Linked phrase indexing

LIPHIS (Linked Phrase Indexing System) is a system of computer-assisted permuted subject indexing designed, like its precursor NEPHIS, to be economical and to be as easy as possible for the indexer, for the programmer, and for the user of the index. Unlike NEPHIS, LIPHIS is designed to handle more complex networks of concept relations, and so produce better indexing of highly detailed subjects.     

The impact of load on lower body performance variables during the hang power clean

This study examined the impact of load on lower body performance variables during the hang power clean. Fourteen men performed the hang power clean at loads of 30%, 45%, 65%, and 80% 1RM. Peak force, velocity, power, force at peak power, velocity at peak power, and rate of force development were compared at each load. The greatest peak force occurred at 80% 1RM. Peak force at 30% 1RM was statistically lower than peak force at 45% (p = 0.022), 65% (p = 0.010), and 80% 1RM (p = 0.018). Force at peak power at 65% and 80% 1RM was statistically greater than force at peak power at 30% (p < 0.01) and 45% 1RM (p < 0.01). The greatest rate of force development occurred at 30% 1RM, but was not statistically different from the rate of force development at 45%, 65%, and 80% 1RM. The rate of force development at 65% 1RM was statistically greater than the rate of force development at 80% 1RM (p = 0.035). No other statistical differences existed in any variable existed. Changes in load affected the peak force, force at peak power, and rate of force development, but not the peak velocity, power, or velocity at peak power.     

The Effects of Alternative Flowcharting Techniques on Performance on Procedural Tasks

Many individuals tend to have difficulty completing complex procedural tasks that require branching. Neither prose–based nor list–based instructions have been efficient in alleviating this difficulty. Traditional flowcharts have proven more effective in helping individuals to complete complex procedural tasks, but only after several practice sessions. However, it is possible that the use of map–like symbols may eliminate the need for repeated flowchart practice. Therefore, the purpose of this study was to investigate the effects of flowcharts utilizing map–like symbols on performer efficiency in completing a complex procedural task. The results of this study indicated no significant difference between the use of map–like symbols and traditional flowcharts in helping performers to complete complex procedural tasks. However, both graphic presentation formats were found to be significantly more efficient than a list–based presentation of information. It was expected than an intuitive map–like presentation would be more efficient than a list–based format. However, the efficiency of the flowchart presentation under unpracticed conditions was unexpected, based on prior research.     

Learning in Stereo: The Relationship Between Spatial Ability and 3D Digital Anatomy Models

Three-dimensional (3D) digital anatomical models show potential to demonstrate complex anatomical relationships; however, the literature is inconsistent as to whether they are effective in improving the anatomy performance, particularly for students with low spatial visualization ability (Vz). This study investigated the educational effectiveness of a 3D stereoscopic model of the pelvis, and the relationship between learning with 3D models and Vz. It was hypothesized that participants learning with a 3D pelvis model would outperform participants learning with a two-dimensional (2D) visualization or cadaveric specimen on a spatial anatomy test, particularly when comparing those with low Vz. Participants (n = 64) were stratified into three experimental groups, who each attended a learning session with either a 3D stereoscopic model (n = 21), 2D visualization (n = 21), or cadaveric specimen (n = 22) of the pelvis. Medical and pre-medical student participants completed a multiple-choice pre-test and post-test during their respective learning session, and a long-term retention (LTR) test 2 months later. Results showed no difference in anatomy test improvement or LTR performance between the experimental groups. A simple linear regression analysis showed that within the 3D group, participants with high Vz tended to retain more than those with low Vz on the LTR test (R² = 0.31, P = 0.01). The low Vz participants may be cognitively overloaded by the complex spatial cues from the 3D stereoscopic model. Results of this study should inform resource selection and curriculum design for health professional students, with attention to the impact of Vz on learning.