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At least 685 records · Page 38Linked to original sources
PubMed1994

Crossmodal training reduces behavioral deficits in rats after either auditory or visual cortex lesions.

Rats were trained with either visual or auditory intensity cues until they emitted nine avoidance responses in 10 trials (9/10) prior to bilateral ablation of the corresponding sensory neocortex. Six days after surgery, rats were trained to 5/10 criterion in one of the following conditions: within-modality direct, within-modality reversal, crossmodality direct, crossmodality reversal, or no training control. The next day all rats were retrained to 9/10 on their preoperative tasks. For visual decorticate rats, the no training and the visual within-modality direct groups relearned the discrimination at the same rate as preoperative learning. Auditory crossmodal direct training enhanced relearning more than other forms of training and visual within-modality reversal training hindered retraining. For auditory decorticate rats, similar postoperative auditory within-modality and visual crossmodality training effects were seen during retraining of the auditory discrimination. These findings suggest crossmodality training facilitates functional recovery through relational information and learning sets transferred from experimental training to the relearning task.

Acoustic Stimulation↗
PubMed2001

Physicians' perceptions and uses of commercial drug information sources: an examination of pharmaceutical marketing to physicians.

Data were collected from physicians attending a medical conference. This exploratory study was primarily interested in two areas. First, the investigators were interested in better understanding physicians' responses to different promotional tactics typically used by the pharmaceutical industry. Pharmaceutical representatives were most useful, followed by drug samples and infomercials in medical journals. Direct mail, promotional faxes, and promotional products were used less by physicians. Second, the investigators were interested in learning what information sources influenced physicians' drug choices. Physicians were primarily influenced by their prior experience with a drug, then by drug compendiums, and journal articles. Physicians were also influenced by information provided by the industry and other factors, like the drug's price and their patients' financial situations. Managerial implications for marketing to physicians and ideas for future research are discussed.

Advertising↗
PubMed2005

Genetic approaches to the molecular/neuronal mechanisms underlying learning and memory in the mouse.

Learning and memory is an essential component of human intelligence. To understand its underlying molecular and neuronal mechanisms is currently an extensive focus in the field of cognitive neuroscience. We have employed advanced mouse genetic approaches to analyze the molecular and neuronal bases for learning and memory, and our results showed that brain region-specific genetic manipulations (including transgenic and knockout), inducible/reversible knockout, genetic/chemical kinase inactivation, and neuronal-based genetic approach are very powerful tools for studying the involvements of various molecules or neuronal substrates in the processes of learning and memory. Studies using these techniques may eventually lead to the understanding of how new information is acquired and how learned information is memorized in the brain.

Animals↗
PubMed1992

Metabolic impairment in human amnesia: a PET study of memory networks.

Human amnesia is a clinical syndrome exhibiting the failure to recall past events and to learn new information. Its "pure" form, characterized by a selective impairment of long-term memory without any disorder of general intelligence or other cognitive functions, has been associated with lesions localized within Papez's circuit and some connected areas. Thus, amnesia could be due to a functional disconnection between components of this or other neural structures involved in long-term learning and retention. To test this hypothesis, we measured regional cerebral metabolism with 2-[18F]fluoro-2-deoxy-D-glucose ([18F]FDG) and positron emission tomography (PET) in 11 patients with "pure" amnesia. A significant bilateral reduction in metabolism in a number of interconnected cerebral regions (hippocampal formation, thalamus, cingulate gyrus, and frontal basal cortex) was found in the amnesic patients in comparison with normal controls. The metabolic impairment did not correspond to alterations in structural anatomy as assessed by magnetic resonance imaging (MRI). These results are the first in vivo evidence for the role of a functional network as a basis of human memory.

Adult↗
PubMed1982

A required course in decision-making for preclinical medical students.

Objectives, methods of instruction, and evaluation of a preclinical course in decision-making are described in this article. One set of objectives that related to learning to read and write clinical algorithms was taught by having students read a clinical algorithm about a problem, solve a patient management problem about the problem, and write an algorithm. A second set of objectives that related to learning clinical decision analysis was taught by solving problems and discussing them. Three methods used to evaluate three classes showed the following results: large increases in taped interview problem (TIP) scores after learning algorithms, high mean scores on a final examination that tested all course objectives, and high voluntary class attendance. It is concluded that preclinical medical students can be taught cognitive decision-making skills, that the TIP is a promising tool for measuring such skills, and that careful monitoring of a course in clinical decision-making may provide valuable information regarding learning and teaching technical clinical management.

Curriculum↗
PubMedDate not supplied

Cognitive intervention in Alzheimer disease: a randomized placebo-controlled study.

The efficacy of a cognitive intervention consisting of training in face-name associations, spaced retrieval, and cognitive stimulation was tested in a sample of 37 patients (16 men, 21 women) with probable Alzheimer disease (AD). Patients with AD were randomly assigned to receive either the cognitive intervention or a mock (placebo) intervention for 5 weeks. The placebo group then crossed over to receive the intervention. During the intervention, AD patients showed significant improvement in recall of personal information, face-name recall, and performance on the Verbal Series Attention Test. Improvement did not generalize to additional neuropsychologic measures of dementia severity, verbal memory, visual memory, word generation, or motor speed, or to caregiver-assessed patient quality of life. Results suggest that although face-name training, spaced retrieval, and cognitive stimulation may produce small gains in learning personal information and on a measure of attention, improvement does not generalize to overall neuropsychologic functioning or patient quality of life.

Aged↗
PubMedDate not supplied

[Applications of problem-based learning in the basic medical curriculum].

This article describes a project, which took place between 1992 and 1994, on the application of problem-based learning to three disciplines of the basic medical curriculum: Biochemistry (1st year) Physiology (2nd year) and physiopathology (3rd year). The main objectives of the project were to bring teaching closer to the future professional reality, to stimulate critical thinking and to facilitate independent learning. Despite differences in content and in teaching materials, the trigger event for learning was information given within a clinical context which was further analyzed in small-group tutorial sessions. The project also included the training of the tutors and the development of audiovisual materials. Although no statistically significant differences were found in the final scores between students taught during this period and before, the first group reported a considerable increase in the motivation to learn which, in the case of Biochemistry, was important to change the passive attitude of most students on entering university. The project also helped to create the appropriate atmosphere for the establishment of an office for medical education in the medical school to support other innovations in the field. With this project we wished to contribute, with a concrete experience, to the reform of medical education in Portugal, by demonstrating that problem-based learning can be used in single disciplines without major changes in the basic curriculum.

Curriculum↗
PubMed1991

Subjective organization of U.S. presidents.

College students appear to subjectively organize U.S. presidents into three groups and to use this organization to help them learn new information. Results of a paired comparison task in Experiment 1 suggested that subjects organized the presidents into Founding Fathers (Washington through John Quincy Adams), post-World War II presidents (Truman through Reagan), and noncontemporary presidents (Jackson through Franklin Roosevelt). This hypothesized organization was tested in Experiment 2 by presenting subjects with several lists with alternative organizations of the presidents. Difficulty of learning classifications of particular presidents within each list was predicted on the basis of the relation between that president's classification in the list and in the hypothesized preexisting organization. Instances where the preexisting and new classifications were consistent both for the particular president and for all other members of the group were easiest to learn. Instances where the particular president's classification was consistent but where some other presidents in the group were classified differently were of intermediate difficulty. Instances where neither the individual president's classification nor that of the entire group were consistent were most difficult. The results provided converging evidence for the hypothesized subjective organization of the presidents and also demonstrated the usefulness of a method that may be applicable to testing subjective organizations in a wide variety of other areas.

Adolescent↗
PubMed2005

Impaired intentional content learning but spared incidental retention of contextual information in non-demented patients with Parkinson's disease.

We investigated the incidental and intentional learning performance of 29 patients with idiopathic Parkinson's disease (PD) and 20 healthy volunteers. Measures of incidental and intentional memory were assessed with a spoken verbal recall task followed by a temporal word order task, a picture recall task followed by a spatial picture location task, and a written word recall task followed by a judgement of word frequency task. A multivariate analysis of variance and appropriate post hoc tests revealed significant differences for all intentional learning variables. In all cases, PD patients performed worse than normal controls. No group differences were found for the incidental retention of contextual information. The results indicate that PD patients have a selective problem of intentional learning, whereas incidental learning of contextual information remains intact. Elaborate processing, attentional and organizing strategies in the systematic encoding, and recollection of information have been attributed to dorsolateral prefrontal activation. Preferential dysfunction of dorsolateral prefrontal cortex-associated memory processes is consistent with the previously reported uneven patterns of dopamine loss in the striatum of patients with idiopathic PD showing most severe dopamine depletion in the portion of the caudate nucleus that is anatomically connected to the dorsolateral frontal cortex.

Aged↗
PubMed2004

Exit learning outcomes for the PRHO year: an evidence base for informed decisions.

OBJECTIVE: To evaluate potential learning outcomes for pre-registration house officer (PRHO) training and develop an evidence base for informed decision making. DESIGN AND SETTING: A 2-stage Delphi process was employed to establish the opinions of Scottish stakeholders with regard to learning outcomes for the PRHO year. PARTICIPANTS: Doctors involved in the provision of PRHO training, including deans, postgraduate tutors and general practitioners (GPs) with trainees, were invited to participate in the study. MAIN OUTCOME MEASURES: Respondents rated a range of outcomes according to which they believed should be included or excluded from the PRHO training year. RESULTS: Learning outcomes identified for PRHOs were grouped under the 12-domain framework of the 3-circle model: 'What the doctor can do', 'How they approach their practice' and 'Their professionalism'. Based on the consensus opinions gained in the Delphi study, the ratings were classified into priority groupings. Priority 1 contained 45 of the original 81 learning outcomes, representing each area of the 3-circle model, with emphasis on the domains of clinical skills, patient investigation/management, communication, appropriate attitudes and personal development. Health promotion and disease prevention was the only domain not represented at priority 1. Priority 2 contained 24 outcomes with emphasis on the understanding of clinical skills, patient management and personal development. Priority 3 contained 12 outcomes indicating a lack of emphasis for some outcomes, particularly the role of the doctor and health promotion. CONCLUSION: Consensus on the learning outcomes for PRHO training has been achieved, providing an evidence base for curriculum planning. The relative priority assigned to these outcomes can facilitate the use of the evidence. This evidence base should be referred to when reviewing any PRHO training programme.

Clinical Competence↗
PubMed1996

Base rates in category learning.

Previous researchers have discovered perplexing inconsistencies in how people appear to utilize category base rates when making category judgments. In particular, D.L. Medin and S.M. Edelson (1988) found an inverse base-rate effect, in which participants tended to select a rare category when tested with a combination of conflicting cues, and M.A. Gluck and G.H. Bower (1988) reported apparent base-rate neglect, in which participants tended to select a rare category when tested with a single symptom for which objective diagnosticity was equal for all categories. This article suggests that common principles underlie both effects: First, base-rate information is learned and consistently applied to all training and testing cases. Second, the crucial effect of base rates is to cause frequent categories to be learned before rare categories so that the frequent categories are encoded by their typical features and the rare categories are encoded by their distinctive features. Four new experiments provide evidence consistent with those principles. The principles are formalized in a new connectionist model that can rapidly shift attention to distinctive features.

Decision Making↗
PubMedDate not supplied

[The information theory of emotions in heuristic learning].

The well-known P. V. Simonov structural formula of emotions shows that the level of emotional experience depends on need and difference between known information and that necessary for solving of the arising problem by the subject. Adopting the interpretation of this formula in the heuristic method of learning based on Socratic dialogue reasoning, it is possible, by varying the difficulty of prompting questions, to attain maximum emotional stimulation of lesson conduction and thus to promote effective mastering of the material.

Adaptation, Psychological↗
PubMed2006

Neural representation of navigational relevance is rapidly induced and long lasting.

Successful navigation is facilitated by the presence of landmarks. Previous functional magnetic resonance imaging (fMRI) evidence indicated that the human parahippocampal gyrus automatically distinguishes between landmarks placed at navigationally relevant (decision points) and irrelevant locations (nondecision points). This storage of navigational relevance can provide a neural mechanism underlying successful navigation. However, an efficient wayfinding mechanism requires that important spatial information is learned quickly and maintained over time. The present study investigates whether the representation of navigational relevance is modulated by time and practice. Participants learned 2 film sequences through virtual mazes containing objects at decision and at nondecision points. One maze was shown one time, and the other maze was shown 3 times. Twenty-four hours after study, event-related fMRI data were acquired during recognition of the objects. The results showed that activity in the parahippocampal gyrus was increased for objects previously placed at decision points as compared with objects placed at nondecision points. The decision point effect was not modulated by the number of exposures to the mazes and independent of explicit memory functions. These findings suggest a persistent representation of navigationally relevant information, which is stable after only one exposure to an environment. These rapidly induced and long-lasting changes in object representation provide a basis for successful wayfinding.

Adolescent↗
PubMed2000

Spatial information transfer from virtual to real versions of the Kiel locomotor maze.

The Kiel locomotor maze requires participants to choose five targets from among 20 locations marked by small red lights on the floor of a dimly lit circular environment having four wall-mounted extramaze cues and two intramaze cues at floor level. In the present study, acquisition of the real task was examined in 11-year-old children following prior accurate training in a virtual version, following misleading virtual training, or following no training. The virtual version was displayed on a desk-top computer monitor. Acquisition testing in the real maze was either locomotor or non-locomotor. Good transfer was achieved from virtual to real versions. Children's exploration of the real maze prior to real maze acquisition training revealed a clear transfer of spatial information previously learned in the virtual version. Children taught the correct target configuration in the simulation made fewer errors and more rapid, confident responses to targets in the real maze than children given no training. However, acquisition was also better following misleading training than no training, suggesting that a non-specific components of performance also transferred. Male superiority was only seen following misleading training, which was interpreted in terms of male superiority in mental rotation. After acquisition, a single probe trial was performed, in which proximal cues and participants' starting position were rotated, but this had equivalent effects on all groups' performance. It is clear that transfer of spatial information occurs from the simulated Kiel maze to the real version. This has implications for its use in diagnosis and training.

Child↗
PubMed2005

Difficulties in the control of irrelevant visuospatial information in children with visuospatial learning disabilities.

This research tested the hypothesis that children's difficulties in visuospatial working memory (VSWM) may mirror difficulties found with verbal working memory tasks in other categories of children. Two experiments compared the number of correct responses and errors in groups of visuospatial learning disabled children (VSLD) and Controls who were engaged in an active task testing visuospatial working memory. Children were presented with sequences of positions on a 4x4 matrix and were subsequently asked to remember only the last position of each series. In the first Experiment, VSLD children showed greater difficulty in both recalling the last positions and avoiding the irrelevant non-final positions compared with Controls. In the second experiment children of different age groups (second-graders and fifth-graders) were also required to stress, by tapping on the table, the irrelevant positions whenever the experimenter pointed to a coloured cell. Results showed that the number of errors was greater in the VSLD children, and the pattern of errors differed with their grade. In particular, the increased activation of stressed locations produced an increase of correct responses, and a decrease of intrusion errors, except in the case of VSLD second-graders, who made a higher number of intrusions for stressed than for unstressed locations. Results confirm that children with VSLD show a specific deficit in active VSWM, and in particular, in the ability to avoid intrusion errors. In general, the control of irrelevant information appears critical for a successful use of VSWM.

Adolescent↗
PubMed1997

Do performance strategies mediate age-related differences in associative learning?

Associative learning is a basic component of most learning tasks and has been shown to decline with age. The authors examined associative learning for younger and older adults by using a noun-pair task. Interim testing and prior practice on a similar task were the manipulated variables. Participants were encouraged to use an efficient retrieval strategy. Interim tests provided the motivation to learn the information, whereas prior practice on a similar task was presumed to make the task easier. The authors examined these variables both independently and interactively. For younger adults, performance benefited little from prior practice but did benefit from interim testing. For older adults, interim tests were beneficial for development of a retrieval strategy irrespective of prior training. Prior training proved beneficial for development of a retrieval strategy in the absence of interim tests. Thus, task parameters influenced the performance strategy (and learning), especially of older adults.

Adolescent↗
PubMed1998

Rebuilding community and regional collaboration: the Kingsport, Tennessee experience.

BACKGROUND: In 1988, business, health care, and community leaders in Kingsport, Tennessee, initiated the Kingsport Area Health Improvement Project (KAHIP) to improve the health status of local citizens. KAHIP's efforts continued to move, albeit slowly, until late 1993, when managed care organizations began to deselect hospitals and physicians and competition began to overcome hopes for collaboration. In 1994 KAHIP and other community leaders reaffirmed seven principles, including the need for continued dialogue and collaboration. By early 1998 ten community improvement teams were functioning, six chartered by KAHIP. MATURE PROJECTS: Four established projects have continued to expand either in scope or through institutionalization in the community or both, including Drive Smart, a collaborative learning project concerned with reducing preventable injuries and death among youth from motor vehicle crashes, and the Network of Employers for Traffic Safety, a public-private partnership dedicated to reducing the number of deaths and injuries in the workforce. NEW TEAMS: Four other teams are operating in Kingsport. One, the Kingsport Community Alliance Linking Enforcement, Responsibility and Treatment (ALERT), is dedicated to reducing the impact of substance abuse. Another, the Community Database Team, works on developing a database focused on community health status information. LESSONS LEARNED: In a community with widespread knowledge of continuous improvement philosophy and techniques, it makes sense to encourage other agencies to take the initiative and the credit and not worry about whether a specific process is adopted. The role of the public health system in health assessment, policy assessment, and quality improvement in an era of managed care and reduced government should be encouraged.

Commerce↗