Publications by authors named "Timothy J Nokes"

Article Synopsis
  • The authors explored how instructional focus influences incidental pattern learning through a combination of a serial reaction time task and an artificial grammar learning task.
  • In Experiment 1, participants either prioritized memorizing letter strings while responding to stimuli locations or did the opposite; Experiment 2 had participants perform only one task at a time.
  • The findings indicated that instructional focus significantly affected both the level of learning and the acquisition of explicit knowledge about the patterns, with variations depending on the type of stimuli used.
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Neuraxial anaesthesia is increasingly performed in thrombocytopenic patients at the time of delivery of pregnancy. There is a lack of data regarding the optimum platelet count at which spinal procedures can be safely performed. Reports are often confounded by the presence of other risk factors for spinal haematomata, such as anticoagulants, antiplatelet agents and other acquired or congenital coagulopathies/platelet function defects or rapidly falling platelet counts.

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The risk for venous thromboembolism (VTE) associated with lower limb immobilisation is unclear, owing to of a lack of evidence from studies in this patient group. However, six small, randomised control trials (RCTs), totalling 1536 patients, compared low molecular weight heparin (LMWH) with controls and showed a significant reduction in asymptomatic deep vein thrombosis (DVT) from 17.1% to 9.

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The effect of expertise on collaborative memory was examined by comparing expert pilots, novice pilots, and non-pilots. Participants were presented with aviation scenarios and asked to recall the scenarios alone or in collaboration with a fellow participant of the same expertise level. Performance in the collaborative condition was compared to nominal group conditions (i.

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Contemporary theories of learning postulate one or at most a small number of different learning mechanisms. However, people are capable of mastering a given task through qualitatively different learning paths such as learning by instruction and learning by doing. We hypothesize that the knowledge acquired through such alternative paths differs with respect to the level of abstraction and the balance between declarative and procedural knowledge.

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