The main objective of this study was to influence implicit learning through two different classical manipulations and to inspect whether working memory capacity (WMC) and personality were related to the different measures of learning. With that purpose, in Experiment 1 we asked 172 undergraduate students of psychology to perform a serial reaction time (SRT) task under single- or dual-task conditions and to complete a WMC task and a personality test. In Experiment 2, 164 students performed the SRT task under incidental or intentional conditions and also filled a WMC task and a personality test. In both experiments, WMC influenced learning, but this relation was found only when attention was not loaded (Experiment 1) or when intentional instructions were given (Experiment 2). The pattern of relations with personality, although more varied, also showed a commonality between both experiments: learning under the most implicit conditions correlated positively with extraversion.
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Neighborhood image processing operations on Field Programmable Gate Array (FPGA) are considered as memory intensive operations. A large memory bandwidth is required to transfer the required pixel data from external memory to the processing unit. On-chip image buffers are employed to reduce this data transfer rate. Conventional image buffers, implemented either by using FPGA logic resources or embedded memories are resource inefficient. They exhaust the limited FPGA resources quickly. Consequently, hardware implementation of neighborhood operations becomes expensive, and integrating them in resource constrained devices becomes unfeasible. This paper presents a resource efficient FPGA based on-chip buffer architecture. The proposed architecture utilizes full capacity of a single Xilinx BlockRAM (BRAM36 primitive) for storing multiple rows of input image. To get multiple pixels/clock in a user defined scan order, an efficient duty-cycle based memory accessing technique is coupled with a customized addressing circuitry. This accessing technique exploits switching capabilities of BRAM to read 4 pixels in a single clock cycle without degrading system frequency. The addressing circuitry provides multiple pixels/clock in any user defined scan order to implement a wide range of neighborhood operations. With the saving of 83% BRAM resources, the buffer architecture operates at 278 MHz on Xilinx Artix-7 FPGA with an efficiency of 1.3 clock/pixel. It is thus capable to fulfill real time image processing requirements for HD image resolution (1080 × 1920) @103 fcps.
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In November 2019, scholars and practitioners from ten higher education institutions celebrated the launch of the iKudu project. This project, co-funded by Erasmus [1], focuses on capacity development for curriculum transformation through internationalisation and development of Collaborative Online International Learning (COIL) virtual exchange. Detailed plans for 2020 were discussed including a series of site visits and face-to-face training. However, the realities of the COVID-19 pandemic disrupted the plans in ways that could not have been foreseen and new ways of thinking and doing came to the fore. Writing from an insider perspective as project partners, in this paper we draw from appreciative inquiry, using a metaphor of a mosaic as our identity, to first provide the background on the iKudu project before sharing the impact of the pandemic on the project’s adapted approach. We then discuss how alongside the focus of iKudu in the delivery of an internationalised and transformed curriculum using COIL, we have, by our very approach as project partners, adopted the principles of COIL exchange. A positive impact of the pandemic was that COIL offered a consciousness raising activity, which we suggest could be used more broadly in order to help academics think about international research practice partnerships, and, as in our situation, how internationalised and decolonised curriculum practices might be approached. 1. KA2 Erasmus+ Cooperation for innovation and the exchange of good practices (capacity building in the field of Higher Education)
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Mixing examples of different categories (interleaving) has been shown to promote inductive learning as compared with presenting examples of the same category together (massing). In three studies, we tested whether the advantage of interleaving is exclusively due to the mixing of examples from different categories or to the temporal gap introduced between presentations. In addition, we also tested the role of working memory capacity (WMC). Results showed that the mixing of examples might be the key component that determines improved induction. WMC might also be involved in the interleaving effect: participants with high spans seemed to profit more than participants with low spans from interleaved presentations. Our findings have relevant implications for education. Practice schedules should be individually customised so society as a whole can profit from differences between learners. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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In 2019, the first "Atelier Book" was published . Since then, a few years have passed and numerous new Ateliers have emerged. With this new atelier book, through more than 30 portraits, the richness and variety of ateliers within our college are shown. The portraits are divided as follows: ateliers at the NHL Stenden locations, external ateliers and ateliers which the facilities are a strong determinant. These portraits show which issues are being worked on, how they cooperate with the field and researchers and what the added value of the Ateliers is. This atelier book also contains a number of in-depth articles that talk about working and learning in ateliers. The contribution in chapter 1 is about: what NHL Stenden aims at with ateliers, where do the ateliers differ and some experiences with ateliers. After the portraits in chapter 2, chapter 3 presents the 'Atelier Value Creation Model' and a model with design dimensions. Both provide tools for designing and evaluating ateliers. Chapter 4 zooms in on the effects of physical space on learning. Then, Chapter 5 discusses the outcomes of (current) research on ateliers.
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There is a wide range of literature suggesting that implicit learning is more effective than explicit learning when acquiring motor skills. However, the acquisition of nursing skills in educational settings continues to rely heavily on detailed protocols and explicit instructions. This study aimed to examine the necessity for comprehensive protocols in the acquisition of nursing skills. In the context of bandaging techniques, three studies were conducted to investigate whether students who practiced with an instruction card containing minimal instructions (implicit group) performed comparably to the students who practiced with a protocol containing step-by-step instructions (explicit group). Study 1 was designed to determine whether both groups performed equally well in applying a bandage during training. Study 2 and 3 were designed to determine if both groups performed equally well during a retention and transfer (multitasking) test, administered after a series of three training sessions. In comparison with the explicit group, the implicit group demonstrated comparable performance with their practice attempts in Study 1 and performed equally well during the retention and transfer test in Study 2. Furthermore, several results from Study 3 indicated better performance of the implicit group. In conclusion, the use of protocols with explicit step-by-step instructions may not be essential for the acquisition of nursing skills. Instead, instructional methods that facilitate implicit learning may be preferable, as students in the implicit group demonstrated at least comparable performance in all studies and tended towards greater consistency when multitasking.
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Our ageing population is the result of two demographic trends: decreasing fertility levels and higher life expectancy. As a corollary to these demographic trends, the working population is ageing and shrinking at the same time. This development will affect the performance of organizations in the next decades. As today‟s economy and the performance of organizations is mainly based on knowledge, the ageing workforce will mainly affect the organizations ability to be knowledge productive. As current knowledge management (KM) and intellectual capital (IC) literature hardly addresses the issue of ageing, the aim of this paper is to explore this topic in order to formulate an agenda for further KM/IC research. Combining the temporary consequences of ageing (brain drain and talent gap) and the false assumptions about the capabilities of older workers (older workers contribute negatively to a firm‟s performance), the current ageing of the working population reveals two main risks for organizations and management: underutilization of older employees, and loss of knowledge. Based on the exploration of these two risks in this paper, several issues are proposed for further research. These issues focus on the specific competences of the older knowledge worker, the implications for talent development programs, the benefits of inter-generational learning, and effectiveness of knowledge retention strategies. Today, the main fear is that large scale retirement will lead to a shortage of skills, talents, knowledge. Although acknowlegding the risks and threats of this brain drain, the current temporary ageing of our workforce might also contribute to a structural better valuation of the potential of the older knowledge worker and its specific contribution to the process of knowledge creation. In an ageing knowledge economy, increased understanding about the abilities and distinct qualities of older workers will provide opportunities for organizations to enhance knowledge productivity and thus gain competitiveness.
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Abstract Background: Nurses are consistently present throughout the rehabilitation of older patients but are apprehensive about performing goal-centred care in the multidisciplinary team. Objectives: The aim of this review was to explore working interventions on setting goals and working with goals designed for nurses in geriatric rehabilitation, and to describe their distinctive features. Methods: We performed a scoping review. We searched MEDLINE and CINAHL through August 4, 2021. Search terms related to the following themes: nurses, rehabilitation, geriatric, goal and method. We used snowballing to find additional. From the selected studies, we systematically extracted data on means, materials and the nursing role and summarized them in a narrative synthesis, using intervention component analysis. Results: The study includes 13 articles, describing 11 interventions which were developed for six different aims: improving multidisciplinary team care; increasing patient centredness; improving disease management by patients; improving the psychological, and emotional rehabilitation; increasing the nursing involvement in rehabilitation; or helping patients to achieve goals. The interventions appeal to four aspects of the nursing profession: assessing self-care skills incorporating patient's preferences; setting goals with patients, taking into account personal needs and what is medically advisable; linking the needs of the patient with multidisciplinary professional treatment and vice versa; and thus, playing an intermediate role and supporting goal achievement. Conclusions: The interventions show that in goal-centred care, the nurse might play an important unifying role between patients and the multidisciplinary team. With the support of nurses, the patient may become more aware of the rehabilitation process and transfer of ownership of treatment goals from the multidisciplinary team to the patient might be achieved. Not many interventions were found meant to support thenursing role. This may indicate a blind spot in the rehabilitation community to the additional value of its contribution.
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Purpose: Elucidating the complex interactions between physical activity (PA), a multidimensional concept, and physical capacity (PC) may reveal ways to improve rehabilitation interventions. This cross-sectional study aimed to explore which PA dimensions are related to PC in people after minor stroke. Materials and methods: Community dwelling individuals >6 months after minor stroke were evaluated with a 10-Meter-Walking-Test (10MWT), Timed-Up & Go, and the Mini Balance Evaluation System Test. The following PA outcomes were measured with an Activ8 accelerometer: counts per minute during walking (CPMwalking; a measure of intensity), number of active bouts (frequency), mean length of active bouts (distribution), and percentage of waking hours in upright positions (duration). Multivariable linear regression models, adjusted for age, sex and BMI, were used to assess the relationships between PC and PA outcomes. Results: Sixty-nine participants [62.2 ± 9.8 years, 61% male, 20 months post onset (IQR 13.0–53.5)] were included in the analysis. CPMwalking was significantly associated to PC in the 10MWT (std. ß ¼ 0.409, p ¼ 0.002), whereas other associations between PA and PC were not significant. Conclusions: The PA dimension intensity of walking is significantly associated with PC, and appears to be an important tool for future interventions in rehabilitation after minor stroke
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Background/Aims: Analogy learning, a motor learning strategy that uses biomechanical metaphors to chunk together explicit rules of a to-be-learned motor skill. This proof-of-concept study aims to establish the feasibility and potential benefits of analogy learning in enhancing stride length regulation in people with Parkinson’s. Methods: Walking performance of thirteen individuals with Parkinson’s was analysed using a Codamotion analysis system. An analogy instruction; “following footprints in the sand” was practiced over 8 walking trials. Single- and dual- (motor and cognitive) task conditions were measured before training, immediately after training and 4-weeks post training. Finally, an evaluation form was completed to examine the interventions feasibility. Findings: Data from 12 individuals (6 females and 6 males, mean age 70, Hoehn and Yahr I-III) were analysed, one person withdrew due to back problems. In the single task condition, statistically and clinically relevant improvements were obtained. A positive trend towards reducing dual task costs after the intervention was demonstrated, supporting the relatively implicit nature of the analogy. Participants reported that the analogy was simple to use and became easier over time. Conclusions: Analogy learning is a feasible and potentially implicit (i.e. reduced working memory demands) intervention to facilitate walking performance in people with Parkinson’s.
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