Language and learning skills of hearing-impaired students. Summary and implications for research and educational management.
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Adolescent↗
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Cognitive skill learning: age-related differences in strategy shifts and speed of component operations.
Younger and older adults solved novel arithmetic problems and reported the strategies used for obtaining solutions. Age deficits were demonstrated in the latencies for computing and retrieving solutions and in the shift from computation to retrieval. Rates of improvement within age groups were parallel for computations and retrievals, suggesting a single, age-attenuated mechanism that affects practice-related speedup. The age-related delay in strategy shift suggests either reluctance to use retrieval or an associative memory deficit. Experiment 1 showed that skill acquisition was unaffected by the presence and frequency of postresponse strategy probes for both age groups. Experiment 2 showed that pretraining item-learning operations facilitated subsequent item learning and that pretraining either item-learning operations or the algorithm did not alter the age trends.
Adult↗
Issues in transferring preclinical skill learning to the clinical context.
The relationship between student performance in preclinical technique laboratory courses and in clinic is not straightforward. While American dental education in the preclinical courses is effective in teaching mastery of fundamentals to most students and identifying those who should not proceed to patient care, the prediction from technique laboratory performance of who will do well in clinic is weak. Factors accounting for this poor correlation include differences in the mix of skills required in the two contexts, failure to teach for transfer of skills to new settings, and laboratory education practices that create clinically dysfunctional habits. As a means of understanding the transfer issue, a distinction is made among task as given by the instructor, task as interpreted by the student, and task as negotiated in the interpersonal context of dental education.
Clinical Competence↗
Presentation skills. Learning unit 070.
This unit forms the first part of the 1997 Clinical Practice and Management Awards (see back page). Anyone who has attended a conference, listened to a talk or heard evidence being presented will know just how important good presentation is. If speakers cannot hold the audience's attention, the message they are trying to convey will fail to be heard, however important it is. Good presentation skills can be developed by everybody using some simple techniques and plenty of practice.
Communication↗
Evaluating first-year medical students' attitudes to learning communication skills before and after a communication skills course.
This longitudinal study explores 216 medical students' attitudes towards communication skills learning before (TI) and at the end (72) of their first-year communication skills course. They completed the Communication Skills Attitude Scale and a personal details questionnaire satisfactorily at Ti and T2. Univariate statistics established whether attitudes differed between TI and T2 for the whole sample and for the sample split by demographic and education-related characteristics. Students rated their communication skills slightly but significantly lower at the end of their communication skills course than before the start of the course. Positive attitudes towards communication skills learning became significantly lower by the end of the course compared with the start. Repeated measures ANOVAs indicated that significant two-way interactions existed between attitudes at TI and T2 and the demographic characteristics: gender, language and ethnicity. These findings are discussed in the paper, along with their implications for educational practice and further research.
Adolescent↗
Skill learning in the elderly: diminished implicit and explicit memory for a motor sequence.
Explicit and implicit memory for a cognitive-motor sequence was studied in elderly and young adults. Implicit memory was examined in a serial reaction-time paradigm in which sequences of hand postures repeated cyclically, then shifted to random sequences. Two control groups received random sequences throughout. Movement times (MTs) across the first 4 blocks did not improve more in the elderly-repeated than in the elderly-random group. In contrast, the young-repeated group showed greater improvement in MT across these blocks than the young-random group. MT was less affected in the elderly than in the young by shifts between repeated and random sequences, indicating impaired implicit memory. Explicit memory, which was assessed by free recall and cued recall, also was impaired in the elderly. Diminished implicit memory in the elderly could not be explained solely by the possible intrusion of conscious recollection strategies.
Adult↗
Lexical learning skills in young children with specific language impairment (SLI).
Twenty-eight children with specific language impairment (SLI) aged 4;4-5;10, and 28 children with normal language (NL) aged 2;4-3;7 were exposed to four novel verbs, and four novel nouns in eight naturalistic play sessions, over 4 weeks. Spontaneous utterances of the novel lexical items in each of the training sessions were recorded and formed the basis of the analyses. The results of the spontaneous production data (across all sessions) revealed that children with NL produced more novel verbs than children with SLI, with a trend for children with SLI to produce more novel nouns. Importantly, children with SLI learned novel verbs at a slower rate than children with NL. Results are discussed in relation to current theories of SLI with particular reference to the SLI critical mass hypothesis.
Child↗
The effects of different types of neonatal feminization and environmental stimulation on changes in sex-associated activity/spatial learning skills.
This research programme commenced in West Africa, where it was found that individuals with kwashiorkor gynaecomastia were feminized. This was also reinforced by the interacting dominant maternal socialization practices (Dawson, 1966). This was confirmed with feminized responses for adult male rats, on the Tolman-Maze (Dawson, 1972), while as well confirmed neonatally, for both feminized male and female rats (Dawson, Cheung and Lau, 1973, 1975). The present experiment tests the interacting effects of various levels of environmental stimulation, high, normal and low (Levitsky and Barnes, 1972), using feminized male rats. Thus castration, oestrogen and castration, and oestrogen feminized males, were contrasted with male and female controls. The results confirmed the physiological growth curves and other anatomical differences. As well, the activity data confirmed the hypothesis, for the combined samples (where high Ns mean more reliability) and also the environmental stimulation (F ratio: d.f. 18 and 57, 11.37, p less than 0.001; low Ns here mean lower reliability). However, for the symmetrical maze, the results for the combined samples, were not as convincing as in Dawson et al. (1973, 1975), although the environmental stimulation produced significant results in many cases, including a significant interaction for the analysis of variance (F ratio: d.f. 18 and 57, 3.12 p less than 0.001).
Adolescent↗
Motor skill learning in cerebral palsy: movement, action and computer-enhanced therapy.
This chapter discusses the extent to which previous research into movement control can provide key principles on which to model therapy for individuals with severe cerebral palsy. It is suggested that the movement perspective has traditionally stressed the role of implicit knowledge of the dynamic characteristics of the body and that this provides support for the principles of biofeedback training. From a more ecological 'action' perspective, however, it is concluded that previous approaches to biofeedback have been too constrained and do not translate well to functional tasks. A variation of biofeedback training is proposed that provides real-time feedback to shape the subject's action, thereby guiding them through learning contexts that are moulded to fit the individual's capabilities. A pilot study of the efficacy of such an approach in adolescents with cerebral palsy is then presented. The potential of extending computer-enhanced therapy into speculative areas such as virtual reality is also discussed.
Adolescent↗
Nigral injection of antisense oligonucleotides to synaptotagmin I using HVJ-liposome vectors causes disruption of dopamine release in the striatum and impaired skill learning.
To produce an animal model of a dopa-responsive motor disorder with depletion of dopamine (DA) release in the striatum by dysfunction of the transmitter release machinery of the nigrostriatal DA system, we performed an intra-nigral injection of an HVJ-liposome gene transfer vector containing antisense oligodeoxynucleotides (ODNs) against synaptotagmin I (SytI), a key regulator of Ca(2+)-dependent exocytosis and endocytosis in adult rats. A unilateral intra-nigral injection of HVJ-liposome vectors containing antisense ODNs against SytI (syt-AS) caused a moderate disruption of methamphetamine-induced release of DA in the treated side of the striatum, while the syt-AS treatment did not affect physiological release of DA in the treated striatum. A bilateral intra-nigral injection of HVJ-liposome vectors containing syt-AS induced an impairment of the striatal DA-mediated acquisition of skilled behavior in a rotarod task without any deficits in general motor functions, such as spontaneous locomotor activity, motor adjusting steps, equilibrium function, or muscle strength. These findings suggest that an intra-nigral treatment with HVJ-liposome vectors containing syt-AS may cause a long-lasting nigral knockdown of SytI which, in turn, leads to a moderate dysfunction of the DA release machinery in the terminals of the nigrostriatal DA system and a subsequent mild depletion of DA release in the striatum.
Analysis of Variance↗
Instructions in learning skills: an integrated approach.
The transition from school to university education and a medical school environment can be difficult even for the very best students. However, little appears to be done to assist students in making this transition and in developing study skills during the early stages of their training. This article outlines a scheme which has been called supplemental instruction. Although developed for medical students in the United States, it is particularly well suited to developing essential study skills in first-year medical students in the United Kingdom. The scheme has been successfully introduced into some degree and diploma subjects in this country, with improvement in course grades and lower attrition rates, but has yet to be introduced into medical education. Evaluation data for non-medical courses show that student participation in supplemental instruction significantly improves overall course marks and could be of significant value in the medical curriculum.
Counseling↗
Sensitivity of cortical movement representations to motor experience: evidence that skill learning but not strength training induces cortical reorganization.
The topography of forelimb movement representations within the rat motor cortex was examined following forelimb strength training. Adult male rats were allocated to either a Power Reaching, Control Reaching or Non-Reaching Condition. Power Reaching rats were trained to grasp and break progressively larger bundles of dried pasta strands with their preferred forelimb. Control Reaching animals were trained to break a single pasta strand and Non-Reaching animals were not trained. Power Reaching animals exhibited a progressive increase in the maximal size of the pasta bundle that could be retrieved during a 30-day training period. Kinematic analyses showed that this improvement was not due to a change in reaching strategy. Intracortical microelectrode stimulation was used to derive maps of forelimb movement representations within the motor cortex of all animals following training. In comparison to Non-Reaching animals, both Power Reaching and Control Reaching animals exhibited a significant increase in the proportion of motor cortex occupied by distal forelimb movement representations (wrist/digit) and a decrease in the proportion of proximal representations (elbow/shoulder). These results demonstrate that the development of skilled forelimb movements, but not increased forelimb strength, was associated with a reorganization of forelimb movement representations within motor cortex.
Animals↗
Evaluating a skills centre: learning psychomotor skills--a review of the theory.
The formal teaching of skills based on the theoretical principles of skill acquisition has, so far, been practised by teachers responsible for preparing students for their first adult clinical placement on the diploma programme. Whether teachers on other programmes are using similar models of skill acquisition has been surveyed, and the results are presently being analysed. This approach to teaching skills within the context of the Skills Centre is also being evaluated. However, as indicated in the introduction to this paper, it is important to develop and implement the theoretical foundations for skills teaching before any evaluative research on it can take place (Chen 1986). Now these foundations are in place, the evaluative strategy can proceed.
Adult↗
Memories that last in old age: motor skill learning and memory preservation.
Using an automated test panel, age-associated declines in learning, remembering and performing a novel visuomotor task were assessed in 497 normal adults ranging from 18 to 95 years old. As predicted, task performance times slowed with increasing age in the cross-sectional portion of the study. However in the subsequent longitudinal study, while motor learning was significantly slower in adults over 62 years old, motor memory was pristinely preserved in normal adults from 18 to 95 years old. When tested 2 years after the first training session and without intervening rehearsal, mean performance times were retained and continued to improve by 10% in young adults and 13% in aged adults, reflecting long lasting preservation of motor memories. While the maximum lifetime of an unpracticed, novel motor memory in humans is not known, the present study suggests that new motor memories can be retained for at least 2 years without rehearsal in normal aged adults. This age-resistant component of motor memory stands in contrast to the well-known decrements in other motor and cognitive processes with human aging.
Adolescent↗
Skill learning in patients with moderate Alzheimer's disease: a prospective pilot-study of waltz-lessons.
The authors report the effect of a 12-day prospective, blinded dance-learning trial in 5 patients with moderate Alzheimer's disease (AD) and 5 age-matched depressed patients. Patients with AD showed a significant effect in procedural learning whereas depressed patients did not. These findings suggest potential implications for therapeutic interventions in patients with moderate AD.
Aged↗
Impaired skill learning in patients with severe closed-head injury as demonstrated by the serial reaction time (SRT) task.
A group of 20 patients who sustained closed-head injury (CHI) and a matched control group of 20 individuals were tested on the serial reaction time (SRT) task. Three different sequence-learning measures were generated from the task: two implicit and one explicit. The two implicit sequence-learning measures include: (1) the learning rate on the first five blocks of the repeated sequence, assumed to reflect primarily general reaction time learning, and (2) the difference between the fifth block of the repeated sequence and the sixth block, a random sequence that reflects implicit sequence-specific learning. In addition, an explicit measure of sequence learning was generated. The results indicate that the CHI group was impaired on the explicit measure of sequence learning. The groups did not differ on general reaction time learning, one of the implicit measures of sequence learning. However, the control group was superior to the CHI group in learning the specific sequence repeated in the SRT task. This pattern of results is unique to the CHI group, corresponding with neither that of amnesic patients nor with that of patients with dysfunction of the basal ganglia (i.e., Parkinson's diseases).
Adolescent↗
Skill learning: bringing cognition to its senses.
The brain areas involved in a task may change their contribution as one acquires expertise. An understanding of how this occurs relies on a good psychological theory of the processing requirements of a task and knowledge of which regions of the brain can perform the necessary component computations.
Brain↗