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PubMed1989

Assessment of adolescents' learned helplessness in achievement situations.

Three studies are reported that describe the development, reliability, and initial validation of the Mastery Orientation Inventory (MOI; Reynolds & Miller, in press) as a measure of generalized learned helplessness in adolescents. In Study 1, an initial version of 50 items was administered to a sample of 112 adolescents. A revised 40-item scale with an internal consistency reliability of .94 was then constructed, which correlated significantly with measures of locus of control and depression. Study 2 involved the administration of the 40-item MOI to 645 adolescents. In this study, the reliability of the MOI was .92, and MOI scores were significantly correlated with subjects' depression scores and with self-reported grade point average. Factor analysis of the MOI items produced a strong first factor with high loadings for every item. In Study 3, the 112 subjects who participated in Study 1 were, 3 months later, readministered the MOI, locus of control, and depression measures. As an external criterion variable, 13 teachers provided global ratings of learned helpless/mastery-oriented behaviors for 99 of these subjects. The MOI demonstrated high internal consistency (r alpha = .95) and adequate test-retest (rtt = .77) reliability. Validity was supported by significant correlations between the MOI and the three criterion variables (/rs/ = .49-.58). The results of these investigations provide initial support for the reliability and validity of the MOI as a measure of learned helplessness.

Achievement↗
PubMed2004

Visual discrimination learning in dwarf goats and associated changes in heart rate and heart rate variability.

We studied visual discrimination learning in a group of Nigerian dwarf goats using a computer-based learning device which was integrated in the animals' home pen. We conducted three consecutive learning tasks (T1, T2 and T3), each of which lasted for 13 days. In each task, a different set of four visual stimuli was presented on a computer screen in a four-choice design. Predefined sequences of stimulus combinations were presented in a pseudorandom order. Animals were rewarded with drinking water when they chose the positive stimulus by pressing a button next to it. Noninvasive measurements of goats' heartbeat intervals were carried out on the first and the last 2 days of each learning task. We analysed heart rate (HR) and heart rate variability (HRV) of resting animals to study sustained physiological effects related to general learning challenge rather than acute excitement during an actual learning session. The number of trials to reach the learning criterion was 1000 in T1, when visual stimuli were presented to the goats for the first time, but decreased to 210 in T2 and 240 in T3, respectively. A stable plateau of correct choices between 70% and 80% was reached on Day 10 in T1, on Day 8 in T2 and on Day 6 in T3. We found a significant influence of the task and of the interaction between task and day on learning success. Whereas HR increased throughout T1, this relationship was inverted in T2 and T3, indicating different effects on the HR depending on how familiar goats were with the learning task. We found a significant influence of the task and the interaction between task and time within the task on HRV parameters, indicating changes of vagal activity at the heart. The results suggest that changes in HR related to learning were predominantly caused by a withdrawal of vagal activity at the heart. With regard to nonlinear processes in heartbeat regulation, increased deterministic shares of HRV indicated that the animals did not really relax until the end of T3. Comparing changes of HR and HRV in T3 and in a subsequent postexperiment (PE), we assume a positive effect of such cognitive challenges once the task had been learned by the animals.

Animals↗
PubMed2004

Word learning in a domestic dog: evidence for "fast mapping".

During speech acquisition, children form quick and rough hypotheses about the meaning of a new word after only a single exposure-a process dubbed "fast mapping." Here we provide evidence that a border collie, Rico, is able to fast map. Rico knew the labels of over 200 different items. He inferred the names of novel items by exclusion learning and correctly retrieved those items right away as well as 4 weeks after the initial exposure. Fast mapping thus appears to be mediated by general learning and memory mechanisms also found in other animals and not by a language acquisition device that is special to humans.

Animals↗
PubMed1966

Qualitative versus directional cues in two forms of differentiation.

Dogs given opportunities to base their instrumental conditioned responses in differentiation learning on either the quality of the auditory conditioned stimulus (for example, metronome versus buzzer) or the direction of its source (in front or behind) choose different cues in different tasks. In S(1)--> R(1), S(2)-->R(2) (left leg-right leg) differentiation they exclusively use directional cues and are almost unable to learn this task when only quality cues are available. When confronted with Pavlovian S +--> R, S ---> no R (go-no go) differentiation, however, they generally learn on the basis of quality cues, although some animals also attend to the directional cues. Thus an animal's success or failure in a given differentiation procedure depends not only on its ability to discriminate the stimuli but also on the task with which it is confronted.

Animals↗
PubMedDate not supplied

[Objects of study, material and formal, in nursing science].

The use of expression "nursing science" in nursing literature is widespread. The word "science" derives from Latin scientia, that is knowledge. "Knowledge" means to posses a series of learning and cognition learned by the study, the experience or the observation. Every specific area of the knowledge take the name of science. But in what area of the general learn is nursing knowledge interested in? We try to give an answer with this article. We try an epistemological analysis of the interest nursing material object (manperson) and of the formal object: it's still lack a scientific community's agreement on this last. In the end, in last analysis, we try to suppose the epistemological's aim of nursing knowledge as regards to the formal object identified.

Nursing Process↗
PubMed2000

Validity of measures of cognitive processes and general ability for learning and performance on highly complex computerized tutors: is the g factor of intelligence even more general?

Theoretical arguments and analyses from 2 studies provide compelling evidence that computerized measures of information-processing skills and abilities are highly useful supplements to more traditional, paper-based measures of general mental ability for predicting individuals' capacity to learn from and perform on highly challenging, multifaceted tutors. These tutors were designed to emulate learning and performance in complex, real-world settings. Hierarchical confirmatory factor analysis provided evidence that a general, higher order factor model with general ability at the apex could quite adequately and singularly account for the individual-differences data, both traditional and cognitive-process measures. Results are interpreted in light of the utility and generality of human cognitive abilities.

Cognition↗
PubMed1997

The neural basis of cognitive development: a constructivist manifesto.

How do minds emerge from developing brains? According to "neural constructivism," the representational features of cortex are built from the dynamic interaction between neural growth mechanisms and environmentally derived neural activity. Contrary to popular selectionist models that emphasize regressive mechanisms, the neurobiological evidence suggests that this growth is a progressive increase in the representational properties of cortex. The interaction between the environment and neural growth results in a flexible type of learning: "constructive learning" minimizes the need for prespecification in accordance with recent neurobiological evidence that the developing cerebral cortex is largely free of domain-specific structure. Instead, the representational properties of cortex are built by the nature of the problem domain confronting it. This uniquely powerful and general learning strategy undermines the central assumption of classical learnability theory, that the learning properties of a system can be deduced from a fixed computational architecture. Neural constructivism suggests that the evolutionary emergence of neocortex in mammals is a progression toward more flexible representational structures, in contrast to the popular view of cortical evolution as an increase in innate, specialized circuits. Human cortical postnatal development is also more extensive and protracted than generally supposed, suggesting that cortex has evolved so as to maximize the capacity of environmental structure to shape its structure and function through constructive learning.

Axons↗
PubMed2003

Learning- and grade-orientation, sex, and prediction of self-reported academic performance.

148 undergraduate students completed the LOGO-II scale, a measure of educational orientation, i.e., learning-oriented and grade-oriented attitudes and behaviors, and were asked to report their current and expected grades, as well as their self-assessed academic skill. Generally, learning orientation was positively correlated with academic performance, but grade orientation was negatively correlated with performance. Learning orientation and grade orientation predicted academic performance for men but not women. Implications of these findings, including the possibility of encouraging students to assume a more learning-oriented approach to their education, are discussed.

Adolescent↗
PubMed2003

In two minds: dual-process accounts of reasoning.

Researchers in thinking and reasoning have proposed recently that there are two distinct cognitive systems underlying reasoning. System 1 is old in evolutionary terms and shared with other animals: it comprises a set of autonomous subsystems that include both innate input modules and domain-specific knowledge acquired by a domain-general learning mechanism. System 2 is evolutionarily recent and distinctively human: it permits abstract reasoning and hypothetical thinking, but is constrained by working memory capacity and correlated with measures of general intelligence. These theories essentially posit two minds in one brain with a range of experimental psychological evidence showing that the two systems compete for control of our inferences and actions.

Journal Article↗
PubMed2000

DBA/2J mice develop stronger lithium chloride-induced conditioned taste and place aversions than C57BL/6J mice.

Genetic differences in lithium-induced conditioned aversion were examined using both place- and taste-conditioning procedures. In the place-conditioning procedure, adult male C57BL/6J (B6) and DBA/2J (D2) mice were exposed to a differential conditioning procedure in which each mouse received four 30-min pairings of a distinctive floor cue immediately after IP injections of either 0.75, 1.5, or 3. 0 mEq/kg LiCl. A different floor cue was paired with saline injections. A separate group of control mice received saline injections paired with both floor types. Subsequent floor preference testing revealed greater conditioned aversion in D2 mice compared to B6 mice in groups receiving 3.0 mEq/kg LiCl. Lower LiCl doses did not produce conditioning in either strain. In a conditioned taste-aversion procedure, fluid-restricted mice received four trials in which access to 0.2 M NaCl solution was followed by IP injection of either 0.75, 1.5, 3.0, or 6.0 mEq/kg LiCl. D2 mice showed stronger conditioned taste aversion than B6 mice at all doses, suggesting that taste conditioning may be a more sensitive index of aversive drug sensitivity than place conditioning. These findings are not well explained by strain differences in general learning ability or by strain differences in stimulus salience or innate preference. Rather, these data appear more consistent with previous studies showing strain differences in lithium pharmacokinetics and in general sensitivity to aversive events.

Animals↗
PubMed1999

Independent component analysis using an extended infomax algorithm for mixed subgaussian and supergaussian sources.

An extension of the infomax algorithm of Bell and Sejnowski (1995) is presented that is able blindly to separate mixed signals with sub- and supergaussian source distributions. This was achieved by using a simple type of learning rule first derived by Girolami (1997) by choosing negentropy as a projection pursuit index. Parameterized probability distributions that have sub- and supergaussian regimes were used to derive a general learning rule that preserves the simple architecture proposed by Bell and Sejnowski (1995), is optimized using the natural gradient by Amari (1998), and uses the stability analysis of Cardoso and Laheld (1996) to switch between sub- and supergaussian regimes. We demonstrate that the extended infomax algorithm is able to separate 20 sources with a variety of source distributions easily. Applied to high-dimensional data from electroencephalographic recordings, it is effective at separating artifacts such as eye blinks and line noise from weaker electrical signals that arise from sources in the brain.

Algorithms↗
PubMed2006

Assessment of cognitive function in the heterozygous reeler mouse.

RATIONALE: The heterozygous reeler mouse has been proposed as a genetic mouse model of schizophrenia based on several neuroanatomical and behavioral similarities between these mice and patients with schizophrenia. However, the effect of reelin haploinsufficiency on one of the cardinal symptoms of schizophrenia, the impairment of prefrontal-cortex-dependent cognitive function, has yet to be determined. OBJECTIVE: Here, we investigated multiple aspects of cognitive function in heterozygous reeler mice that are known to be impaired in schizophrenic patients. METHODS: Heterozygous reeler mice were assessed for (1) cognitive flexibility in an instrumental reversal learning task, (2) impulsivity in an inhibitory control task, (3) attentional function in a three-choice serial reaction time task, and (4) working memory in a delayed matching-to-position task. RESULTS: No differences were found between heterozygous reeler mice and wild-type littermate controls in any prefrontal-related cognitive measures. However, heterozygous reeler mice showed deficits in the acquisition of two operant tasks, consistent with a role for reelin in certain forms of learning. CONCLUSIONS: These findings suggest that heterozygous reeler mice may not be an appropriate model for the core prefrontal-dependent cognitive deficits observed in schizophrenia, but may model more general learning deficits that are associated with many psychiatric disorders.

Animals↗
PubMedDate not supplied

Enhanced passive avoidance retention following posttrain serotonergic receptor antagonist administration in middle-aged and aged rats.

The experiments examined the ability of posttrain administration of serotonergic receptor antagonists to attenuate the age-related deficits in avoidance retention normally exhibited by middle-aged (12 months) and aged (22 months) rats. Ketanserin (0, 1.0, 10.0 mg/kg) produced a significant dose-dependent increase in test step-through latencies in both age groups. The suppression of responding did not appear to be due to generalized learned aversion as nonshocked rats, injected with the highest dose of ketanserin, did not exhibit similar elevations in test latencies. In order to determine whether the ketanserin-induced effect could be generalized to other serotonergic antagonists, middle-aged and aged animals were injected with a single dose of mianserin (10.0 mg/kg). This antagonist also significantly increased step-through latencies in both age groups, while not affecting the performance of nonshocked animals. The results provide additional evidence for a role of the serotonergic nervous system in memory, and may have important implications in the development of effective treatment strategies for geriatric-related cognitive disorders.

Aging↗
PubMed2005

L-dopa impairs learning, but spares generalization, in Parkinson's disease.

In this study we examined the effect of dopaminergic modulation on learning and memory. Parkinson's patients were tested 'on' versus 'off' dopaminergic medication, using a two-phase learning and transfer task. We found that dopaminergic medication was associated with impaired learning of an incrementally acquired concurrent discrimination task, while patients withdrawn from dopaminergic medication performed as well as controls. In addition, we found a dissociation of the effect of medication within a single two-phase task: patients tested 'on' medication were not impaired at the ability to generalize based on learned information. The deficit among medicated patients appeared to be related specifically to the concurrent, incremental, feedback-based nature of the task: such a deficit was not found in a version of the task in which demands for concurrent error-processing learning were reduced. Taken together with a growing body of evidence emphasizing a role for midbrain dopamine in error-correcting, feedback-based learning processes, the present results suggest a framework for understanding previously conflicting results regarding the effect of medication on learning and memory in Parkinson's disease.

Aged↗
PubMed2001

The effect of target-selection strategy on phonological learning.

In this study, 48 children with moderate or severe delays in phonological ability received treatment for four phonemes, selected in accordance with either traditional or nontraditional target-selection criteria. Children who received treatment for phonemes that are early developing and associated with greater productive phonological knowledge showed greater progress toward acquisition of the target sounds than did children who received treatment for late-developing phonemes that were associated with little or no productive phonological knowledge. Between-group differences in generalization learning were not observed. Child enjoyment of therapy did not differ between groups, but parental satisfaction with treatment progress was greater for children in the traditional group than for children in the nontraditional group.

Articulation Disorders↗
PubMed2002

Force adaptation transfers to untrained workspace regions in children: evidence for developing inverse dynamic motor models.

When humans perform goal-directed arm movements under the influence of an external damping force, they learn to adapt to these external dynamics. After removal of the external force field, they reveal kinematic aftereffects that are indicative of a neural controller that still compensates the no longer existing force. Such behavior suggests that the adult human nervous system uses a neural representation of inverse arm dynamics to control upper-extremity motion. Central to the notion of an inverse dynamic model (IDM) is that learning generalizes. Consequently, aftereffects should be observable even in untrained workspace regions. Adults have shown such behavior, but the ontogenetic development of this process remains unclear. This study examines the adaptive behavior of children and investigates whether learning a force field in one hemifield of the right arm workspace has an effect on force adaptation in the other hemifield. Thirty children (aged 6-10 years) and ten adults performed 30 degrees elbow flexion movements under two conditions of external damping (negative and null). We found that learning to compensate an external damping force transferred to the opposite hemifield, which indicates that a model of the limb dynamics rather than an association of visited space and experienced force was acquired. Aftereffects were more pronounced in the younger children and readaptation to a null-force condition was prolonged. This finding is consistent with the view that IDMs in children are imprecise neural representations of the actual arm dynamics. It indicates that the acquisition of IDMs is a developmental achievement and that the human motor system is inherently flexible enough to adapt to any novel force within the limits of the organism's biomechanics.

Adaptation, Physiological↗