PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Learning”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 253 records · Page 14Linked to original sources
PubMed1984

[The observational learning in mentally retarded children: the effects of mediational sentences on paired-associate learning].

Thirty-eight mentally retarded children and 44 normal children learned a paired-associate picture list under one of four conditions. Subjects in E1 group were exposed to the model who learned the same list by means of formulating mediational sentences directly prior to learning by themselves. Subjects in E2 group were exposed to the model who learned the different list by means of formulating mediational sentences. Subjects in E3 group were exposed to the model who learned the same list without mediational sentences. control subjects learned the paired-associate list without observing the model. The results indicated that retarded and normal subjects in E1 group performed significantly higher than subjects in E2, E3, and control groups. The modeling of verbal elaboration was proved.

Child, Preschool↗
PubMedDate not supplied

Effect of specific teaching techniques on cognitive learning, transfer of learning, and affective behavior of nurses in an in-service education setting.

To test the effects of different teaching techniques on learning, transfer of learning, and affective behavior of nurses, three hypotheses were developed based on Gagne's Theory of Knowledge Acquisition, Ellis' Theory of Transfer of Learning, and Bloom's Theory of Affective Consequences of Knowledge. The hypotheses tested were that an experimental (E) group will learn, transfer, and demonstrate affective behaviors significantly more than control groups. Subjects were 131 staff nurses. The E group (N=36) was taught by means of filmstrip with discussion (FD). Control groups II, III, and IV (N=33, 31, and 31 subjects, respectively) were taught by means of lecture alone (L), lecture with discussion (LD), and filmstrip alone (F), respectively. The content taught was Engel's Theory of Grief and Mourning Process. Pre- and posttests were done to obtain measures on learning and transfer. Results showed that the E group transferred significantly more than the L group; in general, all groups showed significant increases in learning and transfer; film groups transferred significantly more than the lecture groups; subjects preferred LD and FD significantly more than F or L. Implications were made for education of patients, students, and staff.

Affect↗
PubMed1978

Cholinergic mechanisms in the learning and memory facilitating effect of the central stimulants. III. Influence of the anticholinergic agents on the learning and memory facilitating effect of amphetamine.

In experiments involving training of albino rats in a maze it has been established that amphetamine in a dose of 0.5 mg/kg introduced 15 min before learning has almost no effect, in a dose of 2 mg/kg it slightly deteriorates learning and retention, while in a dose of 1 mg/kg both learning and retention are markedly improved. However, introduced immediately after training, all three doses tested improve retention upon testing 24 hours and 14 days after training. Upon blocking of the central muscarine-sensitive cholinergic structures (scopolamine 2 mg/kg) and of the nicotine-sensitive structures (spasmolytin 20 mg/kg), the learning and memory facilitating effect of amphetamine is not manifested in the two experimental setups (introduction before and after training). The results resemble the case of independent administration of cholinolytics only, i.e. complete blocking of learning and memory induced by scopolamine and considerable deterioration induced by spasmolytin. The results obtained show that the realization of the learning and retention facilitating effect of amphetamine requires optimum functional level of the activity of the central cholinergic system.

Amphetamine↗
PubMed1996

Nurse manager learning styles in a learning environment.

This study focused on the development of guidelines for a training program for nurse managers in a newly formed integrated delivery system. Subjects' learning styles as defined in Kolb's Experimental Learning Theory were identified and graphically plotted in the appropriate learning environment or domain. Necessary training methods derived from Fry's Learning Environment table were applied to scores. A logical method is presented linking previous nursing student learning style studies with a cognitive schema experiment conducted with nursing novices and experts. The hypothesis that a subtle transition of learning style does occur from the concrete-divergent to the abstract-convergent as the nurse manager gains in education and moves through the management experience was supported.

Education, Nursing, Continuing↗
PubMed1998

[Professional learning and collective knowledge. Learning environment in two Norwegian hospital departments].

Conditions for learning in two Norwegian hospital departments are explored in this article. 20 in-depth interviews with physicians working on the surgical and medical departments of a large general hospital were carried out in 1994. We focus on the social aspects of learning and apply access to learning situations as an analytical perspective to explain how possibilities for learning are created in the daily activities of the two departments. Access to learning situations is created in a "zone of possibility" between the formal organisation and the more informal interpersonal networks in the hospital. The division of the department into sections is used as an example of how organisational factors determine with which areas one becomes familiar. The notion of "the good apprentice" and the relationship between initiative and invitation illuminate the significance of interpersonal factors for access to learning situations. Finally, we illustrate how time is an important but scarce resource influencing the development of shared knowledge in the department.

Clinical Competence↗
PubMed1983

Intelligence as a predictor of nonverbal learning with learning-disabled children.

Although the notion that the WISC-R measures children's learning proficiency is widespread, there are few data to support this hypothesis. The present study concerned the prediction of learning proficiency on the basis of scores on the WISC-R with 60 children referred because of classroom learning difficulties. The single best predictor, WISC-R Coding, accounted for over 50% of the variance in a controlled nonverbal paired associate learning measure. The multiple correlations for the dependent measures of trials to criteria and number of correct responses were in the 90s. In each case, the Coding and Similarities subtests, with Vocabulary in opposition, proved to be the most potent predictors of nonverbal learning.

Child↗
PubMed1990

Early inhibitory learning in the rat. I. Learning and memory development.

The present status of knowledge on early inhibitory learning and memory is presented. The inhibitory learning (passive avoidance) can be mastered by rat pups several hours after parturition, provided specific characteristics of the newborn organism and its neurobehavioral capabilities are respected. The curve of numbers of trials to criterion displays, as already reported earlier, a generally decreasing trend which is, however, interrupted by a temporary inversion in both strains studied, but at different time, taking place in Long Evans between postnatal day 1 and 2, which is shifted in Wistar pups one day later. Present data show significant learning differences between strains at postnatal days 1-4; from day 5 onward no significant differences are evidenced up to postnatal day 11. A reliable 24-hour memory shown by positive values of the retention index (RI) is revealed from postnatal day 4, having in Long Evans higher RI values. Moreover, high positive RIs of 24-hour memory are found in animals trained on the day just before the inversion of the learning development. It is conjectured that the indirect development of the early inhibitory learning is due to the developmental reorganization within CNS, and the necessity to find out its underlying mechanisms is emphasized.

Aging↗
PubMed2005

mPer1 and mPer2 mutant mice show regular spatial and contextual learning in standardized tests for hippocampus-dependent learning.

Learning and memory, like most physiological processes, seem to be under the control of circadian rhythm. The recently cloned mPer1 and mPer2 genes play an important role in the regulation of the circadian rhythm. In this study, we tested mPer1 and mPer2 mutant mice in two different learning and memory paradigms, a water-maze place navigation task and contextual fear conditioning. In both learning tests, the hippocampus is critically involved. None of these learning types were affected by the mutations, suggesting that mPer1 and mPer2 do not play a major role in the regulation of hippocampus-dependent learning and memory.

Animals↗
PubMed2004

Double dissociation of social and environmental stimulation on spatial learning and reversal learning in rats.

Environmental enrichment induces structural and biochemical changes in the brains of mammals that correlate with improved learning and memory. Research in rats suggests that social compared to inanimate stimulation might affect behavior differently, by acting upon dissociable neural substrates. Here we tested this hypothesis at the behavioral level by examining whether social and inanimate stimulation affect spatial memory formation and non-spatial discrimination reversal learning selectively. Spatial memory formation is known to depend on hippocampal-neocortical pathways, whereas reversal learning depends primarily on prefrontal cortico-striatal pathways. Male Lister hooded rats were housed singly or in groups of three in either small barren or large enriched cages, from weaning onwards. After 10 weeks of differential housing, spatial learning and memory were examined in the Morris water maze, followed by a series of tactile and odour discriminations, including discrimination reversal, in a two-choice discrimination task. Regardless of inanimate stimulation, social deprivation affected neither the acquisition of simple or complex discriminations, nor spatial memory formation, but was associated with impaired reversal learning in the two-choice discrimination task. By contrast, inanimate deprivation, regardless of social stimulation, affected neither acquisition nor reversal of two-choice discriminations, but selectively delayed the acquisition of spatial memory in the Morris water maze. This is the first demonstration of a double dissociation of early social and inanimate stimulation on two distinct behavioural functions that are mediated by dissociable underlying neural pathways. These findings strengthen the view that social and inanimate stimulation act, at least in part, upon dissociable neural substrates.

Animals↗
PubMed2005

Rethinking the learning and evaluation environment of a veterinary course in gross anatomy: the implementation of an assessment and development center and an E-learning platform.

Today's students belong to an interactive generation and receive information through multiple channels. In addition, veterinary medicine curricula are changing due to trends such as student-centered education and competence-based learning. In consequence, we were stimulated to rethink the way in which veterinary gross anatomy was taught and assessed. As a first step, the learning goals for the students participating in the veterinary gross anatomy course were clearly defined. Students had to acquire knowledge of and insight into the structure, the function, and the interrelationships of gross anatomical structures in various species. They also had to be competent in observing, palpating, and exposing the anatomical structures. Additionally, they had to attain some general skills and attitudes. Next, a learning environment was developed enabling students to accomplish these goals. The three main components of this new environment were, first, the reorientation of classic cadaveric dissections towards attaching an increased importance to the attainment of course-specific and general skills and attitudes; second, the incorporation of an e-learning platform; and third, an increase in the number of student-lecturer interactions during lecture hours. Finally, the assessment and examination were adjusted to complement the goals defined earlier and the redesigned learning environment. An assessment and development center (ADC) was introduced, where students demonstrated their skills and insights by completing job-relevant assignments within a set time limit. This ADC was used as a means of evaluating students as well as of giving them feedback. Students were enthusiastic about this way of teaching although they experienced it as difficult.

Anatomy↗
PubMed1990

The diary as a formative teaching and learning aid incorporating means of evaluation and renegotiation of clinical learning objectives.

This paper discusses the development of the diary as a learning and teaching aid within a post-basic RMN course and outlines the professional, organisational and student needs it was required to meet. Although nurse education is making positive moves towards independent learning in its various shapes and forms, it is suggested that there presently exists a need to formulate a tool to facilitate this process for the teacher, student and clinical supervisor. Whilst it would appear that the benefits to the student by this method allow a more 'process-oriented' approach to learning, it is acknowledged that the relationship between independent learning and the context of nurse education is still young, therefore a prominent area for future research. Although its primary function would be as a teaching and learning aid, it is hoped that it also could be used to obtain qualitative data to study the phenomena of 'process' learning within a practice discipline, through use of a Grounded Theory methodology.

Curriculum↗
PubMed1997

Estimating Learning Curves of Concept Learning.

In this paper, we describe an approximation method which enables us to study the average generalization performance of learning directly via hypothesis testing inequalities. This unites the learning and the hypothesis testing in a common viewpoint. In particular, we investigate learning curves of a so-called ill-disposed learning algorithm, which can provide useful implications regarding the problem of overfitting from a practical and yet scientific viewpoint. The learning problem is stated in the probably approximately correct (PAC) learning model, but only the average generalization performance is addressed. The resulting bounds are directly related to the number of system weights. The advantages of the theory are that it alleviates the practical pessimism frequently claimed for the results of the VC theory, and provides general insights. We illustrate the results with some numerical simulations. Copyright 1997 Elsevier Science Ltd.

Journal Article↗
PubMed1999

Health screening for people with learning disabilities by a community learning disability nursing service in Northern Ireland.

Over the last 30 years there has been a considerable increase in the life expectancy of people with learning disabilities. This has resulted in changing patterns of morbidity and mortality and an increasing recognition of the health needs of people with learning disabilities. Major strides forward have been made in the reduction of preventable illnesses among the general population. However, among people with learning disabilities such illnesses have received only limited health promotion attention until recently. In the last decade major gaps have been identified in the ability of current primary health services to respond to the needs of people with learning disabilities. The need to respond effectively to this situation has been identified as a priority by the current United Kingdom Government. Following an overview of the literature in relation to the changing health profile of people with learning disabilities and the need for health screening, consideration is given to some of the key difficulties which may be encountered when attempting to utilize current primary health services. The analysis of data derived from the health screening of 373 people with learning disabilities by a community nursing service in Down and Lisburn Health and Social Services Trust reveals the need for further action in relation to cardiovascular status, sensory deficits, mobility and aspects of sexual health.

Activities of Daily Living↗
PubMed1999

Structured packs for independent learning: a comparison of learning outcome and acceptability with conventional teaching.

OBJECTIVES: The GMC recommends that students become independent learners, while tutor time is an increasingly precious resource. A set of structured learning materials requiring students to undertake and reflect on practical tasks in five learning areas was developed. DESIGN: The study used a randomized control trial to evaluate the effectiveness of using these structured learning materials in place of conventional teaching for 228 third-year undergraduate students and 55 teachers, on both hospital and community based medical and general practice firms. Evaluation involved assessing student performance on an examination question and a writing task, together with a student and tutor satisfaction questionnaire. SETTING: King's College School of Medicine and Dentistry, London. SUBJECTS: Third-year medical (first-year clinical) undergraduates. RESULTS: No significant difference in learning outcome was found for students on community- and hospital-based medical and general practice firms between students who had used the structured materials and those who had had conventional teaching on the same topic. The packs were acceptable to tutors and students. CONCLUSIONS: Such resources represent a mid-point between formal didactic teaching and self-directed learning. They may be particularly suitable for promoting independent learning for students on traditional medical courses. They offer an appropriate way to cover certain topics in the clinical curriculum and help to protect tutor time for topics which cannot be effectively taught in other ways.

Clinical Medicine↗
PubMed2004

FoxP2 in song-learning birds and vocal-learning mammals.

FoxP2 is the first identified gene that is specifically involved in speech and language development in humans. Population genetic studies of FoxP2 revealed a selective sweep in recent human history associated with two amino acid substitutions in exon 7. Avian song learning and human language acquisition share many behavioral and neurological similarities. To determine whether FoxP2 plays a similar role in song-learning birds, we sequenced exon 7 of FoxP2 in multiple song-learning and nonlearning birds. We show extreme conservation of FoxP2 sequences in birds, including unusually low rates of synonymous substitutions. However, no amino acid substitutions are shared between the song-learning birds and humans. Furthermore, sequences from vocal-learning whales, dolphins, and bats do not share the human-unique substitutions. While FoxP2 appears to be under strong functional constraints in mammals and birds, we find no evidence for its role during the evolution of vocal learning in nonhuman animals as in humans.

Amino Acid Sequence↗