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PubMed2003

Visuomotor coordination and visuospatial working memory of children with specific reading disabilities: a study using the Rey-Osterrieth Complex Figure.

The aim of the present study was to examine the visuospatial perception, short-term working memory, and motor skills of children with special reading difficulties, using the Rey-Osterrieth Complex Figure, which can record visuomotor and memory skills, observe drawing processes, and detect deficiencies in specific skills. 306 right- and left-handed boys and girls, ages 6.6 to 9.6 yr. (102 with special reading difficulties, 102 normal readers, and 102 with general learning difficulties) comprised one experimental and two control groups, respectively. The task was to depict the Rey-Osterrieth Complex Figure under two conditions, copying and drawing it from memory. Analysis indicated that (a) difficulty of the depiction of the Rey-Osterrieth Complex Figure, especially from memory, sharply affects children's performance and (b) the experimental group's performance was significantly poorer than that of controls in both conditions. The results are discussed in view of the predictive value of certain motor and cognitive skill deficiencies of children with special reading difficulties.

Child↗

PubMed2006

Correlations between perfectionism and coping strategies in response to researcher-selected vignettes or participant-selected events.

Participants, taking classes that met general learning requirements, were 133 men and 240 women from two private, Catholic, liberal arts college campuses. The sample consisted of 131 first-year students, 91 sophomores, 70 juniors, and 81 seniors. The sample was 95.2% Euro-American, consistent with the populations of these campuses, and 98.1% were between 18 and 22 years old. There were five different survey packets. One packet asked participants to report how they coped with a self-selected situation from their own past (Standard Condition). The other four packets asked participants how they would cope with one of four vignettes developed by the researchers. Two vignettes described common social situations, and two described common academic situations a college student would find stressful. The packets were randomly distributed among participants. Several significant correlations between perfectionism and coping strategies were found for the 4 vignettes, but none were found under the Standard Condition. Were there a self-serving bias in participants' reports of past situations in which they remember coping successfully, correlations would be diminished between coping and perfectionism in the Standard Condition.

Adaptation, Psychological↗

PubMed1997

Parallel distributed processing and executive functioning: Tower of Hanoi neural networkmodel in healthy controls and left frontal lobe patients.

Previous clinical studies have demonstrated that executive functioning has a significant association with the frontal lobes. In this study we examined executive functioning with parallel distributed processing (PDP) methodology by attempting to replicate Tower of Hanoi (TOH) neuropsychological test performance differences in normal healthy controls vs. left frontal lobe patients. Initial theoretical experiments were carried out to solve computer subprocessing constraints of the TOH partially by determining the programming prerequisites for a specific number of rings, efficient sequencing, and a general learning rule. These preliminary studies were then modified using a back-propagation neurocomputational approach. Computer program output showed a resemblance to normal controls' TOH moves. Degrading of the left frontal lobe patients' network resulted in characteristic impairments of executive functioning, i.e., perseveration and rule-braking.

Algorithms↗

PubMed1990

How much practice makes perfect? A quantitative measure of the experience needed to achieve procedural competence.

Based on the general learning curve formula, the authors have devised a method to estimate the experience needed to achieve competence in the performance of medical and surgical procedures. The method quantitates the learning ability of the trainee, the technical difficulty of the procedure, and the expected level of competence. Two retrospective applications demonstrate the ease of use and reliability of the method.

Clinical Competence↗

PubMed1994

Parental-based intervention with pre-school language-delayed children.

Mothers of children randomly allocated to an experimental group attended fortnightly group parental language training sessions, over a 6-month period. Mothers of children allocated to a matched no intervention control group received no special attention. The results showed significantly greater gains in the expressive language skills of the experimental group compared to the control group. A second experiment was designed to compare the parental involvement approach with direct, individual treatment and to clarify the role of non-specific 'Hawthorne-type' effects. The experimental group mothers attended parental language training sessions, as above. The parental control group mothers also attended training sessions, with the emphasis on general learning skills rather than language. A third group of children received individual, direct speech and language therapy. Results showed significantly greater language gains in the parental language training group and in the individual group in comparison with the non-specific training group. The two former groups did not differ significantly, indicating that, for these groups and this methodology, parental language training is as effective as individual speech and language therapy. The results also indicate that the effectiveness of the parental involvement approach cannot be accounted for by non-specific factors. The research findings are discussed, together with the professional implications of the study and recommendations for further research.

Adult↗

PubMedDate not supplied

Intervention approaches and children with developmental coordination disorder.

Children with Developmental Coordination Disorder (DCD) have a marked impairment in the performance of functional motor skills required to succeed at school. Longitudinal studies show that without intervention children with DCD often do not improve with development and the poor motor behaviour appears to have a detrimental effect on other aspects of functioning such as school achievement, behaviour and self esteem. Outside of clinical situations, there are only a small number of controlled empirical investigations, and from this small number two types of approaches emerge. The first concentrates on processes underlying motor skills and purports to improve areas such as kinesthesis or sensory motor processes. The second concentrates on teaching functional tasks aiming to specifically intervene in the deficient areas. Evaluations of these approaches show that they both work, producing significant improvements over control groups but show no differences between other approaches. It is hypothesized that more general learning principles are producing the effect, such as accurate assessment and tailoring activities to meet the needs of any individual child. Further, it is suggested that work with non-specialists in the motor area, such as teachers and parents, is a way forward with all but the most severely affected children.

Child↗

PubMed2002

Bidirectional priming in infants.

In associative priming, the direct activation of one concept indirectly activates others that are associated with it, depending on the directionality of the association. We asked whether associative priming in preverbal infants is bidirectional. Infants associated a puppet imitation task with an operant train task by watching an adult model target actions on the puppet in the incidental context of the train. Later, priming of the forgotten memory of the train task reactivated the infants' memory of the puppet task (Experiment 1), and priming of the infants' forgotten memory of the puppet task reactivated their memory of the train task (Experiment 2). The finding that associative priming was bidirectional offers new insights into the nature of the mnemonic networks formed early in infancy. Additionally, the fact that the present association was formed rapidly and incidentally suggests that a fast mapping, general learning mechanism, like that posited to mediate word-object learning, was responsible for its encoding.

Female↗

PubMed2000

Neural network models of categorical perception.

Studies of the categorical perception (CP) of sensory continua have a long and rich history in psychophysics. In 1977, Macmillan, Kaplan, and Creelman introduced the use of signal detection theory to CP studies. Anderson and colleagues simultaneously proposed the first neural model for CP, yet this line of research has been less well explored. In this paper, we assess the ability of neural-network models of CP to predict the psychophysical performance of real observers with speech sounds and artificial/novel stimuli. We show that a variety of neural mechanisms are capable of generating the characteristics of CP. Hence, CP may not be a special model of perception but an emergent property of any sufficiently powerful general learning system.

Humans↗

PubMed2004

[Psychosomatic factors of resistance to hypoxia].

During formation of human long-term adaptation to cold-hypoxic influence, the some dynamics of psychological mechanisms contribution was revealed. On the first step of adaptation process, emotional-volitional personal peculiarities are significantly contributing; on further steps, communicability and general learning abilities are gaining importance. Anxiety, tenseness, diffidence and too strong self-control limit the hypoxic resistance far before restriction of physiological markers of the organism's functional abilities. Adaptation to cold-hypoxic effect contributing to organism stress-limiting system is believed to help experiencing extreme somatic and psychic loads by the people from psychological risk group.

Adaptation, Psychological↗

PubMedDate not supplied

[Musical perception and cognitive functions. Is there such a thing as the Mozart effect?].

INTRODUCTION: Throughout the second half of the 20th century important advances were made in the study of neurobiology related to the processing of music, the differences and similarities between the neural pathways involved in language and in music, the role played by each hemisphere in recognising these stimuli, and the effects that exposure to certain specific pieces of music could have on the cognitive functions. DEVELOPMENT: The objective of this study is to review the literature concerning music and the central nervous system, bearing in mind the above-mentioned aspects. Likewise, we also wanted to analyse the reports referring to the Mozart effect and Tomatis, in addition to those dealing with formal musical education and its effects. The increased capacity to respond in visuospatial-type tasks after exposure to music by Mozart has triggered a commercial boom which makes use of isolated data, while the real extent of the effect remains unknown. CONCLUSIONS: After reviewing the scientific literature on this subject, it was found that the effects of exposure to music by Mozart (the 'Mozart effect') when they actually occurred, were limited to a specific skill that did not last for more than a few minutes. Formal musical education, on the other hand, shows more permanent positive effects but which can be attributed to the individual attention the pupil receives and to the stimulation in basic skills for general learning.

Auditory Perception↗

PubMed1990

Neuropsychological investigation of patients with AIDS and ARC.

A group of 34 homosexual men with acquired immune deficiency syndrome (AIDS) spectrum disorders were assessed for cognitive impairment on a range of neuropsychological tests. There were 17 patients with AIDS, and 17 with AIDS-related complex (ARC). Although none of the patients showed signs of the severe dementing syndrome that has been described in persons with HIV infection, they demonstrated signs of cognitive impairment consistent with organic brain dysfunction. The profile of deficits shown by AIDS and ARC patients could be broadly grouped into disorders of recent and delayed memory and learning, generalized cognitive slowing, and reduced mental flexibility. Considerations of the clinical and neuropathological similarities between subcortical dementing syndromes and HIV-related cognitive impairment suggest that in both processes the pathogenesis of the observed deficits may involve disruption of frontodiencephalic projections.

AIDS Dementia Complex↗

PubMed1983

Inadequacy of sex knowledge of adolescents: implications for counselling and sex education.

There is abundant evidence relating to the paucity of sex-oriented knowledge by the average adolescent across cultures. Investigations have demonstrated that such sex learning, generally colored with misconceptions and misinformation, is obtained almost entirely from the peer group since cultural inhibitions and puritan attitudes often prevent open discussions of the subject of sex with teachers, parents or other adults. There is also every indication that adolescents' natural interest in and preoccupation with human sexuality is on the increase, aided by the current massive circulation of pornographic literature, adult examples of sexual irresponsibility and the strong desire to conform with peer norms. This paper therefore suggests that if premature teenage pregnancy as well as social, emotional and psychological consequences of teenage genital exploration is to be avoided or controlled, then a comprehensive program of sex education and sex counselling for boys and girls in the second decade of the life cycle is overdue.

Adolescent↗

PubMedDate not supplied

The course of aversive conditioning related to the excretion of catecholamines, DOPA and their oxidoreduction states.

Excretion of catecholamines, DOPA and their oxidoreduction states were studied during aversive conditioning in a 10-sitting experiment in man. Urinary samples in 3 intervals of 8 h. before respective sitting and 20, 80 and 200 minutes after the sitting. The initial unspecific phase of conditioning corresponds to an increase and decrease of catecholamine elimination characterized by a prevailing of adrenaline and noradrenaline (interpreted as the same change in level of unconditioned excitability). In the specific phase of conditioning more important participation of dopamine and probably DOPA and their metabolites were observed. The anticipatory conditioned reflex itself (manifested in urinary samples before resp. sittings) is characterized by surplus of adrenaline and noradrenaline. The results support our conception of two phases in conditioning (and generally learning) process.

Avoidance Learning↗

PubMed1994

Role for animal research in the investigation of human mental retardation.

Animal models of the cognitive deficiency states of mental retardation per se are underutilized. A general learning impairment model and a reasoning/insight model, both in rats, were reviewed for parallels to theories of human cognitive deficiency. Predictions were made for the relevance to human mental retardation. Although the parallel development of human mental deficiency research and animal cognition research has precluded substantial benefits at this time, a wider reading of the animal literature by human mental retardation researchers would benefit both animal cognition research and human mental retardation research.

Animals↗

PubMedDate not supplied

Using hypertext to facilitate nurse education.

The increased use of both multimedia and the World Wide Web for nurse education necessitates critical examination of the use of hypertext in nursing education. The use of hypertext and multimedia have the potential to revolutionize teaching and learning generally, and have a significant impact on nursing specifically. This article discusses hypertext use in nurse education and incorporates an examination of cognitive theories to identify specific hypertext design strategies customized for nursing user groups. Particular attention is directed to the application of cognitive flexibility theory to hypertext design for nurse education, highlighting the representation of both complex clinical situations and human physiology. The article concludes with a discussion of the potential uses of hypertext as a means of accessing information by nurses in clinical practice.

Cognitive Science↗

PubMed1998

Teaching community-oriented primary care through longitudinal group projects.

BACKGROUND: Though community-oriented primary care (COPC) has been advocated as an effective way of addressing health problems of communities, it is neither widely understood nor frequently practiced. Because COPC requires an extended period of time, as well as an approach and skills not generally learned in medical training, effectively incorporating COPC training into medical education is difficult and not frequently attempted. This paper describes a COPC curriculum for family practice residents based on required participation in a longitudinal group project. METHODS: Residents participated in successive groups that completed a COPC project over a 2-year period. Twenty-two of 26 PGY-2 residents completed an attitude and knowledge test before and after participation in the curriculum. A qualitative evaluation of the curriculum was also performed. RESULTS: Pretest and posttest responses showed significant improvement in residents' knowledge about COPC and a small but significant decline in attitudes toward COPC. Residents' reactions to the curriculum in the qualitative evaluation were both positive and negative. Residents enjoyed the group process and found it intellectually stimulating. Many reported, however, that they did not feel ownership of the project, that working through the four-step systematic COPC process was slow and cumbersome, and that they had learned only part of the COPC process. Residents consistently reported becoming more aware of the importance of discussing the focus of the project (i.e., childhood discipline or domestic violence) with their patients and feeling more comfortable initiating such discussions. CONCLUSIONS: A COPC curriculum based on required participation in a 2-year group project promoted completion of substantial projects. There were trade-offs in resident experience, including loss of continuity for individual residents. Effectively teaching COPC and engaging residents in community-oriented activities remains a challenge.

Community Health Services↗

PubMed1998

[An enemy of the people--Ibsen as a teacher of public health].

This article is a study of the play An Enemy of the People (1882) by Henrik Ibsen (1828-1906). One of its main characters, Dr Tomas Stockmann, has a crucial role in the discussion about the medical conditions at the public baths. Four excerpts from the play is presented for further discussion. The focus of this article is on Dr Stockmann's work as a public health physician: What causes Dr Stockmann's failure in bringing his report on the medical conditions at the baths to the public? What can physicians in general learn from Dr Stockmann? The article concludes that Dr Stockmann richly illustrates communicative failure and that he is a complex figure, provocative as well as inspiring--something in between a medical savage and a public health hero.

Drama↗

PubMed2006

Stochastic complexities of general mixture models in variational Bayesian learning.

In this paper, we focus on variational Bayesian learning of general mixture models. Variational Bayesian learning was proposed as an approximation of Bayesian learning. While it has provided computational tractability and good generalization in many applications, little has been done to investigate its theoretical properties. The asymptotic form was obtained for the stochastic complexity, or the free energy in the variational Bayesian learning of a mixture of exponential-family distributions, which is the main contribution this paper makes. We reveal that the stochastic complexities become smaller than those of regular statistical models, which implies that the advantages of Bayesian learning are still retained in variational Bayesian learning. Moreover, the derived bounds indicate what influence the hyperparameters have on the learning process, and the accuracy of the variational Bayesian approach as an approximation of true Bayesian learning.

Animals↗