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Results for “GENERALIZATION LEARNING”

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PubMed1991

Student-directed problem-based learning in general practice and public health medicine.

The development and implementation are described of a new 6-week course in general practice and public health medicine for final-year medical students. This course is based on the principles of student-directed problem-based learning in small groups and makes substantial use of student attachments to local general practices which act as learning resources. Student assessment is by profiles. Course evaluation is by qualitative feedback, and the results of this are presented. The course offers a flexible learning environment in which the aims of its designers and the goals of their students can be achieved.

Curriculum↗
PubMed1988

Causal attribution, cognitive interference, and the generalization of learned helplessness.

We assessed the role of off-task cognitions in mediating the performance effects of global and specific attributions for failure. In Experiment 1, subjects were divided into global and specific attributors and were exposed to either no feedback or failure feedback. In Experiment 2, subjects were exposed to no feedback or to unsolvable problems wherein they received attribution for failure to specific or global causes. Experiment 3 added a condition in which subjects were restrained from engaging in off-task cognitions. Results showed that exposure to unsolvable problems deteriorated performance and increased off-task cognitions mainly among subjects who attributed failure to global causes. In addition, the enhancement of off-task cognitions interfered with performance following unsolvable problems. The introduction of instructions that discouraged subjects from engaging in off-task cognitions eliminated the detrimental effects of global attribution. Results are discussed in terms of test anxiety and excuse-making conceptualizations of learned helplessness.

Adult↗
PubMed1996

Age-related differences in perceptual learning.

The present study investigated age-related differences in perceptual learning. We assessed performance and learning on a semantic category visual search task. We investigated whether prepractice was beneficial for general learning and for automatic attention response development. In terms of general learning, prepractice was beneficial, especially for older adults; however, prepractice did not benefit automatic attention response development. The implications of these results for training purposes are discussed.

Adult↗
PubMed1994

Learning and generalization components of morphological acquisition by children with specific language impairment: is there a functional relation?

Children with specific language impairment (SLI) have particular difficulty acquiring bound morphemes. To determine whether these morphological deficits spring from impairments of rule-induction or memory (storage/access) skills, 25 preschool-age children with normal language (NL) and 25 age-matched children with SLI were presented with a novel vocabulary and novel bound-morpheme learning task. A chi square analysis revealed that the children with SLI had significantly lower vocabulary learning levels than NL children. In addition, there was tentative evidence that a dependency relationship existed in some children between success in vocabulary learning and proficiency in generalizing a trained bound morpheme to untrained vocabulary stems. These findings are predicted by the storage/access but not the rule-induction theory of specific language impairment. They suggest that intervention targeting bound-morpheme skills acquisition in children with SLI might include attention to vocabulary development.

Child↗
PubMed1989

Perceptual rotations on children's Rorschachs.

Perceptual rotations are responses in which the percept is upside-down or sideways from the usual position. In a population of 79 children, ages 3 to 15, 75% male, referred to the school psychologist for personality assessment for emotional, behavior, or learning problems; 1 in 9 Rorschach protocols contained at least one rotation. Rotations were not related significantly to reason for referral, learning disabilities, more general learning problems, or organic indicators. Responses showed individual differences in complexity, awareness, comfort with rotation, and aspects of righting the card to correspond with orientation of percept. Findings suggest that perceptual rotations do not matter as much as do strategies for coping with them.

Adolescent↗
PubMed1983

Undergraduate learning in general practice: the views of 1,000 final-year students.

One thousand final-year medical students were asked to record what they had learned during a three-and-a-half week attachment to a general practice, under the headings of diagnosis, treatment, prevention, workload, use of medical care; they were also invited to criticize the teaching programme. It is suggested that this clinical education and vocational experience should now be made available earlier in the undergraduate course.

Attitude of Health Personnel↗
PubMed1987

Learning and using specific instances.

A biologically plausible method for rapidly learning specific instances is described. It is contrasted with a formal model of classical conditioning (Rescorla-Wagner learning/perception training), which is shown to be relatively good for learning generalizations, but correspondingly poor for learning specific instances. A number of behaviorally relevant applications of specific instance learning are considered. For category learning, various combinations of specific instance learning and generalization are described and analyzed. Two general approaches are considered: the simple inclusion of Specific Instance Detectors (SIDs) as additional features during perception training, and specialized treatment in which SID-based categorization takes precedence over generalization-based categorization. Using the first approach, analysis and empirical results demonstrate a potential problem in representing feature presence and absence in a symmetric fashion when the frequencies of feature presence and absence are very different. However, it is shown that by using the proper representation, the addition of SIDs can only improve the convergence rate of perceptron training, the greatest improvement being achieved when SIDs are preferentially allocated for peripheral positive and negative instances. Some further improvement is possible if SIDs are treated in a specialized manner.

Animals↗
PubMed1986

Promoting imitative play through generalized observational learning in autisticlike children.

Three autisticlike boys with deficits in imitative and appropriate play behaviors were taught to play with an unfamiliar toy by observing a peer model demonstrate appropriate play with the toy. Generalization was assessed across toys and models, and temporal maintenance was assessed at 1 and 3 weeks following generalization. Following training each child demonstrated increases in imitative play concomitant with decreases in the frequency of nonmanipulated self-stimulatory behavior. Results are discussed in terms of their implications for the amelioration of social isolation and self-stimulatory behavior.

Autistic Disorder↗
PubMed1994

Feedback-Induced Variability and the Learning of Generalized Motor Programs.

As compared with providing extrinsic feedback on each of a set of practice trials, reducing the feedback frequency in various ways facilitates long-term retention. One explanation is that frequent feedback operates proactively on the subsequent trial, inducing excessive variability that degrades learning. We tested this view by giving or not giving feedback "reminders," where the postresponse feedback was given again just before the next attempt at a task. The reminder manipulation was examined in both blocked and randomized practice sequences during the learning of three limb-patterning tasks. Reminder feedback increased response variability during practice in both random and blocked practice. As measured in retention tests, though, feedback reminders degraded learning in random practice, but not in blocked practice. This implies that the frequently found learning advantages of random, as compared with blocked, practice might be due to feedback's facilitation of retrieval operations in blocked practice (as well as in random practice with feedback reminders); such overfacilitation of retrieval operations has been shown to degrade learning. Additional analyses revealed that random, as compared with blocked, practice enhanced the learning of the fundamental pattern of action (generalized motor program) but had little effect on the ability to scale the pattern in amplitude or time (parameterization).

Journal Article↗
PubMed2005

Differential constraints on the working memory and reading abilities of individuals with learning difficulties and typically developing children.

This study examined the factors that constrain the working memory span performance and reading ability of individuals with generalized learning difficulties. In the study, 50 individuals with learning difficulties (LD) and 50 typically developing children (TD) matched for reading age completed two working memory span tasks. Participants also completed independent measures of the processing and storage operations involved in each working memory span task and Raven's Coloured Progressive Matrices. The results showed that despite an equivalent level of working memory span, the relative importance of the constraints on working memory differed between the groups. In addition, working memory span was not closely related to word recognition or sentence comprehension performance in the LD group. These results suggest that the working memory span performance of LD and TD individuals may reflect different working memory limitations and that individuals with generalized learning difficulties may approach cognitive tasks in a qualitatively different way from that of typically developing individuals.

Child↗
PubMed2004

Epistemological exploration: generalization of learning styles and analytical skills between academic and religious materials.

Among 139 students (mean age 21.8, SD=3.5), use of Schmeck's Deep Processing learning style (looking for conceptual understanding) on academic materials correlated modestly with its use on religious materials. The same was true for Elaborative Processing (looking for associations and applications). Both Deep and Elaborative Processing of academic materials correlated with better Analytical Skills. Only Elaborative Processing of religious materials correlated with Religiousness. Religiousness correlated with poorer Analytical Skills on academic materials and with a more Concrete Divine Concept; however, specific religious affiliation made a difference. Our understanding of the role of contents of materials and characteristics of learners on the types of learning strategies used and competence with cognitive skills is still very limited.

Adult↗
PubMed1992

Computer based learning in general practice--options and implementation.

A survey of the 30 departments of general practice in the UK revealed that only three are currently making use of any form of computer based learning materials for teaching their undergraduate students. One of the reasons for the low level of usage is likely to be the relatively poor availability of suitable courseware and lack of guidance as to how to utilise what is available. This short paper describes the types of courseware that are available and the advantages and disadvantages of using acquired courseware as opposed to writing your own. It also considers alternative strategies for making computer based learning (CBL) courseware available to students.

Computer-Assisted Instruction↗