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PubMed1976

Activity, avoidance learning and regional 5-hydroxytryptamine following intra-brain stem 5,7-dihydroxytryptamine and electrolytic midbrain raphe lesions in the rat.

Rats underwent one of the following treatments: (1) electrocoagulation of both the dorsal and median midbrain raphe nuclei; (2) 5,7-dihydroxytryptamine creatinine sulfate (5,7-DHT) injection (10 mug, as the salt, in 5 mul vehicle) into the vicinity of each midbrain raphe nucleus; (3) intra-brain stem vehicle (5 mul of 0.2% ascorbic acid in isotonic saline) injections; or, (4) a control operation. Open field activity and one-way avoidance conditioning were examined on postoperative days 16-23. Regional central 5-hydroxytryptamine (5-HT) and catecholamine (CA) concentrations were determined 25-27 days postoperatively. Regional 5-HT levels were greatly reduced following 5,7-DHT administration and electrolytic raphe lesions. The 5,7-DHT rats also showed a reduction in spinal 5-HT content. Central CA concentrations were not affected. Variation in the pattern of regional 5-HT changes after 5,7-DHT treatment was observed but appeared to be related to the adequacy of the dorsal raphe (B7) injection. Only the electrolytic raphe lesion animals, however, showed increased locomotor activity and retarded acquisition and forced-extinction of the one-way avoidance response. In contrast, no significant differences were observed in the open field and avoidance behavior of the 5,7-DHT, vehicle, and control groups. The hyperactivity and impaired one-way avoidance performance observed after electrolytic midbrain raphe lesions are not related simply to reductions in regional forebrain 5-HT and may well be due to damage of non-serotonergic neural systems. Clearly, the behavioral effects of central 5-HT depletion depend on the method employed. The role of 5-HT in regulating activity level and mediating avoidance behavior, furthermore, remains to be determined.

Animals↗
PubMed1976

The development of passive and active avoidance learning in the cat.

Kittens of 25 and 50 days of age were tested on a passive avoidance task in a 2-compartment black-white shuttle box. Latency to enter the dark side of the box was the same for both groups on Day 1, but the latency to enter the dark side on Day 2 was much shorter for the younger kittens. Other kittens were trained in a step-up active avoidance task also at 25 and 50 days of age. No differences were found in active avoidance performance between the younger and older animals, indicating that active and passive avoidance tasks may possibly reflect separate developmental processes that mature at different rates in the cat.

Age Factors↗
PubMed1992

Weightage of formative examinations in certifying examination of pharmacology: an opinion poll and relative performance of learners.

A study was carried out to obtain the view points of 186 graduate students regarding formative examination, it's frequency, weightage in certifying examination, feedback about progress made or lack of it and the planning of learning activities. Majority of students were of the opinion that the class tests and tutorials should be conducted frequently and sufficient weightage of formative examinations should be given in the certifying examination. They were able to get feed back and plan out the learning activities accordingly. The performance in both theory and practicals of formative and certifying examinations in Pharmacology was analyzed. The average percentage marks secured by the students in both theory and practical of the certifying examination were higher than those secured in the formative examination. However, the reliability of theory examinations was more than the practical examinations. A positive correlation was observed between the marks of formative and certifying examination between theory as well as of practicals. The Pearson's Correlation Coefficient gamma was +0.932 and +0.715 while Spearman's rank order Coefficient rho was +0.792 and +0.649 for theory and practicals respectively suggesting positive and strong correlation.

Attitude↗
PubMed1991

Characteristics of older adult learners: a guide for dietetics practitioners.

Characteristics of older adult learners are described and related to program development, implementation, and evaluation. The framework for designing learning experiences consists of four steps: assessment of the needs of the learner; development of learning objectives and determination of content; selection and implementation of appropriate learning activities; and evaluation of the results of learning. Four major assumptions about older adult learners are discussed based on a model designed specifically for adult learners. Active involvement through self-administered questionnaires, interviews, or focus groups helps ensure that nutrition education programs are responsive to the older adult's needs. Age-related changes (ie, in senses of sight and hearing, reaction time, and memory) and psychologic and social changes (ie, loneliness, depression, illness, financial difficulties, or loss of a loved one) may occur in many older learners and need to be considered when selecting appropriate learning activities. A single approach to nutrition education is unlikely to meet the needs and preferences of all older adults. To maximize their effect as educators, dietetics practitioners need to adjust their teaching styles and program development strategies to better fit the characteristics of older adult learners.

Aged↗
PubMed1991

Development of a health education program to promote the self-management of cystic fibrosis.

The creative challenge of health education for chronic illnesses is the translation of theory-based intervention methods into practical strategies that can be organized into a logical series of learning activities to influence changes in environmental, cognitive, or behavioral factors. A case example describing the development and implementation of a comprehensive health-education intervention for the self-management of cystic fibrosis (CF) is presented. The design of intervention strategies began with an assessment of the educational needs for self-management of CF, followed by specification and validation of particular self-management behaviors. Behavioral and learning objectives then were formulated for each of the self-management behaviors. Constructs from social learning theory considered to be important influences on specified self-management behaviors in CF were identified. Taking into consideration the learning needs of the target population and the practical constraints of the system for providing health care, various intervention methods then were devised based on social learning theory. Lastly, the intervention methods chosen were translated into strategies organized into a series of practical learning activities for CF patients and their families. The process described here should prove useful to others who are planning and developing comprehensive health education programs for self-management of chronic illnesses.

Adaptation, Psychological↗
PubMed1991

Electromyographic feedback for learning to activate thoracic inspiratory muscles.

The utility of EMG feedback for modifying the muscular pattern of breathing was investigated in twenty-four subjects divided into two groups (feedback, no feedback. Each took part in three 20-min training sessions, 24 h apart. All the subjects were instructed to increase the thoracic contribution of inspired gas. The feedback subjects were shown an EMG signal of the inspiratory muscles of the upper thorax and a signal indicating their current breathing phase (inspiration or expiration). The no feedback subjects only saw the breathing phase signal. The subjects' ability to control muscular activity was assessed as the relative increase in EMG from expiration to the subsequent inspiration. Analysis of variance with group and session as factors showed that feedback subjects performed significantly better, although the improvement in performance over the sessions by the two groups was not significantly different. These results lend some support to the clinical use of EMG feedback in breathing therapy aimed at changing the thoracoabdominal distribution of ventilation. However, further research for improving learning is necessary.

Adult↗
PubMed1992

Differences in one-way active avoidance learning in mice of three inbred strains.

DBA/2J, C57BL/6J, and C3H/HeJ mice were given 10 one-way avoidance training trials per day, using an unconditioned stimulus intensity that provided equivalent motivation for learning to mice of all three strains, and were found to differ in their abilities to learn and retain the response. DBA/2J mice acquired the response in fewer days than did the mice of the other two strains, although C57BL/6J mice eventually reached a level of performance similar to that of DBA/2J mice. Both the rate of acquisition and the level at which avoidance performance stabilized were significantly lower in C3H/HeJ, than in DBA/2J or C57BL/6J, mice. In addition, DBA/2J mice showed a significantly greater task retention from one testing day to the next than did C57BL/6J or C3H/HeJ mice.

Animals↗
PubMed1992

Ultrasonic vocalization as an indicator of emotional state during active avoidance learning in rats.

Adult male rats subjected to a two-way avoidance task emitted ultrasonic vocalizations (20-30 kHz) both during the presentation of the conditioned stimulus and the intertrial interval. The rate of ultrasonic calling decreased during the 75-trial session indicating that acquisition of the conditioned avoidance response (CAR) was inversely correlated with the rate of vocalization. The rate of acquisition of the CAR was most rapid in those rats that did not emit any vocalization during learning. These data suggest that ultrasonic calling during stressful situations may be sensitive indicator of underlying emotional states that interfere with the acquisition of a complex task.

Animals↗
PubMed1991

[Changes in oxygen metabolism during active avoidance learning in spontaneously hypertensive and normotensive rats].

A decreased pO2 was found in the SHR rats' sensomotor area of the brain cortex in resting as well as in learning of the avoidance reflex as compared with the WKY rats. Avoidance training resulted in the decrease of pO2 in the brain tissue and the increase of common oxygen consumption. The recovery of common oxygen consumption to initial level took longer in the SHR rats. The number of the avoidance conditioned responses was greater in the SHR rats than in the WKY ones. The changes of the SHR rats' oxygen metabolism seem to be caused by morphological alterations, resulting in the peculiarities of the avoidance behaviour formation. These changes are enhanced in ageing and most obvious under emotional-motor loads in hypertensive animals.

Aging↗
PubMed1975

[On the effect of some inhibitors of proteinbiosynthesis on activity and learning behavior of goldfish (Carassius auratus auratus L)].

Concerning the problems of learning and memory there is a distinction of a short term memory (STM) and a long term memory (LTM). It is supposed that the STM is an electrical phenomenon, whereas the LTM depends on material changes. The assumed materials are RNA, proteins, lipids, amines etc, and the primary carrier of the information is DNA. But there is a discrepancy: learning-specificity is based on environmental changes, but not the structure of DNA. For the investigation of this, we trained goldfish in a shock-free task to take food from coloured cups under the influence of inhibitors of the proteinbiosynthesis. There was no inhibition on memory-processes in our experiments.

Animals↗
PubMedDate not supplied

Helping students understand the value of the professional association.

Baccalaureate nursing students were involved in a unique learning activity that facilitated their understanding of the value of the professional association, The American Nurses Association (ANA). By participating actively in group dialogue, the learners identified critical issues that affect professional nursing practice and appreciated the worth of a committed, organized body of professionals dedicated to improving health care. As an instructional strategy, the activity incorporated numerous teaching and learning principles that supported the learners' decision-making, analytical, and interpersonal process skill development. The technique may be used with a variety of topics that concern nursing students.

Adult↗