Journal articles: 'Judgement of learning'

1

Hoffmann, Janina A., Bettina von Helversen, Regina A. Weilbächer, and Jörg Rieskamp. "Tracing the path of forgetting in rule abstraction and exemplar retrieval." Quarterly Journal of Experimental Psychology 71, no. 11 (January 1, 2018): 2261–81. http://dx.doi.org/10.1177/1747021817739861.

Full text

Abstract:

People often forget acquired knowledge over time such as names of former classmates. Which knowledge people can access, however, may modify the judgement process and affect judgement accuracy. Specifically, we hypothesised that judgements based on retrieving past exemplars from long-term memory may be more vulnerable to forgetting than remembering rules that relate the cues to the criterion. Experiment 1 systematically tracked the individual course of forgetting from initial learning to later tests (immediate, 1 day, and 1 week) in a linear judgement task facilitating rule-based strategies and a multiplicative judgement task facilitating exemplar-based strategies. Practising the acquired judgement strategy in repeated tests helped participants to consistently apply the learnt judgement strategy and retain a high judgement accuracy even after a week. Yet, whereas a long retention interval did not affect judgements in the linear task, a long retention interval impaired judgements in the multiplicative task. If practice was restricted as in Experiment 2, judgement accuracy suffered in both tasks. In addition, after a week without practice, participants tried to reconstruct their judgements by applying rules in the multiplicative task. These results emphasise that the extent to which decision makers can still retrieve previously learned knowledge limits their ability to make accurate judgements and that the preferred strategies change over time if the opportunity for practice is limited.

APA, Harvard, Vancouver, ISO, and other styles

2

Luntley, Michael. "Learning, Empowerment and Judgement." Educational Philosophy and Theory 39, no. 4 (January 2007): 418–31. http://dx.doi.org/10.1111/j.1469-5812.2007.00348.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Foucault, Amélie, Serge Dubé, Nicolas Fernandez, Robert Gagnon, and Bernard Charlin. "The Concordance of Judgement Learning Tool." Medical Education 48, no. 5 (April 9, 2014): 541–42. http://dx.doi.org/10.1111/medu.12467.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Guile, David. "Interprofessional Learning: Reasons, Judgement, and Action." Mind, Culture, and Activity 18, no. 4 (October 2011): 342–64. http://dx.doi.org/10.1080/10749039.2011.573045.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Hager, Paul. "Workplace judgement and conceptions of learning." Journal of Workplace Learning 13, no. 7/8 (December 2001): 352–59. http://dx.doi.org/10.1108/eum0000000006123.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Collier, Gerald. "Learning moral judgement in higher education." Studies in Higher Education 18, no. 3 (January 1993): 287–97. http://dx.doi.org/10.1080/03075079312331382221.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Mardani, Desak Made Sri, I. Wayan Sadyana, and Putu Hendra Suputra. "Interactive Learning Medium Development for Learning Hiragana and Katakana." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 5, no. 1 (June 20, 2020): 23–30. http://dx.doi.org/10.17509/japanedu.v5i1.19342.

Full text

Abstract:

The ability of college students in X university to use Hiragana and Katakana letters is still weak due to the lack of practice in reading and using these letters in a word/sentence. The ability to use Hiragana and Katakana letters is not only about the ability to understand the order of writing and the differences in the strokes, but also to use Hiragana and Katakana in words/sentences. This research was a descriptive study using R D design based on the Four-D Model. In this study, three stages were carried out out of the four stages of the model. Questionnaires and interviews were used in this study as a method of data collection. Interviews also conducted to determine the needs of teachers and students, while questionnaire was used for expert judgement (expert appraisal) process consisting of learning media expert judgement and content expert judgement. The questionnaire data were analyzed descriptively to determine deficiencies in the media created. After going through the improvement phase, then a limited scale trial was conducted on 26 students. From the questionnaire data on the interactive media produced, it is known that overall, the media produced received excellent responses from students, wherein each assessment indicator also received a positive response as well. However, further studies are needed to find out how to implement the interactive media of Hiragana and Katakana in the learning process directly inside the classroom.

APA, Harvard, Vancouver, ISO, and other styles

8

Bailey, Charles D., and Sanjay Gupta. "Judgement in learning-curve forecasting: a laboratory study." Journal of Forecasting 18, no. 1 (January 1999): 39–57. http://dx.doi.org/10.1002/(sici)1099-131x(199901)18:1<39::aid-for683>3.0.co;2-n.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Frosch, Caren A., C. Philip Beaman, and Rachel Mccloy. "A Little Learning is a Dangerous Thing: An Experimental Demonstration of Ignorance-Driven Inference." Quarterly Journal of Experimental Psychology 60, no. 10 (October 2007): 1329–36. http://dx.doi.org/10.1080/17470210701507949.

Full text

Abstract:

Studies of ignorance-driven decision making have been employed to analyse when ignorance should prove advantageous on theoretical grounds or else they have been employed to examine whether human behaviour is consistent with an ignorance-driven inference strategy (e.g., the recognition heuristic). In the current study we examine whether—under conditions where such inferences might be expected—the advantages that theoretical analyses predict are evident in human performance data. A single experiment shows that, when asked to make relative wealth judgements, participants reliably use recognition as a basis for their judgements. Their wealth judgements under these conditions are reliably more accurate when some of the target names are unknown than when participants recognize all of the names (a “less-is-more effect”). These results are consistent across a number of variations: the number of options given to participants and the nature of the wealth judgement. A basic model of recognition-based inference predicts these effects.

APA, Harvard, Vancouver, ISO, and other styles

10

Hammond, Lewis, and Vaishak Belle. "Learning tractable probabilistic models for moral responsibility and blame." Data Mining and Knowledge Discovery 35, no. 2 (January 25, 2021): 621–59. http://dx.doi.org/10.1007/s10618-020-00726-4.

Full text

Abstract:

AbstractMoral responsibility is a major concern in autonomous systems, with applications ranging from self-driving cars to kidney exchanges. Although there have been recent attempts to formalise responsibility and blame, among similar notions, the problem of learning within these formalisms has been unaddressed. From the viewpoint of such systems, the urgent questions are: (a) How can models of moral scenarios and blameworthiness be extracted and learnt automatically from data? (b) How can judgements be computed effectively and efficiently, given the split-second decision points faced by some systems? By building on constrained tractable probabilistic learning, we propose and implement a hybrid (between data-driven and rule-based methods) learning framework for inducing models of such scenarios automatically from data and reasoning tractably from them. We report on experiments that compare our system with human judgement in three illustrative domains: lung cancer staging, teamwork management, and trolley problems.

APA, Harvard, Vancouver, ISO, and other styles

11

Ferdjani, Jason K., Amour BU Patel, and Soram RU Patel. "One-dimensional learning: detrimental to the Situational Judgement Test?" British Journal of General Practice 62, no. 603 (October 2012): 520.1–520. http://dx.doi.org/10.3399/bjgp12x656766.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

White, Christopher, and Tim Fry. "Satisfaction with teaching and learning and the role of psychological need fulfillment." Education + Training 56, no. 5 (July 8, 2014): 366–80. http://dx.doi.org/10.1108/et-04-2013-0060.

Full text

Abstract:

Purpose – The purpose of this paper is to develop a model to assess participant satisfaction of a teaching and learning experience. Additionally, the way innate psychological needs influence the satisfaction formation process will be examined. Design/methodology/approach – A cross-sectional, quantitative approach was chosen and path analysis and t-tests were used to analyze the data. Findings – Satisfaction is formed by two related constructs, emotions and perception of quality, and together explained 53 percent of the variance in satisfaction. Higher levels of psychological need fulfillment were shown to positively influence emotions and quality perceptions and indirectly influence satisfaction judgements. Practical implications – These findings have relevance for education and training providers. First, they provide a comprehensive way for educationists to manage and measure satisfaction. Originality/value – Many teaching and learning evaluations are based on quality judgement and single measure of satisfaction. This study shows the important role positive and negative emotions play in determining satisfaction judgements. Additionally, and for the first time, the influence of different levels of psychological need fulfillment on satisfaction has been reported.

APA, Harvard, Vancouver, ISO, and other styles

13

Catena, Andrés, Antonio Maldonado, Jesús L. Megías, and Bettina Frese. "Judgement Frequency, Belief Revision, and Serial processing of Causal Information." Quarterly Journal of Experimental Psychology Section B 55, no. 3b (August 2002): 267–81. http://dx.doi.org/10.1080/02724990244000007.

Full text

Abstract:

The main aim of this research was to study the cognitive architecture underlying causal/covariation learning by investigating the frequency of judgement effect. Previous research has shown that decreasing the number of trials between opportunities to make a judgement in a covariation learning task led to a higher score after an a or d type of trial (positive cases) than after b and c trials (negative cases). Experiment 1 replicated this effect using a trial-by-trial procedure and examined the conditions under which it occurs. Experiment 2 demonstrated a similar frequency of judgement effect when the information was presented in the form of contingency tables. Associative or statistical single-mechanism accounts of causal and covariation learning do not provide a satisfactory explanation for these findings. An alternative belief revision model is presented.

APA, Harvard, Vancouver, ISO, and other styles

14

Bendixen, Lisa D., Michael E. Dunkle, and Gregory Schraw. "Epistemological Beliefs and Reflective Judgement." Psychological Reports 75, no. 3_suppl (December 1994): 1595–600. http://dx.doi.org/10.2466/pr0.1994.75.3f.1595.

Full text

Abstract:

We tested the hypothesis that 4 epistemological beliefs, i.e., beliefs about the nature and acquisition of knowledge, proposed by Schommer in 1990, were related to observed differences in epistemological reasoning. Based on their responses to a philosophical dilemma, 125 college undergraduates and graduate students were assigned to 1 of 7 levels of the Reflective Judgement Model by Kitchener and King. 4 independent epistemological beliefs were used to predict reflective judgement. Analysis indicated that beliefs in Fixed Ability, Simple Knowledge, and Quick Learning accurately discriminated between higher and lower reflective judgement even after age, education, and home environment were controlled. The relative contribution of each belief was examined as well. Practical and theoretical implications were discussed.

APA, Harvard, Vancouver, ISO, and other styles

15

Li, Yanlin. "Reality Versus Beliefs About the Effects of the Preview Learning Method." Journal of Education and Learning 10, no. 6 (October 11, 2021): 1. http://dx.doi.org/10.5539/jel.v10n6p1.

Full text

Abstract:

This study is mainly designed to evaluate a popular learning method: previewing material before classes and to answer two research questions on the learning method. The research questions are “Does previewing have benefits in promoting future learning?” and “Do people have correct metacognitive judgements on the effects of previewing?” The hypothesis states that previewing is beneficial in ways other than directly pre-stating answers (e.g., providing context information or keywords) and that, in general, individuals’ judgements on the effects of previewing are correct. This experiment found that participants who read preview materials before watching a brief lecture do not perform significantly better on post-tests than participants who have not read the preview. At the same time, most people who read preview materials see the preview as beneficial to their understanding of the topic, which is an incorrect metacognitive judgement. This study indicates that the importance of preview for learning performance may be a myth and reveals how people misjudge the benefits of previewing. These findings can lead to an improved understanding of better ways to conduct self-cognitive study.

APA, Harvard, Vancouver, ISO, and other styles

16

Song, Mingzhi, Zheng Zhu, Peipei Wang, Kun Wang, Zhenqi Li, Cun Feng, and Ming Shan. "An Alternative Rural Housing Management Tool Empowered by a Bayesian Neural Classifier." Sustainability 15, no. 3 (January 17, 2023): 1785. http://dx.doi.org/10.3390/su15031785.

Full text

Abstract:

In developing countries, decision-making regarding old rural houses significantly relies on expert site investigations, which are criticized for being resource-demanding. This paper aims to construct an efficient Bayesian classifier for house safety and habitability risk evaluations, enabling people with none-civil-engineering backgrounds to make judgements comparable with experts so that house risk levels can be checked regularly at low costs. An initial list of critical risk factors for house safety and habitability was identified with a literature review and verified by expert discussions, field surveys, and Pearson’s Chi-square test of independence with 864 questionnaire samples. The model was constructed according to the causal mechanism between the verified factors and quantified using Bayesian belief network parameter learning. The model reached relatively high accuracy rates, ranging from 91.3% to 100.0% under different situations, including crosschecks with unused expert judgement samples with full input data, crosschecks with unused expert judgement samples with missing input data, and those involving local residents’ judgement. Model sensitivity analyses revealed walls; purlins and roof trusses; and foundations as the three most critical factors for safety and insulation and waterproofing; water and electricity; and fire safety for habitability. The identified list of critical factors contributes to the rural house evaluation and management strategies for developing countries. In addition, the established Bayesian classifier enables regular house checks on a regular and economical basis.

APA, Harvard, Vancouver, ISO, and other styles

17

Mitchell, Chris J., Peter F. Lovibond, Erin Minard, and Yvonna Lavis. "Forward blocking in human learning sometimes reflects the failure to encode a cue–outcome relationship." Quarterly Journal of Experimental Psychology 59, no. 5 (May 2006): 830–44. http://dx.doi.org/10.1080/17470210500242847.

Full text

Abstract:

In two “allergist” causal judgement experiments, participants were trained with a blocking design (A + |AB+). The procedure allowed different food cues to be paired with different fictitious allergic reactions. On test, participants were asked to rate the causal efficacy of the target cues and to recall the particular allergic reaction (outcome) that had followed each cue during training. Forward blocking was observed on the causal judgement measure and on the outcome recall measure in both Experiment 1 and Experiment 2. A backward blocking contingency was also trained in Experiment 2 (AB + |A+). Backward blocking was not observed either on the causal judgement or on the outcome recall measure. The evidence from the recall measure suggests that forward blocking in this task results from a failure to encode the B–outcome relationship during training. Associative and nonassociative mechanisms of forward blocking are discussed.

APA, Harvard, Vancouver, ISO, and other styles

18

Perales, José C., and David R. Shanks. "Normative and Descriptive Accounts of the Influence of Power and Contingency on Causal Judgement." Quarterly Journal of Experimental Psychology Section A 56, no. 6 (August 2003): 977–1007. http://dx.doi.org/10.1080/02724980244000738.

Full text

Abstract:

The power PC theory (Cheng, 1997) is a normative account of causal inference, which predicts that causal judgements are based on the power p of a potential cause, where p is the cause-effect contingency normalized by the base rate of the effect. In three experiments we demonstrate that both cause-effect contingency and effect base-rate independently affect estimates in causal learning tasks. In Experiment 1, causal strength judgements were directly related to power p in a task in which the effect base-rate was manipulated across two positive and two negative contingency conditions. In Experiments 2 and 3 contingency manipulations affected causal estimates in several situations in which power p was held constant, contrary to the power PC theory's predic- tions. This latter effect cannot be explained by participants’ conflation of reliability and causal strength, as Experiment 3 demonstrated independence of causal judgements and confidence. From a descriptive point of view, the data are compatible with Pearce's (1987) model, as well as with several other judgement rules, but not with the Rescorla-Wagner (Rescorla & Wagner, 1972) or power PC models.

APA, Harvard, Vancouver, ISO, and other styles

19

Jeong, Daehyeon, YoungHo Kim, ChangHyeon Kim, HooSang Lee, Hongje Yu, Wonho Jung, Hyunseok Oh, and Jeha Ryu. "Judgement of Tear of Fish Farming Nets using Deep Learning." Journal of Institute of Control, Robotics and Systems 24, no. 9 (September 30, 2018): 822–28. http://dx.doi.org/10.5302/j.icros.2018.18.0113.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Schröder, Monika J. A., and Sabine McKinnon. "Learning good judgement: young Europeans' perceptions of key consumer skills." International Journal of Consumer Studies 31, no. 2 (March 2007): 152–59. http://dx.doi.org/10.1111/j.1470-6431.2006.00584.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Frost, Jane, Lori Delaney, and Robert Fitzgerald. "Exploring the application of mixed reality in Nurse education." BMJ Simulation and Technology Enhanced Learning 6, no. 4 (August 21, 2019): 214–19. http://dx.doi.org/10.1136/bmjstel-2019-000464.

Full text

Abstract:

The aim of this study was to explore the contemporary application, inclusive of advantages and challenges, of mixed reality (MR) technology in the education of nursing students and, its contribution to enhanced learning. A descriptive evaluation design was undertaken to explore the learning experience of second year students enrolled in a 3 year Bachelor of Nursing programme. One hundred per cent of the students stated that the experience assisted them in their learning. The key themes of engagement in learning, and developing clinical judgement emerged from students’ responses, and demonstrated ways in which students felt MR enhanced their learning. This emerging technology has the potential to assist in enhancing clinical judgement and developing skills in noticing physical cues in patients. The implementation of MR may also enhance student motivation and engagement with learning.

APA, Harvard, Vancouver, ISO, and other styles

22

Son, Hae Kyoung. "Effects of Team-based Debriefing in Simulation on Clinical Judgement, Critical Thinking and Learning Satisfaction of Undergraduate Health Profession Students: Case Study Based on Tanner’s Clinical Judgement Model." Forum of Public Safety and Culture 19 (November 30, 2022): 143–54. http://dx.doi.org/10.52902/kjsc.2022.19.143.

Full text

Abstract:

With the recent increase in simulation in the field of health profession education, the standardized guidelines for debriefing are required. The purpose of this study was to identify the effects of team-based debriefing in simulation on clinical judgement, critical thinking and learning satisfaction of undergraduate health profession students. This study was conducted from March 2 to April 20, 2022. This study was used a one-group, pretest-posttest, quasi-experimental design. The subjects were third-year students in the department of nursing and dental hygiene at a university in S city. A total of 12 undergraduate students studying health professions wished to voluntary participate in a course called “Senior Care Convergence Clinical Practicum” for this study. The subjects were divided into three small groups with three nursing students and one dental hygiene student, and participated in team-based debriefing in simulation for senior care. Team-based debriefing was based on Tanner’s Clinical Judgement Model (noticing-interpreting-responding-reflecting). Data was collected by a structured questionnaires including clinical judgement rubrics, critical thinking scale and learning satisfaction numeric rating scale (1-10). The pre- and post- surveys took about 5 minutes. Data analysis was performed descriptive statistics, Cronbach’s α coefficient and Wilcoxon Signed Rank Test using SPSS Statistics Ver. 22.0. The Results showed that there was a statistically significant increase in the subjects’ clinical judgement (Z=2.76, p=.006) and critical thinking (Z=2.94, p=.003) after participating team-based debriefing in simulation. Especially, posttest value (Mean±SD : 34.33±3.26) of clinical judgement had increased compared to pretest value (Mean±SD : 30.50±1.88), and posttest value (Mean±SD : 106.08±11.03) of critical thinking had increased compared to pretest value (Mean±SD : 98.00±8.75). Learning satisfaction after participating team-based debriefing in simulation was 9.92±0.29 points out of 10 points. Accordingly, this study suggest that team-based debriefing in simulation contribute to enhancing clinical judgement and critical thinking as core competencies of health profession students. Accordingly, this study suggested the future study for development of team-based debriefing guideline, based on these findings.

APA, Harvard, Vancouver, ISO, and other styles

23

Sorato, Enrico, Josefina Zidar, Laura Garnham, Alastair Wilson, and Hanne Løvlie. "Heritabilities and co-variation among cognitive traits in red junglefowl." Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1756 (August 13, 2018): 20170285. http://dx.doi.org/10.1098/rstb.2017.0285.

Full text

Abstract:

Natural selection can act on between-individual variation in cognitive abilities, yet evolutionary responses depend on the presence of underlying genetic variation. It is, therefore, crucial to determine the relative extent of genetic versus environmental control of these among-individual differences in cognitive traits to understand their causes and evolutionary potential. We investigated heritability of associative learning performance and of a cognitive judgement bias (optimism), as well as their covariation, in a captive pedigree-bred population of red junglefowl ( Gallus gallus , n > 300 chicks over 5 years). We analysed performance in discriminative and reversal learning (two facets of associative learning), and cognitive judgement bias, by conducting animal models to disentangle genetic from environmental contributions. We demonstrate moderate heritability for reversal learning, and weak to no heritability for optimism and discriminative learning, respectively. The two facets of associative learning were weakly negatively correlated, consistent with hypothesized trade-offs underpinning individual cognitive styles. Reversal, but not discriminative learning performance, was associated with judgement bias; less optimistic individuals reversed a previously learnt association faster. Together these results indicate that genetic and environmental contributions differ among traits. While modular models of cognitive abilities predict a lack of common genetic control for different cognitive traits, further investigation is required to fully ascertain the degree of covariation between a broader range of cognitive traits and the extent of any shared genetic control. This article is part of the theme issue ‘Causes and consequences of individual differences in cognitive abilities’.

APA, Harvard, Vancouver, ISO, and other styles

24

Gong, Shuxiao, and Jie Zhang. "Modelling Mandarin speakers’ phonotactic knowledge." Phonology 38, no. 2 (May 2021): 241–75. http://dx.doi.org/10.1017/s0952675721000166.

Full text

Abstract:

This paper investigates the nature of native Mandarin Chinese speakers’ phonotactic knowledge via an experimental study and formal modelling of the experimental results. Results from a phonological well-formedness judgement experiment suggest that Mandarin speakers’ phonotactic knowledge is sensitive not only to lexical statistics, but also to grammatical principles such as systematic and accidental phonotactic constraints, allophonic restrictions and segment–tone co-occurrence restrictions. We employ the UCLA Phonotactic Learner to model Mandarin speakers’ phonotactic knowledge, and compare the model's well-formedness predictions with speakers’ judgements. The disparity between the model's predictions and the well-formedness ratings from the experiment indicates that grammatical principles and the lexicon are still not sufficient to explain all of the variations in the speakers’ judgements. We argue that multiple biases, such as naturalness bias, allophony bias and suprasegmental bias, are effective during phonotactic learning.

APA, Harvard, Vancouver, ISO, and other styles

25

Mohd Sanusi, Zuraidah, Takiah Mohd Iskandar, Gary S. Monroe, and Norman Mohd Saleh. "Effects of goal orientation, self-efficacy and task complexity on the audit judgement performance of Malaysian auditors." Accounting, Auditing & Accountability Journal 31, no. 1 (January 15, 2018): 75–95. http://dx.doi.org/10.1108/aaaj-12-2015-2362.

Full text

Abstract:

Purpose The purpose of this paper is to examine the effects of self-efficacy, goal orientation and task complexity on audit judgement performance in correctly linking audit procedures to audit objectives and types of misstatements. Design/methodology/approach The authors conducted an experiment audit with 154 auditors from small and medium audit firms in Malaysia as participants. The experimental task required them to link audit procedures to audit objectives and types of misstatements. Findings For sample of auditors from small and medium audit firms in Malaysia, the authors found that learning goal orientation has a stronger effect on audit judgement performance than performance-approach and performance-avoidance goal orientations. Self-efficacy mediates the effect of goal orientation when an audit task is less complex compared to when the task is more complex. Research limitations/implications These results highlight the importance of social cognitive factors in explaining variations in audit judgement performance for audit judgement tasks with different levels of complexity. Originality/value The incorporation of individual psychological differences as explanatory variables in audit judgement studies may lead to a better understanding of auditors’ judgement and decision-making processes in small and medium audit firms located in developing economies.

APA, Harvard, Vancouver, ISO, and other styles

26

Nurwijayanti, Ani, Budiyono Budiyono, and Laila Fitriana. "COMBINING GOOGLE SKETCHUP AND ISPRING SUITE 8: A BREAKTHROUGH TO DEVELOP GEOMETRY LEARNING MEDIA." Journal on Mathematics Education 10, no. 1 (January 1, 2019): 103–16. http://dx.doi.org/10.22342/jme.10.1.5380.103-116.

Full text

Abstract:

This study aims to develop geometry learning media on curved-solid objects using Ispring Suite 8 with 3D effects supported by Google SketchUp. It also aims to find the effectiveness of the media towards the basic geometry skills and the learning result of 9th-grade students of junior high school. This study is a development study which refers to Budiyono’s development model that includes four stages. These stages are the preliminary, product development, product trial on its effectiveness, dissemination and product implementation. The entire stage was imposed on three different schools in Karanganyar, one of a district in Indonesia, by using stratified cluster random sampling. Within the three schools, we took seven classes to join the effectiveness test through the assessment questionnaire and the before-after test, as well as the efficacy test after the expert's judgement using the validation sheet. The result shows that the geometry learning media is valid based on the experts' validation judgement, and also practical based on the teacher and students’ judgement in the trial of the product. The students’ basic geometry skills and learning result are improved after getting the treatment with the media. Finally, we can conclude that this media is effective and able to be used further in the junior high school level.

APA, Harvard, Vancouver, ISO, and other styles

27

Hallin, Karin, Marie Haggstrom, Britt Backstrom, and Lisbeth Kristiansen. "Correlations Between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room." Global Journal of Health Science 8, no. 6 (September 28, 2015): 1. http://dx.doi.org/10.5539/gjhs.v8n6p1.

Full text

Abstract:

BACKGROUND: Health care educators account for variables affecting patient safety and are responsible for developing the highly complex process of education planning. Clinical judgement is a multidimensional process, which may be affected by learning styles. The aim was to explore three specific hypotheses to test correlations between nursing students’ team achievements in clinical judgement and emotional, sociological and physiological learning style preferences. METHODS: A descriptive cross-sectional study was conducted with Swedish university nursing students in 2012–2013. Convenience sampling was used with 60 teams with 173 nursing students in the final semester of a three-year Bachelor of Science in nursing programme. Data collection included questionnaires of personal characteristics, learning style preferences, determined by the Dunn and Dunn Productivity Environmental Preference Survey, and videotaped complex nursing simulation scenarios. Comparison with Lasater Clinical Judgement Rubric and Non-parametric analyses were performed. RESULTS: Three significant correlations were found between the team achievements and the students’ learning style preferences: significant negative correlation with ‘Structure’ and ‘Kinesthetic’ at the individual level, and positive correlation with the ‘Tactile’ variable. No significant correlations with students’ ‘Motivation’, ‘Persistence’, ‘Wish to learn alone’ and ‘Wish for an authoritative person present’ were seen. DISCUSSION & CONCLUSION: There were multiple complex interactions between the tested learning style preferences and the team achievements of clinical judgement in the simulation room, which provides important information for the becoming nurses. Several factors may have influenced the results that should be acknowledged when designing further research. We suggest conducting mixed methods to determine further relationships between team achievements, learning style preferences, cognitive learning outcomes and group processes.

APA, Harvard, Vancouver, ISO, and other styles

28

Lopez-Santander, Adan, and Jonathan Lawry. "An Ordinal Model of Risk Based on Mariner's Judgement." Journal of Navigation 70, no. 2 (September 14, 2016): 309–24. http://dx.doi.org/10.1017/s0373463316000576.

Full text

Abstract:

This paper describes a statistical method for learning and estimating the risk posed by other craft in the vicinity of a vessel and an overview of its possible spatial application, simulating how professional mariners perceive and assess such risk and using navigational data obtained from a standard integrated bridge. We propose a non-linear model for risk estimation which attempts to capture mariners' judgement. Questionnaire data has been collected that captures and quantifies mariners’ judgements of risk for craft in the vicinity, where each craft is described by measurements that can be obtained easily from the data already present in the ship's navigational equipment. The dataset has then been used for analysis, training and validating Ordered Probit models in order to obtain a computationally efficient data driven model for estimating the risk probability vector posed by other craft. Finally, we discuss how this risk model can be incorporated into decision making and path finding algorithms.

APA, Harvard, Vancouver, ISO, and other styles

29

Purinanda, Faza Hannan. "Developing an Interactive HTML5-Based Game for Tenses Learning for Senior High School Students." Lingua Pedagogia, Journal of English Teaching Studies 2, no. 1 (August 9, 2020): 61–67. http://dx.doi.org/10.21831/lingped.v2i1.32881.

Full text

Abstract:

This research study aims at developing an interactive HTML5-based game to facilitate senior high school students in learning tenses. This research is a research and development study. The development of the game is carried out through several steps, which are needs analysis, outline of materials design, product development, expert judgement, product revision, and final product development. The result of this study is a web-based game titled The Time Traveller. Based on the results of expert judgement, the game is appropriate for senior high school students based on the mean scores of 3.52, which is in the range of 3.25 ≤ x ≤ 4 and falls into the category of “Very Good.”

APA, Harvard, Vancouver, ISO, and other styles

30

Haig, Yvonne, and Rhonda Oliver. "Is it a case of mind over matter? Influences on teachers’ judgements of student speech." Australian Review of Applied Linguistics 26, no. 1 (January 1, 2003): 55–70. http://dx.doi.org/10.1075/aral.26.1.05hai.

Full text

Abstract:

Although language variation is widespread and natural, it is subject to judgement. Where a standard language has developed, other varieties tend to be judged against its ‘standard’. While a number of overseas studies have found that this type of linguistic bias occurs in education and negatively impacts on dialect speakers, there has been little research in Australia. This study investigates how teachers judge the speech of school-aged students and what influences that judgement. Twelve teachers met in four school-based groups to rank tape-recorded samples of speech from students who were not known to them. They determined the criteria to be used in the ranking process which was tape-recorded, transcribed and analysed. The results suggest that teachers’ perceptions of speech were most strongly influenced by the students’ use of non-standard varieties of English. This is of particular concern where the use of nonstandard varieties is also associated with lower ability as seemed to be the case in the present research. These findings have implications for education, particularly given the emphasis on oral language competence in recent curriculum documents and the increasing reliance on teacher judgements of students’ learning outcomes.

APA, Harvard, Vancouver, ISO, and other styles

31

Rawles, Joanna. "How social work students develop the skill of professional judgement: Implications for practice educators." Journal of Practice Teaching and Learning 17, no. 3 (January 24, 2021): 10–30. http://dx.doi.org/10.1921/jpts.v17i3.1445.

Full text

Abstract:

This article is based on findings of research into how social work students begin to develop expertise in professional judgement during their practice placements and what enables, facilitates and supports them to do so. The research sought to understand the ‘authentic professional learning’ that took place for social work students who were at the point of qualification. The findings indicate that the optimal environment for the development of the skill of professional judgement is one in which there is the presence and positive inter-relationship of three domains of learning: professional responsibility, the facilitation of the professional voice and learner agency. The role of the practice educator was pivotal to this development but the findings go beyond merely re-articulating the positivity of the student/educator relationship to illuminating what it was about the practice educators’ pedagogical approach that facilitated the development of the skill of professional judgement. This article has a particular focus on implications for practice educators and others who support professional work-based learning. The research indicates the benefits of adopting an autonomy-support approach and the article provides ideas for how this might be incorporated into practice placements.

APA, Harvard, Vancouver, ISO, and other styles

32

Bird, Sarah, and Adam J. L. Harris. "A Judgement and Decision Making Poem." PsyPag Quarterly 1, no. 104 (September 2017): 59. http://dx.doi.org/10.53841/bpspag.2017.1.104.59.

Full text

Abstract:

I submitted this ‘Ode on a Brain’ on behalf of my late student, Sarah Bird (24/11/1963–26/10/2016). Sarah came to UCL as a mature MSc student in 2011, before commencing a PhD in financial decisionmaking under my supervision in 2012. Enthusiastic would be a most appropriate word with which to describe Sarah. On hearing new talks, or learning new concepts, she would be wide–eyed and always seeking ways to integrate the material into her own research. Before her premature death from cancer in 2016, Sarah had given me access to her Dropbox folder, so that I could continue our research, especially with a view to publishing a paper she had been working on for some time (look out for it!). A file labelled ‘Ode on a Brain’, dated November 2012, caught my eye. I think it provides a nice example of that enthusiasm and wonder with which she met psychological research. That wonder at the beginning of a PhD journey might resonate with others. Meanwhile, Sarah’s enthusiasm and energy is much missed at UCL.

APA, Harvard, Vancouver, ISO, and other styles

33

Furuta, Daichi, Kyo Kutsuzawa, Sho Sakaino, and Toshiaki Tsuji. "Motion Planning With Success Judgement Model Based on Learning From Demonstration." IEEE Access 8 (2020): 73142–50. http://dx.doi.org/10.1109/access.2020.2987604.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Koufidis, Charilaos, Katri Manninen, Juha Nieminen, Martin Wohlin, and Charlotte Silén. "Grounding judgement in context: A conceptual learning model of clinical reasoning." Medical Education 54, no. 11 (June 23, 2020): 1019–28. http://dx.doi.org/10.1111/medu.14222.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Osuszek, Łukasz, and Stanisław Stanek. "AI for augmenting human judgement in Business Processes Management." Scientific Journal of the Military University of Land Forces 201, no. 3 (September 15, 2021): 507–18. http://dx.doi.org/10.5604/01.3001.0015.3404.

Full text

Abstract:

The paper outlines the recent trends in the evolution of Business Process Management (BPM) – especially the application of AI for decision support. AI has great potential to augment human judgement. Indeed, Machine Learning might be considered as a supplementary and complimentary solution to enhance and support human productivity throughout all aspects of personal and professional life. The idea of merging technologies for organizational learning and workflow management was first put forward by Wargitsch. Herein, completed business cases stored in an organizational memory are used to configure new workflows, while the selection of an appropriate historical case is supported by a case-based reasoning component. This informational environment has been recognized in the world as being effective and has become quite common because of the significant increase in the use of artificial intelligence tools. This article discusses also how automated planning techniques (one of the oldest areas in AI) can be used to enable a new level of automation and processing support. The authors of the article decided to analyse this topic and discuss the scientific state of the art and the application of AI in BPM systems for decision-making support. It should be noted that readily available software exists for the needs of the development of such systems in the field of artificial intelligence. The paper also includes a unique case study with production system of Decision Support, using controlled machine learning algorithms to predictive analytical models.

APA, Harvard, Vancouver, ISO, and other styles

36

D’Alonzo, Samantha, and Max Tegmark. "Machine-learning media bias." PLOS ONE 17, no. 8 (August 10, 2022): e0271947. http://dx.doi.org/10.1371/journal.pone.0271947.

Full text

Abstract:

We present an automated method for measuring media bias. Inferring which newspaper published a given article, based only on the frequencies with which it uses different phrases, leads to a conditional probability distribution whose analysis lets us automatically map newspapers and phrases into a bias space. By analyzing roughly a million articles from roughly a hundred newspapers for bias in dozens of news topics, our method maps newspapers into a two-dimensional bias landscape that agrees well with previous bias classifications based on human judgement. One dimension can be interpreted as traditional left-right bias, the other as establishment bias. This means that although news bias is inherently political, its measurement need not be.

APA, Harvard, Vancouver, ISO, and other styles

37

Van Graan, Anna C., Martha J. S. Williams, and Magdalena P. Koen. "Professional nurses' understanding of clinical judgement: A contextual inquiry." Health SA Gesondheid 21 (October 11, 2016): 280–93. http://dx.doi.org/10.4102/hsag.v21i0.967.

Full text

Abstract:

Higher cognitive skills are essential competencies for nurses joining the technologically and increasingly complex health care environment to provide safe and effective nursing care. Educators and clinical facilitators have recognised that newly qualified nurses do not meet the expectations for entry level clinical judgement and are held accountable for finding adequate learning experiences as preparation for such practice demands. An explorative and descriptive qualitative design was followed in this study to reach an understanding of clinical judgement in the clinical nursing environment from the perspective of professional nurses. Eleven professional nurses (n = 11) working at primary health care clinics, public and private hospitals participated voluntarily. Data was collected by means of the “World Cafe” method, incorporating a combination of techniques such as interviewing, discussions, drawings, narratives and reflection. The focus was on professional nurses' knowledge of the meaning of clinical judgement and factors influencing the development of clinical judgement in the clinical environment. Qualitative thematic content analysis principles were applied during data analysis. The findings were integrated with the relevant literature to culminate in conclusions that should add to the knowledge base of clinical judgement as an essential skill for improving autonomous and accountable nursing care.

APA, Harvard, Vancouver, ISO, and other styles

38

Maeda, Tomoki, Osamu Kobayashi, Kenji Ihara, and Arend Frederik Bos. "Fidgety Movements Assessment Accuracy Survey in Japan." International Journal of Environmental Research and Public Health 18, no. 24 (December 20, 2021): 13428. http://dx.doi.org/10.3390/ijerph182413428.

Full text

Abstract:

To investigate the accuracy of fidgety movements (FMs) assessment in Japanese assessors. Sixty specialists participated in the first survey. Of the participants, 18 were assessors certified by the GMs basic-training course. The surveys were composed of FMs assessment of 20 video clips. The correct assessment rates (CARs) were investigated. The survey videos were judged into three types: normal (F + +, F +), abnormal (AF) and absent (F + -, F -). After the first survey, each participant performed a self-learning exercise using clips of the first survey. The follow-up survey was conducted three months after the first survey. The median CAR of the first survey was 65% in certified assessors and 50% in noncertified assessors. The median CARs of certified assessors were significantly higher than that of noncertified assessors for all clips and for normal FMs and AF clips (p < 0.01). After 3 months of self-learning exercise the CARs in each judgement type improved in 28 follow-up survey participants. Their median CAR improved from 60% in the first survey to 84% in the follow-up survey. To practise general movements assessment (GMA), course certification is required. The self-learning exercise with the confirmed judgement FMs clips may be effective for improving the ability of FMs judgement.

APA, Harvard, Vancouver, ISO, and other styles

39

Dowding, Dawn, Russell Gurbutt, Monica Murphy, Margaret Lascelles, Alan Pearman, and Barbara Summers. "Conceptualising decision making in nursing education." Journal of Research in Nursing 17, no. 4 (July 2012): 348–60. http://dx.doi.org/10.1177/1744987112449963.

Full text

Abstract:

The ability to exhibit sound judgement and decision-making skills is a fundamental requirement of undergraduate nursing curricula. In order to acquire such skills, students need to develop critical thinking ability, as well as an understanding of how judgements and decisions are reached in complex healthcare environments. The use of techniques such as problem-based learning, simulation and feedback has been hypothesised to help with the development of critical thinking skills. In addition, a curriculum that incorporates teaching on different ways in which judgements and decisions are reached can potentially help students identify how to avoid errors and mistakes in their clinical practice. Feedback has been shown to be a powerful tool to help with developing decision-making skills; evidence for other approaches to teaching critical thinking and decision-making skills is currently limited. This paper reviews theoretical concepts that provide a framework for decision making in nursing, as well as methods by which it can be taught.

APA, Harvard, Vancouver, ISO, and other styles

40

Scott, Deborah. "Creatively expanding research from work-based learning." Journal of Work-Applied Management 12, no. 2 (July 16, 2020): 115–25. http://dx.doi.org/10.1108/jwam-03-2020-0015.

Full text

Abstract:

PurposeThe purpose of this paper is to explore the potential of creativity in work-based research and practice to yield deeper understanding of practice situations. Unexpected insights can lead one (or a team) to identify new approaches, tackling workplace issues differently, leading to unexpected outcomes of long-term impact.Design/methodology/approachThis paper draws on work conducted for a doctoral thesis, investigating the impact of work-based learning for recent masters graduates of a work-based learning programme. Fiction was incorporated into analysis of the data, creating play scripts to represent key aspects of the researcher's perceptions and interpretations for each participant.FindingsResearch participants experienced personal, professional and organisational impact, although there was considerable variability between individuals. Additionally, societal impact was wished for and/or effected. The approach to representation of analysis, which involved fictionalising participants' experiences, created a strong Thirdspace liminality. This appeared to deepen awareness and understanding.Research limitations/implicationsSuch approaches can transform the researcher's perspective, prompting insights which lead to further adventure and development in work-based research and practice.Practical implicationsManagers and employees taking creative approaches in the workplace can prompt wide-ranging development and, with professional judgement, be constructive.Social implicationsManagers and employees taking creative approaches in the workplace can prompt wide-ranging development and, with professional judgement, be constructive.Originality/valueThe creation of play scripts, representing an interpretation of participants' stories about their work-based learning experience, is an innovative feature of this work.

APA, Harvard, Vancouver, ISO, and other styles

41

Bialystok, Ellen, and Barry Miller. "The problem of age in second-language acquisition: Influences from language, structure, and task." Bilingualism: Language and Cognition 2, no. 2 (August 1999): 127–45. http://dx.doi.org/10.1017/s1366728999000231.

Full text

Abstract:

Three groups of participants were given a grammaticality judgement test based on five structures of English grammar in both an oral and written form. The first group consisted of native speakers of Chinese, the second, native speakers of Spanish, and the third, native English speakers. The two learner groups were divided into those who had begun learning English at a younger (less than 15 years) or older (more than 15 years) age. Performance was measured for both accuracy of judgement and time taken to respond. The results showed that performance patterns were different for the two learner groups, that the linguistic structure tested in the item affected participants' ability to respond correctly, and that task modality produced reliable response differences for the two learner groups. Although there were proficiency differences in the grammaticality judgement task between the younger and older Spanish learners, there were no such differences for the Chinese group. Furthermore, age of learning influenced achieved proficiency through all ages tested rather than defining a point of critical period. The results are interpreted as failing to provide sufficient evidence to accept the hypothesis that there is a critical period for second language acquisition.

APA, Harvard, Vancouver, ISO, and other styles

42

Franceschelli, Giorgio, and Mirco Musolesi. "DeepCreativity: measuring creativity with deep learning techniques." Intelligenza Artificiale 16, no. 2 (December 27, 2022): 151–63. http://dx.doi.org/10.3233/ia-220136.

Full text

Abstract:

Measuring machine creativity is one of the most fascinating challenges in Artificial Intelligence. This paper explores the possibility of using generative learning techniques for automatic assessment of creativity. The proposed solution does not involve human judgement, it is modular and of general applicability. We introduce a new measure, namely DeepCreativity, based on Margaret Boden’s definition of creativity as composed by value, novelty and surprise. We evaluate our methodology (and related measure) considering a case study, i.e., the generation of 19th century American poetry, showing its effectiveness and expressiveness.

APA, Harvard, Vancouver, ISO, and other styles

43

Nisa, Yunita Faela, Jahja Umar, Puspita Dian Arista, Helena Widaningrum, and Bahrul Hayat. "Development and Validation of Situational Judgement Test to Measure Continuous Learning Competency." JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) 11, no. 1 (May 19, 2022): 34–44. http://dx.doi.org/10.15408/jp3i.v11i1.25302.

Full text

Abstract:

Measuring continuous learning (CL) competency is beneficial to achieving success for individuals and organizations. For this reason, the availability of a brief but valid instrument is crucial. This study aims to develop a valid instrument to measure the CL using a situational judgment test (SJT). The instrument was developed and validated using respondents of 502 employees at the supervisory level in the electrical industry (with age M=30.13, SD=6.17). For content validity, we first held focus group discussions with supervisors and managers to identify and develop some essential characteristics of the CL. Subject matter experts were involved in writing and reviewing the items. A confirmatory factor analysis was conducted to test the construct validity, and it was found that 12 of 13 items fitted a unidimensional model. All the factor loadings were statistically significant (p<.05). A further test for parallel assumption was done to check the tau-equivalence. This test is vital because raw scores are mostly used in daily practice rather than scaled scores. The results showed that 12 items met the tau equivalent requirement. For further research, scoring for multiple-choice SJTs using the nominal response model (NRM) could be considered since there was a tendency for some of the questions to elicit ambiguous choices.

APA, Harvard, Vancouver, ISO, and other styles

44

Fitzgerald, Kylie, Brett Vaughan, and Joanna Hong-Meng Tai. "Multiple feedback sources in learning clinical history-taking skills: Developing evaluative judgement." Focus on Health Professional Education: A Multi-Professional Journal 22, no. 3 (November 29, 2021): 33–50. http://dx.doi.org/10.11157/fohpe.v22i3.441.

Full text

Abstract:

Introduction: Contemporary feedback models emphasise the value of multiple feedback opportunities. Effective feedback participation requires evaluative judgement—the ability to discern the quality of one’s own and others’ work. Self and peer assessment may enable repeated practice and feedback for developing evaluative judgement. However, attitudes to self and peer assessment may present a barrier to effective implementation. This study explored whether congruence between marks from self and peer assessment improved with assessment task participation. Participants’ attitudes towards self and peer assessment and approaches to learning were also evaluated.Methods: Participants undertook simulated history-taking tasks in semester 2, 2018. Group 1 undertook formative and summative assessments and participated in self and peer assessment . Group 2 undertook formative and summative assessment. Group 3 undertook only summative assessment. All groups received faculty feedback for each submitted assessment. Participants completed the modified Study Process Questionnaire (mSPQ) and the Peer Perception of Assessment (PPA) before (T1) and after the formative task (T2) and after the summative task (T3).Results: Summative task scores improved for group 1 (n = 9, p 0.01) and group 2 (n = 26, p 0.01). Within-group (p = 0.02) and between-group differences (p = 0.01) were identified for surface learning approaches. All groups’ perceptions of peer assessment decreased significantly (p 0.01) across all three time periods.Conclusions: Participants receiving self and peer assessment and faculty feedback improved performance and increased congruence of their self- and peer-assessment marks, potentially developing their evaluative judgment skills. Peer assessment perception became less positive, while surface learning approaches increased. Future research should assess the role of self and peer assessment in developing evaluative judgment.

APA, Harvard, Vancouver, ISO, and other styles

45

Fujiwara, Kyosuke, Takayuki Yamamoto, Lindsey Tate, Kazuya Kibune, and Hiroki Tamura. "Judgement on Shunt Sounds from Vascular Access using YOLO Deep Learning Model." Proceedings of International Conference on Artificial Life and Robotics 27 (January 20, 2022): 544–49. http://dx.doi.org/10.5954/icarob.2022.gs2-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Salas, Carlos R., Katsumi Minakata, and William L. Kelemen. "Walking before study enhances free recall but not judgement-of-learning magnitude." Journal of Cognitive Psychology 23, no. 4 (June 2011): 507–13. http://dx.doi.org/10.1080/20445911.2011.532207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Balatsoukas, Panos, Emmanouel Garoufallou, Anne Morris, Ann O', N. A. Brien, Stella Asderi, and Rania Siatri. "Learners' perceptions on the importance of learning object metadata for relevance judgement." International Journal of Metadata, Semantics and Ontologies 7, no. 4 (2012): 283. http://dx.doi.org/10.1504/ijmso.2012.051490.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Ting, Ming Hwa, Chi Meng Chu, Gerald Zeng, Dongdong Li, and Grace S. Chng. "Predicting recidivism among youth offenders: Augmenting professional judgement with machine learning algorithms." Journal of Social Work 18, no. 6 (December 27, 2017): 631–49. http://dx.doi.org/10.1177/1468017317743137.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Alhassan, Mohammed-Awal. "Teachers’ Moral Evaluation of Students in an Inclusive Secondary School: A Study of Minority Students’ Behaviour and School Performance." ATHENS JOURNAL OF EDUCATION 9, no. 2 (January 4, 2022): 325–38. http://dx.doi.org/10.30958/aje.9-2-8.

Full text

Abstract:

This study aims to analyze the issue of morality in a teaching and learning set up. After discussion and answering the question “Is it ever the case that teachers hold students morally blameworthy or praiseworthy for factors that are known to be beyond their control?” the study concludes that teachers hold students to be morally blameworthy or praiseworthy for factors that are beyond their control, because they do not fully comprehend their lack of control over their situation, which is still bad. The study also found that most teachers do not have a clear cross-cultural knowledge of minority students’ background causing a moral judgement dilemma of students’ behaviours and actions. A critical look at other variables that may affect students’ learning is recommended by this study.Keywords: minority students, blameworthy, praiseworthy, knowledge, moral judgement

APA, Harvard, Vancouver, ISO, and other styles

50

Grant, L., P. Joo, B. Eng, A. Carrington, M. Nemnom, and V. Thiruganasambandamoorthy. "LO22: Risk-stratification of emergency department syncope by artificial intelligence using machine learning: human, statistics or machine." CJEM 22, S1 (May 2020): S15. http://dx.doi.org/10.1017/cem.2020.78.

Full text

Abstract:

Introduction: The Canadian Syncope Risk Score (CSRS) is a validated risk tool developed using the best practices of conventional biostatistics, for predicting 30-day serious adverse events (SAE) after an Emergency Department (ED) visit for syncope. We sought to improve on the prediction ability of the CSRS and compared it to physician judgement using artificial intelligence (AI) research with modern machine learning (ML) methods. Methods: We used the prospective multicenter cohort data collected for the CSRS derivation and validation at 11 EDs across Canada over an 8-year period. The same 43 candidate variables considered for CSRS development were used to train and validate the four classes of ML models to predict 30-day SAE (death, arrhythmias, MI, structural heart disease, pulmonary embolism, hemorrhage) after ED disposition. Physician judgement was modeled using the two variables, referral for consultation and hospitalization. We compared the area under the curve (AUC) for the three models. Results: The proportion of patients who suffered 30-day SAE in the derivation cohort (N = 4030) was 3.6% and in validation phase (N = 2290) was 3.4%. Characteristics of the both cohorts were similar with no shift. The best performing ML model, a gradient boosting tree-based model used all 43 variables as predictors as opposed to the 9 final CSRS predictors. The AUC for the three models on the validation data were: best ML model 0.91 (95% CI 0.87–0.93), CSRS 0.87 (95% CI 0.83–0.90) and physician judgment 0.79 (95% CI 0.74 - 0.84). The most important predictors in the ML model were the same as the CSRS predictors. Conclusion: A ML model developed using AI method for risk-stratification of ED syncope performed with slightly better discrimination ability though not significantly different when compared to the CSRS. Both the ML model and the CSRS were better predictors of poor outcomes after syncope than physician judgement. ML models can perform with similar discrimination abilities when compared to traditional statistical models and outperform physician judgement given their ability to use all candidate variables.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Judgement of learning'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles