Journal of Traumatic Stress, 18, 1 11] a single session of behavioral treatment involving self-exposure instructions was highly effective in reducing earthquake-related PTSD.
As previously reported, the kit contained a demographic and exposure questionnaire, instructions for the collection and handling of the 24-hr urine specimen, and urine collection containers (McDiarmid et al. 2001a, 2004a).
Correct answers were awarded one mark, whereas an incorrect answer or omission received a mark of 0. Results were stratified according to gender difference, previous exposure to instruction or lectures/teaching in diagnostic radiology, teaching in radiation protection and perceived knowledge of radiology.
Whether these students needed more exposure to instruction about non-adaptive reasoning before integrating it into their mental frameworks of evolution remains to be determined.
In conclusion, this study demonstrates improved performance at multiple choice questionnaire designed to assess students' awareness of radiation exposures associated with diagnostic imaging investigations with increasing years spent in medical school and/or increasing exposure to instruction in clinical radiology.
The anonymous questionnaire followed a multiple choice format divided into two sections: section 1 included student demographics and a self-assessment of knowledge of radiology compared with other medical subjects, as well as previous exposure to instruction and lectures/teaching in radiology.
Nevertheless, advanced majors' relatively greater use of non-adaptive factors suggests that increased exposure to instruction about non-adaptive processes, such as genetic drift, is in fact associated with increases in students' use of non-adaptive factors in their evolutionary explanations, (albeit not at desired magnitudes; see Fig. 1).
The advantages of doing so reside in the ability to ensure that the material to be learned is equally new for all learners and that the exposure to input, instructions, and tasks are identical.
Yet, as the problems become more difficult, students with more exposure to direct instruction no longer have a better chance of success.
The idea was to see if just this brief, but engaging exposure to moral instruction tempered kids' natural deceptiveness -- and if any of the three stories was more effective than the others.
