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PubMedDate not supplied

A theory of pragmatic information and its application to the quasi-species model of biological evolution.

'Standard' information theory says nothing about the semantic content of information. Nevertheless, applications such as evolutionary theory demand consideration of precisely this aspect of information, a need that has motivated a largely unsuccessful search for a suitable measure of an 'amount of meaning'. This paper represents an attempt to move beyond this impasse, based on the observation that the meaning of a message can only be understood relative to its receiver. Positing that the semantic value of information is its usefulness in making an informed decision, we define pragmatic information as the information gain in the probability distributions of the receiver's actions, both before and after receipt of a message in some pre-defined ensemble. We then prove rigorously that our definition is the only one that satisfies obvious desiderata, such as the additivity of information from logically independent messages. This definition, when applied to the information 'learned' by the time evolution of a process, defies the intuitions of the few previous researchers thinking along these lines by being monotonic in the uncertainty that remains after receipt of the message, but non-monotonic in the Shannon entropy of the input ensemble. It also follows that the pragmatic information of the genetic 'messages' in an evolving population is a global Lyapunov function for Eigen's quasi-species model of biological evolution. A concluding section argues that a theory such as ours must explicitly acknowledge purposeful action, or 'agency', in such diverse fields as evolutionary theory and finance.

Biological Evolution↗

PubMed2006

The differential effects of stress on memory consolidation and retrieval: a potential involvement of reconsolidation? Theoretical comment on Beckner et al. (2006).

Previous experiments in the field of stress and memory have suggested a facilitative effect of stress hormones on the consolidation of information but an impairing effect on the retrieval of information. In the article "Stress Facilitates Consolidation of Verbal Memory for a Film but Does Not Affect Retrieval," V. E. Beckner, D. M. Tucker, Y. Delville, and D. C. Mohr (2006) report that exposure to an anticipatory psychological stress enhances consolidation, although it has no impact on the retrieval of previously learned information. This finding is discussed around the importance of the environmental context in which stress is applied and memory is measured. Here, the authors raise the possibility that the enhancing effects of stress on consolidation as reported by Beckner et al. may be explained by the fact that stress can act as a reactivation cue, leading to a 2nd round of consolidation, a process called reconsolidation.

Hormones↗

PubMed2002

Posthypnotic amnesia for autobiographical episodes: a laboratory model of functional amnesia?

Extreme variation in the accessibility of autobiographical memory is a major characteristic of functional amnesia. On the basis of its ability to temporarily disrupt the retrieval of memory material, posthypnotic amnesia (PHA) has been proposed as a laboratory analogue of such amnesia. However, most PHA research has focused on relatively simple, nonpersonal information learned during hypnosis. This experiment extended PHA to autobiographical memory by examining high- and low-hypnotizable subjects' explicit and implicit memory of two autobiographical episodes, one of which was targeted by a PHA suggestion. The effects of PHA were consistent with the major features of functional amnesia: PHA disrupted retrieval of autobiographical information, produced a dissociation between implicit and explicit memory, and was reversible. The nature of PHA's effect on autobiographical memory and the potential utility of a PHA paradigm for investigating functional amnesia are discussed.

Adult↗

PubMed1998

Learners' experience of continuing medical education events: a qualitative study of GP principals in Dorset.

BACKGROUND: General practitioners' (GPs') attendance at continuing medical education (CME) events has increased since the introduction of the Post Graduate Educational Allowance (PGEA) in 1990. However, few studies have examined doctors' perceptions about their continuing education, and explored their views in depth. AIM: To investigate general practitioners' experience of CME events, what personal impact they had, and how the GPs perceived the influence of CME in their professional practice and patient care. METHOD: A qualitative study, with in-depth semi-structured interviews, of a purposive sample of 25 general practitioners in Dorset was conducted. Content analysis was used to identify major themes from the transcripts. RESULTS: GPs perceived CME events as beneficial. Confidence levels rose, and the events provided a break from practice that refreshed and relaxed, thus indirectly benefiting patients. The opportunities provided by formal events for informal learning and exchange of ideas, with both peers in general practice and consultant colleagues, were highly valued. The relevance of the subject to general practice, and the appropriateness of the educational format, were considered of paramount importance. Few responders identified major changes in their practice as a result of formal CME events, and information was seldom disseminated among practice colleagues. CONCLUSION: The results of this study challenge GP educators to provide CME that is relevant, to recognize the value of peer contact, and to facilitate the incorporation of new information into practice.

Data Collection↗

PubMed1998

Controlled and automatic memory process in Alzheimer's disease.

The aim of this study was to examine the contribution of controlled (or conscious) and automatic (or unconscious) memory processes to the performance of a stem-completion recall task by persons with Alzheimer's disease and a matched group of healthy elderly individuals. The recall task made use of the process dissociation procedure of Jacoby (1991), which allows the separate estimation of conscious and unconscious influences on memory. Recollection was found to be severely impaired in the community dwelling demented patients. Further, the estimates of the automatic processing were also found to be reduced, although there was considerable overlap in the performance of the two groups on this parameter. It was found that the residual capacity of Alzheimer's patients to recall previously learned information was supported to a substantial degree by their automatic memory processes.

Activities of Daily Living↗

PubMed1996

How do Finnish students prepare for their future in three school types? The relation between content of plans, information gathering and self-evaluations.

The effect of gender and school type on Swedish speaking Finnish students' information gathering for the future and self-evaluation was investigated in a study, in which 15-year-old comprehensive school students and 18-year-old upper secondary school and vocational school students (N = 460) served as samples. It was observed that girls generally reported more information gathering than boys did, about three content areas, mostly concerning future education and occupation, and less concerning family life. Girls also reported more information gathering in all contexts except formal education, than boys. Home was reported as the most used source of knowledge, next came peers and school friends; mass media and formal education were the least used source. Formal education was emphasised by comprehensive school students, and mass media by upper secondary school students. Generalisation of more reported information gathering across contexts was more typical of girls, while generalisation of less information gathering was more typical of boys. Limited relationships between self-evaluation, measured as self-esteem, certainty of goal realisation and school achievement, and information gathering were found. It is suggested that informal learning of cultural knowledge is a more powerful mediator of future preparation than formal education.

Adolescent↗

PubMed2003

Dissociating hippocampal versus basal ganglia contributions to learning and transfer.

Based on prior animal and computational models, we propose a double dissociation between the associative learning deficits observed in patients with medial temporal (hippocampal) damage versus patients with Parkinson's disease (basal ganglia dysfunction). Specifically, we expect that basal ganglia dysfunction may result in slowed learning, while individuals with hippocampal damage may learn at normal speed. However, when challenged with a transfer task where previously learned information is presented in novel recombinations, we expect that hippocampal damage will impair generalization but basal ganglia dysfunction will not. We tested this prediction in a group of healthy elderly with mild-to-moderate hippocampal atrophy, a group of patients with mild Parkinson's disease, and healthy controls, using an "acquired equivalence" associative learning task. As predicted, Parkinson's patients were slower on the initial learning but then transferred well, while the hippocampal atrophy group showed the opposite pattern: good initial learning with impaired transfer. To our knowledge, this is the first time that a single task has been used to demonstrate a double dissociation between the associative learning impairments caused by hippocampal versus basal ganglia damage/dysfunction. This finding has implications for understanding the distinct contributions of the medial temporal lobe and basal ganglia to learning and memory.

Aged↗

PubMed2006

Eating disorder nutrition counseling: strategies and education needs of English-speaking dietitians in Canada.

The purpose of this study was to profile nutrition counseling strategies for eating disorders that English-speaking Canadian registered dietitians (RDs) use and to explore their educational needs in this area. A cross-sectional survey consisting of open- and closed-ended questions on nutrition counseling strategies was developed and administered via mail. Types of strategies included assessment, rapport-building, educational, and behavior-change strategies. Sixty-five of the 116 eligible RDs who were members of the Dietitians of Canada Eating Disorder Network responded to the survey. Descriptive statistics, chi(2), and Spearman correlation statistics were used. P values less than 0.05 were considered significant. Canadian RDs used strategies that were familiar and strategies they considered useful. Content-oriented or "doing" strategies were used more often than strategies that involved some process-oriented or "thinking" strategies. Reading and intuition were the most frequently reported learning routes. Seventy-one percent of respondents were dissatisfied with the educational opportunities available to RDs in this area in Canada. In Canada, both generalist RDs and specialist eating disorders RDs work with clients with eating disorders. In the absence of a formal nutrition counseling education program, there seems to be a reliance on informal learning routes such as reading or intuition, which may be suboptimal. To optimize eating disorders nutrition practice in Canada, formal coordinated programming that accounts for the educational needs of specialist RDs as well as generalist RDs is needed.

Anorexia Nervosa↗

PubMed1999

Telemedicine and distance learning--experience in Georgia and future prospects.

Telemedicine and distance learning have a high priority in Georgia owing to the uneven distribution of health-care resources. Outside the country's capital, Tbilisi, resources and manpower are scarce, so telemedicine may be the best option for health-care delivery in spite of the costs. However, an adequate infrastructure must be in place to make this possible. The National Information Learning Centre (NILC) provides access to the Internet and MEDLINE and is currently assessing the best software for low-bandwidth distance learning and videoconferencing.

Computer Communication Networks↗

PubMed2006

A qualitative study of how experienced certified holistic nurses learn to become competent practitioners.

PURPOSE: Artistry of holistic nursing requires practitioners to be equipped with the ability to integrate and assimilate knowledge and experience. This integrated wisdom is woven into proficiency and expertise, thus allowing for the transition to an experienced competent health care provider who can meet the complex mélange of practice. This qualitative naturalistic study was designed to explore how 10 experienced certified holistic nurses (HNCs) learned to become competent holistic nurses. METHOD: In-depth interviews of 10 HNCs, critical incident reports, and a summative focus group. FINDINGS: (a) Disjuncture existed between the structure of traditional nursing and the need of nurses for continued personal and professional growth and development; (b) need for credibility was key to nurses becoming competent holistic nurses; (c) use of informal learning strategies to help them achieve competency; and (d) overcoming challenges emanating from the traditional system as they transitioned to becoming holistic nurses.

Certification↗

PubMed2007

Acquisition of a conditioned taste aversion becomes context dependent when it is learned after extinction.

A conditioned taste aversion experiment tested context-switch effects on retrieval of conditioned stimulus (CS)-unconditioned stimulus (US) acquisition performance in rats. A context switch impaired performance when the target flavour was trained in a context where a different flavour underwent extinction. Conditioned taste aversion in the absence of previous extinction of the alternate flavour was not context dependent. It is suggested that the ambiguity in the meaning of the extinguished cue leads animals to pay attention to the context, so that the information learned in that context becomes context dependent.

Analysis of Variance↗

PubMed2005

Foundations of a healthcare knowledge management application system.

Much of the knowledge management (KM) literature suggests that organizations should adopt either a "personalization" or "codification" strategy and that to mix the two is unwise. Two European schools have come to the conclusion that a broad strategy is needed. Its key conceptual elements are in three dimensions: the type (explicit - tacit), focus (information - learning) and organization (digital - social) of knowledge. Without this broad approach it is impossible to reconcile the wish to provide (codified) evidence-based solutions to populations at the same time as personalized care for individuals.

Hospital Information Systems↗

PubMed1989

Review of comparative studies in the instruction of students with moderate and severe handicaps.

Systematic instructional strategies that investigators have used with students who display moderate to severe handicaps were identified and defined. The investigations which directly compared two or more strategies were analyzed, and summary statements/recommendations about the relative effectiveness and efficiency of the strategies were made. Analyzing the effectiveness of the procedures involved determining which strategies successfully taught skills to subjects. The efficiency of the strategies was analyzed on measures which indicated the skills were taught in a productive and timely manner (i.e., trials to criterion, sessions to criterion, errors to criterion, direct instruction time). Recommendations for future research and practice include (a) conduct more studies comparing the effectiveness and efficiency of instructional strategies, (b) conduct investigations of the specific variables of single strategies to identify the most efficient use of each procedure, (c) expand the efficiency measures to assess whether students learn information not directly targeted for instruction, and (d) conduct research to determine which strategy is best to use with given types of students and skills.

Behavior Therapy↗

PubMedDate not supplied

Vulnerability representation: the role of perceived dangerousness, uncontrollability, unpredictability and disgustingness in spider fear.

It was proposed that cognitive vulnerability representations relating to the perceived uncontrollability, unpredictability, dangerousness and disgustingness of spiders are important factors in the fear of spiders. One-hundred and ninety-two first-year psychology students completed a questionnaire measuring the four vulnerability variables, spider fear and learning history. It was found that fear of spiders was highly correlated with each of the four vulnerability variables. In addition, greater fear of spiders was found for females in comparison with males and this was associated with differential perceptions of spiders as uncontrollable, unpredictable, dangerous and disgusting. Finally, the vulnerability variables accounted for significantly more variance in fear scores than the experience of a number of classical conditioning, vicarious and informational learning events. It is argued that there is value in considering a person's perception of the uncontrollability, unpredictability, dangerousness and disgustingness of spiders in order to better understand individual differences in spider fear.

Adolescent↗

PubMed1994

Effects of presentation rate and individual differences in short-term memory capacity on an indirect measure of serial learning.

In three experiments, we studied the relation between degree of implicit learning and two aspects of short-term memory: (1) the activation level of the to-be-learned information, and (2) individual differences in short-term memory capacity. In all the experiments, we used the Nissen and Bullemer (1987) serial reaction time paradigm or a modification thereof. The effects of activation level were assessed by experimentally manipulating the rate of presentation. Individual differences in short-term memory capacity were assessed via traditional span measures. The experiments demonstrated that the rate of presentation reliably affected an indirect measure of learning (i.e., response time) under both incidental and intentional task instructions and under both single-task and dual-task conditions. Short-term memory span was reliably related to the indirect measure of learning only in some experimental conditions. The findings represent important constraints for models of implicit serial learning and are discussed within a general framework for understanding implicit learning and memory.

Adolescent↗

PubMedDate not supplied

Physiological memory in primary auditory cortex: characteristics and mechanisms.

"Physiological memory" is enduring neuronal change sufficiently specific to represent learned information. It transcends both sensory traces that are detailed but transient and long-term physiological plasticities that are insufficiently specific to actually represent cardinal details of an experience. The specificity of most physiological plasticities has not been comprehensively studied. We adopted receptive field analysis from sensory physiology to seek physiological memory in the primary auditory cortex of adult guinea pigs. Receptive fields for acoustic frequency were determined before and at various retention intervals after a learning experience, typified by single-tone delay classical conditioning, e.g., 30 trials of tone-shock pairing. Subjects rapidly (5-10 trials) acquire behavioral fear conditioned responses, indexing acquisition of an association between the conditioned and the unconditioned stimuli. Such stimulus-stimulus association produces receptive field plasticity in which responses to the conditioned stimulus frequency are increased in contrast to responses to other frequencies which are decreased, resulting in a shift of tuning toward or to the frequency of the conditioned stimulus. This receptive field plasticity is associative, highly specific, acquired within a few trials, and retained indefinitely (tested to 8 weeks). It thus meets criteria for "physiological memory." The acquired importance of the conditioned stimulus is thought to be represented by the increase in tuning to this stimulus during learning, both within cells and across the primary auditory cortex. Further, receptive field plasticity develops in several tasks, one-tone and two-tone discriminative classical and instrumental conditioning (habituation produces a frequency-specific decrease in the receptive field), suggesting it as a general process for representing the acquired meaning of a signal stimulus. We have proposed a two-stage model involving convergence of the conditioned and unconditioned stimuli in the magnocellular medial geniculate of the thalamus followed by activation of the nucleus basalis, which in turn releases acetylcholine that engages muscarinic receptors in the auditory cortex. This model is supported by several recent findings. For example, tone paired with NB stimulation induces associative, specific receptive field plasticity of at least a 24-h duration. We propose that physiological memory in auditory cortex is not "procedural" memory, i.e., is not tied to any behavioral conditioned response, but can be used flexibly.

Acetylcholine↗

PubMed1998

Differential effects of unilateral lidocaine infusion into the globus pallidus on consolidation and performance of inhibitory avoidance.

The striatum is involved in memory consolidation; also involved in this process is one of its two major efferent targets, namely, the substantia nigra. It is not clear, however, if the other target, the globus pallidus, participates in storage and/or performance of learned information. To examine this problem, male Wistar rats were trained in an inhibitory avoidance task and tested for retention 24 h afterward. Independent groups were infused, unilaterally, with 2% lidocaine in the pallidus either 2 min after training or 2 min before testing. No disturbances of memory were detected with posttraining infusion, but a significant deficit in retention was observed as a consequence of pretest infusion. Infusion of isotonic saline into the globus pallidus, or of lidocaine before testing into the parietal cortex, after training into the ventral thalamic nucleus, and both before training and testing into this thalamic nucleus were without effect. Taken together, the data indicate that unilateral inactivation of the GP interferes with retrieval of information derived from inhibitory avoidance training, but not with the early stages of memory consolidation of this task, and other work indicates that the pallidus may be involved in a late phase of this process.

Anesthetics, Local↗

PubMed2005

Effects of pregnancy on spatial cognition in female Hooded Long-Evans rats.

Studies examining the roles of estrogens and progestins on spatial cognition have been highly contradictory. To determine if the hormonal environment of pregnancy affects spatial cognition, pregnant (n = 7) and virgin (n = 7) Hooded Long-Evans rats were tested in a Morris water maze throughout the 3 weeks of pregnancy and the second week postpartum. Latency to platform, path length, swim velocity, and time in quadrant were compared over trial-days. To compare water maze performance with changes in hormone levels, serum concentrations of estradiol and progesterone were measured on the first, third, and fifth days of testing during the third week of pregnancy. Subjects learned to find the platform as indicated by decreased time and distance to platform over each trial-week and increased time spent in the quadrant where the platform had been located the previous week. However, there were no differences between treatment groups on time or distance to platform over trial-days. Swim velocity did not differ between or within groups over the 4 weeks of testing. Although primigravid and virgin females were similar in their abilities to learn the novel location of a submerged platform and return to it over time, pregnant animals demonstrated less perseveration to previously learned information and were quicker to locate the platform when it moved to a new location. Thus, reproductive status did not affect reference memory but enhanced working memory in the Morris water maze.

Analysis of Variance↗