Implicit chaining in cotton-top tamarins (Saguinus oedipus) with elements equated for probability of reinforcement.

Three experiments examined the implicit learning of sequences under conditions in which the elements comprising a sequence were equated in terms of reinforcement probability. In Experiment 1 cotton-top tamarins (Saguinus oedipus) experienced a five-element sequence displayed serially on a touch screen in which reinforcement probability was equated across elements at .16 per element. Tamarins demonstrated learning of this sequence with higher latencies during a random test as compared to baseline sequence training. In Experiments 2 and 3, manipulations of the procedure used in the first experiment were undertaken to rule out a confound owing to the fact that the elements in Experiment 1 bore different temporal relations to the intertrial interval (ITI), an inhibitory period. The results of Experiments 2 and 3 indicated that the implicit learning observed in Experiment 1 was not due to temporal proximity between some elements and the inhibitory ITI. The results taken together support two conclusion: First that tamarins engaged in sequence learning whether or not there was contingent reinforcement for learning the sequence, and second that this learning was not due to subtle differences in associative strength between the elements of the sequence.

Parent understanding of the role of doctors and doctors in training on an inpatient pediatric ward.

BACKGROUND: Many physician trainees care for patients in an academic hospital. We studied parent understanding of the roles of medical students, interns, residents, and attending physicians in the inpatient setting of a children's hospital. DESCRIPTION: Surveys were given to parents during a hospital stay on a medical service asking about the responsibilities and education of physicians and trainees. EVALUATION: The majority of respondents knew that medical students were not doctors, could not write prescriptions, or supervise residents or attendings. Most respondents did not know that an intern had completed medical school, was a doctor, or could write prescriptions. Most respondents knew that attendings had graduated from medical school, were doctors, and supervise interns and students. Factors affecting understanding of these roles included the parent's level of education and race. CONCLUSION: Confusion exists about the different roles of physicians and trainees, particularly in parents without a college education, and who self-identify as non-White.