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Interest-Ability Profiles: An Integrative Approach to Knowledge Acquisition.

ABSTRACT: Cognitive abilities and interests both play an important role in guiding knowledge acquisition, but most previous studies have examined them separately. The current study used a large and representative dataset to integrate interests and abilities using a person-centered approach that examines how distinct profiles of interests and abilities relate to individual strengths and weaknesses in knowledge. Two key findings emerged. First, eight interest-ability profiles were generated from Latent Profile Analysis (LPA), which replicated and extended the interrelations of interests and abilities found in previous studies using variable-centered approaches. Second, each profile's strongest knowledge scores corresponded to their strongest abilities and interests, highlighting the importance of interest-ability profiles for guiding the development of knowledge. Importantly, in some domains, the lower ability profiles were actually more knowledgeable than higher ability profiles. Overall, these findings suggest that people learn best when given opportunities to acquire knowledge relevant to both their interests and abilities. We discuss how interest-ability profiles inform integrative theories of psychological development and present implications for education and career development.

SUBMITTER: Hyland WE

PROVIDER: S-EPMC9326565 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Objective: Acute childhood stroke is an emergency requiring a high level of awareness among first-line healthcare providers. This survey serves as an indicator of the awareness of, the interest in, and knowledge of childhood stroke of German pediatricians. Methods: Thousand six hundred and ninety-seven physicians of pediatric in- and outpatient facilities in Bavaria, Germany, were invited via email to an online-survey about childhood stroke. Results: The overall participation rate was 14%. Forty-six percent of participants considered a diagnosis of childhood stroke at least once during the past year, and 47% provide care for patients who have suffered childhood stroke. The acronym FAST (Face-Arm-Speech-Time-Test) was correctly cited in 27% of the questionnaires. Most commonly quoted symptoms of childhood stroke were hemiparesis (90%), speech disorder (58%), seizure (44%), headache (40%), and impaired consciousness (33%). Migraine (63%), seizure (39%), and infections of the brain (31%) were most frequently named as stroke mimics. Main diagnostic measures indicated were magnetic resonance imaging (MRI) (96%) and computer tomography (CT) (55%). Main therapeutic strategies were thrombolysis (80%), anticoagulation (41%), neuroprotective measures, and thrombectomies (15% each). Thirty-nine percent of participants had taken part in training sessions, 61% studied literature, 37% discussed with colleagues, and 25% performed internet research on childhood stroke. Ninety-three percent of participants approve skill enhancement, favoring training sessions (80%), publications (43%), and web based offers (35%). Consent for offering a flyer on the topic to caregivers in facilities was given in 49%. Conclusion: Childhood stroke constitutes a topic of clinical importance to pediatricians. Participants demonstrate a considerable level of comprehension concerning the subject, but room for improvement remains. A multi-modal approach encompassing an elaborate training program, regular educational publications in professional journals, and web based offers could reach a broad range of health care providers. Paired with a public adult and childhood stroke awareness campaign, these efforts could contribute to optimize the care for children suffering from stroke.

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Interest-Ability Profiles: An Integrative Approach to Knowledge Acquisition.

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