Semantic memory and the human hippocampus

It has been unclear whether the hippocampus is uniquely important for episodic memory (memory for events that are specific to time and place) or whether the hippocampus is also important for learning and remembering facts (semantic memory). In two studies, we assessed the capacity for semantic memory in patients with bilateral damage thought to be restricted primarily to the hippocampal region who developed memory impairment at a known time. Since the onset of their memory impairment, the patients have acquired less factual knowledge than controls. The patients also exhibit temporally limited retrograde amnesia for factual information from the several years preceding the onset of memory impairment. Remote memory for factual knowledge (from 11-30 years before amnesia) is intact. The results show that the hippocampal region supports semantic memory as well as episodic memory and that its role in the acquisition and storage of semantic knowledge is time limited.     

Expertise in expert systems: knowledge acquisition for biological expert systems

In this paper it is argued that an expert system requires morethan factual knowledge before it can display expertise in agiven domain. The additional knowledge consists of the heuristicsor ‘rules of thumb’ used by an expert to manipulateand interpret the factual knowledge. The knowledge acquisitionphase of an expert system project involves determining the factualknowledge (which may be obtained from published sources) andthe heuristics used by an expert to manipulate that knowledge-theseheuristics can only be obtained from an expert. In reviewingexisting biological expert systems it is apparent that manycontain only the factual knowledge relating to the domain, andlack the heuristics that enable such systems to show expertise.This paper reviews a number of knowledge acquisition techniqueswhich could be used for acquiring heuristic knowledge and discusseswhen their use is appropriate. The knowledge acquisition techniquesdiscussed are those suitable for the development of small-scaleexpert systems as these are most likely to be of interest tobiologists. The techniques include the use of questionnaires,interview techniques and protocol analysis; particular emphasisis placed on a mod cation to the ‘twenty questions’interview technique which was developed specifically to elicittaxonomic knowledge relating to water mite identification.     

How to Learn Effectively in Medical School: Test Yourself,Learn Actively,and Repeat in Intervals

Students in medical school often feel overwhelmed by the excessive amount of factual knowledge they are obliged to learn. Although a large body of research on effective learning methods is published, scientifically based learning strategies are not a standard part of the curriculum in medical school. Students are largely unaware of how to learn successfully and improve memory. This review outlines three fundamental methods that benefit learning: the testing effect, active recall, and spaced repetition. The review summarizes practical learning strategies to learn effectively and optimize long-term retention of factual knowledge.     

Knowledge and attitudes regarding genetic testing among Jordanians: An approach towards genomic medicine

BackgroundThe twenty first century can be called the genomic era referring to the rapid development of genetics, and the beginning of genomic medicine. An initial step towards genomic medicine is to evaluate the knowledge and attitude towards genetic testing among different populations. The aims of this study were to assess the genetic knowledge and attitude towards genetic testing among the Jordanian population and patients with immune diseases. In addition, we evaluated the association between knowledge, attitude and several demographic factors of the population.MethodsThis study was performed using an online questionnaire that was distributed to respondents from different regions of Jordan.ResultsA total of 1149 participants were recruited from the Jordanian population. Overall factual genetic knowledge of the participants was good (65.4%), with education level, working or studying in a health-related field and household average monthly income being significant predictors of factual knowledge scores (P = 0.03, P < 0.001 and P < 0.001, respectively). However, factual knowledge results revealed that scores of questions related to diseases were significantly higher than scores of gene-related scientific facts (P < 0.01). Participants of our study reported to have low perceived knowledge on medical uses (39.5%) and social consequences (23.9%) of genetic testing. Regarding the participants’ attitudes, favorable attitudes towards genetic testing were prevailing (91.5%). Favorable attitudes were more prominent among higher educated participants, and participants with higher scores of factual knowledge.ConclusionDespite the fact that our Jordanian-based study revealed a good level of genetic knowledge as well as a favorable attitude towards genetic testing, we realized an imbalance of knowledge between gene-related scientific facts and disease-related concepts as well as between factual and perceived genetic knowledge, which indicates the necessity of increasing the awareness about genetic testing in order to ensure that individuals can take informed decisions that help in the employment of personalized medicine.     

What Do Secondary Students Really Learn during Investigations with Living Animals? Parameters for Effective Learning with Social Insects

Exemplary for social insects, Temnothorax ants allow for various hands-on investigations in biology classes. The aim of this study was to provide a quantitative and qualitative analysis of secondary school students’ learning achievement after teaching units with ants lasting between one and six weeks. The questionnaires included transfer and factual knowledge tasks divided into eight fields of knowledge. Students (N = 459) from 22 classes participated in the study and received different treatments: The experimental group (n = 366) started their investigations by initial observation using stereo microscopes, while the control group (n = 93) conducted ant research without this introductory teaching unit. We investigated the influence of class level, gender and time period of participation on knowledge acquisition. Independent of class level, factual learning achievement was observed for all fields of knowledge except ecology. We did not find a positive correlation between time period of participation and basic ant knowledge acquisition. The findings suggest that ant research may be implemented within the framework of a progressive curriculum for all secondary school students. However, attentive and detailed observation of ant colonies with stereo microscopes and continuous repetition of technical terms seem to be inevitable preconditions for learning achievement.     

Reconciling neuronal representations of schema,abstract task structure,and categorization under cognitive maps in the entorhinal-hippocampal-frontal circuits

Learning leads to a neuronal representation of acquired knowledge. This idea of knowledge representation was traditionally developed as a “cognitive map” of spatial memory represented in the hippocampus. The framework of cognitive mapping has been extended in the past decade to include not only spatial memory, but also non-spatial factual and temporal memory. Following this conceptual advancement, a line of recent neurophysiological research discovered such knowledge representations not only in the hippocampus, but also in the entorhinal cortex and frontal cortex. Although the distinct terms “cognitive map,” “schema,” “abstract task structure” or “categorization” were used in these studies, it is likely that these terms can be reconciled as a common mechanism of learned knowledge representations. Future experimental work will be required to differentiate the parametric nature of knowledge representations across brain areas.     

The Many Facets of Genetic Literacy: Assessing the Scalability of Multiple Measures for Broad Use in Survey Research

Objectives

To determine how three dimensions of genetic literacy (familiarity, skills, and factual knowledge) fit the hierarchy of knowledge outlined in E.M. Rogers’ Diffusion of Innovations to better conceptualize lay understandings of genomics.

Methods

A consumer panel representing the US adult population (N = 1016) completed an electronic survey in November 2013. Adjusting for education, we used correlations, principle components analysis, Mokken Scale tests, and linear regressions to assess how scores on the three genetic literacy sub-dimensions fit an ordered scale.

Results

The three scores significantly loaded onto one factor, even when adjusting for education. Analyses revealed moderate strength in scaling (0.416, p<0.001) and a difficulty ordering that matched Rogers’ hierarchy (knowledge more difficult than skills, followed by familiarity). Skills scores partially mediated the association between familiarity and knowledge with a significant indirect effect (0.241, p<0.001).

Conclusion

We established an ordering in genetic literacy sub-dimensions such that familiarity with terminology precedes skills using information, which in turn precedes factual knowledge. This ordering is important to contextualizing previous findings, guiding measurement in future research, and identifying gaps in the understanding of genomics relevant to the demands of differing applications.     

Knowledge and attitudes toward human cloning in Israel

The success of mammal cloning in 1997 has brought the issue of human cloning into public discussion. Human cloning has several aspects and potential applications for use in both reproductive and non-reproductive matters. The aim of this study was to evaluate the knowledge and attitudes toward human cloning in Israel. Data from 120 respondents (68 health professionals and 52 non-health professionals), all Jewish, Hebrew speaking with at least 15 years of education each, were collected using two questionnaires that dealt with knowledge and attitudes toward human cloning. Results showed that although health professionals had significantly more knowledge that non-health professionals, all respondents had poor knowledge about cloning. No difference in attitudes was found between the groups. Most respondents opposed human cloning, but more positive attitudes toward non-reproductive cloning were found. The results are discussed in the context of the deficit model. The findings indicate a need to provide information about human cloning to allow people to form their attitudes based on factual knowledge.     

Calling on a million minds for community annotation in WikiProteins

WikiProteins enables community annotation in a Wiki-based system. Extracts of major data sources have been fused into an editable environment that links out to the original sources. Data from community edits create automatic copies of the original data. Semantic technology captures concepts co-occurring in one sentence and thus potential factual statements. In addition, indirect associations between concepts have been calculated. We call on a 'million minds' to annotate a 'million concepts' and to collect facts from the literature with the reward of collaborative knowledge discovery. The system is available for beta testing at http://www.wikiprofessional.org.     

Slovakian Pupils' Knowledge of,and Attitudes toward,Birds

ABSTRACT

As the world's biodiversity is being destroyed, costs for nature protection activities increase. One proposed way to increase people's pro-environmental attitudes is to increase their knowledge base. It has been suggested that knowledge and attitudes are related, but no consensus in this field yet exists. Thus, the investigation of the relationship between attitudes and knowledge has valuable implications for nature protection programs. In this paper, we investigated relationships between Slovakian grammar school pupils' attitudes to, and knowledge of, birds (n = 402 participants aged 10–19 years). We found that factual knowledge about birds was positively related to pupils' attitudes toward birds. Interestingly, younger pupils had better knowledge of birds than older pupils. Regarding attitudes, higher scores were registered for the Concern for Birds and Avoidance of Birds dimensions than the Interest in Birds dimension. Females showed more positive attitudes in the Avoidance of Birds dimension compared with males, and bird owners scored higher in the Interest in Birds dimension and lower in the Concern for Birds dimension compared with non-bird owners. Implications for nature protection programs are discussed.     

Entry to general practice training.

Since 1979 general practitioner trainees in the North West Region of England have been assessed on knowledge and ability by several tests, including the multiple choice test. Trainers in the region require a score in the MCQ of 45% before taking a trainee into the practice. More British graduates have achieved this score than overseas graduates. The difference was statistically significant. Only applicants who show adequate factual recall should be appointed as trainees.     

A cortical-hippocampal system for declarative memory

Recent neurobiological studies have begun to reveal the cognitive and neural coding mechanisms that underlie declarative memory--our ability to recollect everyday events and factual knowledge. These studies indicate that the critical circuitry involves bidirectional connections between the neocortex, the parahippocampal region and the hippocampus. Each of these areas makes a unique contribution to memory processing. Widespread high-order neocortical areas provide dedicated processors for perceptual, motor or cognitive information that is influenced by other components of the system. The parahippocampal region mediates convergence of this information and extends the persistence of neocortical memory representations. The hippocampus encodes the sequences of places and events that compose episodic memories, and links them together through their common elements. Here I describe how these mechanisms work together to create and re-create fully networked representations of previous experiences and knowledge about the world.     

Knowledge and attitudes toward human cloning in Israel

Abstract

The success of mammal cloning in 1997 has brought the issue of human cloning into public discussion. Human cloning has several aspects and potential applications for use in both reproductive and non-reproductive matters. The aim of this study was to evaluate the knowledge and attitudes toward human cloning in Israel. Data from 120 respondents (68 health professionals and 52 non-health professionals), all Jewish, Hebrew speaking with at least 15 years of education each, were collected using two questionnaires that dealt with knowledge and attitudes toward human cloning. Results showed that although health professionals had significantly more knowledge than non-health professionals, all respondents had poor knowledge about cloning. No difference in attitudes was found between the groups. Most respondents opposed human cloning, but more positive attitudes toward non-reproductive cloning were found. The results are discussed in the context of the deficit model. The findings indicate a need to provide information about human cloning to allow people to form their attitudes based on factual knowledge.     

普通生物学课程教学改革实践探讨

针对专业基础课普通生物学课程教学实际,探讨以解决实际问题为学习导向、转变学生思维方式变被动学习为主动学习、转变学生学习方式建立系统化知识体系、采取拓展专业视野与创设师生互动的课堂教学提升教学水平。改革的实践促进培养学生良好的专业学习能力。     

Problem-based learning and the medical school: another case of the emperor's new clothes?

For almost four decades, problem-based learning (PBL) has been the stated cornerstone of learning in many medical schools. Proponents of PBL cite the open nature of the learning experience where students are free to study in depth, unencumbered by the burdens of broad courses based on the memorization of facts; detractors, on the other hand, cite the lack of breadth and factual knowledge required for professional qualification. Both points of view have merit. Professional schools have a different set of needs and requirements, and it is these that drive the curriculum and learning philosophies. The constraints of the professional school are so different from those of the purely academic environment that PBL, while admirably suited to the latter, is just problem solving in the former.     

The biopolitics of frozen embryos

The unresolved debate about frozen embryos has left open the discussion on "what to do with them". There are only three ways to deal with frozen embryos: 1) to leave them frozen indefinitely; 2) to defrost and discard them and 3) to use them for research. In this paper, we suggest that the application of current scientific knowledge, instead of inappropriately referring to ethical principles or to the concept of person, could help with the decision about what to do with hundreds of thousands of frozen embryos, thus bringing the sensitive debate on bioethical issues to shared practical solutions. We face a new individual only when a new functional copy of his genome is formed. In both natural and artificial animal and plant reproduction, this principle applies. This status occurs in humans at the 4-8 cell stage. Acknowledgement of this factual datum would allow advocates of all religious and ideological beliefs to defend their principles and to realign their positions to a setting within the boundaries of current scientific knowledge.     

Public Response to Official Information on Cancer and Cancer Clusters

Official information about cancer and cancer clusters from state health departments clashes with lay views. A few studies have covered site-specific communication by telephone and public meetings, and hypothetical messages, but not generic information actually provided. Public response to such information was probed with a random survey of New Jersey households (n = 327), part of a quasi-experiment contrasting the agency's cognitive message and an alternative message adding procedural and affective information. Respondents rated both information types as understandable, helpful, and trustworthy, particularly among those trusting the agency, agreeing with officials’ views of facts, and with low concern about local clusters. Anxiety about cancer, aversion to uncertainty, cancer experience, and familiarity with clusters or the agency did not affect responses. Agreeing with officially defined facts (knowledge) was associated with trust in the agency and concern about clusters, but scepticism about expert knowledge. Information exposure increased trust, belief in expert knowledge (except on whether cancers cluster), and (some) factual knowledge, but also increased self-reported concern among those already concerned. These findings suggest that, absent specific learning, people believe scientific information is understandable, helpful, and trustworthy when they already trust experts and institutions; people with prior distrust offer less positive evaluations.     

A Three-Step Method for Teaching the Principles of Evolution to Non-Biology Major Undergraduates

A method for teaching the principles of evolution in a 50-minute lecture for undergraduate non-biology majors is described. The method “unpacks” evolution into three observable, factual occurrences: replication (R, reproduction), variation (V, differences between parent and offspring and siblings), and selection (S, nonrandom differential survival of offspring). This method has been particularly effective in demonstrating to students that evolution is the factual, unintended consequence of three independent phenomena (R, V, S).     

The Link between Knowledge,Attitudes and Practices in Relation to Atmospheric Haze Pollution in Peninsular Malaysia

Transboundary haze episodes caused by seasonal forest fires have become a recurrent phenomenon in Southeast Asia, with serious environmental, economic, and public health implications. Here we present a cross-sectional survey conducted among people in Kuala Lumpur and surrounds to assess the links between knowledge, attitudes, and practices in relation to the transboundary haze episodes. Of 305 respondents, 125 were amateur athletes participating in a duathlon event and the remainder were surveyed in an inner-city shopping mall. Across the whole sample, people who possessed more factual information about the haze phenomenon showed significantly higher levels of concern. Duathletes were more knowledgeable than non-duathletes and also more concerned about the negative effects of haze, especially on health. For all people who regularly practice outdoor sports (including people interviewed at the shopping mall), higher levels of knowledge and concerned attitudes translated into a greater likelihood of engaging in protective practices, such as cancelling their outdoor training sessions, while those with greater knowledge were more likely to check the relevant air pollution index on a daily basis. Our results indicate that the provision of accurate and timely information about air quality to residents will translate into beneficial practices, at least among particularly exposed individuals, such as amateur athletes who regularly practice outdoor sports.     

Mapping Cod: Fisheries Science,Fish Harvesters’ Ecological Knowledge and Cod Migrations in the Northern Gulf of St. Lawrence

Some recent scholarship has focused on integrating local and/or traditional knowledge with conventional scientific information in fisheries management to improve the factual foundation of and strengthen support for management decisions. This article compares a sequence of historical and contemporary scientific texts and maps about the migrations and stock structure of cod in the Northern Gulf of St. Lawrence with texts and maps generated by the authors through the collection, aggregation and interpretation of commercial fish harvesters’ ecological knowledge. We find that the relationship between fisheries science and harvesters’ ecological knowledge is dynamic and has changed over time, and that both are ‘situated’ socially and ecologically. Overall, each paints an incomplete picture of cod movements and stock structure but the knowledge of harvesters provides a valuable complement to scientific information, particularly at the local scale, and has the potential to contribute to the identification of local cod stocks that are new to science and management. We end by considering how this case study informs the larger discussion about the challenges and potential benefits of the so-called integration project to bring together science and the ecological knowledge of fish harvesters.