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PubMed1991

Memory-skills training for older adults.

It is clear from this series of studies that older people can be taught to use some mnemonic strategies to enhance encoding of new information into memory. The effects of such training, however, may be difficult to maintain. Further, some mnemonic strategies appear to be more effective for older people than others. Categorizing works well as a way to improve list recall. Older people spend more time encoding the material, presumably because the elaborative process involved in the categorizing technique takes more time, and this pays off when the list is recalled. On the other hand, interactive images do not seem very useful in aiding the recall of names and faces. Perhaps recall of names and faces is inherently a difficult task or one that is especially susceptible to age-related memory changes. There may be better strategies to assist recall of names and faces than interactive images, especially for older adults. Given the success with the categorizing technique, perhaps more attention should be paid to verbal strategies rather than imaging. Because remembering people's names is such a prominent everyday memory problem, a great deal more attention should be paid to the search for effective memory skills that can be applied to this task. Most of the research on memory training has focused on skills that can be applied at encoding--when the information is first encountered. This has been a reasonable approach; the strength of a memory most certainly depends on how well the information is learned. At the same time, greater attention should be paid to memory skills that can be applied at retrieval. In many instances there is the need to recall information that was learned incidentally or to which encoding strategies were not applied. A first attempt to develop such a retrieval skills training program was not clearly effective (Heller, 1989). Perhaps the retrieval strategies were inadequate; perhaps people did not use them. Older people appear to have untapped retrieval skills that can be brought to bear if they are sufficiently motivated. If this is the case, it should be possible to devise retrieval strategies that can be taught and used more routinely. Neither training in encoding nor training in retrieval strategies seemed to assist recall of brief prose passages. Again because of the importance of this type of memory to everyday life (e.g., remembering a conversation), a great deal more attention should be paid to uncovering the important components of such memory and to ways it can be enhanced.(ABSTRACT TRUNCATED AT 400 WORDS)

Aged↗
PubMed1999

Parallel information processing in the dorsal striatum: relation to hippocampal function.

We investigated the effects of localized medial and lateral CPu lesions and fornix/fimbria lesions on responses to a local cue and to behavior based on cognitive-spatial information in the water maze. Rats were trained concurrently on the cue (visible platform) and spatial (submerged platform) components of the task, followed by a test in which responses to the two types of information were dissociated by a measure of competing response tendencies. Bilateral lesions of lateral CPu did not affect acquisition of either cue or spatial responding but produced a preference for the spatial response on the competition test. Bilateral lesions of the medial CPu retarded but did not prevent learning both components and produced a preference for the cue response on the competition test. The latter effect was accompanied by increased thigmotaxis (swimming in the periphery of the pool), primarily during the early acquisition trials, which was attributed to an impaired ability to respond to learned spatial information. Fornix/fimbria lesions prevented spatial but not cue learning and produced a preference for the cue response on the competition test. Asymmetric lesions (unilateral hippocampus and contralateral medial CPu) produced mild retardation of acquisition of both the cue and spatial tasks and a preference for the cue response on the competition test. These findings dissociate the functions of the lateral and medial CPu and suggest that the hippocampus and medial CPu may be parts of a system that promotes responding based on learned cognitive-spatial information, particularly in competitive cue-place response situations.

Analysis of Variance↗
PubMed2026

Representation learning for multi-modal spatially resolved transcriptomics data.

MOTIVATION: Spatial transcriptomics enables in-depth molecular characterization of samples on a morphology and RNA level while preserving spatial location. Integrating the resulting multi-modal data is an unsolved problem, and developing new solutions in precision medicine depends on improved methodologies. RESULTS: We introduce AESTETIK, a convolutional deep learning model that jointly integrates spatial, transcriptomics, and morphology information to learn accurate spot representations. AESTETIK yielded substantially improved cluster assignments on widely adopted technology platforms (e.g. 10x Genomics™, NanoString™) across multiple datasets. We achieved performance enhancement on structured tissues (e.g. brain) with a 21% increase in median ARI over previous state-of-the-art methods. Notably, AESTETIK also demonstrated superior performance on cancer tissues with heterogeneous cell populations, showing a 2-fold increase in breast cancer, 79% in melanoma, and 21% in liver cancer. We expect that these advances will enable a multi-modal understanding of key biological processes. AVAILABILITY AND IMPLEMENTATION: AESTETIK is implemented in Python 3 and is available as open source software at http://www.github.com/ratschlab/aestetik. The Snakemake pipeline for reproducing the results is available at http://www.github.com/ratschlab/st-rep.

Spatial Transcriptomics↗
PubMed2000

[Flexibility of mental representations of spatial information as a function of perspective during learning].

View-based theories of the mental representation of spatial information claim that distinct views experienced during learning are represented separately in memory. Networks of such views are considered to be the basis for spatial navigation. Two experiments (N = 56) investigated the role of observer perspective on the resulting mental representation when learning a spatial configuration on the computer. Learning in route perspective, which induced the impression of passive navigation through the configuration, was compared with a survey perspective, which consisted of an overview of the whole configuration from one point of view. In accordance with view-based theories, previously seen views could be identified faster and with less error than new views for both perspectives during learning. Recoding the information into the alternative perspective was also possible. If participants were asked to integrate distinct route views into a survey view during learning, the flexibility of the resulting mental representation was greatly increased. This indicates that conscious processes such as imagery play an important role in the integration of spatial knowledge.

Adult↗
PubMed2005

[Non-verbal learning disorder. Clinical features to guide diagnosis].

AIMS: The development and multiplication of information about learning disorders leads to the need to systematise the knowledge available and to base it on the clinical data. DEVELOPMENT: Apart from trouble-free diagnoses, non-verbal learning disorders are characterised by their high comorbidity rate. They are associated to attention deficit with or without hyperactivity, motor coordination disorder, dyscalculia, problems with social development and also, to a certain extent, oral and written language disorders. Depending on countries, a child with a good fundamental intellectual capacity and good development of language, but motor clumsiness and low visuospatial skills with or without relational difficulties can be diagnosed in different ways. In this study, after briefly reviewing the literature on comorbidity and the contexts of the work, we propose a set of guidelines for basic examination that can be used in visits due to learning disorders, including suggestive history, areas that require detailed questioning, and central tests. CONCLUSIONS: Partly because of the comorbidity, following the introductory visit, only a multidisciplinary team can study a child with non-verbal learning disorder properly, using specific tests to pinpoint the profile of their difficulties; their strong points should also be stressed.

Learning Disabilities↗
PubMed2001

Kaliotoxin, a Kv1.1 and Kv1.3 channel blocker, improves associative learning in rats.

Olfactory associative learning was used to investigate the involvement of Kv channels containing Kv1.1 and Kv1.3 alpha-subunits in learning and memory. Kaliotoxin (KTX), a specific inhibitor of these Kv channels, was injected intracerebroventricularly in the rat brain, at a dose of 10 ng that did not disturb the rats' locomotor activity or drinking behaviour. In the first paradigm (odour-reward training), KTX improved learning but not information consolidation. Moreover, KTX increased the long-term retrieval of an odour-reward association tested by a reversal test 1 month after the odour-reward training. The second paradigm (successive odour-pair training) tested reference memory. The first session was an acquisition session where the rats learned a new odour-discrimination problem with the same procedure. The second was a retention session held 24 h later to test retrieval of the learned information. KTX injected before the acquisition or retention session improved performance, but no effect was found when KTX was injected immediately after acquisition. We showed that these effects were not due to the action of KTX on attention processes. Thus, these results suggest that the blockage of Kv1.1 or Kv1.3 channels by KTX facilitates cognitive processes as learning, in particular in a reference representation.

Analysis of Variance↗
PubMed2025

An image-based protein-ligand binding representation learning framework via multi-level flexible dynamics trajectory pre-training.

MOTIVATION: Accurate prediction of protein-ligand binding (PLB) relationships plays a crucial role in drug discovery, which helps identify drugs that modulate the activity of specific targets. Traditional biological assays for measuring PLB relationships are time consuming and costly. In addition, models for predicting PLB relationships have been developed and widely used in drug discovery tasks. However, learning more accurate PLB representations is essential to meet the stringent standards required for drug discovery. RESULTS: We propose an image-based PLB representation learning framework, called ImagePLB, which equips ligand representation learner (LRL) and protein representation learner (PRL) to accept 3D multi-view ligand images and protein graphs as input, respectively, and learns rich interaction information between ligand and protein through a binding representation learner (BRL). Considering the scarcity of protein-ligand pairs, we further propose a multi-level next trajectory prediction (MLNTP) task to pre-train ImagePLB on the 4D flexible dynamics trajectory of 16 972 complexes, including ligand level, protein level, and complex level, to learn information related to trajectories. Besides, by introducing trajectory regularization (TR), we effectively alleviate the problem of high (even almost identical) feature similarity caused by adjacent trajectories. Compared with the current state-of-the-art methods, ImagePLB has achieved competitive improvements on PLB-related prediction tasks, including protein-ligand affinity and efficacy prediction tasks. This study opens the door to the image-based PLB learning paradigm. AVAILABILITY AND IMPLEMENTATION: All data and implementation details of code can be obtained from https://github.com/HongxinXiang/ImagePLB.

Ligands↗
PubMed2006

A web-based programme for hospital and community student placements.

A web-based clinical placement information project was implemented through a partnership between one university, an acute trust and one primary care trust. The collaborative project was developed as a result of the concern regarding a lack of parity of information and learning opportunities for students between individual placements in the area and in recognition that both higher education institutions and service providers are responsible for the quality of the learning opportunities provided for students. Student nurses are given a 10-14 week hospital or community placement in an area that can be up to 30 miles away from the university campus. Problems arise from this geographical separation and the diversity of placements in the area. The web site provides a resource of contact details and information of possible learning experiences for students, outlining the aims and objectives of the placements and services in the area.

Clinical Competence↗
PubMedDate not supplied

Using knowledge to cope with stress in the NICU: how parents integrate learning to read the physiologic and behavioral cues of the infant.

Parental stress in the NICU has at least a short-term impact on the establishment of the parent-child relationship and potential repercussions on long-term child development outcomes. One way to help parents mitigate stress is to help them learn what they need to know about their infant's condition and care. In this article, we examine how learning to read the infant's physiologic and behavioral cues helps parents cope with stress. We view parental learning as a process in which parents target specific domains of information for learning according to the temporal relevance of the domain to their concerns. It is important that we recognize the fluidity of the process and anticipate what parents need to learn at different times during hospitalization. The NICU staff assumes a crucial role in reducing parental stress by delivering information that is relevant to the parents' needs and by helping parents understand this information.

Adaptation, Psychological↗
PubMed2005

[Forgetfulness of the histology curriculum in medical students].

UNLABELLED: MEMORY: ability to record, file, classify and later recover of information., essential in processing information and learning, in analogy with a computer. FORGETFULNESS: failure to transfer information from short term memory to long term memory or to recover information from the latter. AIM: to study forgetfulness in contents of Histology in students one and half year after regular course. To evaluate level of re-utilization of contents in second and third year courses. Students with high performance in 2002 (n=26) were evaluated with 20 cytology and histology questions and 20 questions related to organs. 20 multiple choice and 20 brief filled answers were used, expressing the level of usefulness of the contents in Physiology and Physicochemistry, and in the first quarter of Pathology, Microbiology and Pharmacology. The performance of 2002 course was compared with the current test, results of cytology and histology questions versus organs ones and multiple choice answers versus brief filled answers. The loss was in the order of 50% in the recovery of contents (37.07 +/- 1,76 = 92,6% vs. 18,52 +/- 4,33 = 46,3%) without difference between cytology and histology versus organs neither among multiple choice answers versus brief filled answers. The highest usefulness in the contents refers to Pathology (69%) and Physiology (50%) and the lesser to PhysicoChemistry.(7%) We estimate that forgetfulness in our students would have been even higher without the employment of active techniques of learning.

Curriculum↗
PubMed1987

Another look at career choice and learning preferences.

The learning styles and preferences of health professionals have been studied increasingly over the past decade, yet few relationships have been found between doctors' career choices and learning styles. One of the problems of relating learning styles to specialty choice is that learning style instruments measure how an individual perceives and processes information in learning situations. This study re-examines doctors' career choices utilizing a learning preference inventory which assesses how one chooses to approach a learning situation. The study results indicate that there are significant differences in doctors' approaches to learning and interacting with others among the different career specialties using a learning preference inventory. This is in contrast to previous research with Kolb's Learning Style Inventory in which learning style was not found to be related to career choice.

Career Choice↗
PubMed1997

Annotation: computers for learning: psychological perspectives.

The research literature on the use of computers in support of learning is already vast. In this review, the focus is on children's learning, and on the way in which psychological theories of learning have informed (and to a lesser extent, been informed by) developments in the field of computer-based learning. Associationist, constructivist, and social-constructivist approaches are explored, and issues of equity, access, and special learning needs are addressed. It is concluded that computers have led to, and will continue to lead to, significant changes in both what and how children learn.

Adolescent↗
PubMed1994

[The European Health Information and Library Association--EAHIL/AEIBS].

The authors give a short history of the association, beginning with its establishment (1986) and a survey of its activities up to the summer of 1994, and its organization. They write about conditions and terms of membership, about aims and objectives of the association: to improve co-operation among European medical libraries, to raise standards of library and information services as well as professionality of librarians and information officers and their continuous education, especially in regard to new technologies. The authors also emphasize the European character and principles of tolerance that enable a connection of medical nursing, veterinary and pharmaceutical libraries/librarians in these specializations in various countries. It is necessary for information users to learn modern library methods, including information skills for the learning process (libraries of medical faculties). No less important is the role of libraries for research and evaluation of research. A survey of Czechoslovak and Czech participation in EAHIL is also given here. The course of the Fourth European Conference of Medical and Health Libraries on Oslo (from 28th June to 2nd July, 1994) is shortly described. Further library conference activities are also mentioned: 7th International Congress of Medical Librarianship in Washington, DC, May 10-12, 1995; Fourth Nordic Conference for Medical Libraries, Copenhagen (Denmark), August 21-24, 1995; EAHIL Symposium on Cooperation of Medical Libraries, Prague (Czech Republic), September 21-22, 1995; Fifth European Conference of Medical and Health Libraries, Coimbra (Portugal), September 18-21, 1996.

Czech Republic↗
PubMed1990

Computers in medical education: information and knowledge management, understanding, and learning.

Desktop computers have evolved to permit physicians in practice and/or training to access and manage information to enhance knowledge, understanding, and learning. There are compelling reasons why the personal computer is key to learning and important in medical education. Above all, the computer enhances and amplifies the learning process. Using the desktop computer effectively is relatively easy. We teach our students to research information in books and journals and hope that, as practicing physicians, they do it even more to be current and maintain their competency. Why not a desktop computer to access and manage information, analyze it, and present findings? Computer technology is available to do virtually all of these tasks. Some tools are critical for medical students. For some time, all medical students have needed a black bag and microscope. Now every medical student needs a computer. Ample courseware is available and expanding rapidly for basic sciences and clinical disciplines. The explosion in biomedical information will continue. Finding information is key to understanding and learning rather than depending solely on memory, recall, or library trips for information. The desktop computer will benefit students, faculty, and future physicians and other health professionals as life-long learners.

Artificial Intelligence↗
PubMed1993

A postmodern critique of Conte's, Andrews's, Gresham's, and Elliott's assumptions.

In this article I suggest that the assumptions that Conte, Andrews, Gresham, and Elliott make regarding the characteristics that should be attributable to learning disabilities are limited by the "either/or" empirical view. I contend that (a) there is no such phenomenon as a pure primary disorder; all behavioral and learning problems are manifested by a discrete cluster of behaviors, so that one differentiates exceptionalities by looking at the quality of behaviors and possible antecedents rather than comparing them quantitatively; (b) that learning disabilities are earmarked by the inefficient manner in which tasks are approached in one's specific area(s) of deficient intellect rather than by universal characteristics; (c) that all aspects of learning are metaphorical and, therefore, have implicit dimensions; and learning disabilities are, in large part, a deficit in learning implicit information; (d) that in-school and out-of-school learning are of a piece and must be synthesized, just as theory, research, and practice must be synthesized; and (e) that the definition should not dictate our notion of what learning disabilities are, but rather should reflect our observations of persons with learning disabilities.

Cognition Disorders↗
PubMed2000

The effects of category use on learned categories.

Frequently, people learn to classify instances of a concept and later learn additional information about the concept. What is the effect of this later learning on the original classification? In five experiments, this issue was investigated with a common classification paradigm in which symptom sets were classified into disease categories. After learning to classify these sets, the subjects learned to use the category to decide what treatment should be given for a symptom set. The symptoms that were important for the treatments were later classified by disease more accurately and were generated earlier from the disease name. However, this effect occurred only if the category representation was activated during the learning of the treatments. Thus, later learning about a particular use of the concept can sometimes affect the original classification.

Adult↗