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At least 469 records · Page 26Linked to original sources
PubMed1999

Learning volleyball serves: a preliminary study of the effects of knowledge of performance and of results.

Recently, doubts have begun to surface about the emphasis that for years has been given to the variable knowledge of results in motor learning, and a view has been expressed that information on how an action has been made (knowledge of performance) may be of more use. This study compared the two types of information in learning a volleyball serve by eight subjects, who were given the two kinds of feedback at various points in the process. Analysis seems to show that knowledge of performance tends to be more effective for learning and that there may be interference across information if knowledge of results is provided after knowledge of performance.

Adolescent↗
PubMed2000

Sources of information used by patients to learn about chemotherapy side effects.

BACKGROUND: Little is known about the relative importance of specific information sources patients use to obtain knowledge about treatment side effects. The authors examined information sources used to learn about side effects, why patients believe they will experience some but not others, and the meanings side effects have in terms of treatment efficacy. METHODS: Before treatment, 31 ovarian cancer patients and 81 men and women with a variety of cancer diagnoses completed a questionnaire assessing their expectations about experiencing specific side effects of chemotherapy and information sources used. RESULTS: The doctor or nurse was the most frequently cited source of side-effect information, with readings second. While most thought they would get certain side effects because the doctor or nurse had said so, most instinctively believed they would not get others. CONCLUSIONS: Patients relied on medical and non-medical information sources. Further research could examine other sources for their influences on information-seeking activities.

Aged↗
PubMed1999

A model of probabilistic category learning.

A new connectionist model (named RASHNL) accounts for many "irrational" phenomena found in nonmetric multiple-cue probability learning, wherein people learn to utilize a number of discrete-valued cues that are partially valid indicators of categorical outcomes. Phenomena accounted for include cue competition, effects of cue salience, utilization of configural information, decreased learning when information is introduced after a delay, and effects of base rates. Experiments 1 and 2 replicate previous experiments on cue competition and cue salience, and fits of the model provide parameter values for making qualitatively correct predictions for many other situations. The model also makes 2 new predictions, confirmed in Experiments 3 and 4. The model formalizes 3 explanatory principles: rapidly shifting attention with learned shifts, decreasing learning rates, and graded similarity in exemplar representation.

Cues↗
PubMed2002

[Functional specifics of cortical associative regions participating in learning to differentiate visual information in monkeys].

In 3 groups of monkeys: intact, those with their 7th field bilaterally removed, and those with bilateral removal of the sulcus principalis, functional specifics of the cortex' associative areas were studied. Removal of the 7th field practically does not affect processes of training for images with such features as spatial frequency, colour, and images of animals, but considerably impairs the learning characteristics in visual differentiation of objects' size and spatial interrelationships among objects. Removal of the sulcus principalis considerably impairs the characteristics of differentiation of objects' size and spatial interrelationships among them, as well as differently coloured stimuli. In both these groups, the stable motor response term and the probability of refusal increase. The data obtained suggest that the sensory processing results in forming a few (at least three) functional visual informational flows with which different cortical areas operate.

Animals↗
PubMed2000

Converging evidence that visuospatial cognition is more age-sensitive than verbal cognition.

In 3 separate experiments, the same samples of young and older adults were tested on verbal and visuospatial processing speed tasks, verbal and visuospatial working memory tasks, and verbal and visuospatial paired-associates learning tasks. In Experiment 1, older adults were generally slower than young adults on all speeded tasks, but age-related slowing was much more pronounced on visuospatial tasks than on verbal tasks. In Experiment 2, older adults showed smaller memory spans than young adults in general, but memory for locations showed a greater age difference than memory for letters. In Experiment 3, older adults had greater difficulty learning novel information than young adults overall, but older adults showed greater deficits learning visuospatial than verbal information. Taken together, the differential deficits observed on both speeded and unspeeded tasks strongly suggest that visuospatial cognition is generally more affected by aging than verbal cognition.

Adolescent↗
PubMedDate not supplied

Lessons learned during 15 years of clinical information system experience.

This article describes lessons learned during an initial intensive care unit point-of-care clinical information system implementation and subsequent expansions to other units and hospitals in a multihospital healthcare delivery system. Although the implementation and expansions were primarily successful, lessons learned include developing a broad base of support, making decisions through consensus, addressing conflict when it occurs, keeping user expectations realistic, preparing for the change process, implementing the computer information system in stages, challenging existing work processes, viewing the implementation as a process, and choosing a project leader with outstanding communication and group process skills in addition to technical skills.

California↗
PubMed2006

Spatial processing and perceptual sequence learning in SRT tasks.

We investigated the influence of processing relevant spatial information on learning a probabilistic sequence of irrelevant locations. Using the SRT design of Remillard (2003), we found that spatial perceptual learning occurs with paired but not with single targets. The pairs of targets consisted of the same stimuli, but in a different order, so that responses could have been based on the left-right location of an element, relative to the other element of the pair. The prerequisite of spatial pairs of targets suggests that spatial processing of relevant information plays a crucial role in perceptual location learning. In addition, spatial perceptual learning only took place when the target pair was presented together with other stimuli, but was absent when the target pair was presented in a blank field. Since in the latter case attention is automatically captured, this suggests that sequence learning requires endogenous attention.

Adult↗
PubMed2006

Explicit information interferes with implicit motor learning of both continuous and discrete movement tasks after stroke.

A large portion of the rehabilitation experience after stroke relies on implicit learning. However, our understanding of how best to facilitate motor learning after stroke is limited by a paucity of research that has explored the interaction between explicit information and implicit learning across various task domains. Previously we reported that the delivery of explicit instructions disrupted implicit motor learning after stroke that involved the sensorimotor cortical areas or basal ganglia. The purpose of this study was to determine the robustness of these findings by determining whether they could be replicated with 2 motor tasks, one discrete and one continuous, employed by the same group of participants. Ten individuals with stroke in the sensorimotor cortical areas (SMC), 10 with stroke in the basal ganglia (BG), and 10 age-matched healthy controls (HC) participated in this study. Each completed 3 days of practice of both a discrete implicit motor task (the serial reaction time task) and a continuous motor task (the continuous tracking task); all returned on a fourth day for retention tests. By random designation, participants were divided into either the explicit information (EI) or no explicit information (No-EI) groups. Consistent with previous results, we found that the response to explicit information after stroke was uniformly negative regardless of task or lesion location; both stroke groups demonstrated an interference effect of explicit information while the healthy control group did not. Strengthening these findings is the fact that the interference effect of explicit information was not task dependent. This point is particularly important for rehabilitation scientists as they instruct clients during various therapeutic tasks after stroke. Our data suggest that certain forms of explicit information delivered before task practice may not be as useful for learning as discovering the solution to the motor task with practice alone, and this is regardless of the type of task being learned.

Adult↗
PubMed2000

A follow-up study with oocyte donors exploring their experiences, knowledge, and attitudes about the use of their oocytes and the outcome of the donation.

UNLABELLED: OBJECTIVE To learn what information oocyte donors were given and wanted to have about the use of their oocytes and the outcome of the donation. DESIGN: In-depth interviews. SETTING: Participants recruited through IVF clinics, matching agency, the Internet, word of mouth, and newspaper ads. PARTICIPANT(S): Thirty-three former oocyte donors and six women preparing to donate. INTERVENTION(S): None. MAIN OUTCOME MEASURE(S): None. RESULT(S): Thirty-three former donors completed 66 donation cycles; 48 donation cycles were anonymous. Only 41% (16 of 39) of all participants were comfortable giving the recipient couple complete dispositional authority over the resulting embryos; the remainder wanted some control. One quarter did not want embryos used for research. Fifty-four percent (21 of 39) thought donation of excess embryos to another couple was acceptable, but one third wanted to be informed. Of the 25 anonymous donors, 6 learned the outcome of the donation; 14 others wanted to know. All hoped the donation was successful. CONCLUSION(S): Because oocyte donors' need for information varies, clinics should consider being more flexible in their disclosure policies. Disclosure about the possible uses of donor oocytes or embryos should be mandatory. Findings have implications for the informed consent and counseling processes.

Adult↗
PubMed2004

Impaired memory following predatory stress in mice is improved by fluoxetine.

The first purpose of the present study was to investigate possible effects of predatory stress (i.e., 5-min cat exposure) on short-term learning abilities in Swiss mice using the object recognition test (ORT). The second aim was to evaluate the effects of anxiolytics (i.e., diazepam and fluoxetine) on learning/memory abilities in the ORT following predatory stress. Results showed that predatory exposure impaired learning and produced amnesia of acquired information or impairment to retrieve learned information (48 and 96 h poststressor). The learning impairment in the ORT in stressed mice was restored by acute fluoxetine treatment, but not by diazepam that instead affected learning in nonstressed animals. Taken together, these findings indicate that this animal model of exposure of mice to unavoidable predatory stimuli produces early cognitive changes analogous to those seen in patients with acute stress disorder (ASD).

Animals↗
PubMed2006

Learning to see the difference specifically alters the most informative V4 neurons.

Perceptual learning is an instance of adult plasticity whereby training in a sensory (e.g., a visual task) results in neuronal changes leading to an improved ability to perform the task. Yet studies in primary visual cortex have found that changes in neuronal response properties were relatively modest. The present study examines the effects of training in an orientation discrimination task on the response properties of V4 neurons in awake rhesus monkeys. Results indicate that the changes induced in V4 are indeed larger than those in V1. Nonspecific effects of training included a decrease in response variance, and an increase in overall orientation selectivity in V4. The orientation-specific changes involved a local steepening in the orientation tuning curve around the trained orientation that selectively improved orientation discriminability at the trained orientation. Moreover, these changes were largely confined to the population of neurons whose orientation tuning was optimal for signaling small differences in orientation at the trained orientation. Finally, the modifications were restricted to the part of the tuning curve close to the trained orientation. Thus, we conclude that it is the most informative V4 neurons, those most directly involved in the discrimination, that are specifically modified by perceptual learning.

Action Potentials↗
PubMed2000

The effect of learned perceptual associations on visuomotor programming varies with kinematic demands.

The present set of experiments investigated the possibility that learned perceptual information can, under certain circumstances, be utilized by visuomotor programming. In Experiment 1 (N = 28), an association was established between the color and size of square wooden blocks (e.g., red = large; yellow = small, or vice-versa). In Experiment 2 (N = 28), an association was established between the shape and size of plastic objects (e.g., hexagon = large; circle = small, or vice-versa). It was expected that the learned associations would change the perceived size of two probe objects halfway in size between the large and small objects (the probe object matched by color or shape to the large group of objects would appear smaller than the probe object matched to the small group of objects as a result of within-group relative size comparisons). In both experiments, half of the participants grasped the target objects, and the other half estimated the size of the objects by opening their thumb and finger a matching amount. For Experiment 1, it was predicted that an influence of the learned association on the treatment of the probe objects would be seen in manual estimations and in grip scaling because the kinematics of the grasping movement were very similar across trials. As predicted, the learned association between size and color was as easily incorporated into visually guided grasping as it was into visual perceptions. In Experiment 2, it was predicted that an influence of the learned perceptual association would be seen only in manual estimations, and not in grip scaling, because the variability in target object shape from trial to trial would demand changes in precontact finger posture across trials. Despite the significant effect of the size-shape association on size estimations, no influence was seen in preparatory grip scaling, probably because varying shape increased the metrical demands on visuomotor programming from those in Experiment 1. Together, the results suggest that visuomotor programming can make use of learned size information under some, but not all, conditions.

Association Learning↗
PubMed2004

Factors affecting learning during health education sessions.

Background noise and interruption were examined for their effects on learning health information. The final sample consisted of 48 college students randomly assigned to one of four conditions in a pretest-posttest, double-blind, 2 x 2 experiment comparing noise (noise/no noise) by interruption (interruption/no interruption). Students viewed one of four videotapes about safe antibiotic use and then completed the posttest. The group watching the videotape with no distraction learned significantly more than the group watching the videotape with noise and with interruption. The results suggest that distraction during health teaching adversely affects the ability to learn health information.

Adolescent↗
PubMed2002

Learned perceptual associations influence visuomotor programming under limited conditions: kinematic consistency.

Previous findings have suggested that visuomotor programming can make use of learned size information in experimental paradigms where movement kinematics are quite consistent from trial to trial. The present experiment was designed to test whether or not this conclusion could be generalized to a different manipulation of kinematic variability. As in previous work, an association was established between the size and colour of square blocks (e.g. red = large; yellow = small, or vice versa). Associating size and colour in this fashion has been shown to reliably alter the perceived size of two test blocks halfway in size between the large and small blocks: estimations of the test block matched in colour to the group of large blocks are smaller than estimations of the test block matched to the group of small blocks. Subjects grasped the blocks, and on other trials estimated the size of the blocks. These changes in perceived block size were incorporated into grip scaling only when movement kinematics were highly consistent from trial to trial; that is, when the blocks were presented in the same location on each trial. When the blocks were presented in different locations grip scaling remained true to the metrics of the test blocks despite the changes in perceptual estimates of block size. These results support previous findings suggesting that kinematic consistency facilitates the incorporation of learned perceptual information into grip scaling.

Association Learning↗
PubMed2003

On selecting features from splice junctions: an analysis using information theoretic and machine learning approaches.

The computational recognition of precise splice junctions is a challenge faced in the analysis of newly sequenced genomes. This is challenging due to the fact that the distribution of sequence patterns in these regions is not always distinct. Our objective is to understand the sequence signatures at the splice junctions, not simply to create an artificial recognition system. We use a combination of a neural network based calliper randomization approach and an information theoretic based feature selection approach for this purpose. This has been done in an effort to understand regions that harbor information content and to extract features relevant for the prediction of splice junctions. The analysis using the neural network based calliper randomization approach revealed regions important in the internal representation of the network model. The calliper approach captured both correlated as well as independently important features. The feature selection approach captures features that are independently informative. The two different methods can capture features with different properties. Comparative analysis of the results using both the methods help to infer about the kind of information present in the region.

Alternative Splicing↗
PubMed1995

From research to policy: what have we learned from designing the Population Health Information System?

This article discusses the lessons learned from the experience of designing and using a population health information system and the policy implications of information generated. A useful system must include measures of the population's health status and socioeconomic risk when analyzing health care use. The strong gradient that can be demonstrated in service use across income groups where these indicators are included challenges policymakers and health care managers to rethink fundamental beliefs about the role of medical care. Given the size of health care expenditures in western economies, the author argues for redirecting some of these resources toward other means of improving the health of populations. Outcomes research should be expanded to assess the efficacy of non-medical and medical interventions. A population-based health information system can help identify opportunities for shifting expenditures toward meliorating the determinants of health, while monitoring the health care system to ensure that adverse effects do not occur.

Canada↗