The coronavirus disease 2019 infodemic: a concept analysis.

Aim: This study aimed to analyze the coronavirus disease 2019 (COVID-19) infodemic phenomenon in the medical field, providing essential data to help healthcare professionals understand it. Methods: This study utilized a hybrid model for concept analysis. In the theoretical phase (first phase), a literature review was conducted using ScienceDirect, PubMed, CINAHL, ProQuest, Scopus, Web of Science, DBpia, RISS, and KISS. Semi-structured interviews, involving eight physicians and six nurses, were used in the fieldwork phase (second phase). In the final analysis phase (third phase), the results of the preceding phases were combined. Results: Based on the findings of these phases, the COVID-19 infodemic can be defined as "the phenomenon of information flood, reproduction, dissemination, and asymmetry, which occurred during the pandemic through social networks among the public lacking essential knowledge of infectious disease, and is associated with negative and positive effects." Conclusion: Our findings can help the Ministry of Health and Welfare and healthcare professionals to understand the phenomenon of the infodemic and prepare necessary strategies and education programs for the public. Therefore, the provision of basic data is important for developing influential roles for healthcare professionals during infectious disease outbreaks.

Mechanisms of Concept Verbalization in the Ethnolinguistic Context.

This article investigates the verbalization mechanisms of the 'family' concept within the Kazakh, Russian, and English linguistic cultures. The research aims to examine the verbal representation mechanisms of the 'family' concept within the linguistic worldviews of the aforementioned cultures. The research material comprises dictionary definitions of the primary lexemes as presented in explanatory dictionaries and synonym dictionaries, proverbs and sayings, phraseological units, and data derived from an associative experiment. The employed analysis methods include component analysis, the descriptive method, the experimental method (psycholinguistic experiment), and the statistical method. This article furnishes a thorough analysis of the linguistic representation methods of the 'family' concept, illuminating its intricate and multidimensional nature. The authors endeavored to identify the concept's structure and describe linguistic units via the interpretation of semantic components. Based on the data procured from the psycholinguistic experiment, the components and layers of the 'family' concept, identified during the analysis, substantiate the theory that this concept plays a fundamental role in the shaping of society and individuals.

Bridging the Chasm Between Cognitive Representations and Formal Structures of Linguistic Meanings.

This paper aims to show that properties of cognitive/conceptual representations and formal-logical structures of linguistic meaning can be inter-translated, recast, transformed into one another, and so united together, even though cognitive/conceptual representations and formal-logical structures of linguistic meaning are apparently distinct in ontology and divergent in their form or character. While cognitive/conceptual representations are ultimately rooted in sensory-motor systems, formal-logical structures of linguistic meaning are abstractions detached from and independent of the actualized world. This paper sketches out the foundations of how representations of linguistic meaning in terms of cognitive/conceptual structures in Cognitive/Conceptual Semantics can be unified with those in terms of formal-logical structures in Formal Semantics. This is done by recasting cognitive/conceptual representations in terms of formal-logical structures of linguistic meaning and re-encoding formal-logical structures of linguistic meaning in terms of cognitive/conceptual representations. Then, these two types of semantic representations, thus shown representationally equivalent, will be related to a series of derivations across levels in neuronal networks and dynamics. The general discussion on unifying cognitive/conceptual representations of linguistic meaning with formal-logical structures is contextualized within the broader context of theorizing in cognitive science.

The Effects of Linear Order in Category Learning: Some Replications of Ramscar et al. (2010) and Their Implications for Replicating Training Studies.

Ramscar, Yarlett, Dye, Denny, and Thorpe (2010) showed how, consistent with the predictions of error-driven learning models, the order in which stimuli are presented in training can affect category learning. Specifically, learners exposed to artificial language input where objects preceded their labels learned the discriminating features of categories better than learners exposed to input where labels preceded objects. We sought to replicate this finding in two online experiments employing the same tests used originally: A four pictures test (match a label to one of four pictures) and a four labels test (match a picture to one of four labels). In our study, only findings from the four pictures test were consistent with the original result. Additionally, the effect sizes observed were smaller, and participants over-generalized high-frequency category labels more than in the original study. We suggest that although Ramscar, Yarlett, Dye, Denny, and Thorpe (2010) feature-label order predictions were derived from error-driven learning, they failed to consider that this mechanism also predicts that performance in any training paradigm must inevitably be influenced by participant prior experience. We consider our findings in light of these factors, and discuss implications for the generalizability and replication of training studies.

The hippocampus supports the representation of abstract concepts: Implications for the study of recognition memory.

Words, unlike images, are symbolic representations. The associative details inherent within a word's meaning and the visual imagery it generates, are inextricably connected to the way words are processed and represented. It is well recognised that the hippocampus associatively binds components of a memory to form a lasting representation, and here we show that the hippocampus is especially sensitive to abstract word processing. Using fMRI during recognition, we found that the increased abstractness of words produced increased hippocampal activation regardless of memory outcome. Interestingly, word recollection produced hippocampal activation regardless of word content, while the parahippocampal cortex was sensitive to concreteness of word representations, regardless of memory outcome. We reason that the hippocampus has assumed a critical role in the representation of uncontextualized abstract word meaning, as its information-binding ability allows the retrieval of the semantic and visual associates that, when bound together, generate the abstract concept represented by word symbols. These insights have implications for research on word representation, memory, and hippocampal function, perhaps shedding light on how the human brain has adapted to encode and represent abstract concepts.

Solving Bongard Problems With a Visual Language and Pragmatic Constraints.

More than 50 years ago, Bongard introduced 100 visual concept learning problems as a challenge for artificial vision systems. These problems are now known as Bongard problems. Although they are well known in cognitive science and artificial intelligence, only very little progress has been made toward building systems that can solve a substantial subset of them. In the system presented here, visual features are extracted through image processing and then translated into a symbolic visual vocabulary. We introduce a formal language that allows representing compositional visual concepts based on this vocabulary. Using this language and Bayesian inference, concepts can be induced from the examples that are provided in each problem. We find a reasonable agreement between the concepts with high posterior probability and the solutions formulated by Bongard himself for a subset of 35 problems. While this approach is far from solving Bongard problems like humans, it does considerably better than previous approaches. We discuss the issues we encountered while developing this system and their continuing relevance for understanding visual cognition. For instance, contrary to other concept learning problems, the examples are not random in Bongard problems; instead they are carefully chosen to ensure that the concept can be induced, and we found it helpful to take the resulting pragmatic constraints into account.

On the dual nature of creativity: Same same but different?

The creativity literature is replete with dualistic constructs, suggesting shared mechanisms but also tempting overinterpretation of their interrelations. An explicit list of relevant concept associations indicates substantial commonality, yet also exposes certain inconsistencies. Dual-process accounts (A and B is relevant) hold promise in resolving discrepancies to the extent that we understand the relative contributions and conditions of A and B.

"It's hard to say anything definitive about what severity really is": lay conceptualisations of severity in a healthcare context.

BACKGROUND: Demand for healthcare outweighs available resources, making priority setting a critical issue. 'Severity' is a priority-setting criterion in many healthcare systems, including in Norway, Sweden, the Netherlands, and the United Kingdom. However, there is a lack of consensus on what severity means in a healthcare context, both in the academic literature and in policy. Further, while public preference elicitation studies demonstrate support for severity as a relevant concern in priority setting, there is a paucity of research on what severity is taken to mean for the public. The purpose of this study is to explore how severity is conceptualised by members of the general public. METHODS: Semi-structured group interviews were conducted from February to July 2021 with members of the Norwegian adult public (n = 59). These were transcribed verbatim and subjected to thematic analysis, incorporating inductive and deductive elements. RESULTS: Through the analysis we arrived at three interrelated main themes. Severity as subjective experience included perceptions of severity as inherently subjective and personal. Emphasis was on the individual's unique insight into their illness, and there was a concern that the assessment of severity should be fair for the individual. The second theme, Severity as objective fact, included perceptions of severity as something determined by objective criteria, so that a severe condition is equally severe for any person. Here, there was a concern for determining severity fairly within and across patient groups. The third theme, Severity as situation dependent, included perceptions of severity centered on second-order effects of illness. These included effects on the individual, such as their ability to work and enjoy their hobbies, effects on those surrounding the patient, such as next of kin, and effects at a societal level, such as production loss. We also identified a concern for determining severity fairly at a societal level. CONCLUSIONS: Our findings suggest that severity is a polyvalent notion with different meanings attached to it. There seems to be a dissonance between lay conceptualisations of severity and policy operationalisations of the term, which may lead to miscommunications between members of the public and policymakers.

A scoping review of continuous quality improvement in healthcare system: conceptualization, models and tools, barriers and facilitators, and impact.

BACKGROUND: The growing adoption of continuous quality improvement (CQI) initiatives in healthcare has generated a surge in research interest to gain a deeper understanding of CQI. However, comprehensive evidence regarding the diverse facets of CQI in healthcare has been limited. Our review sought to comprehensively grasp the conceptualization and principles of CQI, explore existing models and tools, analyze barriers and facilitators, and investigate its overall impacts. METHODS: This qualitative scoping review was conducted using Arksey and O'Malley's methodological framework. We searched articles in PubMed, Web of Science, Scopus, and EMBASE databases. In addition, we accessed articles from Google Scholar. We used mixed-method analysis, including qualitative content analysis and quantitative descriptive for quantitative findings to summarize findings and PRISMA extension for scoping reviews (PRISMA-ScR) framework to report the overall works. RESULTS: A total of 87 articles, which covered 14 CQI models, were included in the review. While 19 tools were used for CQI models and initiatives, Plan-Do-Study/Check-Act cycle was the commonly employed model to understand the CQI implementation process. The main reported purposes of using CQI, as its positive impact, are to improve the structure of the health system (e.g., leadership, health workforce, health technology use, supplies, and costs), enhance healthcare delivery processes and outputs (e.g., care coordination and linkages, satisfaction, accessibility, continuity of care, safety, and efficiency), and improve treatment outcome (reduce morbidity and mortality). The implementation of CQI is not without challenges. There are cultural (i.e., resistance/reluctance to quality-focused culture and fear of blame or punishment), technical, structural (related to organizational structure, processes, and systems), and strategic (inadequate planning and inappropriate goals) related barriers that were commonly reported during the implementation of CQI. CONCLUSIONS: Implementing CQI initiatives necessitates thoroughly comprehending key principles such as teamwork and timeline. To effectively address challenges, it's crucial to identify obstacles and implement optimal interventions proactively. Healthcare professionals and leaders need to be mentally equipped and cognizant of the significant role CQI initiatives play in achieving purposes for quality of care.

The Dimensional Conceptualization of Personality Disorders: Personality Organization, Personality Functioning, and Personality Disorders.

Over the past several decades, significant criticism of the categorical classification system for personality disorders has highlighted the need to transition to a dimensional classification system. This study reviewed key issues involved in the potential conversion of the diagnostic system of personality disorders from a categorical to a dimensional model. The result suggests that Kernberg's concept of personality organization can be used to indicate the overall severity of personality pathology.

Mapping semantic space: Exploring the higher-order structure of word meaning.

Multiple representation theories posit that concepts are represented via a combination of properties derived from sensorimotor, affective, and linguistic experiences. Recently, it has been proposed that information derived from social experience, or socialness, represents another key aspect of conceptual representation. How these various dimensions interact to form a coherent conceptual space has yet to be fully explored. To address this, we capitalized on openly available word property norms for 6339 words and conducted a large-scale investigation into the relationships between 18 dimensions. An exploratory factor analysis reduced the dimensions to six higher-order factors: sub-lexical, distributional, visuotactile, body action, affective and social interaction. All these factors explained unique variance in performance on lexical and semantic tasks, demonstrating that they make important contributions to the representation of word meaning. An important and novel finding was that the socialness dimension clustered with the auditory modality and with mouth and head actions. We suggest this reflects experiential learning from verbal interpersonal interactions. Moreover, formally modelling the network structure of semantic space revealed pairwise partial correlations between most dimensions and highlighted the centrality of the interoception dimension. Altogether, these findings provide new insights into the architecture of conceptual space, including the importance of inner and social experience, and highlight promising avenues for future research.

A concept analysis of person-centred handover practices: The meaning in emergency departments.

BACKGROUND: Transfer of patients from the prehospital to the in-hospital environment is a frequent occurrence requiring a handover process. Habitually, emergency care practitioners and healthcare professionals focus on patient care activities, not prioritising person-centred handover practices and not initiating person-centred care. AIM: The aim of this concept analysis was to define the concept person centred handover practices. METHODS: The eight steps for Walker and Avant's method of concept analysis. RESULTS: Thirty-one articles were included for final review including qualitative and quantitative studies, literature reviews and audits. This concept analysis guided the development of an concept definition of person-centred handover practices between emergency care practitioners and healthcare professionals in the emergency department as person- centred handover practices are those handovers being performed while including all identified defining attributes such as structure, verbal, and written information transfer, interprofessional process, inclusion of the patient and/ or family, occurs at the bedside, without interruption. CONCLUSIONS: Results suggested that person-centred handover practices involve verbal and non- verbal interprofessional communication within a specific location in the emergency department. It requires mutual respect from all professionals involved, experience and training, and the participation of the patient and / or family to improve patient outcomes and quality patient care. A definition for the concept may encourage the implementation of person-centred handover practices in emergency departments.

From integers to fractions: The role of analogy in transfer and long-term learning.

Fractions are the gatekeepers to advanced mathematics but are difficult to learn. One powerful learning mechanism is analogy, which builds fraction understanding on a pre-existing foundation of integer knowledge. Indeed, a short intervention that aligned fractions and integers on number lines improved children's estimates of fractions (Yu et al., 2022). The breadth and durability of such gains, however, are unknown, and analogies to other sources (such as percentages) may be equally powerful. To investigate this issue, we randomly assigned 109 fourth and fifth graders to one of three experimental conditions with different analogical sources (integers, percentages, or fractions) or a control condition. During training, children in the experimental conditions solved pairs of aligned fraction number line problems and proportionally-equivalent problems expressed in integers, percentages, or fractions (e.g., 3/8 on a 0-1 number line aligned with 3 on a 0-8 number line). Children in the control group solved fraction number-line problems sequentially. At pretest and a two-week delayed posttest, children completed a broad fraction knowledge battery, including estimation, comparison, categorization, ordering, and arithmetic. Results showed that aligning integers and fractions on number lines facilitated better estimation of fractional magnitudes, and the training effect transferred to novel fraction problems after two weeks. Similar gains were not observed for analogies using percentages. These findings highlight the importance of building new mathematical knowledge through analogies to familiar, similar sources.

The Role of Attention in Category Representation.

Numerous studies have found that selective attention affects category learning. However, previous research did not distinguish between the contribution of focusing and filtering components of selective attention. This study addresses this issue by examining how components of selective attention affect category representation. Participants first learned a rule-plus-similarity category structure, and then were presented with category priming followed by categorization and recognition tests. Additionally, to evaluate the involvement of focusing and filtering, we fit models with different attentional mechanisms to the data. In Experiment 1, participants received rule-based category training, with specific emphasis on a single deterministic feature (D feature). Experiment 2 added a recognition test to examine participants' memory for features. Both experiments indicated that participants categorized items based solely on the D feature, showed greater memory for the D feature, were primed exclusively by the D feature without interference from probabilistic features (P features), and were better fit by models with focusing and at least one type of filtering mechanism. The results indicated that selective attention distorted category representation by highlighting the D feature and attenuating P features. To examine whether the distorted representation was specific to rule-based training, Experiment 3 introduced training, emphasizing all features. Under such training, participants were no longer primed by the D feature, they remembered all features well, and they were better fit by the model assuming only focusing but no filtering process. The results coupled with modeling provide novel evidence that while both focusing and filtering contribute to category representation, filtering can also result in representational distortion.

Consent as a compositional act - a framework that provides clarity for the retention and use of data.

BACKGROUND: Informed consent is one of the key principles of conducting research involving humans. When research participants give consent, they perform an act in which they utter, write or otherwise provide an authorisation to somebody to do something. This paper proposes a new understanding of the informed consent as a compositional act. This conceptualisation departs from a modular conceptualisation of informed consent procedures. METHODS: This paper is a conceptual analysis that explores what consent is and what it does or does not do. It presents a framework that explores the basic elements of consent and breaks it down into its component parts. It analyses the consent act by first identifying its basic elements, namely: a) data subjects or legal representative that provides the authorisation of consent; b) a specific thing that is being consented to; and c) specific agent(s) to whom the consent is given. RESULTS: This paper presents a framework that explores the basic elements of consent and breaks it down into its component parts. It goes beyond only providing choices to potential research participants; it explains the rationale of those choices or consenting acts that are taking place when speaking or writing an authorisation to do something to somebody. CONCLUSIONS: We argue that by clearly differentiating the goals, the procedures of implementation, and what is being done or undone when one consent, one can better face the challenges of contemporary data-intensive biomedical research, particularly regarding the retention and use of data. Conceptualising consent as a compositional act enhances more efficient communication and accountability and, therefore, could enable more trustworthy acts of consent in biomedical science.

Bewilderment, aquilombar, and the antimanicolonial: three ideas to radicalize Brazilian Psychiatric Reform. / Desnortear, aquilombar e o antimanicolonial: três ideias-força para radicalizar a Reforma Psiquiátrica Brasileira.

This article is part of a study aimed to map antiracist knowledge and practices in mental health by monitoring the practices of three collectives of professionals working in/with the psychosocial care network in the city of São Paulo, allowing us to characterize their intervention strategies. To contribute to the conceptualization of this article, through a review of the decolonial literature, three major ideas have been outlined that have allowed us to give substance to the decolonization of Psychiatric Reform: bewilderment, which, in dialogue with Achille Mbembe and Frantz Fanon, invites us to affirm madness and blackness without, however, establishing fixations; the antimanicolonial, which occurs in the promotion of the free and countercultural exercise of imagining diasporas, in light of that proposed by Édouard Glissant, Paul Gilroy, and Lélia Gonzales regarding an Atlantic (de)orientation in which elements of the black diaspora and Latin America can re-signify blackness and unreason; and aquilombar, as a liberatory praxis whose genesis lies in the quilombos as a living metaphor for the radicalisation of relationships in differences, based on Abdias do Nascimento's quilombismo, Clóvis Moura's quilombagem, Beatriz Nascimento's (k)quilombo, and Mariléa de Almeida's devir quilomba.

Este artigo é parte de uma pesquisa que buscou cartografar saberes e fazeres antirracistas em saúde mental por meio do acompanhamento das práticas de três coletivos de profissionais trabalhando na/com a rede de atenção psicossocial na cidade de São Paulo, o que possibilitou caracterizar suas estratégias de intervenção. Buscando contribuir para sua conceitualização, delineamos, por meio da revisão da literatura descolonial, três ideias-força que nos permitem dar corpo à descolonização da Reforma Psiquiátrica: o desnortear, que, em diálogo com Achille Mbembe e Frantz Fanon, nos convida à afirmação da loucura e da negritude - sem, no entanto, estabelecer fixações; o antimanicolonial, que se dá no fomento do exercício livre e contracultural de imaginar diásporas, em relação com as proposições de Édouard Glissant, Paul Gilroy e Lélia Gonzales quanto a uma (des)orientação atlântica na qual elementos da diáspora negra e da América Latina possam ressignificar negritude e desrazão; e o aquilombar, como práxis libertária que tem em sua gênese os quilombos como metáfora viva da radicalização das relações nas diferenças, a partir do quilombismo de Abdias do Nascimento, da quilombagem de Clóvis Moura, do (k)quilombo de Beatriz Nascimento e do devir quilomba de Mariléa de Almeida.

Engaging people with lived experiences on community advisory boards in community-based participatory research: a scoping review protocol.

INTRODUCTION: Community-based participatory research (CBPR) is a collaborative research approach that equally engages researchers and community stakeholders throughout all steps of the research process to facilitate social change and increase research relevance. Community advisory boards (CABs) are a CBPR tool in which individuals with lived experience and community organisations are integrated into the research process and ensure the work aligns with community priorities. We seek to (1) explore the best practices for the recruitment and engagement of people with lived experiences on CABs and (2) identify the scope of literature on minimising power dynamics between organisations and community members with lived experience who work on CABs together. METHODS AND ANALYSIS: This scoping review will follow the Arksey and O'Malley methodological framework, informed by Levac et al, and will be reported using a PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) diagram. Detailed and robust search strategies have been developed for Embase, Medline and PsychINFO. Grey literature references and reference lists of included articles published between 1 January 1990 and 30 March 2023 will be considered. Two reviewers will independently screen references in two successive stages of title/abstract and full-text screening. Conflicts will be decided by consensus or a third reviewer. Thematic analysis will be applied in three phases: open coding, axial coding and abstraction. Extracted data will be recorded and presented in a tabular format and/or graphical summaries, with a descriptive overview discussing how the research findings relate to the research questions. At this time, a preliminary search of peer-reviewed and grey literature has been conducted. Search results for peer-reviewed literature have been uploaded to Covidence for review and appraisal for relevance. ETHICS AND DISSEMINATION: Formal ethics approval is not required for this review. Review findings will inform ongoing and future CBPR community advisory board dynamics. REGISTRATION: The protocol has been registered prospectively on the Open Science Framework (https://doi.org/10.17605/OSF.IO/QF5D3).

Health literacy in the context of child health promotion: a scoping review of conceptualizations and descriptions.

BACKGROUND: Increasing health literacy (HL) in children could be an opportunity for a more health literate future generation. The aim of this scoping review is to provide an overview of how HL is conceptualized and described in the context of health promotion in 9-12-year-old children. METHODS: A systematic and comprehensive search for 'health literacy' and 'children' and 'measure' was performed in accordance with PRISMA ScR in PubMed, Embase.com and via Ebsco in CINAHL, APA PsycInfo and ERIC. Two reviewers independently screened titles and abstracts and evaluated full-text publications regarding eligibility. Data was extracted systematically, and the extracted descriptions of HL were analyzed qualitatively using deductive analysis based on previously published HL definitions. RESULTS: The search provided 5,401 original titles, of which 26 eligible publications were included. We found a wide variation of descriptions of learning outcomes as well as competencies for HL. Most HL descriptions could be linked to commonly used definitions of HL in the literature, and some combined several HL dimensions. The descriptions varied between HL dimensions and were not always relevant to health promotion. The educational setting plays a prominent role in HL regarding health promotion. CONCLUSION: The description of HL is truly diverse and complex encompassing a wide range of topics. We recommend adopting a comprehensive and integrated approach to describe HL dimensions, particularly in the context of health promotion for children. By considering the diverse dimensions of HL and its integration within educational programs, children can learn HL skills and competencies from an early age.

[Concept Analysis of Learned Resourcefulness].

Learned resourcefulness is a broad and abstract concept that refers to the ability to use self-observation and self-control to change internal negative feelings, emotions, or thoughts to reduce the adverse effects of stress on emotions and behavior. Excessive stress negatively affects the physical and mental health of individuals, and learned resourcefulness can help alleviate the effects of stress. Nursing measures implemented in a timely manner to enhance patients' self-regulation ability and improve their mental and physical stability are important. In this article, based on the concept analysis method of Walker and Avant (2019), the defining characteristics of learned resourcefulness are summarized as: (1) self-control ability, (2) problem-solving skills, and (3) belief in one's ability to cope effectively with adverse situations. These characteristics are illustrated in case examples, providing empirical reference indicators and introducing the application of nursing research and practice. It is hoped that this article will help nursing colleagues understand learned resourcefulness and provide a reference for clinical assessment and the development of related intervention measures.