Biomedical subjects
Publications and source records attributed to M A Foley.
We investigated the response of the Datex Capnomac to alcohol in expired air. The greatest response was seen when the Capnomac was set to monitor halothane. There was an approximately linear correlation with blood alcohol levels. This effect is of sufficient magnitude to introduce inaccuracies in the measured concentration of halothane.
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Eighty junior doctors in the acute specialties received a postal questionnaire aimed at assessing their ability to assign priority to the treatment of patients who may have sustained serious trauma. Forty-eight doctors (60%) replied. Of these, three doctors (6%) correctly assigned all patients; 44% failed to identify the three patients in most urgent need of treatment.
Children are more confused than adults about memories for what they said and what they imagined saying. The present studies examine the extent to which this confusion is related to the person subjects imagine. In Experiment 1, subjects (7, 10, and adult) said words and imagined someone (themselves, a parent, or a friend) saying other words. They were then asked to distinguish words they said from words they imagined. Performance varied with age as well as with the person subjects imagined. Further, performance was better for words subjects imagined than for words they said. Metamemory responses indicated subjects of all ages remembered elaborative processing activated spontaneously during imagination when discriminating between memories. When the nature of subjects encodings was constrained (i.e., subjects said and imagined someone saying words as part of a sentence completion task. Experiment 2), performance declined for all age groups. Experiments 3 and 4 suggest that elaborations reported in response to our metamemory questions occurred during imagination and were not solely prompted by our metamemory questions.
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The purpose of these studies was to explore the role of effort in remembering anagrams and their solutions. In Experiment 1, we compared the effects on memory of copying words, typing them as solutions for easy anagrams, or typing them as solutions for difficult anagrams. Solving anagrams involved more effort than did simply typing words, as indexed by response time. However, this effort facilitated recall for solutions to easy anagrams but not for solutions to difficult anagrams. In Experiment 2, we compared memory for anagrams and their solutions using a frequency-judgment task. Memory for solutions was better than memory for anagrams, and this difference was not affected by anagram difficulty. The results of these studies have implications for our understanding of the role of effort in remembering.
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Two studies explored potential bases for reality monitoring (Johnson & Raye, 1981) of naturally occurring autobiographical events. In Study 1, subjects rated phenomenal characteristics of recent and childhood memories. Compared with imagined events, perceived events were given higher ratings on several characteristics, including perceptual information, contextual information, and supporting memories. This was especially true for recent memories. In Study 2, subjects described how they knew autobiographical events had (or had not) happened. For perceived events, subjects were likely to mention perceptual and contextual details of the memory and to refer to other supporting memories. For imagined events, subjects were likely to engage in reasoning based on prior knowledge. The results are consistent with the idea that reality monitoring draws on differences in qualitative characteristics of memories for perceived and imagined events (Johnson & Raye, 1981) and augment findings from more controlled laboratory studies of complex events (Johnson & Suengas, in press; Suengas & Johnson, 1988).
The present experiments examined the sorts of cues that might be available to facilitate children's ability to discriminate between memories for their own actions. In Experiment 1, 7 and 10 year olds engaged in two types of tracing exercises (using a pencil and a finger; a stylus and a finger; or a stylus and a pencil). Discrimination performance was better when distinguishing between memories involving the use of a pencil vs. a finger than in either of the other two cases. In Experiment 2, children traced and imagined tracing pictures using one of these three tools. Discriminations between memories for tracing and imagined tracing varied with the type of tool involved and interacted with the type of tracing activity (tracing vs. imagining). These differences in discrimination performance demonstrated the importance of kinesthetic cues and visible consequences for children's memory discriminations.
Children are often assumed to be more confused than adults are about the origin of self-generated memories (e.g., what they did or thought). The present experiments showed evidence in support of this assumption but only under some circumstances. In Experiment 1, 6- and 9-year-olds were as good as adults in distinguishing what they did from what they saw someone else do. However, children had particular trouble distinguishing what they did from what they imagined doing. Confusion between performed and imagined actions was evident across a range of actions. Clustering data also showed that information about origin is part of the memory for an event; all subjects recalled actions according to who performed what action (Experiment 1). Further, the presence of person categories as a basis for organization reduced clustering based on action class more for children than for adults (Experiment 1 vs. 2). Collectively, these findings indicate that children become sensitive to some distinctions in memories sooner than they do to others.
The direct use of verbal and physiological response measures to assess the cognitive component of a sociopolitical attitude is made difficult by the multiple meanings of sociopolitical stimuli. In the present study a modified differential classical conditioning procedure was used to produce an unambiguous physiological (skin conductance) response to stimuli related to a discrete social concept (black relatedness and not black relatedness). It was demonstrated that conditioned stimuli clearly related to this specific concept produced a conditioned response. The results also showed that a series of more ambiguous test stimuli related to the 1972-1974 election campaigns produced a gradient of skin conductance responses that was related to the degree of black relatedness or not black relatedness of each stimulus as measured by other means. The implications of the results of this study to further research and other indicators of the cognitive component of attitude are discussed.
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Regardless of market conditions, staff development personnel are responsible for helping to meet the organization's need for competent staff. Collaboration between the organization's education and clinical staff is essential to effect a successful transfer from having knowledge to performing effectively. One organization's response to the challenge of competence development, and how a successful transfer of learning can be achieved by collaboration between clinical educators and clinical staff is reported.