TY - JOUR
T1 - Computer-Based Learning
T2 - Graphical Integration of Whole and Sectional Neuroanatomy Improves Long-Term Retention
AU - Naaz, Farah
AU - Chariker, Julia H.
AU - Pani, John R.
N1 - Funding Information:
Primary support for this research came from grant R01 LM008323 from the National Library of Medicine, NIH. The research also was supported by grant IIS-0650138 from the National Science Foundation and the Defense Intelligence Agency.
Funding Information:
We thank the Surgical Planning Lab in the Department of Radiology at Brigham and Women’s Hospital and Harvard Medical School for use of MRI images from the SPL-PNL Brain Atlas (supported by NIH grants P41 RR13218 and R01 MH050740). We thank the National Library of Medicine for use of the Visible Human 2.0 photographs. We thank Ronald Fell, Keith Lyle, Carolyn Mervis, and Pavel Zahorik for their comments on drafts of this article.
PY - 2014/1
Y1 - 2014/1
N2 - A study was conducted to test the hypothesis that instruction with graphically integrated representations of whole and sectional neuroanatomy is especially effective for learning to recognize neural structures in sectional imagery (such as magnetic resonance imaging [MRI]). Neuroanatomy was taught to two groups of participants using computer graphical models of the human brain. Both groups learned whole anatomy first with a three-dimensional model of the brain. One group then learned sectional anatomy using two-dimensional sectional representations, with the expectation that there would be transfer of learning from whole to sectional anatomy. The second group learned sectional anatomy by moving a virtual cutting plane through the three-dimensional model. In tests of long-term retention of sectional neuroanatomy, the group with graphically integrated representation recognized more neural structures that were known to be challenging to learn. This study demonstrates the use of graphical representation to facilitate a more elaborated (deeper) understanding of complex spatial relations.
AB - A study was conducted to test the hypothesis that instruction with graphically integrated representations of whole and sectional neuroanatomy is especially effective for learning to recognize neural structures in sectional imagery (such as magnetic resonance imaging [MRI]). Neuroanatomy was taught to two groups of participants using computer graphical models of the human brain. Both groups learned whole anatomy first with a three-dimensional model of the brain. One group then learned sectional anatomy using two-dimensional sectional representations, with the expectation that there would be transfer of learning from whole to sectional anatomy. The second group learned sectional anatomy by moving a virtual cutting plane through the three-dimensional model. In tests of long-term retention of sectional neuroanatomy, the group with graphically integrated representation recognized more neural structures that were known to be challenging to learn. This study demonstrates the use of graphical representation to facilitate a more elaborated (deeper) understanding of complex spatial relations.
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U2 - 10.1080/07370008.2013.857672
DO - 10.1080/07370008.2013.857672
M3 - Article
AN - SCOPUS:84891645368
VL - 32
SP - 44
EP - 64
JO - Cognition and Instruction
JF - Cognition and Instruction
SN - 0737-0008
IS - 1
ER -