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PubMed1994

Neurobiology of associative learning in the neonate: early olfactory learning.

Mammalian neonates have been simultaneously described as having particularly poor memory, as evidenced by infantile amnesia, and as being particularly excellent learners with unusually plastic nervous systems that are easily influenced by experience. An understanding of the neurobiological constraints and mechanisms of early learning may contribute to a unified explanation of these two disparate views. Toward that end, we review here our work on the neurobiology of learning and memory in neonates. Specifically, we have examined the neurobiology of early learning using an olfactory classical conditioning paradigm. Olfactory classical conditioning in neonates at the behavioral level conforms well with the requirements and outcomes of classical conditioning described in adults. Furthermore, specific neural correlates of this behavioral conditioning have been described including anatomical and physiological changes, neural pathways, and modulatory systems. In this Review, we outline the behavioral paradigm, the identified neural correlates, and apparent mechanisms of this learning. Finally, we compare the neurobiology of early learning with that reported for mature animals, with specific reference to the role of US-CS convergence, memory modulation, consolidation, and distributed memory.

Animals↗

PubMed1991

Enhancement of spatial learning in F344 rats by physical activity and related learning-associated alterations in hippocampal and cortical cholinergic functioning.

The effects of physical activity on spatial memory performance and associated cholinergic function were examined in F344 rats. Cholinergic analysis included resting and depolarization-induced activation of high-affinity choline uptake and muscarinic receptor binding in the hippocampus, parietal cortex and frontal cortex. Rats that were physically trained, using chronic treadmill running, demonstrated significantly enhanced performance on the spatial learning task, both in second trial latency and first and second trial proximity ratio scores (P less than 0.002). Concomitant with enhanced behavioral performance were neurochemical changes of a reduction in hippocampal high-affinity choline uptake, an upregulation of muscarinic receptor density, and an increase in high-affinity choline uptake 24 h after spatial memory testing (P less than 0.05). Spatial memory tested rats demonstrated enhanced depolarization-induced activation of high-affinity choline uptake (P less than 0.001). Rats that were yoked for swim time to spatial memory tested rats did not show any spatial learning-induced alterations in high affinity choline uptake. These spatial learning- and physical activity-induced cholinergic alterations were observed only in the hippocampus, not in the parietal or frontal cortex. These data indicate that the chronic running-induced alterations in hippocampal high-affinity choline uptake and upregulation of muscarinic receptor density, in combination with enhancement of high-affinity choline uptake related to spatial learning, may contribute to the enhanced spatial learning performance of chronic-run rats.

Animals↗

PubMed1998

Freedom to enjoy learning in the 21st century: developing an active learning culture in nursing.

In 1994, the Wolfson School of Health Sciences was created in Thames Valley University, UK. This paper discusses an active learning approach being implemented throughout the university, and gives an outline of its application within nursing education. Practising as a confident, competent, reflective practitioner in the profession of nursing cannot automatically commence on the day of registration. Rather, the philosophical underpinnings necessary should be fostered throughout the initial nursing education curricula. In a political climate where there is a strong emphasis on efficiency, nurse teachers need to reconsider how the acquisition of nursing knowledge is facilitated. A description of how an active learning approach is being further developed in the nursing skills laboratory and the physiology laboratory is given. An outline identifies how these facilities may help students of nursing to gain knowledge and skills in relation to respiration. The authors recognize that while laboratories have been used widely in general education, their use has been limited in nursing education, particularly in the UK. Informal feedback from students implies that not only do they enjoy learning in these facilities, but also motivation towards learning is raised, an important element in the learning process. It is suggested that this will result ultimately in increased nursing competence. The authors acknowledge that these are preliminary informal findings and that formal investigation is required.

Education, Nursing, Baccalaureate↗

PubMed2000

Brain mechanisms of selective learning: event-related potentials provide evidence for error-driven learning in humans.

Selective learning has been observed in Pavlovian conditioning in animals and in judgements of event contingencies in humans. This analogy led to the suggestion that the formation of associations underlies both types of learning. An alternative theory proposes that both tasks involve the computation of event contingencies as prescribed by probability theory. Error-driven models of learning incorporate trial-by-trial error-correction mechanisms during training whereas probabilistic models view learning merely as the storage of frequency information for later use during judgement of event contingencies. Competitive interaction between cues was observed in a contingency judgement task. Event-related brain potentials (ERPs) provided evidence for brain events related to the discrepancy between actual and expected outcomes during training thus supporting error-driven accounts of selective learning.

Adult↗

PubMed1998

Distance learning, problem based learning and dynamic knowledge networks.

This paper is an attempt to develop a distance learning model grounded upon a strict integration of problem based learning (PBL), dynamic knowledge networks (DKN) and web tools, such as hypermedia documents, synchronous and asynchronous communication facilities, etc. The main objective is to develop a theory of distance learning based upon the idea that learning is a highly dynamic cognitive process aimed at connecting different concepts in a network of mutually supporting concepts. Moreover, this process is supposed to be the result of a social interaction that has to be facilitated by the web. The model was tested by creating a virtual classroom of medical and nursing students and activating a learning session on the concept of knowledge representation in health sciences.

Computer Communication Networks↗

PubMed2000

Learning to read is much more than learning to read: a neuropsychologically based reading program.

Departing from the observation that illiterates significantly underscore in some neuropsychological tests, a learning-to-read method named NEUROALFA was developed. NEUROALFA is directed to reinforce these underscored abilities during the learning-to-read process. It was administered to a sample of 21 adult illiterates in Colima (Mexico). Results were compared with 2 control groups using more traditional procedures in learning to read. The NEUROPSI neuropsychological test battery was administered to all the participants before and after completing the learning-to-read training program. All 3 groups presented some improvement in the test scores. Gains, however, were significantly higher in the experimental group in Orientation in Time, Digits Backward, Visual Detection, Verbal Memory, Copy of a Semi-Complex Figure, Language Comprehension, Phonological Verbal Fluency, Similarities, Calculation Abilities, Sequences, and all the recall subtests, excluding Recognition. Performance in standard reading tests was also significantly higher in the experimental group. Correlations between pretest NEUROPSI scores and reading ability were low. However, correlations between posttest NEUROPSI scores and reading scores were higher and significant for several subtests. Results are interpreting as supporting the assumption that reinforcement of those abilities in which illiterates significantly underscore results in a significant improvement in neuropsychological test scores and strongly facilitates the learning-to-read process. The NEUROALFA method of teaching reading to adult illiterates is beginning to be used extensively in Mexico. To our knowledge, this is the first attempt to apply neuropsychological principles to social problems.

Adolescent↗

PubMed2001

Striatal contributions to category learning: quantitative modeling of simple linear and complex nonlinear rule learning in patients with Parkinson's disease.

The contribution of the striatum to category learning was examined by having patients with Parkinson's disease (PD) and matched controls solve categorization problems in which the optimal rule was linear or nonlinear using the perceptual categorization task. Traditional accuracy-based analyses, as well as quantitative model-based analyses were performed. Unlike accuracy-based analyses, the model-based analyses allow one to quantify and separate the effects of categorization rule learning from variability in the trial-by-trial application of the participant's rule. When the categorization rule was linear, PD patients showed no accuracy, categorization rule learning, or rule application variability deficits. Categorization accuracy for the PD patients was associated with their performance on a test believed to be sensitive to frontal lobe functioning. In contrast, when the categorization rule was nonlinear, the PD patients showed accuracy, categorization rule learning, and rule application variability deficits. Furthermore, categorization accuracy was not associated with performance on the test of frontal lobe functioning. Implications for neuropsychological theories of categorization learning are discussed.

Aged↗

PubMedDate not supplied

Computational consequences of temporally asymmetric learning rules: I. Differential hebbian learning.

Temporally asymetric learning rules governing plastic changes in synaptic efficacy have recently been identified in physiological studies. In these rules, the exact timing of pre- and postsynaptic spikes is critical to the induced change of synaptic efficacy. The temporal learning rules treated in this article are approximately antisymmetric; the synaptic efficacy is enhanced if the postsynaptic spike follows the presynaptic spike by a few milliseconds, but the efficacy is depressed if the postsynaptic spike precedes the presynaptic spike. The learning dynamics of this rule are studied using a stochastic model neuron receiving a set of serially delayed inputs. The average change of synaptic efficacy due to the temporally antisymmetric learning rule is shown to yield differential Hebbian learning. These results are demonstrated with both mathematical analyses and computer simulations, and connections with theories of classical conditioning are discussed.

Animals↗

PubMed1994

Comparison-based learning: effects of comparing instances during category learning.

When learning about a category, people often compare new instances with similar old instances and notice features common to the compared instances. Five experiments demonstrate that such comparisons cause features common to compared instances to be considered more important for the category than equally frequent features that are not common to compared instances. Experiment 1 shows that what is learned depends on which instances are compared. Experiment 2 investigates the conditions under which comparison-based learning occurs. The next experiments find that these comparisons affect subjective feature frequency (Experiment 3) and sensitivity to feature correlations (Experiment 4). Experiment 5 shows that comparisons during early learning affect what is learned from later instances. The discussion focuses on the implications for models of category representation.

Color Perception↗

PubMed1996

Spatial attention and implicit sequence learning: evidence for independent learning of spatial and nonspatial sequences.

This research investigated whether regular spatial orienting sequences can be learned implicitly and independently of response requirements. In a new version of a serial response task introduced by M. J. Nissen and P. Bullemer (1987) participants had to discriminate between objects that could occur at different locations. Independent sequences determined the succession of locations and objects. Even participants who were not aware of any regularities exhibited evidence for learning of both sequences (Experiment 1). Experiment 2 showed that the joint learning of spatial and object sequences was as efficient as learning of single sequences and that it even occurred when learning required memory for past sequence elements and attention was blocked through a secondary tone-counting task. Results are consistent with the idea that independent systems may exist for the implicit acquisition of spatial and nonspatial regularities.

Adult↗

PubMed1995

Why there are complementary learning systems in the hippocampus and neocortex: insights from the successes and failures of connectionist models of learning and memory.

Damage to the hippocampal system disrupts recent memory but leaves remote memory intact. The account presented here suggests that memories are first stored via synaptic changes in the hippocampal system, that these changes support reinstatement of recent memories in the neocortex, that neocortical synapses change a little on each reinstatement, and that remote memory is based on accumulated neocortical changes. Models that learn via changes to connections help explain this organization. These models discover the structure in ensembles of items if learning of each item is gradual and interleaved with learning about other items. This suggests that the neocortex learns slowly to discover the structure in ensembles of experiences. The hippocampal system permits rapid learning of new items without disrupting this structure, and reinstatement of new memories interleaves them with others to integrate them into structured neocortical memory systems.

Amnesia, Retrograde↗

PubMed2003

Learning myopia: an adaptive recency effect in category learning.

Recency effects (REs) have been well established in memory and probability learning paradigms but have received little attention in category earning research. Extant categorization models predict REs to be unaffected by learning, whereas a functional interpretation of REs, suggested by results in other domains, predicts that people are able to learn sequential dependencies and incorporate this information into their responses. These contrasting predictions were tested in 2 experiments involving a classification task in which outcome sequences were autocorrelated. Experiment 1 showed that reliance on recent outcomes adapts to the structure of the task, in contrast to models' predictions. Experiment 2 provided constraints on how sequential information is learned and suggested possible extensions to current models to account for this learning.

Attention↗

PubMed1998

People with learning disabilities who also have mental health problems: practice issues and directions for learning disability nursing.

The plight of people with learning disabilities who have mental health problems has become an issue of contemporary importance in the provision of health services to this section of the population. This paper will argue that learning disability nursing has a central role to play in the promotion of mental health for this client group (Department of Health 1995a). However, learning disability nursing presently operates without a clear model of mental health. Therefore, before this potential can be realized there is a need to establish the common ground between the discourses of learning disability nursing and those of psychiatric nursing which might be related to this client group. This paper begins by identifying the background issues relating to the problems of meeting the mental health needs of people with learning disabilities. It then proposes that an applied behavioural approach has the potential to provide a coherent theory that can link the discourses of normalization, developmental psychiatry and mental health nursing, whilst also establishing the applied behavioural approach as a powerful technology upon which meaningful interventions can be designed.

Behavior Therapy↗

PubMed1999

Problem-based learning versus lecture-based learning in a course of basic pharmacology: a controlled, randomized study.

Since its first implementation in a medical programme at McMaster University, Canada, problem-based learning (PBL) has become a well-established means of teaching and learning medicine. Extensive research has been conducted and a number of strengths of the method are well supported. Several items, however, remain unclear although there is evidence that no relevant difference exists in factual knowledge among students from PBL and traditional curricula, a controlled, randomized study has not been conducted to address this issue. The Medical Faculty of the University of Cologne is in the process of integrating elements of PBL into its curriculum. In the spring term of 1997, after seven semesters of experience with PBL supplementing the traditional course of basic pharmacology, we did for the first time use PBL instead of the lecture-based course (LBL) and conducted a controlled prospective study to determine the effects of this intervention. One-hundred and twenty-three students were randomly assigned to either PBL (n = 63), with tutorial groups of up to nine students, or to the traditional, lecture-based course (n = 60). Analysis of the results of both groups in the examination of basic pharmacology, consisting of multiple-choice and short-essay questions, revealed similar scores with a tendency favouring PBL students in the category of short-essay questions. Hence, it seems clear that PBL does not imply a disadvantage in terms of factual knowledge. Students considered PBL to be an effective learning method and favoured it over the lecture format. Furthermore, students reported positive effects of PBL in terms of use of additional learning resources, interdisciplinarity, team work and learning fun.

Education, Medical, Undergraduate↗

PubMed2001

Using real patients in problem-based learning: students' comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practice.

OBJECTIVES: To explore the feasibility and value of using real patients as trigger material in problem-based learning (PBL). DESIGN: A questionnaire was given to all students participating in a PBL module including a question about 'the added value of using real, as opposed to paper cases', in problem-based learning. Resources used by students and assessment of feasibility were recorded by the course tutors. SETTING: A 7-week student-selected problem-based module in general practice in the fourth-year undergraduate medical curriculum, University of Newcastle upon Tyne. SUBJECTS: 69 students participating in the module over 2 years. RESULTS: All students valued the use of real patients. A total of 10 categories were identified, all congruent with accepted educational principles for effective adult learning. Real patients stimulated the use of a very wide range of resources and imaginative presentation of what had been learned. CONCLUSION: Real patients are potent trigger stimuli in problem-based learning. The use of real patients in this general practice-based module presented no organizational or ethical difficulties. Their use should be considered more widely.

Curriculum↗

PubMed2003

Learning from implicit learning literature: comment on Shea, Wulf, Whitacre, and Park (2001).

In their analysis of complex motor skill learning, Shea, Wulf, Whitacre, and Park (2001) have overlooked one of the most robust conclusions of the experimental studies on implicit learning conducted during the last decade--namely that participants usually learn things that are different from those that the experimenter expected them to learn. We show that the available literature on implicit learning strongly suggests that the improved performance in Shea et al.'s Experiments 1 and 2 (and similar earlier experiments, e.g., Wulf & Schmidt, 1997) was due to the exploitation of regularities in the target pattern different from those on which the postexperimental interview focused. This rules out the conclusions drawn from the failure of this interview to reveal any explicit knowledge about the task structure on the part of the participants. Similarly, because the information about the task structure provided to an instructed group of participants in Shea et al.'s Experiment 2 did not concern the regularities presumably exploited by the standard, so-called implicit, group, Shea et al.'s claim that explicit knowledge may be less effective than implicit knowledge is misleading.

Humans↗

PubMed2025

Accurate prediction of toxicity peptide and its function using multi-view tensor learning and latent semantic learning framework.

MOTIVATION: Therapeutic peptide is an important ingredient in the treatment of various diseases and drug discovery. The toxicity of peptides is one of the major challenges in peptide drug therapy. With the abundance of therapeutic peptides generated in the post-genomics era, it is a challenge to promptly identify toxicity peptides using computational methods. Although several efforts have been made, few algorithms are designed to identify whether a query peptide exhibits toxicity. Considering the varied levels of biological activities, the toxicity peptides should be further classified into multi-functional peptides. RESULTS: This study introduces a two-level predictor, ToxPre-2L, developed using the multi-view tensor learning and latent semantic learning framework. The proposed method utilized multi-label learning with feature induced labels to avoid the redundancy of information from each view. Then the multi-view tensor learning was employed to establish the latent semantic information among different views, while low-rank constraint learning was leveraged to exploit the correlation information among multi-labels. Finally, we constructed an updated toxicity peptide benchmark dataset to assess the effectiveness of the proposed method. Experimental results demonstrated that ToxPre-2L achieves a better performance than alternative computational methods in the prediction of toxicity peptides and their multi-functional types. AVAILABILITY AND IMPLEMENTATION: The source code and data of ToxPre-2L can be accessed at http://bliulab.net/ToxPre-2L.

Peptides↗

PubMedDate not supplied

Enhancing the learning in self-directed learning modules.

Self-directed learning modules are a popular option for providing continuing nursing education. Not all nurses are comfortable with this learning format. Nursing educators may be unfamiliar with strategies to facilitate self-directed learning. Self-directed learning is based on assumptions about adults as learners. Effectiveness and acceptance of the learning modules are enhanced by educational strategies that address these assumptions.

Curriculum↗