Sentence examples for knowledge compared with the from inspiring English sources

Young radiographers (with less than 3 years of experience) showed a higher level of knowledge compared with the more experienced radiographers.

We demonstrated that DMN not only reflects genetic relationships among diseases, but also contains different knowledge compared with the existing database (Chen et al., 2015).

We also expect that exposure to the intervention will lead to other significant improvements in the intervention participants, especially in the area of psychological stress and addiction-related knowledge compared with the control condition (secondary hypothesis).

When knowledge about HIV/AIDS was assessed on the basis of a composite variable, more females were distributed at either extreme, i.e. more females had a 'poor knowledge' but, at the same time, more females had a 'good knowledge' compared with the males.

Although this difference may be an effect of the ongoing residency training, it may also imply that the GPs who completed their training years ago are less adaptive to new knowledge compared with the residents who are still in the educational process.

Results show significant over- or under-expression of distinct chromosomal segments and of single key genes in the whole genome, as well as on chr21, adding new knowledge compared with that produced by the single works from which the data were originally obtained.

Those who attended county hospitals 6.62 times greater odds (OR = 6.616, 95% CI = 1.383-31.644, p = 0.018) of having adequate health knowledge compared with those who did not see a physician regularly.

But Eep sneaks out and encounters a young stranger, Guy Ryan Reynoldss), who has an encyclopedic level of knowledge compared with what the Croods have managed to accumulate.

There was a significant difference in alignment between student perception and determined knowledge on the pretest for students who performed in the upper quartile on the pretest for determined knowledge compared with students in the lower quartile (χ 7, n = 479) = 101.237, p < 0.0001; Figure 2).

These effects are thought to occur because the processes during generation of knowledge, compared with being given the knowledge, are in greater alignment with those used to produce answers during testing (for details on the related transfer-appropriate processing framework, refer to Morris, Bransford, and Franks (1977)).

On the other hand, to the best of our knowledge, compared with constant-delay systems, the time-varying delay systems are more closed to reflect the reality.