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Common Recommendation (common + recommendation)
Selected AbstractsRecall and recognition of brand names: A comparison of word and nonword name typesPSYCHOLOGY & MARKETING, Issue 7-8 2002Dawn Lerman Despite the common recommendation that brand names be memorable, little is known about the effect of brand name type on various forms of memory processing such as recall and recognition. As such, this article extends prior research by comparing recall and recognition for three sets of brand names: words versus nonwords, relevant (i.e., related to a product attribute) words versus irrelevant (i.e., unrelated to a product attribute) words, and relevant words cuing an advertised attribute versus relevant words cuing an unadvertised attribute. The results of an experimental study indicate that memory for these brand name types depends on whether it is accessed via recall or recognition. Based on these results, implications for naming new products are discussed. © 2002 Wiley Periodicals, Inc. [source] Clinical characteristics and patterns of referral to a primary mental health team: A retrospective studyASIA-PACIFIC PSYCHIATRY, Issue 2 2009Sean Jespersen MB CHB FC Psych SA MMed Psych FRANZCP Abstract Introduction: The Primary Mental Health Team (PMHT) initiative in Victoria began almost 10 years ago, but there has been little evaluation of this important strategy to improve integration between mental health services and primary care. The present study investigated the demographic and clinical characteristics of patients referred to a PMHT in order to guide development of the service and better meet the needs of primary care providers and their patients. Methods: The referral forms (n=153) and assessment records (n=89) of patients referred consecutively to a PMHT over a 12-month period were investigated in a retrospective file review. Results: Most referrals were from general practitioners requesting consultations. Sixty-five percent of patients were female, 41% were not in a relationship and 47% were unemployed. Fewer children and elderly people were referred. Illnesses tended to be chronic with multiple symptoms, and in half of those referred there had been a poor response to treatment in primary care. Many were victims of abuse and used substances. Medical illnesses were often present and levels of psychosocial stress and functional impairment were high. Referrers appeared to overestimate risk, over diagnose depression, and under diagnose personality disorders and mixed anxiety and depression. Psychotherapy was the most common recommendation made by the PMHT. Discussion: In spite of the limitations of this study the findings are a useful description of the PMHT experience. The review enabled the team to describe and better understand the needs of primary care providers and their patients, and had a significant impact on the subsequent development and expansion of the PMHT. [source] Drug-related problems in elderly general practice patients receiving pharmaceutical careINTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue 3 2005Elaine Lau Research fellow Objective To describe the types of drug-related problems identified by pharmacists providing pharmaceutical care to elderly patients in the primary care or general medicine setting, and the impact of their recommendations on drug-related outcomes. Methods Searches of the MEDLINE, EMBASE, CINAHL, HealthSTAR, and International Pharmaceutical Abstracts electronic databases from 1990 to 2002 were conducted and a manual search of references from retrieved articles and references on file was performed. Large (n> 100) randomised, controlled studies comparing the provision of pharmaceutical care to usual care in seniors in primary care or general medicine settings were included. Two reviewers evaluated articles based on inclusion criteria and extracted data from the intervention arm of each study, resolving discrepancies by consensus. Nine original articles were included for analysis. Key findings The mean number of drug-related problems (DRPs) identified per patient was 3.2 and the mean number of recommendations made per patient was 3.3. The most common DRP identified was not taking/receiving a prescribed drug appropriately (35.2%, range 4.7,49.3%). The most common recommendations made involved patient education (37.2%, range 4.6,48.2%). Implementation rates were generally high for all types of recommendations, with the highest being for provision of patient education (81.6%). The small number of studies available examining measures of drug utilisation and costs, health services utilisation, and patient outcomes produced inconsistent results, making it difficult to draw conclusions. Conclusions Substantial numbers and a wide range of DRPs were identified by pharmacists who provided pharmaceutical care to seniors in the primary care and general medicine setting. Pharmacists' drug-therapy recommendations were well accepted; however, further study is needed to determine the impact of these recommendations on health-related outcomes. [source] Active/Exploratory Training Promotes Transfer Even in Learners with Low Motivation and Cognitive AbilityAPPLIED PSYCHOLOGY, Issue 1 2010Nina Keith Active training approaches encourage self-directed exploration, whereas guided training stresses direct instruction and external guidance during training. The present research investigated interactions of individual-difference variables,motivation and cognitive ability,and training approach on performance in tasks that are similar to training tasks (analogical transfer) and tasks that are novel and distinct from training tasks (adaptive transfer). In accordance with a resource allocation framework (Kanfer & Ackerman, 1989), we expected effects of individual differences on transfer performance to be reduced after active/exploratory training compared with guided training, because participants of exploratory training engage in the same kind of metacognitive processing during training and transfer. Consequently, attentional demands are reduced during transfer, whereas for participants of guided training the transfer situation imposes high attentional demands. Experiment 1 (N= 37) taught a word processing program and Experiment 2 (N= 110) taught a presentation program using either active/exploratory or guided training. Consistent with previous research, training methods were equally effective for analogical transfer but active/exploratory training led to better adaptive transfer. In addition, interaction hypotheses were supported. Contrary to common recommendations, results suggest that active/exploratory training is suitable for promoting transfer even in learners with relatively low motivation and ability. La formation active stimule la recherche personnelle tandis que la formation dirigée accentue la transmission de directives et de conseils. Cette étude porte sur les interactions de variables relevant de différences individuelles (la motivation et les aptitudes cognitives) avec le type de formation sur la performance dans des tâches similaires aux tâches apprises (transfert analogique) et dans des tâches qui sont différentes de celles apprises (transfert adaptatif). A partir d'un modèle d'allocation de ressources (Kanfer & Ackerman, 1989), on s'attendait à ce que l'action des différences individuelles sur la performance suite au transfert soit atténuée à la suite d'une formation centrée sur l'exploration active, en comparaison de la formation dirigée, cela parce que les stagiaires bénéficiant d'une formation active font appel à la même catégorie de processus métacognitifs lors de la formation et du transfert. Par conséquent, une moindre attention est nécessaire durant le transfert, tandis que pour les stagiaires soumis à la formation dirigée, la situation de transfert exige une forte attention. La première expérience (N = 37) portait sur l'apprentissage d'un logiciel de traitement de textes et la deuxième sur l'apprentissage d'un logiciel de préparation d'un exposé utilisant soit une formation active, soit une formation dirigée. En accord avec les recherches antérieures, ces méthodes de formation sont d'une efficacité analogue en ce qui concerne le transfert analogique; mais la formation active permet un meilleur transfert adaptatif. De plus, les hypothèses sur les interactions ont été confirmées. A l'encontre des recommandations habituelles, nos résultats montrent que la formation active est favorable au transfert même quand les stagiaires présentent des aptitudes et des motivations relativement faibles. [source] | ||||||||||