Similarity as transformation Hahn, Ulrike; Chater, Nick; Richardson, Lucy B
Cognition,
02/2003, Letnik:
87, Številka:
1
Journal Article
Recenzirano
We propose that similarity is determined by the transformation distance between representations: entities which are perceived to be similar have representations which are readily transformed into one ...another, whereas transforming between dissimilar entities requires many transformations. We present three experiments that indicate that similarity is strongly influenced by transformation distance. These data present a challenge for featural or spatial accounts of similarity. Finally, we introduce a family of transformation-based accounts of similarity, called ‘Representational Distortion’, as a specific example of a transformational approach to similarity.
An animated, video-based, virtual patient (VP) has been developed to allow pharmacists to learn how, and practice how, to advise patients taking non-vitamin K oral anticoagulants, a group of ...high-risk medicines. VPs are well-established resources but have historically only been accessed within specific online teaching sessions or at university sites; this new VP represents a mobile design that can be accessed from anywhere.
To investigate the usability and acceptability of the VP application with a focus on exploring perspectives on accessibility.
The study used an exploratory sequential mixed method design consisting of a satisfaction survey and interviews. Survey data were analysed descriptively to assess satisfaction with the application and to identify interview discussion areas. Interview data were analysed using the Framework Approach to thematic analysis. Participants were hospital or community pharmacists, or pre-registration pharmacists.
A total of 94 survey responses were collected and 22 respondents went on to take part in an interview. Participants reported liking the concept and delivery of the VP, particularly the high-quality technology. They also reported finding it usable, and appeared to favour its mobility and accessibility, particularly as the VP can be used on any internet accessible device, including mobile phones, with no specific requirements. Amendments that were suggested included quickening the delivery of some animations and improving navigation within the application, possibly through a button to return to the previous step should a mistake be made.
The mobile VP appeared to be functional and usable, with the majority of users reporting satisfaction with use across a range of devices. Users reported positively about the VP's remote access, but navigation around the application requires development.
This analysis uses a sociocultural learning theory and parent-child interaction framework to understand families' interactions with one type of scientific tool, the magnifier, during nature walks ...offered by a nature centre. Families were video recorded to observe how they organised their activities where they used magnifiers to explore in the outdoors. Findings include that families used magnifiers for scientific inquiry as well as for playful exploration. Using the concept of guided facilitation where families develop roles to support their joint endeavour, three roles to support family thinking were found to be: tool suggester, teacher, and exploration ender. Some families struggled to use magnifiers and often, parents and older siblings provided support for younger children in using magnifying lenses. Implications to informal science learning theory are drawn and suggestions for future family learning research are offered : inclusion of sociocultural and situated perspectives as theories to study informal learning in outdoor spaces; further study on the role of siblings in family interactions; design-based research is needed to encourage family role-taking when engaging in science practices; and new conceptualisations on how to design informal programs that support science learning while leaving space for visitors' personal agendas and interests that can guide the families' activities. Author abstract, ed
Entrustable professional activities (EPAs) allow tasks to be delegated to trainees. A new model of pharmacy placements was developed that used EPAs to appropriately supervise students providing ...patient counselling for inhalers, anticoagulation and simple analgesia at a tertiary care hospital. Students were provided with clinical communication training (e.g. how to do the counselling) as well as mandatory occupational training (e.g. fire safety). Data was collected (by students and placement facilitators) relating to the number of consultations (n = 1361) and patients who received counselling (n = 308) carried out by students (n = 71) over a 20 week period. Students documented these consultations, recording information such as the patient identification details, subjective and objective history, their assessment of the patients' need, as well as any action taken and any further planned action that was required. These notes were analysed using a Quality and Utility Assessment Framework by three clinical pharmacists. Data was analysed using simple descriptive statistical analysis on Microsoft Excel. Documentation was deemed High Quality (41%), Medium Quality (35%) and Low Quality (24%). The results indicate that pharmacy students can use entrustable professional activities to contribute to clinical services, completing high-quality patient consultations that have utility in clinical practice. Further work is needed to evaluate impact on clinical service delivery and establish the educational utility of using EPAs to support the pharmacy workforce to develop their consultation skills.
•Pharmacy students can contribute to clinical pharmacy services ervuwith appropriate levels of supervision.•Pharmacy students can complete high-quality patient records patient records that have utility in clinical practice.•Pharmacy students were able to identify patients that required referral to a pharmacist.
Despite 49.1% of registered pharmacists in the UK being from a Black, Asian and Minority Ethnic (BAME) background, senior management roles within pharmacy are dominated by white males. People from ...BAME communities may experience minority stress which contributes to a professional attainment gap compared with non-BAME colleagues. Minority stress describes additional stressors, such as unconscious bias, micro-aggression and racial minority stress, experienced by minoritized people to adhere to the social norms of the majority. There is little evidence describing experiences of minority stress in pharmacy practice and education. The aim was to explore experiences of racial minority stress in pharmacy education and practice.
A convenience sample of pharmacy students and pharmacists were recruited via email and social media posts to volunteer to take part in interviews and focus groups. A topic guide was used to explore experiences of unconscious bias, microaggressions and racial minority stress in education and practice. Interviews and focus groups were transcribed verbatim and inductively analysed using thematic analysis underpinned by a phenomenological approach. Ethical approval was granted from Newcastle University (5340/2020, 2430/2593).
Forty-five participants were recruited. Six focus groups and sixteen one-to-one semi-structured interviews were conducted. The sample was varied, with 56% (n = 25) students and 33% (n = 15) registered pharmacists from community, hospital, primary care, academia and an additional 11% (n = 5) still in foundation training in these sectors. The sample include diversity of racial identities, including 40% (n = 18) South Asian, 27% (n = 12) White, 15% (n = 7) Black, 7% (n = 3) Chinese and Arab mixed, 2% (n = 1) and 2% (n = 1) Not disclosed. Three themes were identified – Theme 1) Experiences of racial minority stress, Theme 2) Making sense of racial minority stress, and Theme 3) Responding to racial minority stress. Participants characteristics (for example skin colour, dialect, religious dress) made them feel susceptible to judgement, racist comments and microaggressions in education and practice. Participants required time to interpret, understand and make sense of incidents of racial minority stress. Responses to stressors included ‘ignoring ignorance’ and using a ‘professional identity’ to mask feelings. However, malicious comments and actions from other pharmacy staff were responded to differently to experiences from patients. Participants reported poor self-confidence to challenge racist behaviours in the workplace.
The aim of this study was to explore experiences of racial minority stress in pharmacy education and practice. This study shows dealing with microaggression, racial minority stress and judgement in pharmacy education and practice is a burden experienced by people from BAME backgrounds. These experiences could contribute to the professional attainment gap in pharmacy, as making sense of these experiences is an additional burden pharmacists and trainees must bear in comparison to people from non-BAME backgrounds. Further work is needed to explore interventions to reduce minority stress in pharmacy practice and education to reduce the attainment gap across the sector.
•Little was known about experiences of racial minority stress in pharmacy education and practice.•Micro-aggressions, unconcious bias and racism in pharmacy practice and education contributed to racial minority stress.•Patients and professional colleagues contributed to racial minority stress in different ways.•Interventions could be developed to support people experiencing racial minority stress.•Experiences of racial minority stressors appeared to influence beliefs about professional attainment.
Experiments to examine the effects of aging on the ability to identify temporal durations in an absolute identification task are reported. In Experiment 1, older adults were worse than younger adults ...in identifying a tone's position within a series of 6 tones of varied durations. In Experiment 2, participants were required to identify a tone's position in 9 tones of varied durations. Older adults' performance was again worse than that of younger adults; moreover, they showed a qualitatively different pattern of errors than younger adults. In Experiment 3, in which the tones varied in pitch, the performance of older adults was worse than that of younger adults, but the error patterns of the 2 groups were similar. The results suggest that older adults have distorted memory representations for durations but not for pitch.
We advance a recent comprehensive model of climate change risk perceptions by investigating the role of media in shaping individuals’ health risk perceptions. Results from a national survey in ...Australia (n = 1023) show that perceived health risks associated with climate change are related but distinct from perceived harm to self and society as measured in previous risk perception studies. Moreover, the full model explains 47% variance in health risks and 74% in perceived harm; While experiential processes (21%) account for about half of the variance in health risks, cognitive factors explain the largest share of variance in perceived harm (32%). Media processes explain a 10% variance in health risks and a 14% variance in perceived harm. News interest and media exposure to extreme weather events are significant to understand public health risks and harm perceptions, even after accounting for several other socio-demographic, cognitive, experiential, and socio-cultural factors. Findings support a conditional media effects model. Media can, directly and indirectly, affect public health risk perceptions by providing vicarious experience opportunities and information that Australians are looking for in the media about climate change.
•Media processes explain significant variance in climate change related health risks.•Cognitive factors explain the largest share of variance in perceived harm.•Experiential processes account for about half of the variance in health risks.
Initiation of the development of the anterior–posterior axis in the mouse embryo has been thought to take place only when the anterior visceral endoderm (AVE) emerges and starts its asymmetric ...migration. However, expression of
Lefty1, a marker of the AVE, was recently found to initiate before embryo implantation. This finding has raised two important questions: are the cells that show such early, preimplantation expression of this AVE marker the real precursors of the AVE and, if so, how does this contribute to the establishment of the AVE? Here, we address both of these questions. First, we show that the expression of another AVE marker,
Cer1, also commences before implantation and its expression becomes consolidated in the subset of ICM cells that comprise the primitive endoderm. Second, to determine whether the cells showing this early
Cer1 expression are true precursors of the AVE, we set up conditions to trace these cells in time-lapse studies from early periimplantation stages until the AVE emerges and becomes asymmetrically displaced. We found that
Cer1-expressing cells are asymmetrically located after implantation and, as the embryo grows, they become dispersed into two or three clusters. The expression of
Cer1 in the proximal domain is progressively diminished, whilst it is reinforced in the distal–lateral domain. Our time-lapse studies demonstrate that this distal–lateral domain is incorporated into the AVE together with cells in which
Cer1 expression begins only after implantation. Thus, the AVE is formed from both part of an ancestral population of
Cerl-expressing cells and cells that acquire
Cer1 expression later. Finally, we demonstrate that when the AVE shifts asymmetrically to establish the anterior pole, this occurs towards the region where the earlier postimplantation expression of
Cer1 was strongest. Together, these results suggest that the orientation of the anterior–posterior axis is already anticipated before AVE migration.
PDF
