Further evidence of the relationship between case typicality and diagnostic performance

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Abstract
We have produced further evidence demonstrating that DDx performance is a function of a test case's typicality. Medical educators might consider exploring how cognitive scientists have used the typicality assumption to investigate and enhance the instruction and assessment of subjects engaged in other classification tasks. Further substantiation of the applicability and utility of the assumptions making up the abstraction and exemplar theories used to explain DDx performance could serve as the basis for effective and efficient curricular reforms in medical education.

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