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PubMed1997

Lack of shuttlebox avoidance learning in autoimmune BXSB mice: a test of learned helplessness.

1. The authors investigated whether learned helplessness was a possible explanation for the observed learning deficits demonstrated by autoimmune mice in shuttlebox avoidance. If mice were experiencing learned helplessness during the avoidance testing, one would expect this to transfer to other behavioral tests resulting in lower learning scores. 2. One group of BXSB mice was tested in avoidance first, a water version of the Lashley III maze second, and water escape last, while another group was given these tests in the reverse order. 3. Animals who were exposed to avoidance first did not demonstrate any learning deficits in subsequent tests, suggesting that there were no adverse effects of avoidance training on later water maze learning. 4. However, correlations between number of null responses during avoidance learning and two other measures suggest that the null response measure may be an index of a continuum of learned helplessness within the BXSB strain.

Animals↗
PubMedDate not supplied

Development of alterations in learning: situational learning disabilities.

Until now the nursing diagnosis knowledge deficit has served as a label for all teaching/learning situations. This is inadequate and does not effectively give direction to correct intervention(s). The purpose of this article is to present the diagnostic concept, situational learning disability (SLD), a component of Alterations in Learning, which has been identified as an area to be developed in the Knowing pattern of the NANDA taxonomy. A thorough review of the literature and empirical support involving 20 cardiology patients on a 27-bed telemetry step-down unit is provided. The data support the development of two nursing diagnoses: (1) situational learning disability: impaired ability to learn; and (2) situational learning disability: lack of motivation to learn. The proper identification of these diagnoses can assist nurses in discriminating between patients who can learn, those who cannot learn, and those who need adjustments made in order to facilitate their learning. With this information nurses will be able to make decisions concerning the timing and type of intervention that is most appropriate.

Adult↗
PubMed1996

Unsupervised concept learning and value systematicity: a complex whole aids learning the parts.

Ease of learning new concepts may best be understood by simultaneously considering models of learning and theories of how "good" systems of categories are organized. The authors tested the effects on learning of value systematicity, a proposed organizing principle: If 1 attribute is predictive of another, it should predict still more. This principle derives from focused sampling in the internal feedback model (D. Billman & E. Heit, 1988) of unsupervised, or observational, learning. In 3 experiments, the authors tested how the organization of structure in input (value systematicity) affected unsupervised learning of categories about alien animals. Across all experiments, learning a target rule was easier in conditions with high value systematicity, relative to several low systematicity controls. The authors compare results to predictions of several learning models and consider the links between learning and the resulting category structure.

Adult↗
PubMed1995

Implicit learning and concept learning.

In Experiments 1 and 2, subjects were exposed to letter strings that followed a pattern--the second letter was always the same. This exposure was disguised as a test of immediate memory. Following this training, subjects could discriminate new letter strings following the pattern from letter strings not following the pattern more often than would be expected by chance, which is the traditional evidence for concept learning. Discrimination was also better than would be predicted from subjects' explicit report of the pattern, demonstrating the co-occurrence of concept learning and implicit learning. In Experiment 3, rules were learned explicitly. Discrimination was worse than would be predicted from subjects' explicit report, validating the implicit learning paradigm. In Experiment 4, deviations from a prototypical pattern were presented during training. In the test of discrimination, prototypes were as familiar as old deviations and more familiar than new deviations, even when considering only implicit knowledge. Experiment 5 found implicit knowledge of a familiar concept. These results are consistent with the hypothesis that the distinguishing features of a concept can be learned implicitly, and that one type of implicit learning is concept learning.

Adult↗
PubMed1995

The assessment of student nurse learning styles using the Kolb Learning Styles Inventory.

The learning styles of 192 Registered General Nursing/DipHE students was determined using the Kolb Learning Styles Inventory prior to the students having any formal contact with lecturing staff. The percentage of students having a predominantly concrete learning style was 53.7%, while 46.3% were predominantly reflective. This finding is in keeping with those of Laschinger & Boss (1984), who suggest that they are supportive of Kolb's theoretical tenet that concrete learners tend to choose people-oriented professions. Chi-squared tests were used to determine if the respondent's learning styles varied with either age, sex or having been in employment prior to becoming a nursing student; no statistically significant associations were found. A further chi-squared analysis was performed to see if there was a relationship between learning style and those students who possessed: 1) only the DC test, 2) O-levels as highest qualifications, and 3) A-levels as highest qualifications--no statistically significant associations were found. There remain measurement problems with the Kolb inventory, and a discussion of some of these issues are presented. The findings have reinforced the need for using a variety of delivery styles with students, with an emphasis on participation and experiential learning. This need for variety is essential given the distribution of learning styles found with the students. Nurse educators are urged to re-examine perceptions and assumptions about student learning needs.

Adolescent↗
PubMed1998

Reward-produced memories regulate memory-discrimination learning, extinction, and other forms of discrimination learning.

In memory-discrimination learning, reward-produced memories are differentially rewarded such that they are the only stimuli available to support discriminative responding. Memory-discrimination learning was used in this study as follows: Reward-produced memories that were assumed to regulate instrumental performance in previously reported extinction and discrimination learning investigations were isolated and explicitly differentially reinforced (prior to a shift to extinction) in each of 4 runway investigations with rats. Results obtained here in the explicit discrimination learning stage and in the subsequent extinction stage were consistent with the prediction of the memory view and with prior discrimination learning and extinction findings. The memory interpretation was applied to memory-discrimination learning, to extinction, and to 2 other types of discrimination learning. It appears that a theory must use reward-produced memories to explain all 4 types of discrimination learning.

Animals↗
PubMed1985

Thalamocortical relations in taste aversion learning: II. Involvement of the medial ventrobasal thalamic complex in taste aversion learning.

Previous neurobehavioral studies have implicated the gustatory thalamocortical relay as a functional substrate of conditioned taste aversion (CTA) learning. These experiments were conducted to examine the involvement of the gustatory thalamic nuclei in fundamental taste reactivity, gastrointestinal reactivity, and CTA learning. In Experiment 1, bilateral electrolytic lesions were produced in the medial ventrobasal thalamic complex (VBm), including the thalamic gustatory nuclei, in one group of rats. A separate group of rats received control lesion placements in the mediodorsal-periventricular (MD-PV) thalamic nuclei. Animals then received preference-aversion taste tests followed by CTA conditioning. At the conclusion of conditioning, lesions were produced in the anterior insular gustatory neocortex (AIGN) to evaluate whether or not the AIGN contributed to CTA learning in animals lacking VBm thalamus. Results of Experiment 1 indicated that control lesions did not disrupt taste reactivity, gastrointestinal reactivity, or CTA learning. Destruction of VBm thalamus attenuated taste reactivity to sucrose, citric acid, and quinine hydrochloride; however, such lesions did not impair normal taste reactivity to sodium chloride. Lesion placements in VBm thalamus also did not reliably impair gastrointestinal reactivity to ingested LiCl. Elimination of VBm thalamus markedly attenuated CTA learning. Results of neocortical lesion manipulations showed that the AIGN contributed to initial CTA learning in animals lacking MD-PV thalamus but that the AIGN did not mediate initial CTA learning in animals lacking VBm thalamus. Whether animals lacking VBm thalamus used olfactory cues associated with drinking solutions to acquire CTAs was evaluated in Experiment 2. Results of Experiment 2 demonstrated that animals lacking VBm thalamus and the olfactory bulbs could not acquire aversions to ingested LiCl following eight conditioning trials. These experiments demonstrate that destruction of VBm thalamus, including the gustatory thalamic nuclei, is sufficient to prevent CTA learning.

Afferent Pathways↗