How does the human brain code knowledge about the world? While disciplines such as artificial intelligence represent world knowledge based on human language, neurocognitive models of knowledge have been dominated by sensory embodiment, in which knowledge is derived from sensory/motor experience and supported by high-level sensory/motor and association cortices. The neural correlates of an alternative disembodied symbolic system had previously been difficult to establish. A recent line of studies exploring knowledge about visual properties, such as color, in visually deprived individuals converge to provide positive, compelling evidence for non-sensory, language-derived, knowledge representation in dorsal anterior temporal lobe and extended language network, in addition to the sensory-derived representations, leading to a sketch of a dual-coding knowledge neural framework.
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http://dx.doi.org/10.1016/j.tics.2021.07.006 | DOI Listing |
PM R
January 2025
Board Certified Clinical Specialist in Oncological Physical Therapy, Board Certified Clinical Specialist in Women's Health Physical Therapy, LANA Certified Lymphedema Therapist, Select Medical, ReVital Cancer Rehabilitation, Mechanicsburg, Pennsylvania, USA.
This methodological paper explores the intricacies of implementing evidence-based medicine in the health care sector specifically focusing on the clinical practice guideline (CPG) published by the American Physical Therapy Association's Academy of Oncologic Physical Therapy for diagnosing upper quadrant lymphedema secondary to cancer (diagnosis CPG). Although CPGs are widely available, their implementation into clinical practice remains inconsistent, slow, and complex. To address this challenge, this paper employs the Knowledge-to-Action framework, offering a detailed description of the seven stages through the lens of an in-progress case study on the implementation of the diagnosis CPG.
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January 2025
Queensland Brain Institute, The University of Queensland, 79 Upland Road, St Lucia, QLD Australia 4067.
Objective: Early education and care (ECEC) is part of the everyday life of most children in developed economies presenting exceptional opportunity to support nutrition and ongoing food preferences. Yet, the degree to which such opportunity is captured in policy-driven assessment and quality ratings of ECEC services is unknown.
Design: Abductive thematic analysis was conducted, guided by key domains of knowledge in nutrition literature and examining identified themes within these domains.
Folia Morphol (Warsz)
January 2025
Department of Anatomy, Faculty of Medicine, Jagiellonian University Medical College, Kraków, Poland.
Background: The rapid growth of aesthetic medicine has led to an increased demand for non-surgical cosmetic procedures in the frontal region of the face. However, alongside this rise in popularity, there is a growing awareness of the potential complications associated with these procedures especially connected with fillers. The intricate vascular anatomy of the forehead, specifically the supratrochlear (STA) and supraorbital (SOA) arteries, poses significant risks if not thoroughly understood.
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January 2025
Department of Nutrition, Dietetics and Food, Monash University.
Objective: The public health nutrition workforce is well-placed to contribute to bold climate action, however tertiary educators are seeking practical examples of how to adequately prepare our future workforce. This study examines the responses of university students engaged in a co-designed planetary health education workshop as part of their public health nutrition training.
Design: A mixed-methods approach was used to collect and interpret student responses to four interactive tasks facilitated during an in-person workshop.
Biochem Mol Biol Educ
January 2025
College of Clinical Medicine, Hunan University of Chinese Medicine, Changsha, China.
The knowledge of "clinical molecular biology testing technology" is complex, conceptual expressions are abstract and difficult to understand, and the student's interest in learning is low. This study aimed to evaluate the effectiveness of a cyclic teaching method based on case analysis combined with an exploratory teaching method using mind mapping as an assignment. Students from the 2019 cohort of medical laboratory technology at Hunan University of Chinese Medicine served as the control group and received conventional lecture-based teaching methods.
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