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PubMed1979

Aging in the rhesus monkey: effects on visual discrimination learning and reversal learning.

The behavior of aged rhesus monkeys (18 years and older) was compared to that of young monkeys (3 to 6 years old) to evaluate their relative abilities to learn a series of visual discrimination and discrimination reversal problems. Using a subject-paced, automated experimental procedure designed to optimize stimulus control and facilitate execution of choice responses, no consistent age-related differences were observed in the ability to learn new color and pattern discrimination problems of varying difficulty. However, a severe and consistent deficity on reversal learning did occur. A detailed analysis of this deficit revealed that not only did the aged monkeys take longer to extinguish the old habit and return to chance performance, but they continued to display a deficit in establishing accurate performance at above-chance levels as well. Since no reliable age differences were observed on the original discrimination learning problems, these data suggest that aging impairs mechanisms involved with response rigidity and/or susceptibility to intertrial proactive interference, more severely than those involved with the simple formation of new associations.

Aging↗

PubMed1979

Learned helplessness and learned effectiveness: effects of explicit response cues on individuals differing in personal control expectancies.

Female undergraduates (n = 62) who scored as extreme internals or externals on the Mirels Personal Fate Control Scale participated in a partial replication of Hiroto's learned helplessness experiment. Lights were added to the treatment apparatus, which made explicit to subjects the contingency or noncontingency between their responses and the termination of an aversive tone. As predicted, the performance of internals was significantly impaired by uncontrollability (learned helplessness), while that of externals was facilitated by controllability (learned effectiveness). Externals performed as well as internals in the "escapable" condition, but their performance was inferior to that of internals in the control condition. Following "inescapable" treatment, internals performed worse than externals. These results are supportive of Lefcourt's theory of cue explication. Implications for locus of control and learned helplessness research are discussed.

Acoustic Stimulation↗

PubMed1979

The inability to transfer classroom learning to clinical nursing practice: a learning problem and its remedial plan.

The inability to transfer classroom knowledge to clinical nursing practice is a common learning problem encountered by many nursing students. Manifestations of this problem may involve both the academic performance and personal development of the students: inability to solve problems in nursing situations; inflexibility and rigidity in the exercise of nursing care; fragmentation of nursing care; and apathy towards clinical practice. Because of the seriousness of this learning problem, a plan must be formulated to rectify it. This plan is developed with major emphasis on the teaching process, the student and the curriculum. One of the important roles of a teacher is to help students understand many widely useful relationships, principles or generalizations. In order to enhance transfer, nursing students must be given ample opportunities to apply the learned principles in a variety of nursing situations. Learning is a self-active process; an ideal transfer demands the students' conscious realization that transfer is possible. Students need to be committed to the belief that particular facts in the classroom study are pertinent in other situations. To promote transfer, the curriculum must be designed in such a way so that it has transfer value in terms of the students' goals and purposes. Furthermore, proper sequence of curricular activities is crucial if transfer of classroom knowledge to clinical practice is to occur.

Adaptation, Psychological↗

PubMed1992

What do medical students seek to learn from general practice? A study of personal learning objectives.

With the aim of stimulating learning which is more self directed, fourth year medical students in Liverpool are encouraged to set personal learning objectives for the general practice attachment. On average, a student defines seven objectives for the three week attachment. A classification of objectives derived from the 1989 cohort of students is presented and the objectives could be seen as focusing on the practice population and its health problems, the role of the general practitioner, the work of general practice, the management of general practice, general practice as a career, and general learning. The validity and reliability of the classification are considered. Along with the advantages of this approach in motivating students to learn, the findings are considered in relation to impending changes in undergraduate medical education and the future role of general practice teaching by departments and by practice based colleagues.

Curriculum↗

PubMed1992

Effects of fantasy contexts on children's learning and motivation: making learning more fun.

Two studies examined the effects of embedding instructional materials in relevant fantasy contexts on children's motivation and learning. In Study 1, Ss showed marked preferences for computer-based educational programs that involved fantasy elements. In Study 2, Ss worked with these programs for 5 hr. One program presented purely abstract problems. Others presented identical problems within fantasy contexts. Some Ss chose among 3 fantasies; others were assigned identical fantasies. Tests on the material occurred before, immediately after, and 2 weeks after the experimental sessions. Ss showed significantly greater learning and transfer in the fantasy than in the no-fantasy conditions. Having a choice of fantasies made no difference. Motivational and individualization strategies for enhancing interest and promoting learning are discussed.

Achievement↗

PubMed1975

Conditioned and latent inhibition in taste-aversion learning: clarifying the role of learned safety.

Experiments 1-3 investigated the applicability of the classical conditioning concept of conditioned inhibition to taste-aversion learning. Rats made ill after drinking saccharin and subsequently administered a "safe" exposure to saline (or casein hydrolysate) evidenced an enhanced preference for the safe fluid (relative to either a third, slightly aversive, solution or to water) when compared to controls in which saccharin was not previously poisoned. Such active condition inhibition was significantly reduced in Experiment 4 when two safe exposures to saline preceded saccharin-illness pairings. These results indicate that conditioned inhibition can be established in a taste-aversion procedure and that a latent inhibition manipulation reduces the ability of a taste to become a signal for safety. Implications of these findings for the learned safety theory of taste-aversion learning and the relevance to bait-shyness of principles established within the classical conditioning paradigm are considered.

Animals↗

PubMed1975

Learning and behavioral correlates in learning-disabled pupils prone to heterozygous thalassemia and sicklemia.

The pilot study was designed to vindicate planning for large-scale detection and management of two parallel genetic blood disorders occurring in large numbers of Mediterranean- and black Americans; the heterozygous minor traits of thalassemia (Cooley's anemia) and sicklemia (sickle-cell anemia). Referred pupils (N=191) matched on schools, age, and learning difficulties associated with learning disabilities were compared as to presumed ethnic origin (n Mediterranean = 80; n black = 64; n "others" = 47) and incidence of trait-related learning and behavioral characteristics. Group mean differences on the study's criteria were found to be significant. Both minor-trait prone groups equally indicated the associative effects, while the control group without tradt-predisposition showed a nonsignificant relationship, thus supporting the hypotheses and the need for large-scale research.

Achievement↗

PubMed1978

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

In experiments involving training of albino rats in a maze it has been found that strychnine (1 mg/kg) introduced 5 min before or immediately after training, improves learning and retention. 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 strychnine is not manifested. The realization of the learning and memory facilitating effect of strychnine requires optimum functional level of the activity of the central cholinergic system.

Animals↗

PubMed1976

Effects of caffeine on discrimination learning, consolidation, and learned behavior in mice.

Three sets of experiments were carried out in a Y water maze in which mice had to swim toward the light or the dark, in two different procedures. The first procedure involved, orientation toward a light source (L procedure), corresponding to natural preference, the latter involved orientation toward the dark (D procedure), corresponding to the acquisition of a new pattern of behavior. In pretrial drug treatments caffeine was administered to two groups of naive mice, tested under one of two experimental conditions. Posttrial drug treatments were made in animals learning the D procedure. Pretrained mice in the L or D procedure were finally injected with increasing doses of the drug. The results show that caffeine administration to naive animals was followed, in the D procedure, by a facilitation of learning and consolidation processes, and in the L procedure by improvements of the natural tendencies. Behavioral disruption followed treatment with the drug in mice pretrained in the D procedure, while only very high doses caused disruption in mice pretrained in the L procedure.

Animals↗

PubMed1992

Small-group instruction for students with learning disabilities: observational and incidental learning.

This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages.

Attention↗

PubMed1991

A model for collaborative service delivery for students with language-learning disorders in the public schools. Committee on Language Learning Disorders American Speech-Language-Hearing Association.

Collaborative service delivery can augment traditional methods for serving students with language-learning disorders in the public schools. In collaborative service delivery, the speech-language pathologist is an integral member of a transdisciplinary team consisting of educators, parents, and the student. Team members collaborate to formulate a single educational program for each student. The team devises all treatment goals, assessment methods, intervention procedures, and documentation systems to enhance the student's academic and social functioning in the school environment. All team members are aware of the student's entire curriculum, and team members typically share responsibility for specific educational goals. Most special services, as well as regular instruction, take place within the classroom. Administrative support is crucial to the implementation of collaborative service delivery. Effective collaboration requires that team members be allotted time to meet outside of their classroom duties. In addition, cooperation among team members is essential. Potential team members must be willing to pool their expertise and abandon notions of professional "turf." The implementation of collaborative service delivery may require some adjustment in the way speech-language pathologists and other educators perceive their roles in public school settings. However, this service delivery model holds great promise for providing services to maximize the functional potential of students with language-learning disorders.

American Speech-Language-Hearing Association↗

PubMed1991

Distance learning in a local setting: a structured learning course for the introduction of general practice to undergraduate students.

This paper describes the development and evaluation of a structured introductory course in general practice. Following some of the principles developed in distance education, the Department provides everything the student needs for the formal learning requirement as well as detailed assistance in how best to tackle the selected topics. The course was reported to be demanding, relevant and enjoyable. The major areas requiring attention were in reducing the amount of reading required, more help in learning to work in small student-run groups and more one-to-one supervision of physical examination skills. With further refinement the course should be applicable to other medical schools in developed countries.

Curriculum↗

PubMed1979

Function of color in learning an assembly task by learning disabled adolescents.

This study examined the effect of color on responses by 20 14- to 17-yr-old learning disabled students in a probation facility to a puzzle assembly task. Prior to the task, one of two randomly constituted groups of 10 viewed a black and white film illustrating a puzzle assembly, the other group viewed an identical film of the puzzle being assembled in color. Analysis indicated that color does not enhance performance in some cases and may inhibit performance.

Adolescent↗

PubMed1977

Effects of chlorpromazine and imipramine on discrimination learning, consolidation, and learned behavior in two inbred strains of mice.

Chlorpromazine and imipramine were administered to DBA/2J and C57BL/6J mice swimming in a Y water maze toward a light source (L Procedure, corresponding to innate tendency) or towards the dark (D Procedure, corresponding to the acquisition of a new pattern of behavior). In two sets of experiments the drugs were administered to naive mice before and after each training session, respectively. In both strains, in the pretrial experiments, the innate tendencies were improved by both drugs; the acquisition of a new pattern of behavior was improved following imipramine but impaired following chlorpromazine. In the posttrial experiments (D procedure) the consolidation processes of both strains were improved following imipramine and impaired following chlorpromazine. In a third set of experiments imipramine was administered to previously trained mice of both strains and chlorpromazine to previously trained C57 mice. In both procedures the administration of increasing doses of both drugs was followed by a progressive lenghtening of the swimming times in the previously trained C57 mice; performance disruptions were evident in both procedures in trained DBA mice mice following imipramine.

Animals↗

PubMed1975