PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “GENERALIZATION LEARNING”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 613 records · Page 34Linked to original sources

Acquisition of knowledge about spatial location: assessing the generality of the mechanism of learning.

A selection of studies in the last 20 years is reviewed. These studies show basic Pavlovian phenomena in the spatial domain (like blocking, overshadowing, latent inhibition, and perceptual learning) with nonhuman subjects, specifically with rats, both in the radial maze and in the circular pool. The generality of these phenomena with respect to other species and to other spatial preparations is also discussed. The conclusion is that the mechanism responsible for the acquisition of knowledge about spatial location seems to be associative in nature.

Animals↗

Effects of acute sublethal exposure to coumaphos or diazinon on acquisition and discrimination of odor stimuli in the honey bee (Hymenoptera: Apidae).

Two organophosphate compounds, coumaphos and diazinon, were examined for effects of sublethal exposure on odor learning and generalization in honey bees, Apis mellifera L. Using proboscis extension response training as a measure of odor learning and discrimination, a series of two experiments tested whether these compounds would inhibit bees from learning a new odor or discriminating between different odors. Bees were exposed to coumaphos or diazinon in acetone applied to the thorax, or to coumaphos or diazinon in hexane injected intracranially. At no dose tested or exposure method used was coumaphos shown to inhibit acquisition of a novel odor stimulus, although it was shown to slightly reduce discriminatory ability when given by intracranial injection. Diazinon had effects on odor learning at several small doses, and a small injected dose was shown to significantly inhibit learning of an odor stimulus paired with a sucrose reward. When bee head acetylcholineasterase activity was measured after dermal applications of both pesticides, only the higher doses of diazinon showed reduced activity, indicating that externally-applied coumaphos shows no significant effect on bee brain acetylcholinesterase activity. These data suggest that acute application of coumaphos has only slight nonlethal effects upon the behavior of honey bees and should have little effect upon bee tasks that involve odor learning.

Acetone↗

Impaired water maze navigation of Wistar rats with retrosplenial cortex lesions: effect of nonspatial pretraining.

Damage to the retrosplenial cortex (RC) impairs the performance of rodents on spatial learning and memory tasks, but the extent of these deficits was previously reported to be influenced by the lesion type, rat strain, and behavioral task used. The present study addressed the issue of whether or not cytotoxic damage to RC impairs place navigation of Wistar rats in the Morris water maze and, if so, whether this is merely attributable to spatial learning deficits or to impaired learning of general (nonspatial) behavioral strategies required to correctly perform this task or both. Behaviorally naive rats with bilateral lesions to RC were significantly impaired relative to sham-lesioned rats both during the period of initial learning of the task and during the later phases of training. In addition, these animals showed enhanced thigmotaxis, indicating that the lesion was associated with considerable abnormalities in nonspatial learning. In contrast, RC-lesioned animals that have been previously familiarized with general task rules in a series of shaping trials did not show more thigmotaxis than did their respective controls. Furthermore, although these rats were still impaired in the middle of the training process, their performance during the period of initial learning as well as by the end of training was found to now be normal. Our results confirm those of earlier studies indicating that RC is important for spatial navigation. The findings herein reported are also consistent with the notion that, in addition to spatial information processing, RC is involved in cognitive processes underlying the ability of subjects to properly respond to general task demands.

Analysis of Variance↗

Portfolio use in general practice vocational training: a survey of GP registrars.

BACKGROUND: Portfolios are increasingly advocated in medical education. Qualitative studies have suggested their value in stimulating experiential learning, promoting deep learning and encouraging reflection. This study explored the use of educational portfolios in reflective learning by general practice (GP) registrars in Yorkshire, England. METHOD: A postal questionnaire was sent to the 92 registrars of a deanery in November 2001, after a pilot study with registrars in a single district had been carried out. The questionnaire explored the registrars' use of the portfolio to collect information and for reflection, as well as registrars' attitudes towards the portfolio. It was returned by 71 registrars, representing a 77% response rate. Structured in-depth interviews were used to support the results obtained. RESULTS: Of the registrars who responded, 65% recorded information on a regular basis and 42% used the portfolio in reflective learning. Experienced registrars used the portfolio least. Those with supportive trainers used the portfolio more in reflection. CONCLUSIONS: The study suggests that the role of the trainer/supervisor is vital in portfolio-based learning. It raises questions about the acceptability of portfolio learning. It adds weight to the suggestion that careful introduction of portfolios and training of supervisors is vital. Further work to establish the role of portfolios in reflective learning is recommended.

Attitude of Health Personnel↗

A neural model for category learning.

We present a general neural model for supervised learning of pattern categories which can resolve pattern classes separated by nonlinear, essentially arbitrary boundaries. The concept of a pattern class develops from storing in memory a limited number of class elements (prototypes). Associated with each prototype is a modifiable scalar weighting factor (lambda) which effectively defines the threshold for categorization of an input with the class of the given prototype. Learning involves (1) commitment of prototypes to memory and (2) adjustment of the various lambda factors to eliminate classification errors. In tests, the model ably defined classification boundaries that largely separated complicated pattern regions. We discuss the role which divisive inhibition might play in a possible implementation of the model by a network of neurons.

Animals↗

The role of parameter variability on retention, parameter transfer, and effector transfer.

The purpose of this study was to examine the effects of parameter variability on the learning of generalized motor programs (GMP) and movement parameterization. Participants attempted to exert a force pattern that resembled in force and time a waveform displayed on a computer monitor. The analysis suggested that relative timing (a measure of the GMP) performance remained remarkably stable across retention and transfer tests, whereby the structure of the movement remained intact, although the parameter or muscle group (effector) changed during transfer The results also indicated that variable parameter (time) practice did not enhance GMP learning but did degrade the learning parameter that was not varied (force). In addition, parameter specification was substantially less stable than the GMP, with time and force parameter performance deteriorating from the retention to transfer tests. These findings suggest that parameter specification, and not the GMP, is the primary cause of poorer performance in parameter and effector transfer.

Adolescent↗

The learning preferences of rural and remote general practitioners. A quantitative analysis and its implications for the RACGP QA&CE program.

AIM: To establish the QA&CE needs of rural and remote GPs. In order to assess the fit between The Royal Australian College of General Practitioners' QA&CE program and these needs, learning preferences identified in this survey are compared to previous research published in Australia, 1987-1997, and matched against program objectives and guidelines. METHOD: In 1998 the RACGP surveyed 900 rural general practitioners (GPs) across Australia in three randomised samples. These samples were stratified respectively by membership of the Rural Faculty of the RACGP and practice location in RRMAs 3-7. The overall response rate was 78%. RESULTS: Self directed learning was rated by 65.3% of respondents as a preferred method of maintaining professional standards, a rating that corresponded significantly to familiarity with this approach to learning (p = 0.006), and even more so among younger GPs. This was second only to CME at 85.6%. By comparison, there was a low orientation toward some learning methods identified elsewhere as effective, such as clinical audit (15.6%) and peer review (14.5%). There were positive correlations, however, between preference and familiarity for these methods (p < 0.001). CONCLUSIONS: The results indicate that self directed learning, a major learning preference of rural and remote GPs, may currently be underserviced by the RACGP's QA&CE program. The program also needs to promote more strongly the effectiveness of less preferred modes of education, such as peer review and clinical audit, given the stronger preference indicated for less effective modes.

Australia↗

Teaching problem handling in general practice: a computer assisted learning software package for medical students.

A computer assisted learning software package for medical students, EnMesh, designed to increase understanding of the problem-handling skills needed in general practice has been developed at the University of Liverpool. Users access the system anonymously and respond in sequence to problems in the form of clinical vignettes. Responses to each problem, in the form of up to six two-line text statements, are generated by the user with a simple word processing facility. Users compare their responses with those of established general practitioners, searching for similar or matching ideas. After completing not less than four problems users are provided with feedback on their performance in relation to the physical, psychological and social dimensions of the problems. The frequency with which the system is being used and the results of self scoring are monitored by a parallel teacher programme. The programmes are designed to run on a wide range of microcomputers. EnMesh was designed to provide an informal learning resource within an established clinical course. The challenge of valid problems, the option to respond anonymously, self scoring and feedback on performance are features designed to attract student participation in computer assisted learning. Although in EnMesh the expert data is categorized in three dimensions, in designing such software the number of categories is limited solely by the range of responses which feedback is required to reflect.

Computer-Assisted Instruction↗

Facilitation of learning after lesions of the tuberomammillary nucleus region in adult and aged rats.

The tuberomammillary nucleus (TM) located in the posterior part of the hypothalamus is the main source of neuronal histamine in the central nervous system. Recent work from our laboratories has indicated an involvement of the TM region in neuronal plasticity and reinforcement processes. In the present study, we investigated the effects of TM lesions on the performance of adult and aged Wistar rats in a set of learning tasks, which differed in terms of complexity and reward contingencies (habituation learning, inhibitory avoidance, discrimination learning, Morris water maze). An improvement was found in every test applied, indicating that TM lesions seem to generally enhance learning and memory capacities independent of the special demands of a given task. Age-related learning deficits were strongly diminished. Immunohistochemistry revealed that the excitotoxic lesions used to destroy the TM region led to a marked decrease in the number of histamine-positive neurons in the vicinity of the injection site, indicating an involvement of the brain histaminergic system in the observed behavioral changes.

Aging↗

Prescription audit adjunct to rational pharmacotherapy education improves prescribing skills of medical students.

OBJECTIVE: To assess the impact of a rational pharmacotherapy (RP) teaching program during clinical pharmacology clerkship by analyzing the results of prescription audits (PAs) of the medical students. Collectively, we intended to observe the possible improvement of the students in their prescribing, problem solving and self-directed learning skills. DESIGN: At the beginning and end of the clerkship, the students were presented with cases of uncomplicated osteoarthritis to assess their prescribing skills; format and rationality were scored. SETTING: A medical school in Turkey that teaches RP to the fourth-year students in clinical pharmacology clerkship. PARTICIPANTS: There were 94 students of the 2002-2003 academic year in three groups and a single group of students belonging to the previous academic year tested. Of those students from the previous academic year, 26 were also analyzed a year later to demonstrate the long-term impact of the training. MAIN OUTCOME MEASURES: Prescribing skills of medical students and their opinions about PA. RESULTS: Direct assessment via PA demonstrated that the scores for post-clerkship prescriptions were far better than those for pre-clerkship prescriptions in terms of format and rationality. Long-term assessment showed that the scores declined within a year following clerkship, but they were still higher than those of their pre-clerkship scripts. Analysis of the questionnaires revealed that the students were satisfied with PA. The majority of the students stated they had learned the general principles of RP and gained better prescribing skills, and they intended to apply most of the principles learned to their future professional lives. The script format scores of a retrospectively created PA-exempted group were significantly lower than those of the students to whom an established PA education was given. CONCLUSION: PA sessions were shown to be an easy and a useful method of both evaluating and reinforcing prescribing skills gained though problem-based RP education.

Analgesics↗

Forgetting and the mirror effect in recognition memory: concentering of underlying distributions.

The mirror effect is a strong regularity in recognition memory: If there are two conditions, A and B, with A giving higher recognition accuracy, then old items in A are recognized as old better than old items in B, and also new items in A are recognized as new better than new items in B. The mirror effect is explained by attention/likelihood theory, which also makes several new, counterintuitive predictions. One is that any variable, such as forgetting, that affects recognition changes the responses to new as well as old stimuli. In terms of underlying distributions, forgetting produces concentering, the bilateral movement of distributions, both new (noise) and old (signal), toward a midpoint. Data from two forced-choice experiments are reported that support the prediction of concentering and other predictions drawn from the theory. It is argued that current theories of memory, which are strength theories, cannot handle these regularities.

Attention↗

Roles of octopaminergic and dopaminergic neurons in mediating reward and punishment signals in insect visual learning.

Insects, like vertebrates, have considerable ability to associate visual, olfactory or other sensory signals with reward or punishment. Previous studies in crickets, honey bees and fruit-flies have suggested that octopamine (OA, invertebrate counterpart of noradrenaline) and dopamine (DA) mediate various kinds of reward and punishment signals in olfactory learning. However, whether the roles of OA and DA in mediating positive and negative reinforcing signals can be generalized to learning of sensory signals other than odors remained unknown. Here we first established a visual learning paradigm in which to associate a visual pattern with water reward or saline punishment for crickets and found that memory after aversive conditioning decayed much faster than that after appetitive conditioning. Then, we pharmacologically studied the roles of OA and DA in appetitive and aversive forms of visual learning. Crickets injected with epinastine or mianserin, OA receptor antagonists, into the hemolymph exhibited a complete impairment of appetitive learning to associate a visual pattern with water reward, but aversive learning with saline punishment was unaffected. By contrast, fluphenazine, chlorpromazine or spiperone, DA receptor antagonists, completely impaired aversive learning without affecting appetitive learning. The results demonstrate that OA and DA participate in reward and punishment conditioning in visual learning. This finding, together with results of previous studies on the roles of OA and DA in olfactory learning, suggests ubiquitous roles of the octopaminergic reward system and dopaminergic punishment system in insect learning.

Animals↗

Variable rewards and discrimination ability in an insect herbivore: what and how does a hungry locust learn?

With the exception of honeybees, there have been few good invertebrate models for associative learning. Grasshoppers and locusts (Orthoptera: Acrididae) possess a number of characteristics that make them excellent candidates for such studies, and in this paper we present a novel protocol, based on a Y-maze, that is specifically designed for studying their learning and choice behaviour. Three separate experiments were conducted using individual gregarious forms of the desert locust, Schistocerca gregaria. In our first experiment, coloured arms of a two-sided Y-maze provided a large or small amount of wheat for nine choice-trials. In the second experiment, locusts discriminated odours with wheat rewards for nine choice-trials. The odour-wheat reward combinations were then reversed for an additional nine choice-trials. For the third experiment, the locusts again discriminated odours, but here we used artificial foods and the rewards differed in their concentration of protein and digestible carbohydrate. The results indicate that, in addition to showing good acquisition of choice performance, the locusts also took less time to reach the larger-rewarded option. The data indicate that our protocol is highly sensitive for recording choice behaviour in acridids and reveals the potential they have for advancing our current understanding of associative learning and the field of learning in general.

Animals↗

STIMULUS GENERALIZATION ALONG A LIGHT FLICKER RATE CONTINUUM AFTER DISCRIMINATION TRAINING WITH SEVERAL S-'S.

Four pigeons were trained with VI reinforcement to peck a key which was briefly illuminated by a flickering light. Generalization gradients were then obtained with nine different rates of flicker, four faster than S+ and four slower. Two birds were then trained to discriminate between S+ and the fastest stimulus (S-). These birds were then trained to discriminate between S+ and the two fastest stimuli, alternated as S-'s. This procedure was continued, adding one new S- at a time, until all four stimuli faster than S+ were S-'s. The remaining two birds were trained on this latter discrimination without intervening training. In a final stage, using the first two birds, the slowest stimulus was added as a fifth S-. Generalization gradients in extinction were obtained from each bird after each stage of training. As more stimuli from one end of the continuum served as S-'s, responding increased in the presence of stimuli from the other end of the continuum, and the gradient tended to become flattened at this end.

Animals↗

Learning, memory, and executive control in individuals with obstructive sleep apnea syndrome.

A range of neuropsychological deficits have been identified in individuals with obstructive sleep apnea syndrome (OSAS) and have been related to disruptions in function of the frontal cortex of the brain. We hypothesized that impairments in the use of strategic, frontally-mediated processes that facilitate learning and memory would be associated with deficits in the long-term episodic memory of verbal material (i.e., word lists). We evaluated 28 adults with OSAS and 24 controls (ranging from 28 to 60 years of age) using the California Verbal Learning Test. General executive abilities were assessed using the Wisconsin Card Sorting Test, Letter fluency, and Category fluency. Individuals with OSAS exhibited poorer recall across learning trials, less efficient use of semantic clustering, and poorer use of semantic cues. Retention of previously encoded information and recognition, however, were intact. With the exception of letter fluency, deficits were not observed in general executive control. Results are discussed within the context of disruptions in the interactions between long-term memory and executive abilities that are subserved by frontal and distal brain regions.

Adult↗

[Features of learning voluntary control of posture after pyramidal and nigrostriatal lesions].

The study was aimed at investigation of a deficit of learning the center-of-pressure voluntary control in patients with lesions of corticospinal and nigrostriatal systems. Thirty three patients with Parkinson's disease and 20 patients with hemiparesis after cerebrovascular accidents in the MCA participated in the investigation. The subjects stood on a force platform and in the form of a computer game were trained to match the projection of the center of pressure (a cursor) with a target on the screen under the visual feedback control. Two different postural tasks were presented. In the first task the direction of the center-of-pressure shift was not known before, so the subject learned the general strategy of the center-pressure control. In the other task a precise postural coordination should be formed. The voluntary control of the center-of-pressure position was found to be impaired in both groups of patients. In the task of moving the center of pressure in various directions (general strategy), no differences in the initial deficit of the task performance were found between the groups, but the learning was more efficient in the group of hemiparetic patients. However, in the task with precise postural coordination, despite the greater initial deficit in the parkinsonian patients, the learning in this group of patients was substantially more efficient than in hemiparetic patients. The results suggest both common and different features of the involvement of the corticospinal and nigrostriatal systems in learning voluntary control of posture.

Aged↗

General competencies of problem-based learning (PBL) and non-PBL graduates.

INTRODUCTION: Junior doctors have reported shortcomings in their general competencies, such as organisational skills and teamwork. We explored graduates' perceptions of how well their training had prepared them for medical practice and in general competencies in particular. We compared the opinions of graduates from problem-based learning (PBL) and non-PBL schools, because PBL is supposed to enhance general competencies. METHOD: We analysed the responses of 1159 graduates from 1 PBL and 4 non-PBL schools to a questionnaire survey administered 18 months after graduation. RESULTS: Compared with their non-PBL colleagues, the PBL graduates gave higher ratings for the connection between school and work, their medical training and preparation for practice. According to the graduates, the most frequently used competencies with sufficient coverage during medical training were expert knowledge, profession-specific skills and communication skills. The majority of the PBL graduates, but less than half of the non-PBL graduates, indicated that communication skills had been covered sufficiently. All the graduates called for more curriculum attention on working with computers, planning and organisation, and leadership skills. More PBL graduates than non-PBL graduates indicated that they had learned profession-specific methods, communication skills and teamwork in medical school. DISCUSSION: Overall, the graduates appeared to be satisfied with their knowledge and skills. The results suggest that the PBL school provided better preparation with respect to several of the competencies. However, both PBL and non-PBL graduates identified deficits in their general competencies, such as working with computers and planning and organising work. These competencies should feature more prominently in undergraduate medical education.

Adult↗