PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “skill 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 271 records · Page 15Linked to original sources
PubMed2005

Motor skill training and strength training are associated with different plastic changes in the central nervous system.

Changes in corticospinal excitability induced by 4 wk of heavy strength training or visuomotor skill learning were investigated in 24 healthy human subjects. Measurements of the input-output relation for biceps brachii motor evoked potentials (MEPs) elicited by transcranial magnetic stimulation were obtained at rest and during voluntary contraction in the course of the training. The training paradigms induced specific changes in the motor performance capacity of the subjects. The strength training group increased maximal dynamic and isometric muscle strength by 31% (P < 0.001) and 12.5% (P = 0.045), respectively. The skill learning group improved skill performance significantly (P < 0.001). With one training bout, the only significant change in transcranial magnetic stimulation parameters was an increase in skill learning group maximal MEP level (MEP(max)) at rest (P = 0.02) for subjects performing skill training. With repeated skill training three times per week for 4 wk, MEP(max) increased and the minimal stimulation intensity required to elicit MEPs decreased significantly at rest and during contraction (P < 0.05). In contrast, MEP(max) and the slope of the input-output relation both decreased significantly at rest but not during contraction in the strength-trained subjects (P < or = 0.01). No significant changes were observed in a control group. A significant correlation between changes in neurophysiological parameters and motor performance was observed for skill learning but not strength training. The data show that increased corticospinal excitability may develop over several weeks of skill training and indicate that these changes may be of importance for task acquisition. Because strength training was not accompanied by similar changes, the data suggest that different adaptive changes are involved in neural adaptation to strength training.

Adaptation, Physiological↗
PubMed1992

[Training in motor skills and psychopathology. Climbing with psychotic children].

The author investigates learning skills in psychotic and borderline children through the physical activity of climbing. Motor skills are considered as an interaction between the subject and his/her environment. Motor learning skills have been studied throughout 6 training sessions in rock-climbing. Etho-clinical methods of investigation allow to assess behaviors and the meaning given by the subject to different forms of action. The author emphasizes here the pleasure/anxiety dimensions of this activity. Results show remarkable learning skills in these children. Significant increase in motor activity and in the height reached point to an obvious integrity of the mechanisms necessary to motor acquisitions. These results are closely linked with the characteristics of rock climbing, a sport involving clinging behaviors and leading to a mastering of the primary anxiety of loosing support.

Child↗
PubMed1990

Aspects of procedural memory are differentially impaired in Huntington's disease.

Procedural memory encompasses several phenomena, including motor and perceptual learning, cognitive rule learning and priming. These subclasses are differentially affected by differing neuropathologies, suggesting their functional independence and reliance upon different neural substrates. To test this hypothesis, performance on a maze learning task was compared in 15 Huntington's disease (HD) patients and 15 normal controls (NC) to assess specific route learning, cognitive skill learning and the effects of route predictability on performance. Results revealed that the HD group: (1) showed normal learning curves for a specific maze route; (2) are deficient in generalizing the cognitive skills across mazes; and, (3) fail to improve performance on a maze with a predictable route relative to mazes with unpredictable routes. These results are interpreted as supporting the independence of procedural memory subclasses. The basal ganglia are suggested as important structures in mediating the ability to generalize skills and appreciate patterned organization in to-be-acted-upon stimuli.

Journal Article↗
PubMed1990

Psychiatric hospitalization and community-based program attendance.

The psychiatric rehabilitation model of community-based treatment programs for chronic psychiatric patients advocates the teaching of community living skills. Learning these skills requires program attendance, and there is some evidence that consistent attenders are less likely to be hospitalized. This study describes a psychiatric rehabilitation program that resulted in a decrease in number of subsequent psychiatric hospitalizations. However, this decrease was unrelated to program attendance; the number of hospitalizations in the year prior to enrollment was by far the best predictor of hospitalization. Changes in perception of the patient's support network by persons making hospitalization decisions was offered as one possible explanation for the effectiveness of some community-based programs.

Activities of Daily Living↗
PubMed1996

Structure and function of declarative and nondeclarative memory systems.

This article reviews recent studies of memory systems in humans and nonhuman primates. Three major conclusions from recent work are that (i) the capacity for nondeclarative (nonconscious) learning can now be studied in a broad array of tasks that assess classification learning, perceptuomotor skill learning, artificial grammar learning, and prototype abstraction; (ii) cortical areas adjacent to the hippocampal formation, including entorhinal, perirhinal, and parahippocampal cortices, are an essential part of the medial temporal lobe memory system that supports declarative (conscious) memory; and (iii) in humans, bilateral damage limited to the hippocampal formation is nevertheless sufficient to produce severe anterograde amnesia and temporally graded retrograde amnesia covering as much as 25 years.

Amnesia↗
PubMed2001

The multiple sclerosis nurse as patient educator.

Patient education is an important part of neuroscience nursing. New treatments, such as beta interferon self-injections, have challenged nurses. The purpose of this study was to analyze the patient education given by 35 Finnish nurses who work with patients who have multiple sclerosis. The content and didactic solutions of patient education, evaluation of patients' learning skills, and learning outcomes were analyzed. Also, successful and unsuccessful patient education experiences are described. The results showed that patient teaching is based on individual and unstructured approaches. The role of the patient is important, and there is need for more systematic evaluation of learning outcomes. Results from teaching of beta interferon self-injections are similar. In general, more systematic research in this area is required.

Adult↗
PubMedDate not supplied

How do people solve the "weather prediction" task?: individual variability in strategies for probabilistic category learning.

Probabilistic category learning is often assumed to be an incrementally learned cognitive skill, dependent on nondeclarative memory systems. One paradigm in particular, the weather prediction task, has been used in over half a dozen neuropsychological and neuroimaging studies to date. Because of the growing interest in using this task and others like it as behavioral tools for studying the cognitive neuroscience of cognitive skill learning, it becomes especially important to understand how subjects solve this kind of task and whether all subjects learn it in the same way. We present here new experimental and theoretical analyses of the weather prediction task that indicate that there are at least three different strategies that describe how subjects learn this task. (1) An optimal multi-cue strategy, in which they respond to each pattern on the basis of associations of all four cues with each outcome; (2) a one-cue strategy, in which they respond on the basis of presence or absence of a single cue, disregarding all other cues; or (3) a singleton strategy, in which they learn only about the four patterns that have only one cue present and all others absent. This variability in how subjects approach this task may have important implications for interpreting how different brain regions are involved in probabilistic category learning.

Adult↗
PubMed1993

Projection from the sensory to the motor cortex is important in learning motor skills in the monkey.

1. The projection from the somatosensory cortex to the primary motor cortex has been proposed to play an important role in learning novel motor skills. This hypothesis was examined by studying the effects of lesions to the sensory cortex on learning of new motor skills. 2. We used two experimental paradigms to reveal the effects of lesions on learning of new motor skills. One task was to catch a food pellet falling at various velocities. The other task was to catch a food pellet from a rotating level. Both tasks required acquisition of novel motor skills. 3. The training was started after a lesion of the hand area in the somatosensory cortex of one hemisphere. In both tasks, monkeys had severe difficulty in learning the new skills with the hand contralateral to the ablated somatosensory cortex, compared with the hand contralateral to the intact hemisphere. 4. After acquisition of the motor skill in the hand contralateral to intact hemisphere, lesion of the somatosensory cortex hand area did not abolish the learned motor skill. 5. In control experiments, monkeys were trained to pick up a food pellet from a rotating board. This task did not necessitate acquisition of new motor skills, but could be performed by utilizing existing motor skills. Lesion in the somatosensory cortex before or after the training did not affect the execution of this task by either hand. 6. It is concluded that the corticocortical projection from the somatosensory to the motor cortex plays an important role in learning new motor skills, but not in the execution of existing motor skills.

Afferent Pathways↗
PubMedDate not supplied

Procedural memory in patients with mild Alzheimer's disease.

Motor, perceptual, and cognitive skill learning abilities of mild Alzheimer's disease (AD) patients were compared to sex-, age-, and education-matched controls. We excluded patients who were unable to perform each skill learning task with a predetermined criterion. In those who completed the task, skill learning was as good as in normal controls. On the cognitive and perceptual skill learnings, some of the AD patients, whose cognitive but not declarative memory functions were more severely impaired than in those who completed the whole session, failed to complete the task, while all patients could complete the motor task. These results support that view that patients with mild AD can acquire motor, perceptual, and cognitive skills and that the neural system subserving procedural skill is not related to the neural systems for declarative memory.

Aged↗
PubMed1996

Long-term practice effects on a new skilled motor learning: an electrophysiological study.

Cortical functions concerned with the execution of skilled movements can be studied through complex interactive tasks. Skilled performance task (SPT) offers the greatest deal of information about the electrophysiological components reflecting pre-programming, execution of the movement and control of the results. Overall, these components are indicated as "movement-related brain macropotentials' (MRBMs). Among them, Bereitschaftspotential (BP) reflects cerebral processes related to the preparation of movement and skilled performance positivity (SPP) reflects control processes on the result of performance. There is some evidence supporting a training effect on MRBMs, but less clear is whether long-term practice of a skilled activity could modify learning strategies of a new skilled task. We recorded MRBMs in subjects trained for a long time to perform a highly skillful athletic activity, i.e. gun shooting, and in a group of control subjects without any former experience in skilled motor activities. Our findings demonstrated the existence of a relationship between pre-programming and performance control, as suggested by decrease of BP amplitude and increase of SPP amplitude in presence of high levels of performance. Long-term practice seems to develop better control models on performance, that reduce the need of a high mental effort in pre-programming a skilled action.

Adult↗
PubMed2001

Learning oral presentation skills: a rhetorical analysis with pedagogical and professional implications.

OBJECTIVE: Oral presentation skills are central to physician-physician communication; however, little is known about how these skills are learned. Rhetoric is a social science which studies communication in terms of context and explores the action of language on knowledge, attitudes, and values. It has not previously been applied to medical discourse. We used rhetorical principles to qualitatively study how students learn oral presentation skills and what professional values are communicated in this process. DESIGN: Descriptive study. SETTING: Inpatient general medicine service in a university-affiliated public hospital. PARTICIPANTS: Twelve third-year medical students during their internal medicine clerkship and 14 teachers. MEASUREMENTS: One-hundred sixty hours of ethnographic observation. including 73 oral presentations on rounds. Discoursed-based interviews of 8 students and 10 teachers. Data were qualitatively analyzed to uncover recurrent patterns of communication. MAIN RESULTS: Students and teachers had different perceptions of the purpose of oral presentation, and this was reflected in performance. Students described and conducted the presentation as a rule-based, data-storage activity governed by "order" and "structure." Teachers approached the presentation as a flexible means of "communication" and a method for "constructing" the details of a case into a diagnostic or therapeutic plan. Although most teachers viewed oral presentations rhetorically (sensitive to context), most feedback that students received was implicit and acontextual, with little guidance provided for determining relevant content. This led to dysfunctional generalizations by students, sometimes resulting in worse communication skills (e.g., comment "be brief" resulted in reading faster rather than editing) and unintended value acquisition (e.g., request for less social history interpreted as social history never relevant). CONCLUSIONS: Students learn oral presentation by trial and error rather than through teaching of an explicit rhetorical model. This may delay development of effective communication skills and result in acquisition of unintended professional values. Teaching and learning of oral presentation skills may be improved by emphasizing that context determines content and by making explicit the tacit rules of presentation.

Communication↗
PubMed1998

The influence of body mass index and learned resourcefulness skills on body image and lifestyle practises.

We examined the importance of body mass index (BMI-light, medium, heavy) and learned resourcefulness skills (low, medium, high) on body image perceptions and lifestyle practises in 184 undergraduate women who were of relatively normal weight. Significant main effects were observed for the BMI and the learned resourcefulness variables. Supporting previous literature, the heavier and medium weight groups of women were more dissatisfied with their weight and appearance in comparison to the lighter weight group, but all groups shared similar eating attitudes and lifestyle practises. Also as predicted, women with low resourcefulness skills had more eating disturbances, perceived less control over their lifestyle, were more preoccupied with their weight in comparison to the high and, to a lesser extent, the medium groups. Contrary to prediction, heavier weight women with low resourcefulness skills were neither the most dissatisfied with their body shape nor the most susceptible to acquiring unhealthy lifestyle practises and disturbed eating attitudes. Implications for lifestyle counselors are discussed.

Adult↗
PubMed2001

Duration of knowledge in general thoracic surgery.

BACKGROUND: Medical knowledge changes rapidly, so current medical education approaches emphasize the development of life-long learning skills ("teaching the learner to learn") as opposed to the simple acquisition of contemporary medical knowledge. Because there are no data on the rapidity of change of general thoracic surgical knowledge, we do not know whether this trend in medical education is appropriate for thoracic surgical trainees. We undertook a study to assess the duration of knowledge in general thoracic surgery. METHODS: The first general thoracic surgery article from each issue of The Annals of Thoracic Surgery between 1965 and 1997 was abstracted into a summary statement. A form, made up of 360 summary statements in random order, was assessed by 6 general thoracic surgeons. They assessed statement validity on a 5-point scale (1 = statement false; 5 = statement true). Average statement validity scores for 30 time intervals were calculated. The relationship between time of publication and statement validity was analyzed. RESULTS: Average validity scores ranged from 2.24 (represents 1965 to 1966) to 4.32 (represents 1969 to 1970). Validity scores increased with time (y = 3.46 + 0.017x, where y is validity score and x is time), and this was significant (r = 0.40; p = 0.027). However, the absolute change in average validity scores over the 33-year study period was only 0.52 or 13.1% of the "modern" era scores. CONCLUSIONS: The assumption that medical knowledge changes quickly may not be true in general thoracic surgery. Although life-long learning skills are important, general thoracic surgery training programs should continue to emphasize fundamental knowledge in the specialty.

Clinical Competence↗
PubMedDate not supplied

Evidence for implicit sequence learning in dyslexia.

Nicolson and Fawcett (Cognition 1990; 35: 159-182) have suggested that a deficit in the automatization of skill learning could account for the general impairments found in dyslexia. Much of the evidence for their claims has been collected via a dual task paradigm, which might allow for alternative explanations of the data. The present study examines automatic skill learning in a single task paradigm and extends previous studies by independently examining the contribution of stimulus-based and response-based learning. The task replicates Mayr's (J. Exp. Psychol.: Learning Memory Cognition 1996; 22: 350-364) methodology in the Serial Reaction Time task by exposing participants to two structured displays, simultaneously. Learning is measured by comparing RT to the learned sequence against RT to a random display. This study demonstrates learning for both dyslexic and control groups for a spatial sequence which was observed and a concurrent non-spatial sequence which was responded to via a keypress. Learning of the sequence did not seem to depend on awareness of the sequence structure. These results suggest that automatic skill learning is intact in dyslexic individuals.

Adult↗
PubMed2006

Senior veterinary students' perceptions of using role play to learn communication skills.

Recent studies of veterinary practice have suggested a correlation between well-developed communication skills and job satisfaction, career retention, customer satisfaction, decreased lawsuits, and financial remuneration for veterinarians. Veterinary educators are under growing pressure to teach functional communication skills to veterinary students; however, the methods employed have not been well evaluated. In this study we have evaluated veterinary student's attitudes to learning communication skills by participating in role play. The study indicates that experiential learning modalities such as role play are perceived as effective by students, despite reluctance to participate and some discomfort surrounding participation.

Adult↗
PubMed2001

[The best way to learn consultation skills is through tutoring in clinical situations. Experiences from a course in Gothenburg].

In 1993, a ten-week course called 'Consultation knowledge' started in undergraduate medical education in Göteborg. At the beginning of clinical clerkships students learn communication skills, clinical examination skills and documentation in a clinical context. Tutors were educated and supervised and also participated in the practical examination. Feedback from students was obtained from written evaluations and analysed. Reports from teachers' follow-up meetings were also used. Feedback data functioned as an instrument in evaluation and for development of the course. Learning objectives and core content were made clear by refining the examination and by structured support to tutors. The advantages of repeated consultation skills training in the clinical curriculum are discussed.

Clinical Competence↗
PubMed2001

Predictors of recidivism in Australian juvenile sex offenders: implications for treatment.

Juvenile sex offenders charged with their first sexual offense were compared with recidivist juvenile sex offenders who had been charged with more than one sexual offense on a number of factors related to sexual offending. Participants were 70 male juvenile sex offenders, aged 13-21 years who were awaiting court disposition. Negative family history, negative family characteristics, school and learning problems, social skill deficits, deviant sexual experiences, deviant sexual fantasies, and cognitive distortions were assessed for their direct and mediating roles in recidivism. Path analysis indicated that poor social skills, learning problems, and deviant sexual experiences were causally related to recidivism of sexual offending. Poor social skills were directly related to recidivism, whereas cognitive distortions and deviant sexual fantasies mediated the role of learning problems and deviant sexual experiences. There was a significant association between deviant sexual experience and learning problems. The findings support the role of cognitive distortions and deviant sexual fantasies in recidivist sexual offending for this sample. The causal role identified for poor social skills and learning problems in recidivism for sexual offending has implications for treatment and therefore deserves further attention.

Adolescent↗