The Influence of Prior Knowledge on the Time Course of Clinical Diagnosis Inferences: A Comparison of Experts and Novices

Gascón, José Antonio León; Pérez, Olga Gloria Barbón

doi:10.1207/s15326950dp3102_04

Cited by 23 publications

(20 citation statements)

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“…The biomedical and diagnostic inferences that were generated by at least 70% of the physicians and students (M ¼ 78.5, SD ¼ 0.48) were selected as target items in the experiment (cf. Leon & Perez, 2001). It is important to note that none of the participants of this preliminary study participated in the final experiment.…”

Section: Methodsmentioning

confidence: 95%

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Biomedical knowledge: encapsulated or two worlds apart?

Rikers

Schmidt

Moulaert

2005

Applied Cognitive Psychology

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The present study investigated the role of biomedical knowledge in clinical case representations of experienced family physicians and advanced medical students. Two views on the role of biomedical knowledge were compared: The knowledge encapsulation and the two-worlds view. According to the knowledge encapsulation view, biomedical knowledge still plays a role in the physician's clinical case representation, whereas the two-worlds view assumes that it does not. In order to investigate this issue, participants were instructed to carefully study a short case description that was associated with a particular disease. Subsequently, medical students and family physicians were instructed to judge whether or not a presented target item was related to the case description. Targets were biomedical or diagnostic items that were either related or unrelated to the case. Findings were more in line with the knowledge encapsulation than with the two-worlds view, in that physicians judged related biomedical items faster than unrelated items, and physicians outperformed medical students in judging related biomedical and diagnostic items.Research on the development of medical expertise typically concentrates on comprehension processes concerning diagnostic problems using clinical case descriptions. These descriptions contain information about the patient's history, signs and symptoms, and additional findings such as laboratory data. A correct interpretation of the information provided in a clinical case description can only be achieved when students and physicians are able to use their medical background knowledge and encode this information (partly) in their case representation (e.g.

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Section: Methodsmentioning

confidence: 95%

“…This is an (diagnostic) inference from the text that summarizes or encapsulates the information that is provided (cf. Leon & Perez, 2001). An advanced student, on the other hand, will generate primarily biomedical inferences to account for the signs and symptoms (Rikers, Schmidt, & Boshuizen, 2001).…”

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confidence: 99%

Biomedical knowledge: encapsulated or two worlds apart?

Rikers

Schmidt

Moulaert

2005

Applied Cognitive Psychology

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“…Causal information, then, is fundamental to the process of comprehension as it provides a framework or scaffolding on which to order in a logical way information consistent with the argument. There is some evidence that, compared to novel or inexpert readers, expert readers organize information on more abstract levels with general strategies, laws, and principles (León & Peñalba, 2002;León & Pérez, 2001).…”

Section: The Influence Of Text Characteristics and Causal Relations Omentioning

confidence: 99%

Understanding Causality in Science Discourse for Middle and High School Students. Summary Task as a Strategy for Improving Comprehension

Gascón

Escudero

2015

Literacy Studies

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Reading comprehension involves a reader developing a mental representation of a text through the establishment of causal relations based on the ideas and events in the text. This is especially relevant to scientific text comprehension. Causal relations are fundamental to the process of comprehension as they provide a framework or scaffolding to order information in a logical way that is consistent with the argument. The most common method of assessing comprehension is based on the reader answering a series of multiple choice questions. It is unusual for comprehension measures to use an open task such as a summary. However, summaries require the reader to use writing skills as well as those of comprehension, thus revealing wide individual differences among students. This gives rise to two questions: (a) up to what point is a summary a reflection of the causal structure of a text, and (b) what-if any-is the influence of the causal relations on the comprehension of more competent and less competent readers? In this chapter we analyze the causal structure of scientific texts, as opposed to that of narratives, and explore how high school students process and comprehend these causal relations. We also examine how students' comprehension of causal relations can be evaluated by multiple choice tasks or open tasks such as summaries. Finally, we discuss some educational implications for improving comprehension in science.

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“…Research on comprehension suggests that readers are able to construct mental representations on specific dimensions, such as space, causality or temporality (see León, 2003, for a review) or also on specific domains like clinical psychology (León and Pérez, 2001). Nevertheless, we find very few studies that investigate on how the emotional inferences are generated and under what components are activated.…”

Section: Introductionmentioning

confidence: 99%

“…Research on discourse comprehension distinguishes between two types of causal inferences: the explanatory inferences (also named causal antecedents) and the predictive inferences (also named causal consequence inferences). Both types of inferences have been widely studied (e.g., Coté, Goldman and Saul, 1998;Escudero and León, 2007;Fincher-Kiefer, 1996;Graesser and Bertus, 1998;León and Pérez, 2001;Millis and Graesser, 1994;Singer 1994;Singer and León, 2007;Trabasso and Magliano, 1996). In a general way, it can be considered that the explanatory inferences are those that are generated when the reader connects a sentence with his previous knowledge (Millis and Graesser, 1994;Magliano et al, 1993), when he explains why the actions or emotions happen .…”

Section: Introductionmentioning

confidence: 99%

Procesamiento de inferencias emocionales. Un análisis sobre el efecto de la valencia y la dirección causal mediante una tarea de decisión léxica.

Gascón

Dávalos²,

Escudero

et al. 2015

analesps

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Abstract:In two experiments we investigated the role that activation of emotional inferences when readers represent fictional characters' emotional states using an affective lexical decision task. Subjects read short stories that described concrete actions. In the first experiment, we analyzed whether the valence (positive or negative) was an important factor of inference´s activation. The results showed that valence was determinant factor in the moment that emotional inference was generated, being the positive valence faster than negative. In the second experiment we studied whether the emotion inference activation was influenced by the causal direction of the story, where the causal direction of the text was manipulated in order to induce towards an emotional inference predictive (the reader looking for a consequence that promote a particular emotion) or inducing an explanatory inference (reader looking for a cause that "explain" a particular emotion). The results suggest that emotional inferences are made online, and that valence and causal directions are two decisive components of emotional trait, but only positive valence increase their processing. Key words: Emotional inferences; emotional valence; causal direction; lexical decision task; explanatory inference: predictive inference.Título: Efectos de la valencia y la dirección causal en el procesamiento de inferencias emocionales durante la lectura: Evidencia mediante una tarea de decisión léxica. Resumen: En dos experimentos se investigó el papel que juega la activación de inferencias emocionales cuando los lectores representan estados emocionales de los personajes ficticios mediante una tarea de decisión léxi-ca. Los participantes leyeron historias cortas que describían acciones concretas. En el primer experimento se analizó si la valencia emocional (positiva o negativa) influía en la activación de la inferencia. Los resultados mostraron que la valencia fue factor determinante en el momento en que generaba la inferencia emocional, siendo la valencia positiva más rápida que la negativa. En el segundo experimento se analizó la dirección causal de la historia, donde en un caso fue manipulada para inducir hacia una inferencia emocional predictiva (el lector busca una acción que anticipa una emoción particular), y en otro explicativa (el lector busca una causa que "explique" una emoción en particular) y si estas dos condiciones diferían en la activación de la inferencia emocional. Los resultados revelaron que las inferencias emocionales se hacen de manera automática en ambos estudios y que tanto la valencia como la dirección causal se consideran componentes básicos de las inferencias emocionales, pero sólo la valencia positiva acelera aún más el procesamiento del rasgo emocional.

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The Influence of Prior Knowledge on the Time Course of Clinical Diagnosis Inferences: A Comparison of Experts and Novices

Cited by 23 publications

References 50 publications

Biomedical knowledge: encapsulated or two worlds apart?

Biomedical knowledge: encapsulated or two worlds apart?

Understanding Causality in Science Discourse for Middle and High School Students. Summary Task as a Strategy for Improving Comprehension

Procesamiento de inferencias emocionales. Un análisis sobre el efecto de la valencia y la dirección causal mediante una tarea de decisión léxica.

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