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1.
A randomly sampled group of 213 California psychologists were interviewed to assess their use of practice technology and their general attitudes toward technology. Results indicated that (a) nearly 3/4 were using a computer in their practice; however, nearly all uses involved little more than word processing; (b) 1/4 had used a modem to connect to an on-line service (substantially higher than comparable data from business professionals); (c) over 3/4 were using a fax machine in their practice; (d) 1/2 used a pager; (e) 4 out of 10 used a computerized voice mail system, mostly in combination with other messaging systems; (f) few were using computerized assessments; and (g) over half rated themselves as mildly to highly technophobic. Hierarchical multiple regression analyses indicated that technophobia, use of psychological assessment instruments, age, and percentage of managed care clients predicted the use of computer applications. Results are discussed in terms of their practice implications for psychologists (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

2.
PURPOSE: To examine the University of Kentucky College of Medicine's community-based faculty's (CBF) perspective on computing skills that students should acquire for future medical practice, and if the CBF currently use these skills in their daily practice. METHODS: A survey was mailed to 281 of the institution's CBF in the spring of 1997. The survey listed eight basic computing skills derived from our computing curricular objectives for students and asked respondents (a) if they use the skill, and (b) if students should learn the skill. RESULTS: 200 respondents returned a completed survey. 14 CBF (7.2%) indicated that they have all eight computer skills while 91 CBF (46.4%) indicated that students should learn all eight computer skills. 25 CBF (13%) indicated that they have none of the computer skills, while none of the CBF indicated students need none of the skills. A significant difference between primary care CBF and other specialist CBF was found with respect to self-report of computer use, but not regarding their opinions about students' need to learn computer skills. CONCLUSION: The majority of our CBF report using at least one computer skill in their practices. Regardless of specialty, CBF report that students should possess more computer skills than they themselves have. Medical educators should incorporate computing applications into the curriculum to provide appropriate computer training for future physicians.  相似文献   

3.
Many hospitals are converting to electronic records and allied health professionals are required to modify their traditional documentation practices to accommodate this new technology. This paper discusses a study conducted to determine the computer anxiety and attitudes of physical, occupational, and speech therapists in a large urban teaching hospital before and after the implementation of a computerized documentation system. Fifty-three therapists surveyed with a preinstallation questionnaire reported mild computer anxiety and generally good attitudes about the planned computer system. A greater amount of previous computer use and better self-related computer skills were consistent with less computer anxiety. Seven of the original sample became the first to use the computer system. After their six month trial period, surveys revealed a reduction in computer anxieties. Manual time logs completed before and after the system implementation revealed a significant decrease in total documentation time when using computers.  相似文献   

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Two studies examined how goals and self-evaluation affect self-efficacy, achievement, and self-reported competence and use of self-regulatory strategies. Undergraduates (most of whom were women) worked on computer projects over 3 sessions. Students received a process goal of learning computer applications or a product goal of performing them. In Experiment 1, half of the students in each goal condition evaluated their progress in learning the applications after the second session. The process goal led to the higher self-efficacy, self-judged learning progress, and self-regulatory competence and strategy use; the opportunity for self-evaluation promoted self-efficacy. In Experiment 2, self-evaluation students assessed their progress after each session. Frequent self-evaluation produced comparable results when coupled with a process or product goal. Research suggestions and implications for teaching are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

6.
Because forensic psychiatry is a relatively small field, there are few computer applications designed particularly for it. Forensic psychiatrists use personal computer in many ways that are similar to other psychiatrists, but certain aspects of forensic practice, such as an emphasis on precise reports, regular interactions with attorneys, use of legal databases and materials, and travel, call for utilizing available programs in different ways. Since forensic psychiatry draws on the knowledge of psychiatry, law, and criminology, the World Wide Web has become a particularly useful resource for information. An array of applications and resources of particular interest to forensic psychiatrists are presented. Computer education, "telemedicine," and teleconferencing are still in their infancy in forensic psychiatry, but are likely to increase in use as these technologies mature.  相似文献   

7.
The benefits and boundaries of microcomputer use within clinical psychology are discussed. Psychological software is conceptualized along a continuum of how completely the duties of the clinician are assumed. Record keeping, test scoring, interviewing, test interpretation, integrated report writing, and expert decision-making functions are reviewed for their utility and limitations in the present generation of microcomputer hardware and software. Advantages of personal computer use are most clear in those applications that save time for the psychologist. Other applications that are supposed to substitute for the psychologist in a decision-making, diagnostic, or therapeutic capacity may be more advanced in appearance than in actuality. Software simulation of the expert psychologist remains rudimentary; serious information processing and conceptual obstacles impede future development. Proposed guidelines would increase programmer and provider accountability for the consequences of computer use and would limit the domain of current psychological software to adjunctive capacities. An argument is made for "visible" software in which diagnostic logic and decision rules are explicitly displayed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

8.
Early childhood educators (n=133) were assigned to 1 of 3 instructional conditions (direct, guided discovery, or no-exposure control) to assess the impact of computer workshops on their level of computer anxiety, computer knowledge, and comfort with computer technology. Groups were matched for computer experience and anxiety, early childhood education (ECE) experience, and ECE center. The direct and guided discovery groups attended a 3-hr hands-on workshop covering hardware, software, and Internet material. Immediately after the workshops, computer anxiety was lower and comfort with computer technology increased. Six months later, the control group had reduced computer anxiety, but the other groups maintained greater knowledge and comfort. Direct instruction reduced computer anxiety slightly but did not promote the acquisition of information of the guided condition. Overall, workshops provided gains that could translate into more effective and efficient computer use in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

9.
Most studies that have investigated the use of coarsely grained scales have indicated that the accuracy of statistics calculated on such scales is not compromised as long as the scales have about 5 or more points. Gregoire and Driver (1987), however, found serious perturbances of the Type I and Type II error rates using a 5-point scale. They carried out three computer simulation experiments in which continuous data were transformed to Likert-scale values. Two of the three experiments are shown to be flawed because the authors incorrectly specified the population mean in their simulation. This article corrects the flaw and demonstrates that the Type I and Type II error rates are not seriously compromised by the use of ordinal-scale data. Furthermore, Gregoire and Driver's results are reinterpreted to show that in most cases, the parametric test of location equality shows a power superiority to the nonparametric tests. Only in their most nonnormal simulation does a nonparametric test show a power superiority. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

10.
Surveyed 227 practicing psychologists to explore the impact of computers on the everyday practice of psychology and practitioners' attitudes toward specific uses of computers. Whereas more than half of the respondents reported using computers in their practices, most restricted their use to clerical applications. Few practitioners used their computer for more clinical applications. Reasons most frequently reported for not using computers related to lacking the necessary skills and experience and to financial considerations. Overall, practitioners had positive attitudes toward a variety of specific applications of computers. Implications of these findings for facilitating the appropriate use of computers by practitioners are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

11.
The purpose of this paper is to report the results of a study assessing the acceptability of a computer HIV risk assessment instrument administered to not-in-treatment drug users. The study asked three questions related to acceptability: (1) are drug users comfortable responding to HIV risk questions using the computer assessment; (2) do drug users feel that they possess the requisite skill to respond to questions using a computer; and (3) do drug users believe that the responses they provide using the computer assessment will remain private and confidential. This study differs from other assessments of the acceptability of computer assisted data collection in that the population of interest has only limited education and interaction with computers. Furthermore, the study was implemented under field conditions. To conduct the study, an existing HIV risk assessment instrument was adapted for use with the computer. Only slight modifications were made to the content of the instrument. To facilitate data collection with this population, audio enhancement and touch screen were used. Three scales measuring comfort, skill and perceived privacy were developed. Results of analysis showed that drug users are comfortable responding to an HIV risk assessment using computer assisted interviewing. Drug users also perceived that they possessed the requisite skill to successfully complete the interview. And, study participants reported that they believed that their responses using the computer interview would remain private and confidential. Only minor differences in scale scores based on sociodemographic characteristics were found among study participants. Implications of the findings are discussed.  相似文献   

12.
Asserts that technology is available for psychologists to use the small digital computer as a means of generating complex acoustical signals. Artificial speech work is an example of the use of the computer as a digital-to-analog device. Sensory processing research can benefit from this technology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

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Understanding the association between computer use and adult cognition has been limited until now by self-selected samples with restricted ranges of age and education. Here we studied effects of computer use in a large national sample (N = 2,671) of adults aged 32–84, assessing cognition with the Brief Test of Adult Cognition by Telephone (Tun & Lachman, 2005) and executive function with the Stop and Go Switch Task (Tun & Lachman, 2008). Frequency of computer activity was associated with cognitive performance after controlling for age, sex, education, and health status: That is, individuals who used the computer frequently scored significantly higher than those who seldom used the computer. Greater computer use was also associated with better executive function on a task-switching test, even after controlling for basic cognitive ability as well as demographic variables. These findings suggest that frequent computer activity is associated with good cognitive function, particularly executive control, across adulthood into old age, especially for those with lower intellectual ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

15.
Agrees with A. H. Eagly's (see record 1995-21141-001) contention that the use of easily understood metrics (binomial effects size display and the common language effect) are not entirely sufficient at showing a significant sex effect. The authors recommend the use of computer simulations as a tool for assessing the impact of sex differences. Results of a computer simulation regarding the effects of pyramid structure and initial performance ratings on limitations of the upward mobility of women in the workplace confirm Eagly's point that the effects of male–female differences are best determined not only by the magnitude of the effect but its consequences in natural settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

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To evaluate the value of computer-administered interviews and rating scales, the following topics are reviewed in the present article: (a) strengths and weaknesses of structured and unstructured assessment instruments, (b) advantages and disadvantages of computer administration, and (c) the validity and utility of computer-administered interviews and rating scales. Computer-administered evaluations are more comprehensive and reliable and less biased than evaluations routinely conducted in clinical practice. Also, the use of continuous monitoring systems, which increasingly entail the use of computer administration, has been related to improved treatment outcome. However, the use of computer-administered interviews and rating scales will sometimes lead to false positive diagnoses, and for this reason, it is recommended that computer assessment be combined with clinical judgment. (PsycINFO Database Record (c) 2011 APA, all rights reserved)  相似文献   

18.
Children were video-tape recorded while trying to solve one of Piaget's weight seriation tasks. Detailed protocol analyses and computer simulations of the behavior of three children at different stages of intellectual development are presented. The programs, organized as systems of production rules, simulate the Ss' behavior in detail. They show how intellectual development is related to the Ss' (a) progressive sophistication in structuring their environment, (b) better use of memory, (c) span for drawing inferences, and (d) initial conception of what a seriation is, as reflected in such parameters as the adequacy of their stop rules and single vs. multiple block comparisons. Two additional experiments (N=35) compare length with weight seriation; access to information is controlled in one of the length seriation conditions. Results indicate that the typically observed décalage in performance on the two tasks largely disappears when a systematic effort is made to render the information-processing requirements of the two tasks isomorphic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

19.
If a psychologist loses treatment records because of a computer failure, is it an ethical violation? The widespread growth of technology has outpaced the development of ethical standards for questions such as this, resulting in areas of uncertainty for psychologists. Four hundred twenty psychologists in independent practice rated the ethicality and their frequency of using 40 technologies. Technologies pertaining to the support functions of a psychologist's office are commonly used, but those technologies directly affecting clinical services are rarely used. more than half of the 40 items received equivocal ratings on ethicality, suggesting psychologists need guidelines and training for the use of technology in professional practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

20.
An overview of computer models developed since the late seventies, which enable the simulation of the primary effects of spinal cord stimulation (SCS) on nerve fibres, is presented. These models consist of a 3-dimensional volume conductor model, representing anatomical structures and their electrical conductivities, and cable models representing the electrical behaviour of nerve fibres. The characteristics of these models and their relation to anatomy and physiology, as well as the calculation of stimulation-induced electrical fields and their effect on nerve fibre models, are reviewed. It is shown that most characteristics of SCS as predicted by computer modelling correspond well with empirical data. Accordingly, a theoretical framework describing the relations between relevant parameters in SCS is presented. Finally, it is shown how theory and computer modeling are applied to improve the efficacy of SCS by the optimization of its technique, primarily by the design of new epidural electrodes.  相似文献   

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