2 (deprivation) or 16 (satiation) times. This was followed by a discrimination test of 75 trials, in which the same stimulus word was given to all correct responses. The test was administered by the experimenter in a preceeding session or by another individual unknown to the subjects. At the end of the test, they were asked about their awareness of response-reinforcement contingency. Ss in the other experimenter group showed more correct responses than in the same experimenter group, and Ss in the aware group more than in the unaware group. It was discussed that the differences in test performance reflect the difference in the experimenter's behavior in the two sessions, and that the efficacy of reinforcement relates to a subject's awareness of responsereinf orcement contingency.Experiment II showed that the low effect of reinforcement in the same experimenter group is based on the experimenter's behavior in the preceeding session, and the subject's unawareness' Thirtysix preschool boys took part in a social satiation session, in which they had no interaction with the experimenter or received the stimulus word,“orikousandane”, either 2 (deprivation) or 16 (satiation) times. It was followed by a discrimination test, in which the same stimulus word was given to all correct responses. A half of subjects were given the information about the correct response in the test by the experimenter. The following was predicted on the basis of the finding of the experiment I; the mean scores in informaton group will be higher than in the no-information group, and those in the no-interaction group will be higher than in the group given the reinforcing stimulus in preceeding session. The results confirmed this prediction, and subjects in the information group belonged to the aware group more than in the no-information group, and the mean scores were higher in the aware group than in the unaware group. It was emphasized that the receiving of the information about correct response leads to increment of correct one, and that a subject's awareness of response-reinforcement contingency encourages discrimination learning.These results were interpreted as indicating that it is necessary to consider the variables mediating social reinforcement effect with performance. Also dicussed was the necessity of examining the relation of the task in a discrimination test with response-reinforcement contingency.

Effects of Information and Cueing on Recall and Organization of a Categorizable Word List

Ss in the information-category name group were told words could be categorized and were given the category names as cues at each recall; Ss with information but no category names were told the words could be categorized but were exposed to the category names only one time, and the no-information group was given no indication the words could be categorized. The results indicated that groups with information but no category name and no information did not differ on number of words recalled or subjective organization but did differ on category clustering. Ss with information and category name exceeded the no-information group on words recalled and subjective organization as well as clustering. The results were discussed in terms of the implications for storage-retrieval systems.