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PubMed1999

Meeting information needs: lessons learned from New Jersey's Individual Health Insurance Reform Program.

At national and state levels, there have been significant changes in the regulations governing individual and small group health insurance markets. Reforms to the individual health insurance market in New Jersey exemplify the challenges of informing consumers about changes in the regulation of insurers, where the changes are intended to simplify and broaden access to health insurance. To best take advantage of expanded access to coverage under new regulations governing the individual health insurance market, individuals need to understand the changed rules under which carriers determine eligibility and premiums. Survey results from New Jersey indicate, however, that a significant proportion of people who purchased policies under the restructured individual health insurance market did not fully understand how the new market operates.

Adult↗
PubMed1998

Constructive incremental learning from only local information

We introduce a constructive, incremental learning system for regression problems that models data by means of spatially localized linear models. In contrast to other approaches, the size and shape of the receptive field of each locally linear model, as well as the parameters of the locally linear model itself, are learned independently, that is, without the need for competition or any other kind of communication. Independent learning is accomplished by incrementally minimizing a weighted local cross-validation error. As a result, we obtain a learning system that can allocate resources as needed while dealing with the bias-variance dilemma in a principled way. The spatial localization of the linear models increases robustness toward negative interference. Our learning system can be interpreted as a nonparametric adaptive bandwidth smoother, as a mixture of experts where the experts are trained in isolation, and as a learning system that profits from combining independent expert knowledge on the same problem. This article illustrates the potential learning capabilities of purely local learning and offers an interesting and powerful approach to learning with receptive fields.

Journal Article↗
PubMedDate not supplied

[Relation between the process of information processing during learning and the level of motivation].

Adaptive behaviour of 58 male mice of BALB/c line was studied (10 experimental sessions) in a multialternative maze (180 positive decisions) at various levels of alimentary excitation, after 0--12--24--36 hours of starvation. It has been found that such characteristics of the brain integrative activity as power, speed and rate of the development of motor information processing (estimated by dynamics of formation of correct decisions) are in direct dependency on the level of alimentary excitation. The suggestion is discussed that the level of concrete physiological neens represents both an "energiator" of the brain activity and its directing and organizing determinant.

Animals↗
PubMed2000

Contextual cueing of visual attention.

Visual context information constrains what to expect and where to look, facilitating search for and recognition of objects embedded in complex displays. This article reviews a new paradigm called contextual cueing, which presents well-defined, novel visual contexts and aims to understand how contextual information is learned and how it guides the deployment of visual attention. In addition, the contextual cueing task is well suited to the study of the neural substrate of contextual learning. For example, amnesic patients with hippocampal damage are impaired in their learning of novel contextual information, even though learning in the contextual cueing task does not appear to rely on conscious retrieval of contextual memory traces. We argue that contextual information is important because it embodies invariant properties of the visual environment such as stable spatial layout information as well as object covariation information. Sensitivity to these statistical regularities allows us to interact more effectively with the visual world.

Journal Article↗
PubMed1992

Information feedback and the learning multiple-degree-of-freedom activities.

The influence of information feedback on the learning of a multiple-degree-of-freedom activity, the overhand throw, was investigated. During learning, feedback was presented in the form of knowledge of results, knowledge of performance, knowledge of performance with attention-focusing cues, or knowledge of performance with error-correcting transitional information. Across 12 practice sessions, performance was assessed with respect to both throwing distance and throwing form. Subjects provided with knowledge of performance along with transitional information demonstrated significant gains in throwing distance, compared with subjects receiving knowledge of performance or knowledge of results alone. Movement form ratings followed the same trend. Providing learners with cues to focus their attention on the relevant aspects of knowledge of performance or directly providing transitional information was a better aid to the acquisition of throwing form than providing knowledge of results or knowledge of performance alone. These results support the hypothesis that knowledge of results may not be the most potent form of feedback in multiple-degree-of-freedom activities and that knowledge of performance, when combined with additional information, can lead to significant gains in skill acquisition.

Journal Article↗
PubMed2005

Effects of information and machine learning algorithms on word sense disambiguation with small datasets.

Current approaches to word sense disambiguation use (and often combine) various machine learning techniques. Most refer to characteristics of the ambiguity and its surrounding words and are based on thousands of examples. Unfortunately, developing large training sets is burdensome, and in response to this challenge, we investigate the use of symbolic knowledge for small datasets. A naïve Bayes classifier was trained for 15 words with 100 examples for each. Unified Medical Language System (UMLS) semantic types assigned to concepts found in the sentence and relationships between these semantic types form the knowledge base. The most frequent sense of a word served as the baseline. The effect of increasingly accurate symbolic knowledge was evaluated in nine experimental conditions. Performance was measured by accuracy based on 10-fold cross-validation. The best condition used only the semantic types of the words in the sentence. Accuracy was then on average 10% higher than the baseline; however, it varied from 8% deterioration to 29% improvement. To investigate this large variance, we performed several follow-up evaluations, testing additional algorithms (decision tree and neural network), and gold standards (per expert), but the results did not significantly differ. However, we noted a trend that the best disambiguation was found for words that were the least troublesome to the human evaluators. We conclude that neither algorithm nor individual human behavior cause these large differences, but that the structure of the UMLS Metathesaurus (used to represent senses of ambiguous words) contributes to inaccuracies in the gold standard, leading to varied performance of word sense disambiguation techniques.

Algorithms↗
PubMed2001

Learning from noisy information in FasArt and FasBack neuro-fuzzy systems.

Neuro-fuzzy systems have been in the focus of recent research as a solution to jointly exploit the main features of fuzzy logic systems and neural networks. Within the application literature, neuro-fuzzy systems can be found as methods for function identification. This approach is supported by theorems that guarantee the possibility of representing arbitrary functions by fuzzy systems. However, due to the fact that real data are often noisy, generation of accurate identifiers is presented as an important problem. Within the Adaptive Resonance Theory (ART), PROBART architecture has been proposed as a solution to this problem. After a detailed comparison of these architectures based on their design principles, the FasArt and FasBack models are proposed. They are neuro-fuzzy identifiers that offer a dual interpretation, as fuzzy logic systems or neural networks. FasArt and FasBack can be trained on noisy data without need of change in their structure or data preprocessing. In the simulation work, a comparative study is carried out on the performances of Fuzzy ARTMAP, PROBART, FasArt and FasBack, focusing on prediction error and network complexity. Results show that FasArt and FasBack clearly enhance the performance of other models in this important problem.

Artifacts↗
PubMed2000

The role of stimulus-based and response-based spatial information in sequence learning.

In 4 experiments, relational structures were independently varied in stimulus and response sequences in a serial reaction time task. Moreover, the use of spatial and symbolic stimuli and responses was varied between experiments. In Experiment 1, spatial stimuli (asterisk locations) triggered spatial responses (keystrokes); in Experiment 2, spatial stimuli triggered symbolic responses (verbal digit naming); in Experiment 3, symbolic stimuli (digits) triggered keystrokes; and in Experiment 4, digits triggered verbal responses. The results showed that there is a remarkably stronger effect of relational structures in spatial sequences than in symbolic sequences, irrespective of whether stimulus or response sequences are concerned. This suggests that learning is particularly effective for sequences of spatial locations. It is argued that spatial learning is a critical determinant for the debate on perceptual and motor learning.

Adult↗
PubMed2004

Bimanual directional interference: the effect of normal versus augmented visual information feedback on learning and transfer.

When performing movements with different spatial trajectories in both upper limbs simultaneously, patterns of interference emerge that can be overcome with practice. Even though studies on the role of augmented feedback in motor learning have been abundant, it still remains to be discovered how overcoming such specific patterns of spatial interference can be optimized by instructional intervention. In the present study, one group acquired a bimanual movement with normal vision, whereas a second group received augmented feedback of the obtained trajectories on a computer screen in real time. Findings revealed that, relative to normal vision, the augmented feedback hampered skill learning and transfer to different environmental conditions. These observations are discussed in view of the benefits and pitfalls of augmented feedback in relation to task context and instructional condition.

Adolescent↗
PubMed1990

Using informed strategies for learning to enhance the reading and thinking skills of children with learning disabilities.

The purpose of this study was to improve the reading performance of children with learning disabilities using a classroom-based metacognitive reading program. The participants were third- and fourth-level 8- and 9-year-olds (13 boys and 5 girls) at a school for children with learning disabilities. A cross-sectional time series design was used. During pre- and posttesting participants were assessed on two measures of strategy awareness and a measure of perceived self-competence. During the instructional phase the metacognitive reading program was introduced. Participants were assessed on measures of reading performance throughout the study. In general, the findings were positive: Students increased in performance and awareness of strategies from pre- to posttesting. In addition, participants were placed in subgroups based on pretesting assessments. The subgroups differed on their improvements over time. This study provides preliminary evidence that a metacognitive reading program can be used with children with learning disabilities to improve their awareness about reading and their comprehension skills.

Awareness↗