Opportunistic Planning: Being Reminded of Pending Goals

Patalano, Andrea L.; Seifert, Colleen M.

doi:10.1006/cogp.1997.0655

Cited by 88 publications

(54 citation statements)

References 32 publications

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“…Based on learning research, the use of the new rules must be practiced in the actual context where they are needed. 23,24 Current methods introduce new evidence when a physician is out of the clinic context; for example, reviewing research findings, reading about new practice guidelines, consulting with colleagues, or taking a continuing medical education course. In fact, physicians are most likely to become aware of and to accept new knowledge in any setting except the one in which they need to apply it: namely, the clinic visit.…”

Section: Procedural Stage: Practicing New Rules In Contextmentioning

confidence: 99%

“…A wealth of cognitive research demonstrates that the greater the commonality between learning context and application context, the greater the likelihood that new information will be spontaneously applied. 23,24 The American Board of Family Medicine's new Maintenance of Certification program is a step in this direction, because it replaces paper-and-pencil tests of purely declarative knowledge with interactive case-based learning and testing modules.…”

Section: Procedural Stage: Practicing New Rules In Contextmentioning

confidence: 99%

See 1 more Smart Citation

Translation of Research Into Practice: Why We Can't "Just Do It"

Green¹,

Seifert²

2005

The Journal of the American Board of Family Medicine

100

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Translation of new knowledge into practice proceeds through 3 stages, from awareness through acceptance to adoption. Translational research focuses almost exclusively on the first 2 stages. We argue that improving the disappointing results of translation efforts will require a detailed understanding of how adoption takes place. We summarize research in cognitive science that illustrates how accepted "declarative" knowledge (acquired through lectures, reading, and discussion) differs (even down to its locus in the brain) from adopted "procedural" knowledge that is acted on in clinical practice. We suggest strategies that can capitalize on the cognitive processes by which declarative knowledge is proceduralized, as a means of making translation more effective, including (1)

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Section: Procedural Stage: Practicing New Rules In Contextmentioning

confidence: 99%

Section: Procedural Stage: Practicing New Rules In Contextmentioning

confidence: 99%

Translation of Research Into Practice: Why We Can't "Just Do It"

Green¹,

Seifert²

2005

The Journal of the American Board of Family Medicine

100

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show abstract

“…Suspending a goal might be necessary, for example, if it requires subgoals to be achieved first, as in hierarchical problem solving (Miller, Galanter & Pribram, 1960) and means-ends analysis (Ernst & Newell, 1969;Newell & Simon, 1972). Alternatively, progress on a goal might be blocked by the state of the world, so one may benefit from turning attention to some other task until the environment changes (e.g., Patalano & Seifert, 1997). Or, one might be interrupted in the middle of a task, prompting the formulation of an intention to resume the task later (e.g., Marsh, Hicks & Bink, 1998;Patalano & Seifert, 1994).…”

Section: Introductionmentioning

confidence: 99%

Memory for goals: an activation-based model

2002

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Goal-directed cognition is often discussed in terms of specialized memory structures like the "goal stack." The goal-activation model presented here analyzes goal-directed cognition in terms of the general memory constructs of activation and associative priming. The model embodies three predictive constraints: (1) the interference level, which arises from residual memory for old goals; (1) the strengthening constraint, which makes predictions about time to encode a new goal; and (3) the priming constraint, which makes predictions about the role of cues in retrieving pending goals. These constraints are formulated algebraically and tested through simulation of latency and error data from the Tower of Hanoi, a means-ends puzzle that depends heavily on suspension and resumption of goals. Implications of the model for understanding intention superiority, postcompletion error, and effects of task interruption are discussed.

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“…El alumno no sólo debe asumir las distintas metas que se le plantean y seleccionarlas, sino que puede decidir qué es lo importante para él y formular sus propios objetivos de actuación. Para esto se requiere que el sujeto se conozca a sí mismo y que tenga unas expectativas realistas sobre lo que es capaz de llevar a cabo; también debe ser consciente de sus preferencias, intereses y valores, para lo que se necesita un cierto nivel de autoconciencia (Patalano y Seifert, 1997).…”

Section: La Reflexión En El Aprendizajeunclassified

La reflexión en el aprendizaje de los estudiantes del quinto año de secundaria de Lima Metropolitana

Mayaute

2014

Rev. Investig. Psicol.

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RESUMENSe estudio el uso de la reflexión en el aprendizaje de los estudiantes del quinto año de secundaria de Lima Metropolitana. Los participantes correspondieron a una muestra probabilística estratificada de 942 alumnos pertenecientes de manera representativa a las diferentes USE. Los hallazgos del análisis psicométrico demostraron la validez de contenido, la validez de constructo y la confiabilidad de la escala de Reflexión en el Aprendizaje (ERA-2001).Los resultados alcanzados indicaron que los puntajes de la reflexión en el Aprendizaje en los alumnos de quinto año de Lima Metropolitana presentaron una adecuada aproximación a la distribución normal. El análisis de la aplicación de la reflexión en el aprendizaje indicó que los alumnos de quinto año de secundaria de Lima Metropolitana no utilizan de forma significativa la reflexión en el aprendizaje.Las comparaciones por tipo de colegio de procedencia indicaron que los alumnos de colegios particulares presentaron una mejor Integración, Monitoreo y Reflexión en el aprendizaje. El contraste por género, indicó que los varones presentan una mayor integración y reflexión en el aprendizaje que las mujeres. También se observó que no existieron diferencias estadísticas significativas según el grupo de edad y el lugar de procedencia.Palabras Clave: Reflexión, Análisis Psicométrico, Confiabilidad, Validez, Normas. STRACTIt was studied the reflection in learning in high school students of the city of Lima, Peru. The participants were a random sample of 942 students, belonging to the school districts (USE) of Lima.The results of the psychometric analysis allows to state that content validity was obtained, the construct validity was calculated using the factorial confirmatory analysis, and the item-test relationship showed the reliability of the Reflection in Learning Profile (ERA-2001).The results show that the scores in the Reflection in Learning Profile in high school students have a tendency to normal distribution. The analysis indicate that the students of high school do not use in a significant way the reflection in learning.The comparison by kind of school indicate that the students of private schools show better integration, monitoring and reflection in learning. The comparison by gender points out that male students have a better integration and reflection on learning than their counterparts, this is, female students. Also, it was observed no statistical differences neither considering age, nor residence place.

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Opportunistic Planning: Being Reminded of Pending Goals

Cited by 88 publications

References 32 publications

Translation of Research Into Practice: Why We Can't "Just Do It"

Translation of Research Into Practice: Why We Can't "Just Do It"

Memory for goals: an activation-based model

La reflexión en el aprendizaje de los estudiantes del quinto año de secundaria de Lima Metropolitana

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