PubMed Health⌕ Search

Biomedical subjects

J K Andrews

Publications and source records attributed to J K Andrews.

5 recordsLinked to original sources
PubMed2002

Professional telephone advice to parents with sick children: time for quality control!

OBJECTIVE: To assess the quality of professional telephone advice given to parents with sick children. METHODS: All hospitals with an emergency department and a paediatric ward and a designated child health telephone advice line in the greater Brisbane region were invited to participate in the study. Case scenarios involving a febrile baby, a 14-month-old with gastroenteritis and an 18-month-old with a head injury were used three times with each institution. Each of the cases should have elicited a response indicating the need for urgent medical attention. A research assistant presented the symptoms in accordance with the questions of the telephone advice-giver. Aspects of the call were recorded, including time between call made and access to advice-giver, profession of advice-giver, identifying details sought by advice-giver, questions asked about the case presented, length of call, and advice-given. RESULTS: Of the 10 hospitals asked, six agreed to participate. Included in the study were two paediatric hospitals, two general public hospitals, one private hospital, and a Statewide-designated child health telephone advice line. Calls were generally attended to promptly. Only 37 (68.5%) of the advisers recognized the urgency of the case scenarios, with the febrile infant having the least likelihood of eliciting the correct advice (39%). Doctors gave more reliable advice than nurses in the fever scenario, but not in the other cases. CONCLUSIONS: Telephone advice to parents with sick children is easily accessible, but is often dangerously inappropriate. There is a need for tighter quality control and/or for a centralised telephone advice line to prevent inappropriate advice being given to parents.

Child↗
PubMed1998

Categorical perception effects induced by category learning.

The authors report a series of studies designed to determine whether effects similar to those observed in the innate categorical perception of color and phonemes are induced during the learning of simple unidimensional categories and more complex multidimensional ones. In Experiment 1 no evidence was found for such effects when stimuli varied on 1 dimension. Experiments 2 and 3 demonstrated a within-category compression effect but no between category expansion effect for stimuli varying in 2 dimensions. Compression only was also shown in Experiment 4, which used pictures of actual objects. Multidimensional scaling analyses illustrate how within-category compression without expansion was sufficient to produce categorical clustering of items in the similarity space. These analyses also show that learning changed the dimensional structure of similarity space. Results are compared with those from other studies exploring similar phenomena and with neural network simulations.

Adolescent↗
PubMed1995

On the interaction of prior knowledge and stimulus structure in category learning.

Contemporary theories of categorization propose that concepts are coherent in virtue of being embedded in a network of theories about the world. Those theories function to pick out some of the many possible features of a set of objects as most salient for purposes of classification, a process that is complex and still poorly understood (Murphy & Medin, 1985). Part of what makes this account incomplete is a lack of information as to (1) what makes a feature salient on a given occasion and (2) how feature salience interacts with category structure to determine the course of learning. We report on the results of three studies of category learning using complex schematic drawings to show that (1) the contrast set defined by one's initial encounters with category exemplars can be a source of individual differences in feature salience assignments; (2) such effects are short-lived in the face of clear evidence about actual feature diagnosticity; and (3) more robust prior hypotheses interact with category structure to either enhance learning or impede it. The enhancement occurs when the hypothesis emphasizes category-relevant features, even if the hypothesis is in fact incorrect. A hypothesis that assigns high salience to irrelevant features impedes learning. Learning does occur as feedback concerning category structure leads to enhanced salience for relevant features. Salience of irrelevant features remains high, however, suggesting that such learning as occurs involves augmentation and not total revision of the (incorrect) prior hypothesis.

Attention↗