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At least 397 records · Page 22Linked to original sources

PubMed2000

Learning- and expectation-related changes in the human brain during motor learning.

We have studied a simple form of motor learning in the human brain so as to isolate activity related to motor learning and the prediction of sensory events. Whole-brain, event-related functional magnetic resonance imaging (fMRI) was used to record activity during classical discriminative delay eyeblink conditioning. Auditory conditioned stimulus (CS+) trials were presented either with a corneal airpuff unconditioned stimulus (US, paired), or without a US (unpaired). Auditory CS- trials were never reinforced with a US. Trials were presented pseudorandomly, 66 times each. The subjects gradually produced conditioned responses to CS+ trials, while increasingly differentiating between CS+ and CS- trials. The increasing difference between hemodynamic responses for unpaired CS+ and for CS- trials evolved slowly during conditioning in the ipsilateral cerebellar cortex (Crus I/Lobule HVI), contralateral motor cortex and hippocampus. To localize changes that were related to sensory prediction, we compared trials on which the expected airpuff US failed to occur (Unpaired CS+) with trials on which it occurred as expected (Paired CS+). Error-related signals in the contralateral cerebellum and somatosensory cortex were seen to increase during learning as the sensory prediction became stronger. The changes seen in the ipsilateral cerebellar cortex may be due either to the violations of sensory predictions, or to learning-related increases in the excitability of cerebellar neurons to presentations of the CS+.

Acoustic Stimulation↗

PubMed1989

On learning ... more or less: a knowledge x process x context view of learning disabilities.

The authors review the last decade of their research on learning disabilities and conclude that knowledge x process x context is the most useful way to think about children's cognitive difficulties. According to this framework, learning disabilities is seen as a result of the interplay between a poorly elaborated knowledge base (especially in language-related domains), the biologically determined efficiencies of various microlevel processes such as encoding, and the physical and social meaning attached to performance (i.e, the context). It is suggested that this framework helps explain instances of asymmetry wherein children with learning disabilities deploy a cognitive process more or less efficiently, depending on the material and task demands. It also raises several interesting questions about the presumed "specificity" of the impairment underlying learning disablement and the possibility that these children may not differ qualitatively from nonimpaired peers, only quantitatively.

Adolescent↗

PubMed1993

Providing appropriate education for students with learning disabilities in regular education classrooms. National Joint Committee on Learning Disabilities.

This statement was developed by the National Joint Committee on Learning Disabilities (NJCLD). Representatives of the American Speech-Language-Hearing Association (ASHA) were Rhonda S. Work, Chair; Mabel L. Rice; Stan Dublinske, ex officio. Ann L. Carey, vice president for professional and governmental affairs, was the monitoring vice president. Other member organizations of the NJCLD include the Association on Handicapped Student Services Programs in Postsecondary Education; Council for Learning Disabilities; Division for Children with Communication Disorders; Division for Learning Disabilities; International Reading Association; Learning Disabilities Association of America; National Association of School Psychologists; Orton Dyslexia Society. This statement was approved by the ASHA Legislative Council in November 1990 (LC 26-90) [see Note 1].

Child↗

PubMed2001

Comparison of the hopkins verbal learning test-revised to the California verbal learning test in Alzheimer's disease.

We examined the validity of the revised Hopkins Verbal Learning Test (HVLT-R) by comparing performances on the HVLT-R and the California Verbal Learning Test (CVLT) in participants with Alzheimer's disease (AD). Total learning, delayed recall, intrusion errors, and recognition performance were significantly related across tests, but the number of perseverative responses showed no linear association. Despite similar results across measures, some of the variables were only modestly correlated, which may reflect differences in test procedures and the limited range of scores for some variables. Furthermore, the HVLT-R may not be challenging enough to elicit some of the types of recall errors commonly seen in AD to the same extent as the CVLT Nonetheless, the HVLT-R shows promise for providing a multidimensional assessment of verbal learning and memory and may be ideal in cases where brief assessment ofmemory and/or serial evaluations are needed.

Aged↗

PubMed2004

[Discovery-based teaching and learning strategies in health: problematization and problem-based learning].

Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.

Education, Medical↗

PubMed2000

Can different levels of S-R practice influence sequence learning? An investigation into the context of a perceptual-motor sequence learning task.

The main aim of the present study was to evaluate on a serial reaction time task the effect of stimulus-response (S-R) practice on sequence learning. The experiment used a pointing task which allowed recording reaction times and movement times. The basic manipulation consisted in varying the amount of S-R practice prior to sequence practice. Two main findings from this study may be highlighted. Firstly, the benefit from extensive S-R practice was mainly observed in the random practice phase. Secondly, S-R learning and sequence learning were reflected by different components of performance. The movement times were selectively sensitive to the acquisition of S-R regularities whereas the reaction times were selectively sensitive to the acquisition of sequence regularities. The implications of these results on the comprehension of the sequence learning mechanism were then discussed.

Adult↗

PubMed2002

Integration of problem-based learning in a veterinary medical curriculum: first-year experiences with Application-Based Learning Exercises at the University of Tennessee College of Veterinary Medicine.

In 1999 problem-based learning experiences were introduced into the professional curriculum at the University of Tennessee College of Veterinary Medicine as part of an overall curricular modification. Problem-based learning (PBL) was introduced into the traditional curricular format in dedicated week-long experiences (Application-Based Learning Exercises) at specific points during the first six semesters. Methods to assess the success of this integration and other curricular changes included ongoing program assessment throughout the implementation of the modified curriculum. Program assessment engaged faculty facilitators and students, who were involved in a process unfamiliar to both. Results of preliminary assessment indicate mostly positive reaction to problem-based learning, while identifying other areas of concern.

Animals↗

PubMed2006

Learning of similar complex movement sequences: proactive and retroactive effects on learning.

The authors used an interference paradigm to determine the extent to which the learning of 2 similar movement sequences influences the learning of each other. Participants (N=30) produced the sequences by moving a lever with their right arm and hand to sequentially presented target locations. They practiced 2 similar 16-element movement sequences (S1 and S2), 1 sequence on each of 2 consecutive days of practice. Control groups received only 1 day of practice on 1 of the sequences. Early in S2 practice, the experimental group demonstrated a relatively strong level of proactive facilitation arising from previous practice with S1. The advantage was not evident at the end of S2 practice or on the S2 retention test. No advantage of practicing the 1st sequence on the learning of the 2nd sequence (proactive effect) was found in the analysis of element duration in the retention and transfer tests, even though 14 of the 16 elements were common to both sequences. A strong retroactive interference on the switched elements was detected, however. Thus, the memories underpinning S1 seemed to be "overwritten" or adapted in response to the learning of S2.

Humans↗

PubMed2005

Communal versus individual learning of a math-estimation task: African American children and the culture of learning contexts.

The authors compared the performance of 78 African American 5th-grade students who studied a math-estimation task in one of two learning contexts. Learning contexts differed in the degree to which they afforded the expression of communalism. ANCOVA confirmed that posttest performance was best for students who studied in the high communal-learning context. The findings support A. W. Boykin's (1994) contention that the cultural context of learning can be a critical mediator of children's performance.

Black or African American↗

PubMedDate not supplied

Reflective learning: work groups as learning groups.

Staff development educators are challenged to develop additional learning strategies to meet the demands of the professional nurse in the changing healthcare environment today. Methodology for workplace learning is being developed to meet the critical thinking skills necessary for the professional nurse of the future. This article identifies the use of reflective learning in the workplace and reports outcomes from the implementation of the reflection-on-action technique. The implications for staff development educators are reviewed for the concept of work groups as learning groups.

Education, Nursing, Continuing↗

PubMedDate not supplied

Implications of the situated learning model for teaching and learning nursing research.

Situated learning theory is gaining increased attention in the fields of human cognition and learning. The authors discuss the key researchers and basic assumptions of situated learning, and outline implications for the design and development of instruction. The authors describe how they applied the situated model to teaching and learning nursing research, an area identified as problematic for staff, administrators, and educators. They describe their personal observations and discuss feedback from participants at the workshop. The authors conclude that the situated model is useful for exposing nurses with little prior research experience to this domain of knowledge.

Attitude of Health Personnel↗

PubMed1984

The influence of curriculum format on learning preference and learning style.

Undergraduate occupational therapy students were given the Rezler-French Learning Preference and the Kolb Learning Style Inventories at the introduction of professional course work (pretest) and upon completion of junior year course work and Level 1 fieldwork (posttest) 1 year later. The students' course work was a guided-study, modified competency-based program that included guided independent study, laboratory work, small group study, and one-to-one tutorials in preference to, but not excluding, the more traditional lecture method. After experiencing different modes of instruction, the students indicated no significant difference in their preferences for ways of learning or in processing information. Implications of these findings for the teaching-learning process are discussed.

Adult↗

PubMed1994

Layered learning. Improved learning through phased education.

If you do have the time and money to put on a "train everyone all at once in every new skill they need" educational program, then by all means, "Go for it!" However, for the rest of us, this traditional approach to education just may make initial implementation of our restructuring designs impractical. For us, Layered Learning comes to the rescue. That's the up-side of Layered Learning. Sooner. Faster. Timelier. Safer. Healthier. Cheaper. A better approach to restructuring education. The challenge of Layered Learning is that it raises restructuring education from just another "to do" on a project plan to a strategic weapon to be carefully structured and put in place. By definition, we will have to make some tough decisions in terms of defining layers and interim designs. Still, more and more hospitals around the country are discovering that Layered Learning can be a powerful ally in their restructuring initiatives. You just can't turn your back on it.

Curriculum↗

PubMed1996

Learning how to learn: the key to CQI.

All CQI/TQM efforts share a common purpose: to learn something that can correct past mistakes and/or to create better futures. Because learning is a dynamic circular process, the information about a problem or an opportunity will be limited unless four perceptions of the truth--each valid, and each incomplete--are accepted. These four types of learning styles or ways of perceiving are: abstract conceptualizers, active experimenters, concrete experiencers, and reflective observers. Unless all the stages of the learning process have been fully completed, unless all the strokes work in harmony, we cannot be confident that a CQI effort has added its full value. A CQI team's interpersonal process, the tools by which individually limited truths are forged into a consensual holistic truth, must ensure that the group's effort goes "around in circles."

Education, Continuing↗

PubMed2000

Organizational learning and the learning organization in health care.

Learning is seen as a systems-level phenomenon that stays within the organization regardless of the "players" involved. However, this article reviews some of the history of organizational learning and the learning organization and makes a proposal for how health care organizations are becoming learning organizations.

Delivery of Health Care↗

PubMed2002

Area postrema lesions impair flavor-toxin aversion learning but not flavor-nutrient preference learning.

Rats with lesions of the area postrema (APX) or sham lesions were trained to associate flavored solutions with positive or negative postingestive consequences. The APX rats were similar to controls in learning preferences for flavors paired with concurrent intragastric infusions of maltodextrin or corn oil and for a flavor paired with delayed maltodextrin infusions. In contrast, the APX rats displayed impaired aversion learning for flavors paired with toxic drug treatments (lithium chloride infusion or methylscopolamine injection). The aversion learning deficit ranged from mild to total, depending on training procedures. These findings confirm the important role of the area postrema in flavor-toxin learning but provide no evidence for its involvement in flavor-nutrient conditioning.

Animals↗

PubMed2002

Organizing to learn: recognizing and cultivating learning communities.

One of the most effective ways to learn is in a community of people with a shared purpose. Therefore, by recognizing and cultivating the learning communities that arise within most organizational structures, we are actually organizing ourselves to learn. Using stories to inspire the reader to reflect and apply these concepts, the author explores learning communities in a variety of fields, including examples that involve entire organizations, single workgroups, and those that cross organizational boundaries.

Decision Making, Organizational↗

PubMed2002

Learning approaches and learning difficulties: a comparison of Indian and Nepali dental science students.

This study explored the difference in learning approaches and difficulties of Nepali and Indian undergraduate students of dental science. A locally developed inventory was used to measure learning approach and learning difficulties. Data collected from 166 Indians and 69 Nepalis were compared. The scores on various scales of the inventory indicate that Nepalis are more fearful and less confident regarding examination and course completion and have significantly less positive perception about academic capability. Indian students scored significantly higher on motivation, interest, and deep processing. The language problem was significantly greater for Nepali students. Higher percentages of Nepalis experienced various academic and nonacademic problems. The study highlights the need to consider difference in learning approach among the students of health science courses that admit students from different academic, nonacademic, and cultural backgrounds.

Analysis of Variance↗