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PubMed1990

Effects of haloperidol on recall and information processing in verbal and spatial learning.

1. Normal male subjects were tested with either a multi-trial word list learning test or a spatial analogue prior to administration of either 4 mg. or 10 mg. of oral haloperidol. Six hours after drug administration subjects who had previously received the verbal test were administered the spatial test, and vice versa, so for each test there was a no-drug control group, a group tested after receiving 4 mg. of haloperidol, and a group tested after a 10 mg. dose. 2. Both the verbal and spatial learning tests yield multidimensional measures of components of memory and learning, including measures sensitive to effort-demanding and more automatic information processing operations. 3. Results showed no differences for either test among the pre-drug control group and the 4 mg. and 10 mg. groups, with only one minor exception. 4. The lack of significant results cannot be attributed to insensitivity of the test instruments used, since previous studies have documented sensitivity to a number of clinical conditions and to aging. 5. Results have implications regarding clinical effects of haloperidol. A theory that links dopaminergic functioning with effortful information processing underlying memory and learning was not supported.

Adult↗
PubMed1994

Transforming information use in preventive medicine: learning to balance technology with the art of caring.

CompuHx* is an Interactive Health Appraisal System (IHAPS) used in the examining room to record patient information, assist in diagnosis, and provide a legible summary of findings. This paper describes Phase I of a longitudinal study in which 22 examiners (five system users and 17 non-users) responded to detailed surveys and interviews about the system. Findings indicated that both users and non-users had mixed feelings about the system's ease of use and impact on their jobs, but agreed that it would have value for their practice. Underlying their acceptance of the system was a common concern for maintaining a caring relationship with patients and not allowing computer technology to depersonalize the examining room. Examiners also expressed concerns about the implementation process.

Artificial Intelligence↗
PubMed2001

Learning of nondomain facts in high- and low-knowledge domains.

Research on expertise has repeatedly documented that experts learn new information better than do novices, but only when the information is relevant to the expert's domain. It was found in Experiment 1 that participants showed superior learning and recall of a large quantity of new, non-domain-relevant facts about concepts within their domain of high knowledge than about concepts for which they had low domain knowledge. Experiment 2 investigated whether the participants' superior recall of new facts related to concepts within their domain of high knowledge was due to the number of prior facts associated with the concept or to the prior frequency of repetition of those concepts. It was found that participants' recall of new facts was better for concepts with 5 prior associated facts than for concepts with a single prior association but that the number of previous repetitions of each concept did not affect the level of recall for the new facts.

Adult↗
PubMed1993

Student nurses' perception of the clinical midwifery experience as a learning environment.

The student nurse may have a different perception of her learning environment from that which the instructor intended. The purpose of the study was to determine the perception of student nurses of clinical midwifery experience as a learning milieu. Student nurses in their third and fourth year at a nursing college in Transvaal were involved in the research. A literature study regarding factors that can influence clinical learning of student nurses in the midwifery units was done. Questionnaires were used to collect data regarding personal information, the learning environment, and problems regarding clinical skills. Data were analysed by means of a SAS computer programme. Certain problem areas, for example the need for clinical lecturers to attend units on a more regular basis, as well as the more negative attitude of fourth year respondents compared to third years, were indicated. The necessary recommendations were made and reported to the nursing college concerned.

Adult↗
PubMed1999

Constructing biological knowledge bases by extracting information from text sources.

Recently, there has been much effort in making databases for molecular biology more accessible and interoperable. However, information in text form, such as MEDLINE records, remains a greatly underutilized source of biological information. We have begun a research effort aimed at automatically mapping information from text sources into structured representations, such as knowledge bases. Our approach to this task is to use machine-learning methods to induce routines for extracting facts from text. We describe two learning methods that we have applied to this task--a statistical text classification method, and a relational learning method--and our initial experiments in learning such information-extraction routines. We also present an approach to decreasing the cost of learning information-extraction routines by learning from "weakly" labeled training data.

Artificial Intelligence↗
PubMed1990

Children use syntax to learn verb meanings.

Verb learning is clearly a function of observation of real-world contingencies; however, it is argued that such observational information is insufficient to account fully for vocabulary acquisition. This paper provides an experimental validation of Landau & Gleitman's (1985) syntactic bootstrapping procedure; namely, that children may use syntactic information to learn new verbs. Pairs of actions were presented simultaneously with a nonsense verb in one of two syntactic structures. The actions were subsequently separated, and the children (MA = 2;1) were asked to select which action was the referent for the verb. The children's choice of referent was found to be a function of the syntactic structure in which the verb had appeared.

Attention↗
PubMed1992

The efficacy of inpatient education after myocardial infarction.

Nearly half a million Americans will survive an acute myocardial infarction (MI) this year. Nurses often question whether patients who have had an MI are able to absorb, retain, and use information given in the hospital. This review examines the research literature on inpatient education after MI published between 1975 and 1989 to determine (a) what information patients identify as most important, (b) whether inpatient education increases patients' knowledge, (c) whether anxiety prevents or diminishes learning in this setting, (d) whether inpatient education is able to produce lifestyle changes after discharge, and (e) which teaching methods are most effective. Patients identified risk factors as their primary concern. Most studies showed patients were able to learn new information, despite the presence of anxiety, particularly regarding activity after discharge. Inpatient education also stimulated some life-style change after discharge, most frequently in the areas of activity and smoking cessation. Several types of teaching methods were compared; audiovisual methods were found to be at least as effective as one-to-one patient teaching.

Health Behavior↗
PubMedDate not supplied

Cooperative learning strategies: an effective method of teaching nursing research.

Convinced that both learning the research process and conducting research can be intellectually satisfying, cooperative learning strategies were employed in a research course taught to undergraduate nursing students. The author describes how formal and informal cooperative learning groups were used to facilitate learning and the development of clinical experimental and quasi-experimental research designs for students' research posters and presentations.

Cooperative Behavior↗
PubMed2000

Pattern classification by a neurofuzzy network: application to vibration monitoring.

An innovative neurofuzzy network is proposed herein for pattern classification applications, specifically for vibration monitoring. A fuzzy set interpretation is incorporated into the network design to handle imprecise information. A neural network architecture is used to automatically deduce fuzzy if-then rules based on a hybrid supervised learning scheme. The neurofuzzy classifier proposed is equipped with a one-pass, on-line, and incremental learning algorithm. This network can be considered a self-organized classifier with the ability to adaptively learn new information without forgetting old knowledge. The classification performance of the proposed neurofuzzy network is validated on the Fisher's Iris data, which is a well-known benchmark data set. For the generalization capability, the neurofuzzy network can achieve 97.33% correct classification. In addition, to demonstrate the efficiency and effectiveness of the proposed neurofuzzy paradigm, numerical simulations have been performed using the Westland data set. The Westland data set consists of vibration data collected from a US Navy CH-46E helicopter test stand. Using a simple fast Fourier transform technique for feature extraction, the proposed neurofuzzy network has shown promising results. Using various torque levels for training and testing, the network achieved 100% correct classification.

Algorithms↗
PubMed2000

Schizophrenics know more than they can tell: probabilistic classification learning in schizophrenia.

BACKGROUND: Previous studies have demonstrated impaired explicit and preserved implicit memory functions in schizophrenia. However, it is less clear whether schizophrenics can learn complex information (e.g. probabilistic stimulus response associations) with or without access for conscious recollection. In this study we applied a classification learning task to assess explicit and implicit processes concurrently. METHODS: Two test procedures were administered to 40 schizophrenic subjects and 20 healthy volunteers: a probabilistic classification learning (PCL) task to evaluate implicit memory functions; and a category cue recognition test to investigate the explicit memory system. The PCL task included feedback guided category learning of geometrical shapes. These shapes were called category cues, predicting class membership with certain probabilities. The gradual increase of categorization performance during the feedback learning was a potentially implicit process, whereas the subsequent recognition of category cues required explicit memory functions. RESULTS: The schizophrenic patients improved their categorization performance to a similar extent to the controls, but they failed to recognize the category cues. Memory performances were independent of the positive and negative symptoms. CONCLUSIONS: Patients with schizophrenia were able to establish representations of complex categories, but these remained unconscious. This is consistent with earlier reports, suggesting damaged explicit and spared implicit memory in schizophrenia.

Adult↗
PubMed1993

TQM, systems thinking and the monkey fist.

To successfully implement total quality management (TQM), management must embrace change. Mr. Hage explains that managers face the challenge not only of learning new information, but of changing the way they think, if they are to take full advantage of TQM. In addition to learning new techniques, a commitment to involving all members of the organization in the new techniques is required. Mr. Hage offers a provocative analogy from the animal world to help illuminate this new territory for managers.

Hospital Administrators↗
PubMed2000

Autonomous learning based on cost assumptions: theoretical studies and experiments in robot control.

Autonomous learning techniques are based on experience acquisition. In most realistic applications, experience is time-consuming: it implies sensor reading, actuator control and algorithmic update, constrained by the learning system dynamics. The information crudeness upon which classical learning algorithms operate make such problems too difficult and unrealistic. Nonetheless, additional information for facilitating the learning process ideally should be embedded in such a way that the structural, well-studied characteristics of these fundamental algorithms are maintained. We investigate in this article a more general formulation of the Q-learning method that allows for a spreading of information derived from single updates towards a neighbourhood of the instantly visited state and converges to optimality. We show how this new formulation can be used as a mechanism to safely embed prior knowledge about the structure of the state space, and demonstrate it in a modified implementation of a reinforcement learning algorithm in a real robot navigation task.

Algorithms↗
PubMed1999

Autonomous learning based on cost assumptions: theoretical studies and experiments in robot control.

Autonomous learning techniques are based on experience acquisition. In most realistic applications, experience is time-consuming: it implies sensor reading, actuator control and algorithmic update, constrained by the learning system dynamics. The information crudeness upon which classical learning algorithms operate make such problems too difficult and unrealistic. Nonetheless, additional information for facilitating the learning process ideally should be embedded in such a way that the structural, well-studied characteristics of these fundamental algorithms are maintained. We investigate in this article a more general formulation of the Q-learning method that allows for a spreading of information derived from single updates towards a neighbourhood of the instantly visited state and converges to optimality. We show how this new formulation can be used as a mechanism to safely embed prior knowledge about the structure of the state space, and demonstrate it in a modified implementation of a reinforcement learning algorithm in a real robot navigation task.

Models, Theoretical↗
PubMed2004

Evidence for a procedural-learning-based system in perceptual category learning.

The consistency of the mapping from category to response location was investigated to test the hypothesis that abstract category labels are learned by the hypothesis testing system to solve rule-based tasks, whereas response position is learned by the procedural-learning system to solve information-integration tasks. Accuracy rates were examined to isolate global performance deficits, and model-based analyses were performed to identify the types of response strategies used by observers. A-B training (consistent mapping) led to more accurate responding relative to yes-no training (variable mapping) in the information-integration category learning task. Model-based analyses indicated that the yes-no accuracy decline was due to an increase in the use of rule-based strategies to solve the information-integration task. Yes-no training had no effect on the accuracy of responding or distribution of best-fitting models relative to A-B training in the rule-based category learning tasks. These results both provide support for a multiple-systems approach to category learning in which one system is procedural-learning-based and argue against the validity of single-system approaches.

Humans↗
PubMed1995

Teaching children with autism to seek information: acquisition of novel information and generalization of responding.

A time delay procedure was used to teach 3 children with autism to ask the question "What's that?" when novel stimuli were presented during an instructional task. Once the ability to ask the question was acquired, the children's ability to learn novel information by asking the question was assessed. The children were then taught to ask the question within a less structured context. All three studies used a multiple baseline across participants. Generalization was assessed in a different room, to a new person, and to novel stimuli. All of the children learned to ask the question within the instructional context, while on a walk in the school building, and to request information about three-dimensional objects. The acquisition of novel information was consistent for receptive and expressive tests for 2 of the children, with varied results for the 3rd. These studies indicate that children with autism can be taught to ask questions that lead to the acquisition of new information.

Attention↗
PubMed1992

Assessment of attention and memory efficiency in persons with solvent neurotoxicity.

Memory and attention were evaluated in 40 persons with a history of organic solvent exposure and 40 demographically similar controls. Exposed subjects, in comparison to controls, had reduced digit spans, were deficient at learning new information, and recall on a Brown-Peterson distractor test was especially low following a 30-sec interference interval. If original learning was considered, long-term recall was similar for both groups. On a test of sustained attention, the Continuous Performance Test, exposed subjects became less accurate over successive blocks, a pattern opposite to that seen in control subjects. The data suggest that the memory impairment following solvent exposure may result from deficient allocation of attentional resources due to the inability to deal effectively with an increase in processing load.

Attention↗
PubMed1994

Reinforcement learning control.

Reinforcement learning refers to improving performance through trial-and-error. Despite recent progress in developing artificial learning systems, including new learning methods for artificial neural networks, most of these systems learn under the tutelage of a knowledgeable 'teacher' able to tell them how to respond to a set of training stimuli. Learning under these conditions is not adequate, however, when it is costly, or even impossible, to obtain this kind of training information. Reinforcement learning is attracting increasing attention in computer science and engineering because it can be used by autonomous systems to learn from their experiences instead of from knowledgeable teachers, and it is attracting attention in computational neuroscience because it is consonant with biological principles. Recent research has improved the efficiency of reinforcement learning and has provided some striking examples of its capabilities.

Animals↗
PubMed2004

Exploring knowledge and attitudes about emergency contraceptive pills among university students in Jamaica. A qualitative approach.

Emergency contraceptive pills (ECPs) are an important option for university students who may be at high risk for unplanned pregnancies. In the Caribbean, little research has been carried out on university student's knowledge and opinions of this method. This study uses qualitative methodology to explore knowledge and opinions on ECPs among university students attending The University of the West Indies (UWI) Mona campus. We conducted eight focus groups (n = 71) with female and male university students at The University of the West Indies, Kingston, Jamaica, in March 2000. The group discussions lasted approximately two hours. We tape-recorded discussions and then transcribed and analyzed them by coding responses according to themes. General knowledge of ECPs was high, but students lacked specific information about the method such as its time frame and its mechanism of action. Most students supported the method, especially after learning correct information. However, several students were concerned about its side effects and the potential for abuse or irresponsible use by young adults. Although the university students in this study lacked detailed information about ECPs, their opinion toward the method was favourable. We suggest further research to investigate the prevalence of misinformation about the method among other groups of Jamaicans.

Adolescent↗