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Biomedical subjects

R F West

Publications and source records attributed to R F West.

17 recordsLinked to original sources

Individual differences in reasoning: implications for the rationality debate?

Much research in the last two decades has demonstrated that human responses deviate from the performance deemed normative according to various models of decision making and rational judgment (e.g., the basic axioms of utility theory). This gap between the normative and the descriptive can be interpreted as indicating systematic irrationalities in human cognition. However, four alternative interpretations preserve the assumption that human behavior and cognition is largely rational. These posit that the gap is due to (1) performance errors, (2) computational limitations, (3) the wrong norm being applied by the experimenter, and (4) a different construal of the task by the subject. In the debates about the viability of these alternative explanations, attention has been focused too narrowly on the model response. In a series of experiments involving most of the classic tasks in the heuristics and biases literature, we have examined the implications of individual differences in performance for each of the four explanations of the normative/descriptive gap. Performance errors are a minor factor in the gap; computational limitations underlie non-normative responding on several tasks, particularly those that involve some type of cognitive decontextualization. Unexpected patterns of covariance can suggest when the wrong norm is being applied to a task or when an alternative construal of the task should be considered appropriate.

Cognition↗

Discrepancies between normative and descriptive models of decision making and the understanding/acceptance principle.

Several tasks from the heuristics and biases literature were examined in light of Slovic and Tversky's (1974) understanding/acceptance principle-that the deeper the understanding of a normative principle, the greater the tendency to respond in accord with it. The principle was instantiated both correlationally and experimentally. An individual differences version was used to examine whether individuals higher in tendencies toward reflective thought and in cognitive ability would be more likely to behave normatively. In a second application of the understanding/acceptance principle, subjects were presented with arguments both for and against normative choices and it was observed whether, on a readministration of the task, performance was more likely to move in a normative direction. Several discrepancies between performance and normative models could be explained by the understanding/acceptance principle. However, several gaps between descriptive and normative models (particularly those deriving from some noncausal base rate problems) were not clarified by the understanding/acceptance principle-they could not be explained in terms of varying task understanding or tendencies toward reflective thought. The results demonstrate how the variation and instability in responses can be analyzed to yield inferences about why descriptive and normative models of human reasoning and decision making sometimes do not coincide.

Adolescent↗

Who uses base rates and P(D/approximately H)? An analysis of individual differences.

In two experiments, involving over 900 subjects, we examined the cognitive correlates of the tendency to view P(D/approximately H) and base rate information as relevant to probability assessment. We found that individuals who viewed P(D/approximately H) as relevant in a selection task and who used it to make the proper Bayesian adjustment in a probability assessment task scored higher on tests of cognitive ability and were better deductive and inductive reasoners. They were less biased by prior beliefs and more data-driven on a covariation assessment task. In contrast, individuals who thought that base rates were relevant did not display better reasoning skill or higher cognitive ability. Our results parallel disputes about the normative status of various components of the Bayesian formula in interesting ways. It is argued that patterns of covariance among reasoning tasks may have implications for inferences about what individuals are trying to optimize in a rational analysis (J. R. Anderson, 1990, 1991).

Adolescent↗

Characterization of mutant alleles of myospheroid, the gene encoding the beta subunit of the Drosophila PS integrins.

This paper presents the characterization of nine alleles of myospheroid, which encodes the beta PS subunit of the Drosophila PS integrins. On Southern blots, the mysXB87, mysXN101 and mysXR04 genes yield restriction digest patterns similar to that seen for wild-type chromosomes, however the mys1 and mysXG43 genes contain detectable deletions. mys1, mysXB87 and mysXG43 make little or no stable protein product, and genetically behave as strong lethal alleles. For the mysXN101 mutation, protein product is seen on immunoblots and a reduced amount of beta PS protein is seen at muscle attachment sites of embryos; this mutant protein retains some wild-type function, as revealed by complementation tests with weak alleles. Protein is also seen on immunoblots from mysXR04 embryos, and this allele behaves as an antimorph, being more deleterious in some crosses than the complete deficiency for the locus. mysts2 and mysnj42 are typically lethal in various combinations with other alleles at high temperatures only, but even at high physiological temperatures, neither appears to eliminate gene function completely. The complementation behaviors of mysts1 and mysts3 are quite unusual and suggest that these mutations involve regulatory phenomena. For mysts3, the data are most easily explained by postulating transvection effects at the locus. The results for mysts1 are less straightforward, but point to the possibility of a chromosome pairing-dependent negative interaction.

Alleles↗

Venous valve anatomy and morphometry: studies on the duckling using vascular corrosion casting.

The anatomy and morphometry of venous values associated with the vasculature of the head of the duckling were studied using vascular corrosion casting and scanning electron microscopy. All valves encountered were bicuspid, and casts typically exhibited slight expansions at valve sinuses and deep slits at the sites of valve leaflets. The locations, numbers, and orientations of endothelial nuclei on all surfaces of the valves were clearly revealed by imprints in the casting resin. Endothelial cell densities were significantly higher on the surfaces of valve leaflets (about 10 cells/1,000 micron2) than on other venous surfaces (about 7 cells/1,000 micron2). Endothelial nuclei on the medial surface of the valve leaflet were oriented parallel to the long axis of the vessel, whereas those on the lateral surface were oriented perpendicular to that axis. The close proximities of valves in some vessels and the presence of anomalies such as the sharing of leaflets by adjacent valves were readily demonstrated with the corrosion-casting techniques. These methods provide a useful means for studying the fine, three-dimensional details of venous valve anatomy.

Animals↗

The short-term stability of student ratings of instruction in medical school.

The purpose of this study was to assess the degree of consistency in student ratings of teacher effectiveness during the first year of medical school. Student ratings of teaching effectiveness represent a commonly used source of information that enters into the academic decision-making process. In medical school, student evaluations often represent a major source of information that is used in promotion and tenure decisions. It is essential that the precision of such ratings be ascertained so that decision-makers will know how much confidence to place in this source of information on teaching effectiveness. In this study, each member of a first-year medical school class was randomly assigned a two-digit identification number at the beginning of the spring semester, 1986. As the semester progressed students were asked to evaluate each full-time teacher in three major courses. Multiple instructors were utilized in each course (n = 10). Each teacher was evaluated immediately after lectures during the first (T1) and second (T2) halves of the course. Students evaluated the teacher a third time (T3) as part of the end-of-semester overall course evaluation. The teachers were evaluated on a short eight-item Likert-type scale that identified several key indicators of effective teaching. Students attached their anonymous identification numbers to individual ratings so that their responses could be matched in the analysis. The results indicate that medical students are only moderately consistent in the extent to which they evaluate teachers. This inconsistency varied by course and by instructors within courses.(ABSTRACT TRUNCATED AT 250 WORDS)

Attitude of Health Personnel↗

Developing medical student competence in lifelong learning: the contract learning approach.

How contract learning may be used in the introduction to clinical medicine is described, with the goal to develop and enhance self-directed learning skills and attitudes of first- and second-year medical students. Essential tasks associated with successful self-directed learning are cited, and the contract method is described as a means for providing medical students with the opportunity to practice these tasks in the study of gerontology. The procedures followed in the implementation of the contract learning method are described, and its impact on both need and to continue learning about ageing and skills in directing independent learning projects are analysed and discussed. In addition, the implications of early preparation for doctor's lifelong learning are discussed.

Attitude of Health Personnel↗

A developmental study of the category effect in visual search.

Several studies have demonstrated that adults display a category effect in visual search paradigms. That is, when searching an array for the presence of a target letter, subjects detect the letter faster when the array is composed of numbers rather than letters, and vice versa. Groups of 8-year-olds, 10-year-olds, and adults searched for the presence of a target in fields of items that were either of the same or a different category (letter or number) than the target. Highly significant category effects were evident in the search times of all 3 age groups. While search times were found to decrease with development, there was no evidence of an increasing effect of category with age. It was concluded that the feature extraction process that mediates the category effect is fully automated by age 8.

Child↗