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At least 199 records · Page 11Linked to original sources

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↗

PubMed1998

A developmental study of the relation between combined learning and performance goals and students' self-regulated learning.

BACKGROUND: Current goal theory models assume that learning goals are adaptive in academic contexts and that performance goals lead to less positive patterns of motivation and self-regulation. These models also implicitly assume that the adaptive nature of these goals is the same at all academic levels. AIMS: The objectives of this study were to examine how combined learning and performance goals are related to self-regulation and academic performance, and whether there is a developmental trend in these relations. SAMPLE: A total of 1072 junior (N = 408, mean age = 11.9), middle (N = 323, mean age = 13.7), and senior (N = 341, mean age = 15.7) high school students were examined. METHOD: They were administered a questionnaire assessing their learning and performance goals and reported their self-regulatory strategies while studying. RESULTS: Analyses showed that whatever their performance goals, having high learning goals promoted younger students' self-regulation. They also showed that, contrary to the findings for younger students, performance goals were related to self-regulation and academic performance at higher school levels. Furthermore, high performance goals were found to alleviate the negative effects of low learning goals for older students. CONCLUSIONS: These findings suggest that the adaptive nature of goals could change across development. This could be due to contextual factors such as the increasing importance of obtaining good grades to access higher academic levels. Future research should address this issue.

Adolescent↗

PubMed2001

Effective neuronal learning with ineffective Hebbian learning rules.

In this article we revisit the classical neuroscience paradigm of Hebbian learning. We find that it is difficult to achieve effective associative memory storage by Hebbian synaptic learning, since it requires network-level information at the synaptic level or sparse coding level. Effective learning can yet be achieved even with nonsparse patterns by a neuronal process that maintains a zero sum of the incoming synaptic efficacies. This weight correction improves the memory capacity of associative networks from an essentially bounded one to a memory capacity that scales linearly with network size. It also enables the effective storage of patterns with multiple levels of activity within a single network. Such neuronal weight correction can be successfully carried out by activity-dependent homeostasis of the neuron's synaptic efficacies, which was recently observed in cortical tissue. Thus, our findings suggest that associative learning by Hebbian synaptic learning should be accompanied by continuous remodeling of neuronally driven regulatory processes in the brain.

Algorithms↗

PubMed1990

Learning to solve a problem: a microanalysis of the solution strategies of children with learning disabilities.

Ten subjects with learning disabilities and 10 normally achieving subjects, aged 10-5 to 12-5 years, were videotaped while attempting to solve the Tower of Hanoi problem (see Karat, 1982; Piaget, 1976; Simon, 1975). A microanalysis of their problem-solving activities provided a descriptive taxonomy used to analyze what, in fact, individual subjects did when constructing a solution strategy, and to categorize and compare changes in strategy. The results indicated that as a group the normally achieving subjects reached more sophisticated levels of strategy use (p less than .05). However, if the focus of the comparison is on an analysis of how learning proceeded in individuals, then the subjects with learning disabilities appear to be similar to the normally achieving subjects. There was no evidence in these subjects of the popular conception that individuals with learning disabilities are inactive, passive, or maladaptive in their attempts to learn to solve a problem.

Attention↗

PubMedDate not supplied

The effects of goal setting and self-instruction on learning a reading comprehension strategy: a study of students with learning disabilities.

This study examined the contributions of instruction in goal setting and self-instruction, separately and combined, on the acquisition, maintenance, and generalization of a reading comprehension strategy by fourth-through sixth-grade students with learning disabilities. A previously validated strategy involving the use of story structure to analyze and remember story content was taught to 47 students with learning disabilities using the self-regulated strategy development (SRSD) model. Comparisons were made among students with learning disabilities in four conditions (strategy instruction, strategy instruction plus goal setting, strategy instruction plus self-instruction, and strategy instruction plus goal setting and self-instruction). Result indicated that instruction in the reading strategy produced meaningful, lasting, and generalizable effects on students' story comprehension skills. Furthermore, the comprehension performance of the students with learning disabilities after strategy instruction was indistinguishable from that of a social comparison group of normally achieving students. Explicit instruction in goal setting and self-instruction, however, did not augment the comprehension performance of students with learning disabilities.

Analysis of Variance↗

PubMed2001

The effects of concurrent task interference on category learning: evidence for multiple category learning systems.

Participants learned simple and complex category structures under typical single-task conditions and when performing a simultaneous numerical Stroop task. In the simple categorization tasks, each set of contrasting categories was separated by a unidimensional explicit rule, whereas the complex tasks required integrating information from three stimulus dimensions and resulted in implicit rules that were difficult to verbalize. The concurrent Stroop task dramatically impaired learning of the simple explicit rules, but did not significantly delay learning of the complex implicit rules. These results support the hypothesis that category learning is mediated by multiple learning systems.

Adult↗

PubMed1999

Learning categories at different hierarchical levels: a comparison of category learning models.

Three formal models of category learning, the rational model (Anderson, 1990), the configural-cue model (Gluck & Bower, 1988a), and ALCOVE (Kruschke, 1992), were evaluated on their ability to account for differential learning of hierarchically structured categories. An experiment using a theoretically challenging category structure developed by Lassaline, Wisniewski, and Medin (1992) is reported. Subjects learned one of two different category structures. For one structure, diagnostic information was present along a single dimension (1-D). For the other structure, diagnostic information was distributed across four dimensions (4-D). Subjects learned these categories at a general or at a specific level of abstraction. For the 1-D structure, specific-level categories were learned more rapidly than general-level categories. For the 4-D structure, the opposite result was observed. These results proved highly diagnostic for evaluating the models--although ALCOVE provided a good account of the observed results, the rational model and the configural-cue model did not.

Analysis of Variance↗

PubMed1996

Self-directed learning in the context of a nursing curriculum: development of a learning plan.

The rapid pace at which biological health breakthroughs and advancements in technology occur is creating unique challenges to health care programmes. The curricula of all health care programmes will need to be set in learning environments where students will be able to develop learning skills that are transportable across situations, over a whole lifetime. This article attempts to focus on self-directed learning (SDL) concepts and the development of a learning contract/plan, including the roles of both the student and faculty in self-learning approaches and contractual development.

Curriculum↗

PubMed2001

Non-associative learning and serotonin induce similar bi-directional changes in excitability of a neuron critical for learning in the medicinal leech.

In studies of the cellular basis of learning, much attention has focused on plasticity in synaptic transmission in terms of transmitter release and the number or responsiveness of neurotransmitter receptors. However, changes in postsynaptic excitability independent of receptors may also play an important role. Changes in excitability of a single interneuron in the leech, the S-cell, were measured during non-associative learning of the whole-body shortening reflex. This interneuron was chosen because it is known to be necessary for sensitization and full dishabituation of the shortening response. During sensitization, S-cell excitability increased, and this enhancement corresponded to facilitation of the shortening reflex and increased S-cell activity during the elicited response. During habituation training, there was a decrement in both the shortening reflex and the elicited S-cell activity, along with decreased S-cell excitability. Conversely, dishabituation facilitated both the shortening response and S-cell activity during shortening, with an accompanying increase in S-cell excitability. Bath application of 1-10 micrometer serotonin (5HT), a modulatory neurotransmitter that is critical for sensitization, for full dishabituation, and for associative learning, increased S-cell excitability. S-cell excitability also increased after stimulation of the serotonergic Retzius cells. However, focal application of serotonin onto the S-cell soma hyperpolarized the interneuron, and bath application of a lower dose of serotonin (0.1 micrometer) decreased excitability. The observed changes in postsynaptic excitability appear to contribute to non-associative learning, and modulatory neurotransmitters, such as serotonin, evidently help regulate excitability. Such changes in S-cell excitability may also be relevant for more complex, associative forms of learning.

Animals↗

PubMedDate not supplied

Assessment of learning abilities using complex experimental learning tasks.

Efforts are underway to develop a computerized methodology for the reliable, valid measurement of learning abilities. Central to these research efforts are the development of Complex Experimental Learning Tasks (CELTs) that provide real-time samples of learning. Objectives of current studies are the determination of relationships between performance on CELTs and performance on traditional cognitive abilities tests and the exploration of predictive value of measures of learning ability for academic performance. After construct and predictive validity are established, this methodology may be applicable to a wide range of assessment situations, including testing for the effects of environmental toxicants on learning abilities.

Aptitude Tests↗

PubMed1997

[How to learn medical practice? A qualitative study of physicians' perception of their own learning processes].

In this article we explore how physicians develop professional knowledge in their everyday work. 20 indepth interviews with physicians working in the surgical and internal medicine departments of a Norwegian hospital were conducted in 1994. Explanatory models from situated learning theory were applied to analyse the taped interview material. The expert-novice relation emerges as the core of the traditional medical learning institutions. Here the inexperienced physician learns the necessary practical skills, ways of reasoning and standards of diagnosis and treatment in the hospital. In interaction with a more experienced physician the novice transcends what she can do alone and develops as a professional. The quality of learning depends on the dialogue between the novice and the expert in the actual situation. The physicians' descriptions of their own learning process change with increasing competence and position in the hospital hierarchy.

Clinical Competence↗

PubMed2026

ORBIT: Oncogenic Representation Learning via Bi-Prototype Contrastive Learning in Hyperbolic Space for cancer driver gene identification.

Accurate identification of cancer driver genes is crucial for precision oncology but remains challenging due to the complexity of integrating heterogeneous data and modeling dynamic biological systems. To address these limitations, we propose ORBIT (Oncogenic Representation Learning via Bi-Prototype Contrastive Learning in Hyperbolic Space). Our framework synergistically fuses multi-omics profiles with functional network data using a context-adaptive graph reweighting mechanism to capture cancer-specific dynamics. The model employs a bi-prototype contrastive learning strategy within hyperbolic space, which aligns gene representations around distinct driver and non-driver semantic anchors while preserving the intrinsic hierarchy of biological networks. Comprehensive evaluations demonstrate that ORBIT achieves highly competitive stability in pan-cancer analysis while consistently outperforming state-of-the-art methods in cancer-specific predictions. Furthermore, functional enrichment analysis confirms that the model effectively segregates core cancer pathways, and drug sensitivity profiling validates the clinical relevance of the identified drivers. By integrating hyperbolic geometry with context-adaptive learning, ORBIT offers a robust and interpretable paradigm for precision medicine. The source codes and datasets are publicly accessible at https://github.com/spcho-dev/ORBIT.

Humans↗

PubMed1994

Acquisition of conditional discriminations in hippocampal lesioned and decorticated rats: evidence for learning that is separate from both simple classical conditioning and configural learning.

This study examined whether hippocampal or neocortical lesions would impair acquisition of a discrimination task using taste aversions. Rats were injected with a drug 15 min before a flavored solution-lithium chloride pairing. On alternate days, vehicle injections preceded and followed access to the same flavored solution. Rats learned to consume significantly more of the flavored solution after vehicle injections than after drug injections. Rats with hippocampal lesions or neonatal decortication performed as well as controls. Rats with hippocampal lesions also learned a similar task in which visual and textural cues predicted whether access to a flavored solution would be followed by an injection of lithium chloride or vehicle. However, these hippocampal lesions did impair performance in the Morris water task. Occasion setting may involve a type of learning dissociated from both simple classical conditioning and configural learning.

Animals↗

PubMed1998

On Learning To Become a Successful Loser: A Comparison of Alternative Abstractions of Learning Processes in the Loss Domain.

One of the main difficulties in the development of descriptive models of learning in repeated choice tasks involves the abstraction of the effect of losses. The present paper explains this difficulty, summarizes its common solutions, and presents an experiment that was designed to compare the descriptive power of the specific quantifications of these solutions proposed in recent research. The experiment utilized a probability learning task. In each of the experiment's 500 trials participants were asked to predict the appearance of one of two colors. The probabilities of appearance of the colors were different but fixed during the entire experiment. The experimental manipulation involved an addition of a constant to the payoffs. The results demonstrate that learning in the loss domain can be faster than learning in the gain domain; adding a constant to the payoff matrix can affect the learning process. These results are consistent with Erev & Roth's (1996) adjustable reference point abstraction of the effect of losses, and violate all other models. Copyright 1998 Academic Press.

Journal Article↗

PubMed1997

Effects of Learning Parameters on Learning Procedure and Performance of a BPNN.

We examined the effects of changing learning parameters on the learning procedure and performance of back-propagation neural networks used to pick seismic arrivals. The results show that such change mainly affects the speed of convergence of the learning procedures, and does not affect the BPNN structure and its overall performance. A relationship between the learning parameters and iteration number is obtained. This relationship may be used as a guide to check the convergence of the learning procedure and the BPNN performance. We also use a weight map of BPNN structure to analyze its interior and performance. Two BPNNs used to pick seismic arrivals from three-component and single-component seismograms have similar weight patterns and operate in a similar way, although they have different structures and trained by different training dataset.

Journal Article↗

PubMedDate not supplied

"Enter to learn, go forth to serve": service learning in nursing education.

The Pew Health Professions Commission (1998) has recommended community-based service learning as an integral part of nursing education. Service learning activities in a baccalaureate nursing program with an integrated curricular model are described with a women's health elective used as one example of the integration of service learning with clinical experiences. Based on clinical journal entries, students identified benefits of service learning including (1) a sense of personal satisfaction, (2) professional growth, (3) a higher level of critical thinking skills, (4) preparation for nursing practice in a dynamic and diverse health care delivery system, and (5) an increased awareness of unmet needs in clients, families, communities, and populations. Students are truly engaged because they have the opportunity to apply theoretical concepts in giving service, creating a "capacity for connectedness," and learning social responsibility as professionals.

Community Health Nursing↗

PubMed1993

Knowledge-based generation of machine learning experiments: learning with DNA crystallography data.

Though it has been possible in the past to learn to predict DNA hydration patterns from crystallographic data, there is ambiguity in the choice of training data (both in terms of the relevant set of cases and the features needed to represent them), which limits the usefulness of standard learning techniques. Thus, we have developed a knowledge-based system to generate machine learning experiments for inducing DNA hydration pattern classifiers. The system takes as input (1) a set of classified training examples described by a large set of attributes and (2) information about a set of learning experiments that have already been run. It outputs a new learning experiment, namely a (not necessarily proper) subset of the input examples represented by a new set of features. Domain specific and domain independent knowledge is used to suggest subsets of training examples from suspected subpopulations, transform attributes in the training data or generate new ones, and choose interesting ways to substitute one experiment's set of attributes with another. Automatic hydration pattern predictors are of both theoretical and practical interest to DNA crystallographers, because they can speed up a labor intensive process, and because the extracted rules add to the knowledge of what determines DNA hydration.

Artificial Intelligence↗

PubMed1990

A taste aversion model of drug discrimination learning: training drug and condition influence rate of learning, sensitivity and drug specificity.

A model of drug discrimination based on a lithium chloride (LiCl) flavour aversion was described and examined. Mildly thirsty rats were presented daily with 4 ml of a distinctly flavoured solution which was followed on 50% of the days by an IP injection of LiCl. Prior to the flavour presentation, the rats were injection SC with saline or a training drug (0.04 mg/kg fentanyl or 20 mg/kg pentobarbital) to signal whether LiCl would follow. Almost all rats eventually exhibited stable behaviour that involved drinking most or all of the fluid when it was not to be followed by LiCl and little or no drinking when it was. Such discrimination occurred regardless of whether drug predicted LiCl (learned-discomfort) or predicted no LiCl (learned-safety). However, with fentanyl there were clear differences between rats trained with drug under learned-safety and under learned-discomfort conditions for 1) the rate of acquisition of stable performance as a function of LiCl dose, 2) generalization of the training dose to a test dose that was lower, and 3) elicitation of fentanyl responses by pentobarbital. These findings, together with indications that such effects did not always occur with pentobarbital as the training drug, were discussed from theoretical and practical perspectives.

Animals↗