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Learning motor synergies makes use of information on muscular load.

Prism adaptation, a form of procedural learning, requires the integration of visual and motor information for its proper acquisition. Although the role of the visual feedback has begun to be understood, the nature of the motor information necessary for the development of the adaptation remains unknown. In this work we have tested the idea that modifying the arm load at different stages of the adaptation process, and the ensuing change of motor information perceived by the subjects, would modify the final properties of the adaptation. We trained a set of subjects to throw balls to a target while wearing prism glasses and varied the weight of their arms at different time points during the task. We observed that the acquisition of the adaptation was not affected by the change in load. However, its persistence (i.e., the aftereffect) was reduced when tested under a weight condition different from the training trials. Furthermore, when the training weight conditions were restored later during testing, a second, late aftereffect was unmasked, suggesting that the missing aftereffect did not disappear but had remained latent. Our results show that the internal representation of a motor memory incorporates information about load conditions and that the memory stored under a specific weight condition can be fully retrieved only when the original training condition is restored.

Adolescent↗

Attachment and learning disability: a theoretical review informing three clinical interventions.

Attachment theory makes sense of two phenomena observed in some people with learning disabilities: it provides a reason for their limited exploration of the world, and it explains discontinuities in the pattern and intensity of their expressions of anger. Applying this framework to three enmeshed relationships occurring between an adult with learning disabilities and a member of care staff achieved at least partial resolution of their problems. Attachment theory's critics have set a number of challenges for its proponents, including emphasizing an interactional rather than a unidirectional approach to relationships; prioritizing social context; and understanding the attachment dynamic dimensionally rather than as a set of categories. The latter issue is pertinent for residential services: facilitating secure attachment relationships for distressed clients may be difficult for professionals, but partial assuagement of their attachment needs is a realistic clinical goal.

Adult↗

[Investigation of memory in experimental gerontology (author's transl)].

The possible transfer of learning performance by proteins and ribonucleic acids was studied. 140 male Sprague-Dawley rats aged 3 months and 68 aged 20 months were used. Proteins and ribonucleic acids were isolated from the brains of trained and untrained rats aged 3 months. The difference in learning performance was tested and the incorporation of the above-mentioned substances into the hippo-campus and the residual brain in the two age-groups was measured using radioactive labelled material. A specific transfer of learned information-contents on the molecular level was found only after transfer of proteins in both young and old rats; the results of the training are well correlated with those of the incorporation. The two age-groups differ especially with regard to the learning performance, expressed in the error number. In th older group the error number is significantly lower in contrast to the learning time, that is slightly shorter in the younger group. This can be explained by the differences between the incorporation of brain proteins of trained animals into animals of different age, as well as by the investigations of some authors, who distinguished between different modes of learning. The lower incorporation of labelled substance into the brains of old animals is remarkable; the conclusion is a lower turnover of these substances in the brain of old animals, especially of the ribonucleic-acids. Nevertheless the learning performance of complex information-contents is not impaired.

Aging↗

Learning and recall of story content and spatial location after unilateral temporal-lobe excision in children and adolescents.

The present study examined verbal and spatial learning and memory in children and adolescents who had undergone unilateral temporal lobectomy versus controls. All participants were trained to criterion before a delay to assess learning efficiency. There were no significant differences between the groups in rate of learning the verbal task. The right temporal-lobe group, but not the left, had difficulty learning spatial information. These findings indicate a specific effect of early right temporal-lobe lesions on spatial learning. As material-specificity is more often found in adults for verbal information, the present results highlight the unique role of the temporal-lobe in development.

Adolescent↗

The effects of lesions to the anterior thalamic nuclei on object-place associations in rats.

Rats with lesions of the anterior nuclei of the thalamus were trained postoperatively on two spatial conditional associative learning tasks. In the first task, the rats were required to choose one or the other of two objects depending on the location in which they were found. In the second task, the animals learned to turn left or right depending on which one of two visual cues was presented. A third experiment examined the effects of damage to the anterior thalamic nuclei on the eight-arm radial maze, a spatial working memory task. Damage of the anterior thalamic nuclei impaired performance on the radial maze task and the conditional task requiring associations between objects and their location. By contrast, rats with anterior thalamic lesions were able to acquire, at a rate comparable with that of operated control animals, the conditional task requiring associations between objects and body turns. These findings suggest that lesions to the anterior thalamic nuclei result in a general impairment in learning about allocentric spatial information without disrupting the learning of egocentric spatial information.

Animals↗

Distance learning in academic health education.

Distance learning is an apparent alternative to traditional methods in education of health care professionals. Non-interactive distance learning, interactive courses and virtual learning environments exist as three different generations in distance learning, each with unique methodologies, strengths and potential. Different methodologies have been recommended for distance learning, varying from a didactic approach to a problem-based learning procedure. Accreditation, teamwork and personal contact between the tutors and the students during a course provided by distance learning are recommended as motivating factors in order to enhance the effectiveness of the learning. Numerous assessment methods for distance learning courses have been proposed. However, few studies report adequate tests for the effectiveness of the distance-learning environment. Available information indicates that distance learning may significantly decrease the cost of academic health education at all levels. Furthermore, such courses can provide education to students and professionals not accessible by traditional methods. Distance learning applications still lack the support of a solid theoretical framework and are only evaluated to a limited extent. Cases reported so far tend to present enthusiastic results, while more carefully-controlled studies suggest a cautious attitude towards distance learning. There is a vital need for research evidence to identify the factors of importance and variables involved in distance learning. The effectiveness of distance learning courses, especially in relation to traditional teaching methods, must therefore be further investigated.

Accreditation↗

A preventive dentistry training program for caretakers of persons with disabilities residing in community residential facilities.

People with disabilities develop more dental disease than the average population and have a harder time accessing and using resources for dental treatment. It is therefore critical to prevent dental problems in this population. This article discusses the development and use of a preventive dentistry training program consisting of a videotape, workbook, instructions for trainers, and pre- and post-tests. The training program was designed to facilitate integration of dental and behavioral information into daily routines. Participants were able to demonstrate that they could learn the information in the training materials using the methodology that was employed. Further work remains to be done to revise and disseminate the materials and to demonstrate that the knowledge that the participants gained can be effectively applied in community care settings.

Aged↗

Strategy guidance and memory aiding in learning a problem-solving skill.

Guidance can help learners overcome the difficulties of getting started in a novel domain, but it is often ineffective in promoting learning and transfer. This article examines two aspects of guidance--communicating solution strategies for a problem domain and providing working memory support--in learning a novel problem-solving skill. Subjects in two experiments learned to troubleshoot simulated information networks. The learning environment varied in type of guidance provided--none, variable template, fixed template, and procedural instruction--and in availability of memory aiding. Variable-template guidance was effective when memory aiding was provided, and procedural instructions produced effective learning with or without memory aiding. However, fixed-template guidance was not effective, and there was no consistent effect of memory aiding in unguided, discovery learning conditions. The results have theoretical implications for the locus of guided-learning effects and suggest practical guidelines for the design of guided-learning environments.

Computer Communication Networks↗

Nurses' perceptions of the impact of a computerized information system on a critical care unit.

Critical care nurses work in complex environments and encounter a vast amount of information daily. To learn how a computerized information system (CIS) impacted nursing practice on a critical care unit, this foundational research was conducted before and after implementation of a CIS. Qualitative methods using interviews and open ended questions were employed. Results showed that nurses felt positive overall about the implementation of a bedside CIS. Nurses liked the readability of the information and having the CIS near the bedside. They disliked the periodic slowness or downtime. Broad themes of reflection, questioning and action emerged from the content analysis. The themes were in accord with the theoretical framework that guided the study. Recommendations for future research included exploring nursing medication documentation, use of hand held devices, and having resource databases within the CIS.

Attitude to Computers↗

An Investigation of Undergraduate Athletic Training Students' Learning Styles and Program Admission Success.

OBJECTIVE: The phrase learning style refers to the method one uses to obtain and use information to learn. Personal learning styles can be assessed by specifically designed inventories. We conducted this study to determine if undergraduate athletic training students possess a dominant learning style, according to the Kolb Learning Style Inventory IIA (KLSI IIA), the newest version of the Kolb Learning Style Inventory (KLSI), and whether this style is related to education program admission success. DESIGN AND SETTING: A 1 x 4 factorial design was used. The independent variable was learning style type with 4 levels (converger, diverger, assimilator, or accommodator). The dependent variable was successful versus unsuccessful admission into selected programs. SUBJECTS: Forty undergraduate students (21 men, 19 women) from 3 institutions (mean +/- SD age, 20.7 +/- 1.7 years; mean +/- SD grade point average, 3.26 +/- 0.43) participated in this study. No subjects had previously taken the KLSI IIA, and none had a diagnosed learning disability. MEASUREMENTS: The KLSI IIA was administered to the participants at their respective institutions. We used 2 separate chi(2) analyses to determine if the observed distribution of learning styles differed from the expected distribution. Additionally, a Mann-Whitney U test was performed to determine if the learning style distributions of those subjects who were successfully admitted to the selected programs differed from those who were not. RESULTS: No significant differences existed between the observed distribution and the expected distribution for those admitted and those not admitted (chi2(3) = 3.8, P =.28; and chi2(3) = 3.1, P =.4, respectively). Also, no significant differences existed between the learning style distributions of the groups when compared with each other (Mann-Whitney U = 158, P =.5). CONCLUSIONS: Learning styles can be easily identified through the use of the KLSI IIA. We found no dominant learning style among undergraduate athletic training students and no particular learning style led to program admission.

Journal Article↗

Parents' responses to vaccine information pamphlets.

OBJECTIVE: To assess parents' knowledge and opinions about immunizations and immunization practices before and after introduction of vaccine information pamphlets. RESEARCH DESIGN: Telephone questionnaire administered to parents whose children received immunizations in the preceding week. SETTING: Six private pediatric practices in Nashville area and resident continuity clinic at Vanderbilt University Medical Center. PARTICIPANTS: Parents whose children were scheduled to receive immunizations were asked to participate. Interviews were completed with 177 parents whose children received immunizations before and 156 parents after pamphlets were introduced. These two groups of parents had similar demographic characteristics. RESULTS: Parents who received vaccine information pamphlets learned more about vaccines (2.38 facts/parent after vs 1.18/parent before vaccine information pamphlets, z = -6.28, P < .0001) and were more eager to obtain immunizations for their children (76% vs 38%, chi 2 = 47.24, P < .001). Receipt of pamphlets did not make parents significantly more likely to report side effects from vaccines (63% after vs 55% before, NS) but tended to make them less likely to turn to non health care providers for information (58% after vs 69% before, chi 2 = 3.73, P = .06). Parents who received pamphlets, however, said more often that they received too much information (20% vs 4%, chi 2 = 14.9, P < .001). CONCLUSIONS: Vaccine information pamphlets enhanced parents' knowledge and acceptance of immunizations. There is room for further improvement.

Child↗

On the role of the hippocampus in learning and memory in the rat.

An overview of lesion experiments concerned with the involvement of the hippocampus in learning and memory in the rat is presented. Multiple injections of small amounts of ibotenic acid were used to selectively remove the hippocampus (dentate gyrus, hilar cells, CA1-CA3 pyramidal cells). Similar selective, axon-sparing ibotenate lesions of hippocampus were used in a series of learning and memory experiments employing tasks that are thought to be important in hippocampal function. The performance of rats with the hippocampus removed was compared with that of control animals in the acquisition and retention of spatial versus nonspatial information, forgetting of spatial and nonspatial information, contextual learning, recognition memory and concurrent discrimination learning, and complex representational learning (conditional discrimination and negative patterning learning). The general finding that rats without a hippocampus were impaired on those tasks that required the utilization of spatial and contextual information stands in contrast with the spared performance that was found in learning about and handling (even complex) nonspatial information. Rather than support for views that emphasize a role for the hippocampus in specific memory processes (working memory, declarative memory, temporary memory buffer, configural learning), the present results are more compatible with the idea that the hippocampus plays an especially important role in processing and remembering spatial and contextual information. The limited data that are available using more selective lesions of related hippocampal formation structures (entorhinal cortex, subiculum) suggest that these structures also make important contributions to learning and memory, and that some of these contributions may be different from those made by the hippocampus.

Animals↗

The contribution of the rat prelimbic-infralimbic areas to different forms of task switching.

The experiments examined the effects of prelimbic-infralimbic inactivation in rats on the acquisition and reversal learning of different discrimination tasks: 2- or 4-choice odor discrimination in Experiments 1 and 2, the shift from 2-choice odor discrimination to 2-choice place discrimination in Experiment 3, and the shift from 2-choice place to 2-choice odor discrimination in Experiment 4. Infusions of 2% bupivacaine did not impair performance in the odor discrimination tests. Prelimbic-infralimbic inactivation did not impair acquisition but did impair the shift from an odor to a place discrimination and vice versa. Analysis of the errors revealed that the deficit was due to perseveration of the previously learned strategy. The selective deficits observed in the odor-place tests suggest that the prelimbic-infralimbic areas enable behavioral flexibility when conditions demand inhibiting the use of one type of attribute information and learning a new type of attribute information.

Animals↗

Adding pharmacogenetics information to drug labels: lessons learned.

The US Food and Drug Administration approved a revised package insert for two cancer drugs to include information about the increased risk of severe adverse events owing to enzyme deficiencies caused by genetic variants. The label revisions stopped short of recommending or requiring pharmacogenetic testing prior to or following an adverse event. Despite (or because of) the lack of specific recommendations, we believe the actions taken by US Food and Drug Administration will have implications for pharmacogenetics research, clinical integration, and other policy considerations. We review the reasons behind the cautious label changes and discuss some of the lessons that can be learned from these experiences.

Antineoplastic Agents↗

Information-processing correlates of computer-assisted word learning by mentally retarded students.

Information-processing correlates of computer-assisted word learning by moderately and severely mentally retarded students were identified. Nineteen subjects completed 10, 15-minute computer-assisted instruction sessions and seven basic cognitive tasks measuring simple learning, choice reaction time, relearning, probed recall, stimulus discrimination, tachistoscopic threshold, and recognition memory. Stimulus discrimination, probed recall, and simple learning were significantly related to word learning. Results suggest that instruction should be modified to accommodate individual differences in these abilities.

Adolescent↗

Tips for effective teaching.

For all of us, one side of the brain, right or left, is the dominant hemisphere used to process information. In 9 out of 10 persons, the left temporal lobe becomes the dominant hemisphere. In the remaining one tenth of the population both sides develop at the same rate, forming "dual dominance," or, more rarely, the right side alone becomes highly developed. The left hemisphere of the brain serves as the analytical, sequential, cause and effect processor, whereas the right hemisphere of the brain is the mind's eye, assimilating information simultaneously and processing visual and nonverbal information and sound. Neither hemisphere works independently, and both are used to effectively learn new information. The creative teacher understands this arrangement and can successfully determine when a complex diagram or video is needed to teach a patient, or when only a clear voice is necessary.

Humans↗

Respondent and informant accounts of psychiatric symptoms in a sample of patients with learning disability.

This paper investigates differences in the nature and frequency of psychiatric symptoms reported by patients with learning disability and key informants. The study involved psychiatric assessment of 100 patients with learning disabilities and key informants using the Psychiatric Assessment Schedule for Adults with a Developmental Disability (PAS-ADD), a semi-structured psychiatric interview developed specifically for people who have a learning disability. There was considerable disagreement between respondent and informant interviews: only 40.7% of cases were detected by both interviews. Respondents were more likely to report on autonomic symptoms and certain psychotic phenomena. Other anxiety and depression symptoms were more frequently reported by informants. The results indicate that it is crucial for sensitive case detection to complete both interviews where possible. If the respondent cannot be interviewed, panic disorder or phobias may be particularly difficult to detect.

Adolescent↗

Impaired recruitment of the dorsolateral prefrontal cortex and hippocampus during encoding in bipolar disorder.

BACKGROUND: The aim of the present study was to examine the functional neuroanatomy of episodic memory impairment in euthymic subjects with bipolar I disorder. There is evidence that individuals with bipolar disorder have cognitive impairments not only during mood episodes but also when they are euthymic. The most consistently reported cognitive difficulty in euthymic subjects with bipolar disorder is impairment in verbal episodic memory (i.e., the ability to learn new verbal information). METHODS: The current study examined verbal learning in eight euthymic, remitted subjects with bipolar I disorder (BP-I; seven nonmedicated) and eight control subjects matched for age, gender, education, and intelligence. Subjects underwent (15)O-CO(2) positron emission tomography scanning while completing a verbal learning paradigm that consisted of encoding (learning) several lists of words. RESULTS: The BP-I subjects had more difficulties learning the lists of words compared with the control subjects. Compared with control subjects, BP-I subjects exhibited blunted regional cerebral blood flow (rCBF) increases in the left dorsolateral prefrontal cortex (Brodmann's area 9/46) during encoding. CONCLUSIONS: Consistent with previous studies, subjects with BP-I were impaired in learning new verbal information. This was associated with rCBF abnormalities in brain regions involved in learning and episodic memory.

Adult↗