Quantity Of Experience Research Articles

Beyond quantity of experience: Exploring the role of semantic consistency in Chinese character knowledge.

Most printed Chinese words are compounds built from the combination of meaningful characters. Yet, there is a poor understanding of how individual characters contribute to the recognition of compounds. Using a megastudy of Chinese word recognition (Tse et al., 2017), we examined how the lexical decision of existing and novel Chinese compounds was influenced by two properties of individual characters: family size (the number of distinct words that embed a character) and family semantic consistency (the average semantic relatedness between a character and all words containing it). Results revealed that both variables influence word and nonword processing: Words are recognized more quickly and accurately when they contain characters that occur frequently across different words and that make consistent meaningful contributions to those words, while nonwords containing those types of characters are rejected more slowly. These findings suggest that the learning of individual characters is based not only on the quantity of experience with them but also on the reliability of the semantic information they communicate. In addition, readers are able to generalize character knowledge acquired from previous word experiences to their daily encounters with familiar and unfamiliar words. We close by discussing how word experience shapes character knowledge when different ways of calculating family properties are considered. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

System Integrated Information.

Integrated information theory (IIT) starts from consciousness itself and identifies a set of properties (axioms) that are true of every conceivable experience. The axioms are translated into a set of postulates about the substrate of consciousness (called a complex), which are then used to formulate a mathematical framework for assessing both the quality and quantity of experience. The explanatory identity proposed by IIT is that an experience is identical to the cause-effect structure unfolded from a maximally irreducible substrate (a Φ-structure). In this work we introduce a definition for the integrated information of a system (φs) that is based on the existence, intrinsicality, information, and integration postulates of IIT. We explore how notions of determinism, degeneracy, and fault lines in the connectivity impact system-integrated information. We then demonstrate how the proposed measure identifies complexes as systems, the φs of which is greater than the φs of any overlapping candidate systems.

Integrated information theory: from consciousness to its physical substrate.

In this Opinion article, we discuss how integrated information theory accounts for several aspects of the relationship between consciousness and the brain. Integrated information theory starts from the essential properties of phenomenal experience, from which it derives the requirements for the physical substrate of consciousness. It argues that the physical substrate of consciousness must be a maximum of intrinsic cause-effect power and provides a means to determine, in principle, the quality and quantity of experience. The theory leads to some counterintuitive predictions and can be used to develop new tools for assessing consciousness in non-communicative patients.

Lost in transaction? The transfer effect of strategic consistency

AbstractPrior empirical studies provide evidence that the learning-curve perspective from manufacturing settings is not directly applicable to strategic management settings. In the latter case learning relates to the quality rather than to the quantity of experience. Regarding the antecedents of organizational learning especially, there are still unanswered questions remaining; for example, the questions what kind of experience has a positive effect on performance and what kind of experience is more of a hindrance than a help. This becomes obvious when looking at acquisitions as examples of strategic management decisions. Results of prior empirical studies analyzing the relationship of acquisition experience and acquisition performance have been mixed. By introducing the concept of strategic consistency, we intend to facilitate a better understanding of the kind of experience necessary for organizational learning. Therefore, we measure the concordance and frequency of change in strategic actions. Employing a sample of 379 acquisition series, we find evidence for a positive transfer effect of strategic consistency within series and, therefore, a positive relationship between strategic consistency and acquisition performance.

The Role of Specific Experiences in Childhood and Youth in the Development of Body Integrity Identity Disorder (BIID)

Task: BIID (Body Integrity Identity Disorder) is an intense feeling of discrepancy between a real intact body and the subjective mental image of a disabled body (e.g. amputation, palsy). The disturbance exists since late childhood or early adolescence and often results in the desire for a surgery. The cause is still unknown but may lie in early developmental phases. Until now, childhood experiences have not been subject of systematic psychological research of BIID. Methods: On the basis of specific hypotheses we investigated differences between a BIID-group (n= 36) and an age and gender parallelized group (n= 36). BIID sufferers vs. control subjects were examined for the following characteristics: quality and quantity of experiences with mental and physical disease, experiences with secondary profit from illness, maladaptive education (emotional neglect, overprotection) and a general admiration for handicapped people in their youth. Results: On the basis of the findings of the present study, it can be assumed, that BIID afflicted persons had experienced no considerable maladaptive education from their parents, neither in the direction of physical abuse nor as overprotective control. On the other hand we found significant differences in specific childhood experiences, particularly with regard to quantity and quality of emotional experience with disability; e.g. participants from our BIID-group reported significantly more disabled people in their former environment than participants from our control group (M BIID = 3.69 ± 0.75, M control = 1.47 ± 0.41, p= 0.004). Moreover we found significant discrepancies according to positive or negative associations towards disability in childhood (M BIID= 5.44 ± 0.31, M control = 3.88 ± 0.29, p< 0.01). We assume those specific experiences with handicapped people in the surrounding of BIID-patients as to be a trigger for early conflicts with the appearance of their own body and an intense feeling that a disabled body fits better to their mental body image. Future investigation should focus on the validation of those cognitions, e.g. through a comparison of BIID-affected people who shared the same social environment in childhood (e.g. siblings).

Cancer Rehabilitation Education During Physical Medicine and Rehabilitation Residency

The purpose of this study was to gather descriptive information from residency program directors regarding characteristics of the education and experiences of resident physicians in oncology rehabilitation. The program directors responded to a 28-question survey. Information collected included general descriptors of residency programs, oncology rehabilitation services lines within the institution, educational and clinical opportunities for trainees, and perceptions of quality for oncology experiences. Thirty-eight responses, with a response rate of 48%, were recorded. Thirty-two percent of the programs did not have any dedicated faculty for cancer rehabilitation. A majority of the respondents felt that cancer rehabilitation should be an important component of the curriculum. Sixty-six percent of the programs admitted only one to two cancer diagnoses to their inpatient units per week, and 26% had outpatient clinics that focused specifically on rehabilitation needs for oncology patients. A majority of the programs felt that experiences were only average and that residents do not receive adequate exposure to cancer rehabilitation during their training. Although cancer rehabilitation is considered an important area of education, quality and quantity of experiences may be improved. Several opportunities may exist to improve such exposure in anticipation of serving the functional needs for a growing population of cancer survivors.

Knowing the Science Is Not Enough: Integrating Health Care Delivery and Services Into GME

The current US health care system is expensive,1 provides an uneven quality of care,2 and leaves about 40% of US adults uninsured or underinsured.3 The medical education system in the United States may contribute to these problems through its emphasis on the treatment of disease rather than addressing patient safety, cost-effective health care delivery, and population health. Graduate medical education (GME) occurs at the fulcrum of clinical care delivery and medical school, and could play an important role in altering medical education to better address features of clinical quality, health care costs, and access to health services. In the process, GME could bring about needed improvements in the delivery of health care services and prevention of disease and injury. To accomplish these goals, GME will have to build bridges between the clinical and educational enterprises. GME could begin a radical reconceptualization of the medical education continuum through the blending of health services concepts and competencies with traditional biomedical, bioscience models. In doing so, the prioritization of time and effort for residents and faculty would have to change to allow excellence in clinical quality to become the driving force for GME, and ultimately for the continuum of medical education.

Engagement in After‐School Programs as a Predictor of Social Competence and Academic Performance

Using the experience sampling method, this study examined two questions related to outcomes associated with after-school programming. First, does the quality of experience in after-school programs mediate the effect of program participation on social competence and academic performance? Second, among program participants, is the difference in quality of experience when in programs versus other settings after school related to higher social competence and academic performance? Middle school students (N = 196) attending eight programs in three Midwestern states reported a total of 4,970 randomly sampled experiences in and out of after-school programs during 1 week in the fall and spring of the 2001-2002 academic year. Engagement during after-school hours partially mediated the relationship between participation in after-school programs and social competence. In addition, relative perceptions of engagement, challenge, and importance when in after-school programs compared to elsewhere after school predicted higher English and math grades. Results suggest that the quality of experiences in after-school programs may be a more important factor than quantity of experiences (i.e., dosage) in predicting positive academic outcomes.

Quantity of experience: brain-duplication and degrees of consciousness

If a brain is duplicated so that there are two brains in identical states, are there then two numerically distinct phenomenal experiences or only one? There are two, I argue, and given computationalism, this has implications for what it is to implement a computation. I then consider what happens when a computation is implemented in a system that either uses unreliable components or possesses varying degrees of parallelism. I show that in some of these cases there can be, in a deep and intriguing sense, a fractional (non-integer) number of qualitatively identical phenomenal experiences. This, in turn, has implications for what lessons one should draw from neural replacement scenarios such as Chalmers' "Fading Qualia" thought experiment.

What Builds System Troubleshooter Trust the Best

System troubleshooters keep important organizational systems operating. This study examines factors influencing system troubleshooter trust in their supervisors, contrasting experiential and non-experiential factors. Traditional research suggests that trust forms through interactional experience. Recent research indicates that initial interpersonal trust develops through non-experiential factors that are dispositional (individual differences-related) or institutional (structural/situational). We found that both institutional and dispositional factors affected troubleshooter trust in the supervisor even after parties gained experience with each other. Quality of experience with the supervisor affected interpersonal trust, while quantity of experience did not. Surprisingly, institutional trust predicted trusting beliefs as strongly as did quality of experience. The study shows that both experiential and non-experiential factors are important to troubleshooter trust when parties know each other well.

Clinical Epiphanies in Marital and Family Therapy: A Practitioner's Casebook of Therapeutic Insights, Perceptions, and Breakthroughs

D. A. Baptiste, Jr. (Ed.). (2002). Clinical Epiphanies in Marital and Family Therapy: A Practitioner's Casebook of Therapeutic Insights, Perceptions, and Breakthroughs, Binghamton, NY: Haworth Press. 430 pp. Hardcover, $69.95; Paperback, $34.95. ISBN 0-7890-1565-X. In the preface, Baptiste states that Clinical Epiphanies is targeted at marriage and family therapy (MFT) students and trainees, to promote and encourage in-class discussions and debates (p. xxix). He reports that he modeled the book on Standal and Corsini's (1965) collection of clinical cases and commentaries. The book's focus is on turning points that can change the outcome of therapy that is not progressing. Baptiste has compiled 16 case reports, each followed by two commentaries, for a total of 48 chapters packed with detail and clinical description. The main thesis is that many orientations can be used to accomplish the same therapeutic goals-in a word, equifinality, or as Baptiste likes to describe it, more than one way to skin a cat and do it well! (p. xxvii). Although I am familiar with the absence of any demonstrably superior theory of family therapy, I am unaware of many texts in family therapy that attempt to illustrate so many theories with case studies. Only one book on my shelf has a similar format. Papp has (1977) edited a collection of 11 case studies in family therapy ... to give the reader a step-by-step account of the thinking process that takes place in treating a family (p. ix). Papp's text includes contributions by several icons in the field of family therapy. It is intended to provide a glimpse into the personal struggle connecting theory and intervention, and she makes the point that therapists should develop theories that are congruent with their own world views. In contrast, Baptiste's Clinical Epiphanies tries to encourage theory development and teaching by comparing multiple approaches to one case. Clinical Epiphanies has several strengths, and one is the vivid, detailed case descriptions. I was surprised to see quotations in descriptions of cases that were decades old, and I was curious about how the details were generated. Also notable was the long roster of scholarly and experienced contributors, although contributions from academics dwarfed the contributions from full-time practitioners (as mentioned in the informative and critical forward by William C. Nichols). Perhaps the diversity and quantity of experience behind the cases are one reason that this book is provocative on an intellectual level and a visceral level. …

White cubes and red knots

White cubes and red knots

The Implications of Goals and Experience for Driving Expertise

Many questions remain unanswered concerning how individuals obtain and acquire expertise in dynamic task domains. This study investigates how the type of goals used in driving situations affect driving experience and expertise. Past research suggests that the quantity of experience alone is not sufficient to accurately predict driving expertise. It is hypothesized that the type of goals utilized during this experience influences driving expertise. The measures used to assess driving expertise uncovered four distinct facets of expertise, self-reported vehicle control and visual scan patterns, driving knowledge, and decision-making. Each of the driving expertise facets was found to possess a different relationship with experience and goal type. Most notable was the relationship of experience with driving knowledge, moderated by learning goal orientation. Further research could have implications for training in the driving domain as well as other dynamic task domains.

Young children's understanding of desire formation.

Two studies examined preschoolers' appreciation of how mental states arise. In Study 1, children aged 3 to 5 (24 at each age) better understood perception-generated beliefs (e.g., that looking in a certain location generates a belief about the location's content) and attitude-generated desires (e.g., that positive experiences with an activity generate a desire to partake of the activity again) than physiology-generated desires (e.g., that not eating for a long time generates a desire for food). In Study 2, 4- and 5-year-olds (48 at each age) better understood the effects of quantity of experience (e.g., eating a lot vs. a little) than of time of experience (eating just now vs. a long time ago) on physiological states and desires. The findings suggest that whether children reason in more advanced fashion about desires or beliefs depends on which aspects of these mental states are considered.

Police perceptions of interpersonal communication training needs

Judgment analysis (JAN) is used to assess rating preferences pertaining to the interpersonal-communication training needs of peace officers in the western United States. Two hundred fifty-one subjects in a western state were categorized according to three judgment variables (agency type, size of the population served, and years of experience). Sixteen specific training-need areas for police interpersonal communication, and an overall criterion item, were rated using a five-point Likert scale. Two dimensions of preference were found to exist when officers were grouped according to agency type and experience; however, results indicated that unique components existed for each of the four population-size groups. The quality of experience appeared to be more important than the quantity of experience in determining preferences of perceived needs.

On the assessment of anxiety. II. By a self-report inventory.

A self-report inventory for the assessment of anxiety is presented. Unlike other anxiety inventories, which characteristically focus on symptoms, the present scale is directed toward the causes of anxiety. The rationale underlying the test is the assumption that felt anxiety is a function of the quantity of experiences which a person has been unable to assimilate adequately. Preliminary findings are presented on a form of the scale developed for use with hospitalized male psychiatric patients.