“三番式”临床技能教学模式的建立及其在临床医学教学中的应用与思考

传统的临床技能教学存在诸多弊端,从而影响了医学生临床技能的培养及合格医学人才的培养。我们在多年的临床教学实践基础上,构建了临床技能学实践教学平台,创建了“三番式”临床技能教学模式,并将其应用于临床实践教学中,对所取得的显著教学效果进行深入剖析。     

Effects of unit formation on the perception of a changing sound

The effects of subunit formation on adult listeners' ability to notice changes in a continuous spectral gradient of sound were studied. Results of this experiment support the idea that the auditory system processes information differently within a unit, and that this processing does not occur unless the perceptual system detects unit boundaries. In this experiment, silences were inserted into a continuously changing sound to cause the formation of short units. Listeners noticed the change earlier in conditions with silences inserted than in to conditions where the transition was either unbroken or broken by loud noise bursts. Results are discussed in terms of two processes, one that accentuates stimulus properties present at moments of onset and offset, and a second that uses onsets and offsets to signal the beginnings and ends of units and reduces the change perceived within units.     

Instruction and load effects on high-skill and low-skill individuals: A study in the domain of mental arithmetic

What happens when people are asked to respond as quickly or as accurately as possible? This study tested the effects of speed/accuracy instructions and working-memory load on people's strategy efficiency and strategy selection. Adult participants solved simple addition problems (Experiment 1) and simple multiplication problems (Experiment 2) under load and no-load conditions and provided trial-by-trial strategy reports. High-skill participants were more efficient than low-skill participants, but the underlying causes of these skill-related effects differed across experiments. In the addition experiment, high-skill participants responded adaptively to the changing situations by changing their strategy choices, which resulted in smaller effects on their actual performance. Low-skill participants in contrast, did not change their strategy choices as adaptively, which resulted in less efficient performance—and especially so under load conditions. In the multiplication experiment, high-skill and low-skill participants differed in strategy efficiencies rather than in strategy choices. In the discussion, the results are further interpreted and future adaptations for the adaptive strategy choice model (ASCM; Siegler & Jenkins, 1989) are suggested.     

Lending a hand to signed language acquisition: Enactment and iconicity enhance sign recall in hearing adult American Sign Language learners

Abstract

Evidence over the last 15 years has suggested that dual (imagery and verbal) coding explanations of concreteness effects in memory for word lists do not generalise well to memory for sentences and paragraphs. In contrast, an alternative framework based on relative differences in relational and distinctive processing has been shown to account for the effects of imagery and concreteness in these contexts and others. This paper describes recent research on free and cued recall of word lists and evaluates it with respect to the two models. The evidence suggests that whereas dual processing systems may be involved in the encoding of verbal materials, dual memory codes are insufficient to explain concreteness effects in recall. Better memory for high-as compared to low-imagery words depends on the use of paradigms that facilitate inter-item relational processing, independent of whether or not imagery is involved.     

Labels and object categorization in six- and nine-month-olds: tracking labels across varying carrier phrases

Language shapes object categorization in infants. This starts as a general enhanced attentional effect of language, which narrows to a specific link between labels and categories by twelve months. The current experiments examined this narrowing effect by investigating when infants track a consistent label across varied input. Six-month-old infants (N = 48) were familiarized to category exemplars, each presented with the exact same labeling phrase or the same label in different phrases. Evidence of object categorization at test was only found with the same phrase, suggesting that infants were not tracking the label’s consistency, but rather that of the entire input. Nine-month-olds (N = 24) did show evidence of categorization across the varied phrases, suggesting that they were tracking the consistent label across the varied input.     

The Role of Animacy in Children's Interpretation of Relative Clauses in English: Evidence From Sentence–Picture Matching and Eye Movements

Subject relative clauses (SRCs) are typically processed more easily than object relative clauses (ORCs), but this difference is diminished by an inanimate head-noun in semantically non-reversible ORCs (“The book that the boy is reading”). In two eye-tracking experiments, we investigated the influence of animacy on online processing of semantically reversible SRCs and ORCs using lexically inanimate items that were perceptually animate due to motion (e.g., “Where is the tractor that the cow is chasing”). In Experiment 1, 48 children (aged 4;5–6;4) and 32 adults listened to sentences that varied in the lexical animacy of the NP1 head-noun (Animate/Inanimate) and relative clause (RC) type (SRC/ORC) with an animate NP2 while viewing two images depicting opposite actions. As expected, inanimate head-nouns facilitated the correct interpretation of ORCs in children; however, online data revealed children were more likely to anticipate an SRC as the RC unfolded when an inanimate head-noun was used, suggesting processing was sensitive to perceptual animacy. In Experiment 2, we repeated our design with inanimate (rather than animate) NP2s (e.g., “where is the tractor that the car is following”) to investigate whether our online findings were due to increased visual surprisal at an inanimate as agent, or to similarity-based interference. We again found greater anticipation for an SRC in the inanimate condition, supporting our surprisal hypothesis. Across the experiments, offline measures show that lexical animacy influenced children's interpretation of ORCs, whereas online measures reveal that as RCs unfolded, children were sensitive to the perceptual animacy of lexically inanimate NPs, which was not reflected in the offline data. Overall measures of syntactic comprehension, inhibitory control, and verbal short-term memory and working memory were not predictive of children's accuracy in RC interpretation, with the exception of a positive correlation with a standardized measure of syntactic comprehension in Experiment 1.     

Perceptual constraints and the learnability of simple grammars

Cognitive processes are often attributed to statistical or symbolic general-purpose mechanisms. Here we show that some spontaneous generalizations are driven by specialized, highly constrained symbolic operations. We explore how two types of artificial grammars are acquired, one based on repetitions and the other on characteristic relations between tones ("ordinal" grammars). Whereas participants readily acquire repetition-based grammars, displaying early electrophysiological responses to grammar violations, they perform poorly with ordinal grammars, displaying no such electrophysiological responses. This outcome is problematic for both general symbolic and statistical models, which predict that both types of grammars should be processed equally easily. This suggests that some simple grammars are acquired using perceptual primitives rather than general-purpose mechanisms; such primitives may be elements of a "toolbox" of specialized computational heuristics, which may ultimately allow constructing a psychological theory of symbol manipulation.     

Effects of D-amphetamine on response acquisition with immediate and delayed reinforcement.

The present study examined in 8-hour sessions the effects of d-amphetamine (1.0, 5.6, and 10 mg/kg) on the acquisition of lever-press responding in rats that were exposed to procedures in which water delivery was delayed by 0, 8, or 16 seconds relative to the response that produced it. Both nonresetting- and resetting-delay conditions were studied. Although neither shaping nor autoshaping occurred, substantial levels of operative-lever responding developed under all conditions in which responses produced water. The lowest dose (1.0 mg/kg) of d-amphetamine either had no effect on or increased operative-lever pressing, whereas higher doses typically produced an initial reduction in lever pressing. Nonetheless, overall rates of operative-lever pressing at these doses were as high as, or higher than, those observed with vehicle. Thus, response acquisition was observed under all reinforcement procedures at all drug doses. In the absence of the drug, most responding occurred on the operative lever when reinforcement was immediate. Such differential responding also developed under both nonresetting- and resetting-delay procedures when the delay was 8 seconds, but not when it was 16 seconds. d-Amphetamine did not affect the development of differential responding under any procedure. Thus, consistent with d-amphetamine's effects under repeated acquisition procedures, the drug had no detrimental effect on learning until doses that produced general behavioral disruption were administered.