COGNITIVE IMPACT OF INTERACTIVE MULTIMEDIA

Technology has been gradually introduced in heath education. One of the most attractive features of this technology-based education is the use of multimedia. In this article we explore the research evidence about the role that multimedia is playing in education. From that analysis we describe the most relevant features of this technology to prepare a common ground of discussion about the evaluation of its impact on educational outcomes. As part of this analysis, we organize current research evidence on the use of technology in medical education, distinguishing diverse variables involved in the process, like knowledge (declarative, procedural), learner characteristics, curricular scenario, etc. This article presents an overview of the Distributed Representations theory and its relationship with research on educational outcomes and multimedia. Next we discuss the relationship between media and diverse learning theories, proposing a theory based taxonomy for educational multimedia.

An orienting response is not enough: Bivalency not infrequency causes the bivalency effect

When switching tasks, occasionally responding to bivalent stimuli (i.e., stimuli with relevant features for two different tasks) slows performance on subsequent univalent stimuli, even when they do not share relevant features with bivalent stimuli. This performance slowing is labelled the bivalency effect here, we investigated whether the bivalency effect results from an orienting response to the infrequent stimuli (i.e., the bivalent stimuli). To this end, we compared the impact of responding to infrequent univalent stimuli to the impact of responding to infrequent bivalent stimuli. For the latter, the results showed a performance slowing for all trials following bivalent stimuli. This indicates a long-lasting bivalency effect, replicating previous findings. For infrequent univalent stimuli, however, the results showed a smaller and shorter-lived performance slowing. These results demonstrate that the bivalency effect does not simply reflect an orienting response to infrequent stimuli. Rather it results from the conflict induced by bivalent stimuli, probably by episodic binding with the more demanding context created by them.

More conflict does not trigger more adjustment of cognitive control for subsequent events: A study of the bivalency effect

Encountering a conflict triggers an adjustment of cognitive control. This adjustment of cognitive control can even affect subsequent performance. The purpose of the present study was to determine whether more conflict triggers more adjustment of cognitive control for subsequent performance. To this end, we focussed on the bivalency effect, that is, the adjustment of cognitive control following the conflict induced by bivalent stimuli (i.e., stimuli with relevant features for two tasks). In two experiments, we tested whether the amount of conflict triggered by bivalent stimuli affected the bivalency effect. Bivalent stimuli were either compatible (i.e., affording one response) or incompatible (i.e., affording two different responses). Thus, compatible bivalent stimuli involved a task conflict, whereas incompatible bivalent stimuli involved a task and a response conflict. The results showed that the bivalency effect was not affected by this manipulation. This indicates that more conflict does not trigger more adjustment of cognitive control for subsequent performance. Therefore, only the occurrence of conflict--not its amount--is determinant for cognitive control.

More conflict does not trigger more adjustment of cognitive control for subsequent performance: A study of the bivalency effect

Encountering a conflict triggers an adjustment of cognitive control. This adjustment of cognitive control can even affect subsequent performance. The purpose of the present study was to determine whether more conflict triggers more adjustment of cognitive control for subsequent performance. To this end, we focussed on the bivalency effect, that is, the adjustment of cognitive control following the conflict induced by bivalent stimuli (i.e., stimuli with relevant features for two tasks). In two experiments, we tested whether the amount of conflict triggered by bivalent stimuli affected the bivalency effect. Bivalent stimuli were either compatible (i.e., affording one response) or incompatible (i.e., affording two different responses). Thus, compatible bivalent stimuli involved a task conflict, whereas incompatible bivalent stimuli involved a task and a response conflict. The results showed that the bivalency effect was not affected by this manipulation. This indicates that more conflict does not trigger more adjustment of cognitive control for subsequent performance. Therefore, only the occurrence of conflict – not its amount – is determinant for cognitive control

The unruptured intracranial aneurysm treatment score: a multidisciplinary consensus.

OBJECTIVE We endeavored to develop an unruptured intracranial aneurysm (UIA) treatment score (UIATS) model that includes and quantifies key factors involved in clinical decision-making in the management of UIAs and to assess agreement for this model among specialists in UIA management and research. METHODS An international multidisciplinary (neurosurgery, neuroradiology, neurology, clinical epidemiology) group of 69 specialists was convened to develop and validate the UIATS model using a Delphi consensus. For internal (39 panel members involved in identification of relevant features) and external validation (30 independent external reviewers), 30 selected UIA cases were used to analyze agreement with UIATS management recommendations based on a 5-point Likert scale (5 indicating strong agreement). Interrater agreement (IRA) was assessed with standardized coefficients of dispersion (vr*) (vr* = 0 indicating excellent agreement and vr* = 1 indicating poor agreement). RESULTS The UIATS accounts for 29 key factors in UIA management. Agreement with UIATS (mean Likert scores) was 4.2 (95% confidence interval [CI] 4.1-4.3) per reviewer for both reviewer cohorts; agreement per case was 4.3 (95% CI 4.1-4.4) for panel members and 4.5 (95% CI 4.3-4.6) for external reviewers (p = 0.017). Mean Likert scores were 4.2 (95% CI 4.1-4.3) for interventional reviewers (n = 56) and 4.1 (95% CI 3.9-4.4) for noninterventional reviewers (n = 12) (p = 0.290). Overall IRA (vr*) for both cohorts was 0.026 (95% CI 0.019-0.033). CONCLUSIONS This novel UIA decision guidance study captures an excellent consensus among highly informed individuals on UIA management, irrespective of their underlying specialty. Clinicians can use the UIATS as a comprehensive mechanism for indicating how a large group of specialists might manage an individual patient with a UIA.

Post-conflict slowing after incongruent stimuli: From general to conflict-specific

Encountering a cognitive conflict not only slows current performance, but it can also affect subsequent performance, in particular when the conflict is induced with bivalent stimuli (i.e., stimuli with relevant features for two different tasks) or with incongruent trials (i.e., stimuli with relevant features for two response alternatives). The post-conflict slowing following bivalent stimuli, called “bivalency effect”, affects all subsequent stimuli, irrespective of whether the subsequent stimuli share relevant features with the conflict stimuli. To date, it is unknown whether the conflict induced by incongruent stimuli results in a similar post-conflict slowing. To investigate this, we performed six experiments in which participants switched between two tasks. In one task, incongruent stimuli appeared occasionally; in the other task, stimuli shared no feature with the incongruent trials. The results showed an initial performance slowing that affected all tasks after incongruent trials. On further trials, however, the slowing only affected the task sharing features with the conflict stimuli. Therefore, the post-conflict slowing following incongruent stimuli is first general and then becomes conflict-specific across trials. These findings are discussed within current task switching and cognitive control accounts.

Sociedad, familia y aprendizaje. El papel de los contextos hogareños

En este trabajo se aborda el estudio de las relaciones entre sociedad, familia y aprendizaje. Particularmente refiere a las características del contexto alfabetizador hogareño de poblaciones carenciadas y sus repercusiones en las habilidades y conocimientos prelectores de sus hijos. Para examinar dichas relaciones, se seleccionaron aleatoriamente 62 niños de 4/5 años de edad y sus madres. Las madres fueron entrevistadas con una adaptación de una encuesta sobre contexto familiar alfabetizador (Whitehurst, 1992). Los niños fueron evaluados utilizando pruebas específicas que permitieran estimar la dimensión `alfabetización temprana'. Los resultados encontrados informan sobre una gran variabilidad en las prácticas y características del contexto hogareño de las familias examinadas y sobre conocimientos y habilidades prelectores infantiles muy incipientes. Las relaciones entre las dos dimensiones bajo estudio, si bien alcanzan significación estadística, muestran valores de bajos a moderados, circunstancia cuya interpretación se discute. Por último, la caracterización de los niños y de los hogares de donde provienen, tiene como finalidad última encontrar indicadores específicos que permitan diseñar estrategias de intervención adecuadas, oportunas y sistemáticas para la prevención de dificultades en el aprendizaje del lenguaje escrito en situaciones que pueden ser consideradas de riesgo

Society, family and learning. The role of home literacy environments

This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.

Sociedad, familia y aprendizaje. El papel de los contextos hogareños

En este trabajo se aborda el estudio de las relaciones entre sociedad, familia y aprendizaje. Particularmente refiere a las características del contexto alfabetizador hogareño de poblaciones carenciadas y sus repercusiones en las habilidades y conocimientos prelectores de sus hijos. Para examinar dichas relaciones, se seleccionaron aleatoriamente 62 niños de 4/5 años de edad y sus madres. Las madres fueron entrevistadas con una adaptación de una encuesta sobre contexto familiar alfabetizador (Whitehurst, 1992). Los niños fueron evaluados utilizando pruebas específicas que permitieran estimar la dimensión `alfabetización temprana'. Los resultados encontrados informan sobre una gran variabilidad en las prácticas y características del contexto hogareño de las familias examinadas y sobre conocimientos y habilidades prelectores infantiles muy incipientes. Las relaciones entre las dos dimensiones bajo estudio, si bien alcanzan significación estadística, muestran valores de bajos a moderados, circunstancia cuya interpretación se discute. Por último, la caracterización de los niños y de los hogares de donde provienen, tiene como finalidad última encontrar indicadores específicos que permitan diseñar estrategias de intervención adecuadas, oportunas y sistemáticas para la prevención de dificultades en el aprendizaje del lenguaje escrito en situaciones que pueden ser consideradas de riesgo

Society, family and learning. The role of home literacy environments

This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.

Sociedad, familia y aprendizaje. El papel de los contextos hogareños

En este trabajo se aborda el estudio de las relaciones entre sociedad, familia y aprendizaje. Particularmente refiere a las características del contexto alfabetizador hogareño de poblaciones carenciadas y sus repercusiones en las habilidades y conocimientos prelectores de sus hijos. Para examinar dichas relaciones, se seleccionaron aleatoriamente 62 niños de 4/5 años de edad y sus madres. Las madres fueron entrevistadas con una adaptación de una encuesta sobre contexto familiar alfabetizador (Whitehurst, 1992). Los niños fueron evaluados utilizando pruebas específicas que permitieran estimar la dimensión `alfabetización temprana'. Los resultados encontrados informan sobre una gran variabilidad en las prácticas y características del contexto hogareño de las familias examinadas y sobre conocimientos y habilidades prelectores infantiles muy incipientes. Las relaciones entre las dos dimensiones bajo estudio, si bien alcanzan significación estadística, muestran valores de bajos a moderados, circunstancia cuya interpretación se discute. Por último, la caracterización de los niños y de los hogares de donde provienen, tiene como finalidad última encontrar indicadores específicos que permitan diseñar estrategias de intervención adecuadas, oportunas y sistemáticas para la prevención de dificultades en el aprendizaje del lenguaje escrito en situaciones que pueden ser consideradas de riesgo

Society, family and learning. The role of home literacy environments

This paper explores the relation between society, family, and learning. In particular, it addresses the features of home literacy environments in low income families and their impact on children's pre-literacy skills and knowledge. Sixty-two four/five-year-old children and their mothers were randomly selected for this study. The mothers were interviewed using an adaptation of a family literacy environment survey (Whitehurst, 1992). The children were assessed with specific tests to examine the scope of their 'early literacy'. The results revealed significant variability in the features and practices of home literacy environments as well as in the children's emerging pre-literacy skills and knowledge. The correlation between the two variables shows low to moderate statistical significance. The implications of such findings are discussed. Additionally, the purpose of isolating relevant features of the children and their home environments is to identify specific indicators related to the literacy fostering process. Ultimately, the goal is to design adequate, timely, and systematic intervention strategies aimed at preventing difficulties related to written language learning in children that could be considered at risk.

Amorphization kinectics under swift heavy ion irradiation: a cumulative overlapping-track approach

A simple illustrative physical model is presented to describe the kinetics of damage and amorphization by swiftheavyions (SHI) in LiNbO3. The model considers that every ion impact generates initially a defective region (halo) and a full amorphous core whose relative size depends on the electronic stopping power. Below a given stopping power threshold only a halo is generated. For increasing fluences the amorphized area grows monotonically via overlapping of a fixed number N of halos. In spite of its simplicity the model, which provides analytical solutions, describes many relevant features of the kinetic behaviour. In particular, it predicts approximate Avrami curves with parameters depending on stopping power in qualitative accordance with experiment that turn into Poisson laws well above the threshold value

Preprocessing and analyzing genetic data with complex networks: An application to Obstructive Nephropathy

Many diseases have a genetic origin, and a great effort is being made to detect the genes that are responsible for their insurgence. One of the most promising techniques is the analysis of genetic information through the use of complex networks theory. Yet, a practical problem of this approach is its computational cost, which scales as the square of the number of features included in the initial dataset. In this paper, we propose the use of an iterative feature selection strategy to identify reduced subsets of relevant features, and show an application to the analysis of congenital Obstructive Nephropathy. Results demonstrate that, besides achieving a drastic reduction of the computational cost, the topologies of the obtained networks still hold all the relevant information, and are thus able to fully characterize the severity of the disease.

Mejora de la calidad de los electrocardiogramas recogidos por terminales móviles

Inicio del desarrollo de un algoritmo eficiente orientado a dispositivos con baja capacidad de proceso, que ayude a personas sin necesariamente una preparación adecuada a llevar a cabo un proceso de toma de una señal biológica, como puede ser un electrocardiograma. La aplicación deberá, por tanto, asesorar en la toma de la señal al usuario, evaluar la calidad de la grabación obtenida, y en tiempo seudo real, comprobar si la calidad de la señal obtenida es suficientemente buena para su posterior diagnóstico, de tal modo que en caso de que sea necesaria una repetición de la prueba médica, esta pueda realizarse de inmediato. Además, el algoritmo debe extraer las características más relevantes de la señal electrocardiográfica, procesarlas, y obtener una serie de patrones significativos que permitan la orientación a la diagnosis de algunas de las patologías más comunes que se puedan extraer de la información de las señales cardíacas. Para la extracción, evaluación y toma de decisiones de este proceso previo a la generación del diagnóstico, se seguirá la arquitectura clásica de un sistema de detección de patrones, definiendo las clases que sean necesarias según el número de patologías que se deseen identificar. Esta información de diagnosis, obtenida mediante la identificación del sistema de reconocimiento de patrones, podría ser de ayuda u orientación para la posterior revisión de la prueba por parte de un profesional médico cualificado y de manera remota, evitando así el desplazamiento del mismo a zonas donde, por los medios existentes a día de hoy, es muy remota la posibilidad de presencia de personal sanitario. ABTRACT Start of development of an efficient algorithm designed to devices with low processing power, which could help people without adequate preparation to undertake a process of taking a biological signal, such as an electrocardiogram. Therefore, the application must assist the user in taking the signal and evaluating the quality of the recording. All of this must to be in live time. It must to check the quality of the signal obtained, and if is it necessary a repetition of the test, this could be done immediately. Furthermore, the algorithm must extract the most relevant features of the ECG signal, process it, and get meaningful patterns that allow to a diagnosis orientation of some of the more common diseases that can be drawn from the cardiac signal information. For the extraction, evaluation and decision making in this previous process to the generation of diagnosis, we will follow the classic architecture of a pattern recognition system, defining the necessary classes according to the number of pathologies that we wish to identify. This diagnostic information obtained by identifying the pattern recognition system could be for help or guidance for further review of the signal by a qualified medical professional, and it could be done remotely, thus avoiding the movements to areas where nowadays it is extremely unlikely to place any health staff, due to the poor economic condition.