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PubMed2002

What can cardiovascular gene transfer learn from genomics: and vice versa?

The field of gene transfer has developed in an era of expanding biomedical knowledge. The potential for gene transfer to treat cardiovascular disease is great, yet identified and unidentified barriers remain. Gene transfer and its ultimate application, gene therapy, require extensive details of not only the mechanism of disease but the biological implications of the vectors used to deliver the therapeutic genes as well. Many of these details are becoming available via the study of genomics. Genomics, the study of complete genetic sequences, holds the potential for enabling and amplifying the therapeutic hopes for gene transfer. Identification of new therapeutic genes, new regulatory sequences, and establishing the patterns of gene expression from tissues exposed to vectors and transgenes will rapidly advance the application of gene transfer. Finally, there are historical and ongoing lessons learned from the development of gene transfer that may be applicable to the challenging field of genomics and may enable its future success.

Cardiovascular Diseases↗
PubMedDate not supplied

[Is it possible to transfer learned coordination of head and forepaw movements in dogs].

Dogs were trained for tonic forelimb flexion fixed to a lever in order to hold a cup with meat during eating, when the head was bent down to a foodwell. Before learning, the forelimb flexion is accompanied by the anticipatory lifting of the head bent down to the foodwell; following lowering of the head leads to an extension of the flexed forelimb. Simultaneous holding of the flexed forelimb and lowered head is achieved by learning. During the original learning, the innate head-forelimb coordination was rearranged into the opposite one. After the initial instrumental learning, the "working" forelimb was changed to test whether a transfer of the learned head-forelimb coordination would occur. It was shown that the execution of the instrumental reaction by the untrained forelimb was impossible, because the innate coordination between the head and this forelimb persisted. It could also be rearranged by learning. The involvement of the motor cortex in the unilateral rearrangement of the innate head-forelimb movement coordination is discussed.

Animals↗
PubMedDate not supplied

Lesions of the rat nucleus basalis magnocellularis disrupt appetitive-to-aversive transfer learning.

Rats with selective lesions of the nucleus basalis magnocellularis (NBM) and sham-lesion control animals were tested in an operant appetitive-to-aversive transfer task. We hypothesized that NBM lesions would not affect performance in the appetitive phase, but that performance would be impaired during subsequent transfer to the aversive phase of the task. Additional groups of NBM lesion and control rats were tested in the avoidance condition only, where we hypothesized that NBM lesions would not disrupt performance. These hypotheses were based on the argument that the NBM is not necessary for simple association learning that does not tax attention. Both the appetitive phase of the transfer task and the avoidance only task depend only on simple associative learning and are argued not to tax attention. Consequently, performance in these tasks was predicted to be spared following NBM lesions. Complex, attention-demanding associative learning, however, is argued to depend on the NBM. Performance in the aversive phase of the transfer task is both attentionally demanding and associatively more complex than in either the appetitive or aversive tasks alone; thus, avoidance performance in the NBM lesion group was predicted to be impaired following transfer from prior appetitive conditioning. Results supported our hypotheses, with the NBM lesion group acquiring the appetitive response normally, but showing impaired performance following transfer to the aversive conditioning phase of the transfer task. Impairments were not attributable to disrupted avoidance learning per se, as avoidance behavior was normal in the NBM lesion group tested in the avoidance condition only.

Analysis of Variance↗
PubMed1999

Mirror Writing: Learning, Transfer, and Implications for Internal Inverse Models.

In a study of the effects of practicing mirror writing, the effects of transfer to the nonpracticed hand and to nonpracticed phrases were assessed in 185 students. Large transfer effects were observed. An interpretation of those effects is based on a suggestion that the learning led to the creation of a new internal inverse model (or a modification of a pre-existent model) mapping the space of task variables onto the space of internal variables.

Journal Article↗
PubMed1998

Hypnotic analgesia: 1. Somatosensory event-related potential changes to noxious stimuli and 2. Transfer learning to reduce chronic low back pain.

Fifteen adults with chronic low back pain (M = 4 years), age 18 to 43 years (M = 29 years), participated. All but one were moderately to highly hypnotizable (M = 7.87; modified 11-point Stanford Hypnotic Susceptibility Scale, Form C [Weitzenhoffer & Hilgard, 1962]), and significantly reduced pain perception following hypnotic analgesia instructions during cold-pressor pain training. In Part 1, somatosensory event-related potential correlates of noxious electrical stimulation were evaluated during attend and hypnotic analgesia (HA) conditions at anterior frontal (Fp1, Fp2), midfrontal (F3, F4), central (C3, C4), and parietal (P3, P4) regions. During HA, hypothesized inhibitory processing was evidenced by enhanced N140 in the anterior frontal region and by a prestimulus positive-ongoing contingent cortical potential at Fp1 only. During HA, decreased spatiotemporal perception was evidenced by reduced amplitudes of P200 (bilateral midfrontal and central, and left parietal) and P300 (right midfrontal and central). HA led to highly significant mean reductions in perceived sensory pain and distress. HA is an active process that requires inhibitory effort, dissociated from conscious awareness, where the anterior frontal cortex participates in a topographically specific inhibitory feedback circuit that cooperates in the allocation of thalamocortical activities. In Part 2, the authors document the development of self-efficacy through the successful transfer by participants of newly learned skills of experimental pain reduction to reduction of their own chronic pain. Over three experimental sessions, participants reported chronic pain reduction, increased psychological well-being, and increased sleep quality. The development of "neurosignatures of pain" can influence subsequent pain experiences (Coderre, Katz, Vaccarino, & Melzack, 1993; Melzack, 1993) and may be expanded in size and easily reactivated (Flor & Birbaumer, 1994; Melzack, 1991, 1993). Therefore, hypnosis and other psychological interventions need to be introduced early as adjuncts in medical treatments for onset pain before the development of chronic pain.

Adult↗
PubMed1996

A follow-up study of the learning transfer process in further training of nursing staff.

The purpose of the study was to investigate whether the human and economic investment of resources in the further training of nursing and nursing assistants is justified. The study focused in particular on the transfer of knowledge from training course to working practice. It was carried out as a case study in Ringkøbing County, Denmark, during 1993/94. The population consisted of 49 nurses and 49 nursing assistants. The study showed that the participants took a keen interest in the courses. The learning process was found relevant by the nurses, but not by the nursing assistants. Neither group found that their expectations of getting more knowledge were satisfied. With respect to job-behaviour, the study confirmed the hypothesis that the practising of the content of the course will depend on the support and interest of the head of the department towards a goal-oriented development of competence and structure. If such support and interest is lacking, the course-participant will only change her own working practices, independent of the organizational structure.

Adult↗
PubMed1998

Learning transfer from flexion to extension movements: importance of the final position.

Nine subjects (experimental group) were tested on rapid elbow flexion and extension movements performed in the same final position, prior to and after extensive practice of the movements. Nine additional subjects (control group) were also tested, but without any practice between the tests. Comparison of the pretest and posttest results suggested that the experimental group decreased their variable error (i.e., standard deviation of the final movement position) in both practiced (elbow flexion) and nonpracticed (elbow extension) movement. The control group, however, did not improve in either of tested movements. The experimental group demonstrated lower variable error in the nonpracticed elbow extensions than the control group, while the same difference for practiced elbow flexion movements was slightly below the significant level. The results support the importance of the final position in programming of rapid, self-terminated movements; however, they do not rule out the role of other kinetic and kinematic variables (such as movement distance).

Adult↗
PubMed2004

Developing research management and governance capacity in primary care organizations: transferable learning from a qualitative evaluation of UK pilot sites.

BACKGROUND: The capacity and capabilities for undertaking primary care research have increased both within and outside of the UK in recent years. The UK Department of Health aims to facilitate this further by establishing a national network of primary care organizations (PCOs) ready to act as hosts for shared research governance systems. However, it is unclear which models offer the most effective option. In addition, there is confusion over new processes and concern that researchers may be deterred from addressing important questions. OBJECTIVES: The research ascertains how PCOs selected as pilot sites have organized research management and governance (RM&G). METHODS: We adopted a case study approach involving interviews with key informants in a purposive sample of eight pilot PCO (RM&G) sites. RESULTS: Motivating factors for PCOs to host RM&G included the possibility of additional resources and more effective use of research to improve service delivery. A range of organizational models were adopted, often reflecting existing strategic alliances. It is envisaged that it will not be effective or cost-effective for many PCOs to make individual arrangements for RM&G, and so models are already developing among groups of PCOs and partner organizations. The extent of partnerships between PCOs varied with concern over critical mass and dilution of expertise in larger groupings. The development and implementation of systems in pilot sites was facilitated by the support of the wider PCO in recognizing research as a valued and integral part of the organization; the effective management of relationships and the establishment of equal partnership arrangements for RM&G, and the effective use of existing R&D infrastructure and expertise. CONCLUSIONS: RM&G partnerships vary according to local circumstances. It is likely that groupings will develop in the future with increasing co-terminosity and across wider health organization boundaries, such as Strategic Heath Authorities (in the UK) or primary care research networks. Critical mass of RM&G arrangements is likely to be linked to levels of research activity. There are real concerns over the levels of bureaucracy associated with the implementation of research governance; however, those PCOs that develop as RM&G sites have the opportunity to enrich their organizations and expand clinically relevant R&D. Partnership working within PCOs and with primary care research networks, academic departments or acute trusts, may be the key to success. Those undertaking research within primary care settings outside of the UK can learn important lessons from the UK experience and ensure development of high quality research that informs improvements in patient care.

Delivery of Health Care↗
PubMed1997

Interhemispheric transfer of learning in brain-damaged patients.

The purpose of the present study was to assess some of the mechanisms involved in the compensation of impaired cerebral functions in patients with unilateral brain lesions. Thirty patients with lesions of the left (dominant) hemisphere and 30 patients with lesions of the right (minor) hemispheres were studied. The subjects were blindfolded and submitted to some tests of manual performance, i.e. the relief maze test and identification of geometrical figures. The performances of each hand were determined, before and after ipsilateral and contra-lateral training. A post-training improvement index was also established. The hand related to the damaged hemisphere showed the worse performance. The post-training improvement was lower for the damaged hemisphere. The learning transfer test after contralateral training showed an improvement of the damaged hemisphere significantly greater than that of the healthy one. The authors conclude that in patients with unilateral brain lesions, the healthy hemisphere can compensate for some of the impaired higher cerebral functions by a transfer of information and learning to the damaged one.

Adult↗
PubMed2000

Timing and force components in bilateral transfer of learning.

Bilateral transfer of perceptual and motor components in movement control was investigated through two experiments. In Experiment 1 a simple anticipatory timing task was practiced with either the preferred or the nonpreferred hand. After a short resting interval an additional set of trials was performed with the contralateral hand. In Experiment 2, the same experimental design was used to investigate bilateral transfer of fine force control in a wrist-flexion movement. Analysis of the results showed that bilateral transfer of learning took place for both anticipatory timing and force control, with more noticeable transfer of training for the former. Asymmetry in transfer was found for force control, with significant transfer only in the preferred-to-nonpreferred direction. Transfer of anticipatory timing occurred similarly in both directions. These results indicated anticipatory timing as a powerful component for bilateral transfer, while force control showed to be more dependent on practice with the specific muscular system.

Adolescent↗