Lee R. Brooks, Ph.D.

Affiliations: 
McMaster University, Hamilton, ON, Canada 
Area:
Concept Learning
Website:
http://drleebrooks.com/
Google:
"Lee Brooks"
Bio:

1938-2010

Cross-listing: Neurotree

BETA: Related publications

Publications

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Hannah SD, Shedden JM, Brooks LR, et al. (2015) ERPs reveal the relations between feature representations at different levels of abstraction. Quarterly Journal of Experimental Psychology (2006). 1-54
Dore KL, Brooks LR, Weaver B, et al. (2012) Influence of familiar features on diagnosis: instantiated features in an applied setting. Journal of Experimental Psychology. Applied. 18: 109-25
Kulatunga-Moruzi C, Brooks LR, Norman GR. (2011) Teaching posttraining: influencing diagnostic strategy with instructions at test. Journal of Experimental Psychology. Applied. 17: 195-209
Young ME, Brooks LR, Norman GR. (2011) The influence of familiar non-diagnostic information on the diagnostic decisions of novices. Medical Education. 45: 407-14
Hannah SD, Brooks LR. (2009) Featuring familiarity: how a familiar feature instantiation influences categorization. Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie ExpéRimentale. 63: 263-75
Eva KW, Hatala RM, Leblanc VR, et al. (2007) Teaching from the clinical reasoning literature: combined reasoning strategies help novice diagnosticians overcome misleading information. Medical Education. 41: 1152-8
Young M, Brooks L, Norman G. (2007) Found in translation: the impact of familiar symptom descriptions on diagnosis in novices. Medical Education. 41: 1146-51
Norman G, Young M, Brooks L. (2007) Non-analytical models of clinical reasoning: the role of experience. Medical Education. 41: 1140-5
Brooks LR, Squire-Graydon R, Wood TJ. (2007) Diversion of attention in everyday concept learning: identification in the service of use. Memory & Cognition. 35: 1-14
Woods NN, Brooks LR, Norman GR. (2007) It all make sense: biomedical knowledge, causal connections and memory in the novice diagnostician. Advances in Health Sciences Education : Theory and Practice. 12: 405-15
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