Based on German data from history-taking in doctor-patient interaction, the paper shows that the three basic syntactic types of questions (questions fronted by a question-word (w-questions), verb-first (V1) questions, and declarative questions) provide different opportunities for displaying understanding in medical interaction. Each syntactic question-format is predominantly used in a different stage of topical sequences in history taking: w-questions presuppose less knowledge and are thus used to open up topical sequences; declarative questions are used to check already achieved understandings and to close topical sequences. Still, the expected scope of answers to yes/no-questions and to declarative questions is less restricted than previously thought. The paper focuses in detail on the doctors' use of formulations as declarative questions, which are designed to make patients elaborate on already established topics, giving more details or accounting for a confirmation. Formulations often involve a shift to psychological aspects of the illness. Although patients confirm doctors' empathetic formulations, they, however, regularly do not align with this shift, returning to the description of symptoms and to biomedical accounts instead. The study shows how displays of understanding are responded to not only in terms of correctness, but also (and more importantly) in terms of their relevance for further action.
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J Cannabis Res
January 2025
Department of Biology, Colorado State University Pueblo, 2200 Bonforte Blvd, Pueblo, CO, 81001, USA.
Background: The effect of oral Cannabidiol (CBD) on interference during learning and memory (L&M) in healthy human volunteers has not been studied.
Method: A two-arm crossover, randomized, double-blind, placebo-controlled trial was conducted at Colorado State University Pueblo (CSU Pueblo) to evaluate the effects of 246 mg oral CBD on L&M in healthy adults. Among 57 healthy volunteers enrolled, 35 were included in the analyses.
J Exp Psychol Learn Mem Cogn
December 2024
University at Buffalo, The State University of New York, Department of Psychology.
Speech intonation conveys a wealth of linguistic and social information, such as the intention to ask a question versus make a statement. However, due to the considerable variability in our speaking voices, the mapping from meaning to intonation can be many-to-many and often ambiguous. Previous studies suggest that the comprehension system resolves this ambiguity, at least in part, by adapting to recent exposure.
View Article and Find Full Text PDFFront Sports Act Living
December 2024
Instituto Universitario de Educación Física, Universidad de Antioquia UdeA, Medellín, Colombia.
Introduction: The purpose of this study was to explore the implications of the in-field implementation of a teaching strategy that promotes critical thinking (TPCT) on tactical ability, declarative, and procedural knowledge. The TPCT is grounded in socio-constructivist theory and aims to enhance players' analytical skills through inquiry, problem-solving, and observation. By emphasizing the socio-constructivist approach, the program fosters skills such as interpretation, analysis, inference, evaluation, explanation, and self-regulation, encouraging players' active participation in questioning and collaborative problem-solving activities.
View Article and Find Full Text PDFIntroduction: When a pilot is referred for nasal polyposis, his/her flight fitness may be questionable. The objective of this retrospective study was to describe a case series of barotrauma in a pilot population exhibiting nasal polyposis and to discuss the decisions about their flight fitness.
Methods: There were 17 pilots with nasal polyposis who were referred to the Head and Neck Department of the National Pilot Expertise Center.
Dev Psychobiol
November 2024
Teachers College, Columbia University, New York, New York, USA.
Research suggests that socioeconomic circumstances and stress predict memory skills in adults and older children, yet few studies have addressed this question in infancy. The current study used the visual-paired comparison paradigm to examine whether socioeconomic circumstances, maternal perceived stress, and/or maternal physiological stress, all measured prenatally, predict memory performance among 6-month-old infants. We found no significant associations between infant memory and any measure of socioeconomic circumstance or stress.
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