Sherlock Holmes: An expert’s view of expertise

In recent years, there has been an intense research effort to understand the cognitive processes and structures underlying expert behaviour. Work in different fields, including scientific domains, sports, games, and mnemonics, has shown that there are vast differences in perceptual abilities between experts and novices, and that these differences may underpin other cognitive differences in learning, memory, and problem solving. In this article, we evaluate the progress made in the last years through the eyes of an outstanding, albeit fictional, expert: Sherlock Holmes. We first use the Sherlock Holmes character to illustrate expert processes as described by current research and theories. In particular, the role of perception, as well as the nature and influence of expert knowledge, are all present in the description of Conan Doyle’s hero. In the second part of the article, we discuss a number of issues that current research on expertise has barely addressed. These gaps include, for example, several forms of reasoning, the influence of emotions on cognition, and the effect of age on experts’ knowledge and cognitive processes. Thus, although nearly 120 years old, Conan Doyle’s books show remarkable illustrations of expert behaviour, including the coverage of themes that have mostly been overlooked by current research

Criminal History and LSI-R Scores of RSAT Participants in the State of Massachusetts: Impact of Offender Age on Program Completion and Rates of Offender Recidivism

The purpose of this study was to understand how offender age impacted residential substance abuse treatment (RSAT) program success in reducing rates of recidivism for offenders exiting the judicial system. Despite passing legislation in the 1980s and 1990s, which increased the penalties for certain crimes, offender recidivism remains high, with no apparent drop in the number of incarcerations and re-incarcerations, resulting in high costs and threats to the safety and quality of life experienced within communities. Social learning theory, behavioral decision theory, and biologically based theories of behavior were the theoretical foundations. Archival data collected from a RSAT grant program at between January 1, 1999 and June 6, 2001 were examined. Data related to participant scores on the Level of Service Inventory Revised (LSI-R), acquired prior to program placement and upon program completion, were compared with the number of incarcerations before and after program completion; charges for convictions already decided and/or pending convictions, age at admission(s) and age at the time of the offender\u27s first offense, and types of offenses (domestic or sexual) committed were explored in a factor analysis. Negative correlations identified included: sex offenders and their age at admission and between LSI-R scores and completing the RSAT program. Positive correlations identified included: new convictions and completing the RSAT program, age at admission to program and age of first offense, and date of first offense and sex offender variables. Implications for positive social change include reduced rates of recidivism among offenders with substance abuse problems

A principled approach to the measurement of situation awareness in commercial aviation

The issue of how to support situation awareness among crews of modern commercial aircraft is becoming especially important with the introduction of automation in the form of sophisticated flight management computers and expert systems designed to assist the crew. In this paper, cognitive theories are discussed that have relevance for the definition and measurement of situation awareness. These theories suggest that comprehension of the flow of events is an active process that is limited by the modularity of attention and memory constraints, but can be enhanced by expert knowledge and strategies. Three implications of this perspective for assessing and improving situation awareness are considered: (1) Scenario variations are proposed that tax awareness by placing demands on attention; (2) Experimental tasks and probes are described for assessing the cognitive processes that underlie situation awareness; and (3) The use of computer-based human performance models to augment the measures of situation awareness derived from performance data is explored. Finally, two potential example applications of the proposed assessment techniques are described, one concerning spatial awareness using wide field of view displays and the other emphasizing fault management in aircraft systems

Quantifying anhedonia-like symptoms in marmosets using appetitive Pavlovian conditioning.

Blunted reward responsivity is associated with anhedonia in humans and is a core feature of depression. This protocol describes how to train the common marmoset, Callithrix jacchus, on an appetitive Pavlovian conditioning paradigm to measure behavioral and cardiovascular correlates of anticipatory and consummatory phases of reward processing. We describe how to use intracerebral infusions to manipulate brain regions whose activity is relevant to impaired reward processing in depression and how the paradigm can be used to test antidepressant efficacy. For complete details on the use and execution of this protocol, please refer to Alexander et al. (2019)

ASSESSMENT IN DEVELOPMENT COMPUTER-AIDED INSTRUCTION

Assessment in development computer-aided instruction (CAI) is not only done on the final products, but the assessment also takes place during the development process. Similar to assessments conducted by experts (Expert Judgment), the assessment also carried out by the user to individual persons (one to one), a small group, an expanded group, and real users (in dissemination process). In developing CAI, there are several aspects to be assessed such as programming, learning design, contents, and also its visual aspect. Moreover, there are several indicators that should be included in developing CAI which are: a. Software Engineering/Programming: (1). Effectiveness and Efficiency in the development and use of instructional media; (2). Reliable; (3).Maintainable (can easily be maintained and managed); (4). Usability (easy to use and simple in operation); (5).The accuracy in selection of the type of application / software / tool for development; (6) Compatibility (learning media can be installed / run on existing hardware and software); (7). Packaging of integrated instructional media and easy in execution; (8). Completeness of instructional media program documentation which consist of: installation manual (clear, brief, and complete); troubleshooting (clear, structured and anticipated); program design (clear and complete in describing program workflow); (9) Reusable (part or all program learning media can be reused to develop other learning media). b. Aspects of Learning Design and Content Items: (1) Clarity of learning objectives (formulation, realistic); (2) The relevance of the learning objectives with SK / KD / curriculum; (3) The scope and depth of learning objectives; (4) The accuracy of the use of learning strategies; (5) Interactivity; (6) Provision of motivation to learn; (7) Contextuality and actuality; (8) The completeness and the quality of learning support materials; (9) Compliance with the aim of learning materials; (10) The depth of the material; (11) Ease to be understood; (12) The systematic, continuous, clear logic flow; (13) The clarity of description, discussion, examples, simulations, exercises; (14) Consistency of evaluation with the aim of learning; (15) The accuracy and provision of evaluation tools; (16) The provision of feedback on the evaluation results. c. Aspects of Visual Communication / Display: (1) Communicative; according to the message and can be received / in line with the expected target; (2) Creative ideas pouring in the following idea; (3) Simple and attractive; (4) Audio (narration, sound effects, back sound, music; (5) Visual (layout design, typography, colour); (6) Media movement (animation, movie); (7) Interactive Layout (navigation icons). Keywords: Assessment, Development, CAI, Programming, Design, Visua

REORIENTATION LEARNING IN VOCATIONAL HIGH SCHOOL

Being a vocational high school teacher in the global era definitely not easy, this is because vocational teachers have a very tough task in preparing its graduates to be ready to work. This is reasonable because the world of work in a global era is always characterized by uncertainty, the more rapid and frequent change, and demands for greater flexibility. This change fundamentally not only demanded the labor force that has the ability to work in the field (hard competencies) but also very important to master the ability to deal with change and take advantage of the change itself (soft competence). Therefore, the challenge of vocational education (SMK) to be able to integrate these two kinds of components in an integrated competency in preparing the human resources that have the ability to work and grow in the future. Learning is the essence of education. Thereby solving the problem of vocational education at the vocational school will not be released from the need for innovations that are focused on improving the quality of learning. Form, shape, and the efforts of these innovations can vary but all have the same common goal, namely the establishment of a quality learning process so as to enhance the competence, ability, skill, and competitiveness of graduates. Learning model based on constructivism, contextual learning (Contextual Teaching and Learning), media computer-assisted learning and holistic assessment is an appropriate learning model is applied in an effort to improve the quality of vocational school graduates

Curriculum Committee, Agenda, October 6, 2022

Approval of Minutes - September 1, 2022 Program Proposals Semester Course Approval Reviews Other Business Curriculum Deadlines - Toni Gibbons Adjourn: 3:00 p

Application of a Theory-Based Educational Intervention to Increase the Frequency of Performing Oral Health Assessments on Children Among Advanced Practice Registered Nurses and Nurses

The purpose of this study was to determine if the use of a theory-based educational intervention would increase the frequency of performing oralhealth assessments (OHAs) during well-child visits among nurses. A randomized experimental design was conducted to determine if the educationalintervention would improve frequency of performing OHAs, in addition to, knowledge, confidence in performing OHAs, and advising parents. Using a non-probability sampling frame, “snowball technique,” a total of 46 participants were recruited. After exclusion criteria, 33 advanced practice registered nurses(APRNs), registered nurses (RNs), and licensed practical nurses (LPNs); were randomized into a control or experimental group. Data collection occurred over afour-week period. An adapted validated 21-question survey designed through Qualtrics© software was used to measure oral health-related practices onchildren of all participants at pre and post-intervention. The electronically delivered intervention was a continuing education (CE) course that focused onchildren’s oral health. Participants in the experimental group received the CE course immediately following completion of the electronic survey whereas; participants in the control group received the CE course content after completing the post-survey at 4 weeks. At 3 weeks, a trivia question related tochildren’s oral health, and a brochure, “Promoting Oral Health” sponsored by the American Academy of Pediatrics was electronically delivered. Participants received 1 free CME credit as an incentive for participating and completing all portions of the study. A two-way Analysis of Variance (ANOVA) mixed design statistical analysis was used to determine statistical significant difference (p =\u3c0.05). There was no significant main effect, or difference between the experimental and control groups for frequency of performing OHAs on children. However, there were significant main effects of time from pre to post-tests within the experimental and control groups for the following variables: knowledge (F (1, 31) = 12.67, p = 0.001), confidence in performing OHAs (F (1, 30) =10.17, p = 0.003), and confidence advising parents (F (1, 30) = 10.78, p = 0.003). While there were no significant differences found between-groups, or interactions for all four dependent variables measured, scores related to knowledge, confidence in performing OHAs, and advising parents improved within groups

Aircraft electromagnetic compatibility

Illustrated are aircraft architecture, electromagnetic interference environments, electromagnetic compatibility protection techniques, program specifications, tasks, and verification and validation procedures. The environment of 400 Hz power, electrical transients, and radio frequency fields are portrayed and related to thresholds of avionics electronics. Five layers of protection for avionics are defined. Recognition is given to some present day electromagnetic compatibility weaknesses and issues which serve to reemphasize the importance of EMC verification of equipment and parts, and their ultimate EMC validation on the aircraft. Proven standards of grounding, bonding, shielding, wiring, and packaging are laid out to help provide a foundation for a comprehensive approach to successful future aircraft design and an understanding of cost effective EMC in an aircraft setting