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At least 919 records · Page 51Linked to original sources

PubMed2004

Learned association of allocentric and egocentric information in the hippocampus.

Single-cell recording was conducted in the hippocampus of rats that performed a spontaneous alternation task in a modified T-maze. In the central arm of the maze, 4 out of 45 cells (8%) were found that fired selectively depending on which turn the animals would take. This result is in disagreement with a previous study in which two-thirds of cells (22 out of 33) showed a clear bias for direction of turns. The interpretation was that the cells coded information of episodic memory. Our results do not support this hypothesis. Interestingly, over the course of training, an increasing number of cells were found that fired in correlation with the rats' movements. It is proposed that these cells associate egocentric motor information with allocentric spatial information rather than encode episodic memory.

Animals↗

PubMed2006

Dual-task interference in perceptual category learning.

The effect of a working-memory-demanding dual task on perceptual category learning was investigated. In Experiment 1, participants learned unidimensional rule-based or information integration category structures. In Experiment 2, participants learned a conjunctive rule-based category structure. In Experiment 1, unidimensional rule-based category learning was disrupted more by the dual working memory task than was information integration category learning. In addition, rule-based category learning differed qualitatively from information integration category learning in yielding a bimodal, rather than a normal, distribution of scores. Experiment 2 showed that rule-based learning can be disrupted by a dual working memory task even when both dimensions are relevant for optimal categorization. The results support the notion of at least two systems of category learning a hypothesis-testing system that seeks verbalizable rules and relies on working memory and selective attention, and an implicit system that is procedural-learning based and is essentially automatic.

Association Learning↗

PubMed2002

Interactive family learning following a cancer diagnosis.

PURPOSE/OBJECTIVES: To describe the experience of families when a member is diagnosed with cancer. DESIGN: Descriptive, qualitative study. SETTING: Patients' homes. SAMPLE: Eight adults, two to five months postdiagnosis, who were receiving radiotherapy or chemotherapy for stage I or II solid tumors and family members, including seven children between the ages of 13-18. Thirty people interviewed total. METHODS: Patients recruited from an oncology outpatient clinic and gynecologic inpatient unit of a teaching hospital interviewed on one occasion with at least two immediate family members in patients' homes. Semistructured interviews were tape-recorded and analyzed for themes and categories using the techniques of constant comparison. MAIN RESEARCH VARIABLES: Transitions from health to illness. FINDINGS: Families described a learning process in which information was gathered, interpreted, and shared. Families learned together by reviewing the past, gathering and sharing information, and sharing their experiences of living with someone undergoing treatment for cancer. By revealing their own personal perspectives, patients taught their families about their illness experiences and what constituted effective support. CONCLUSIONS: Interactive family learning is a mode of learning and a form of support in which the whole family may participate early in the process of learning to live with cancer. IMPLICATIONS FOR NURSING: Nurses can facilitate patient and family learning by considering the interactive manner in which families acquire information. By acknowledging how past experiences with cancer inform the present, nurses can help families identify beliefs influencing the illness experience. By including families in teaching sessions; facilitating communication between patients, families, physicians, and nurses; and providing take-home learning materials, nurses can facilitate shared information gathering. Nurses should acknowledge the value of learning about illness by experience, accept patients and families as experts, and encourage revelation of patients' and families' perspectives of the illness to enhance feedback on support and coping.

Adolescent↗

PubMed2006

Is conditioning a useful framework for understanding the development and treatment of phobias?

Despite the prevalence of therapeutic interventions based on conditioning models of fear acquisition, conditioning has been seen by many as a poor explanation of how fears develop: partly because research on conditioning has become less mainstream and models of learning have become increasingly more complex. This article reviews some of what is now known about conditioning/associative learning and describes how these findings account for some early criticisms of conditioning models of fear acquisition. It also describes how pathways to fear such as vicarious learning and fear information can be conceptualised as forms of associative learning that obey the same learning rules. Some popular models of conditioning are then described with a view to highlighting the important components in learning. Finally, suggestions are made about how what we know about conditioning can be applied to improve therapeutic interventions and prevention programs for child anxiety.

Animals↗

PubMed1997

Human fetal heart rate dishabituation between thirty and thirty-two weeks gestation.

Few studies of human fetal habituation have included dishabituation procedures (i.e., assessment of the reemergence of a habituated response) to determine if response decrements are the result of reevaluation of information (a brain process) or fatigue of peripheral receptors. The purpose of this study is to describe the ability of the human fetus to learn and recall information with procedures to assess the central nervous system. Fetal heart rate (FHR) of 84 fetuses between 30 and 32 weeks gestational age was examined in response to 3 series of vibroacoustic (VA) stimuli presented at pseudorandom intervals of 25-45 s over the head of the fetus. Responses to the first series of 15 stimuli (S1) were compared with an identical second series of 15 stimuli (S1) presented over the head of the fetus. Between the 2 series, a novel (dishabituating) VA stimulus (S2) was presented, differing from S1 in intensity and frequency. The third series of S1s was applied to the mother's thigh as a control for possible maternal responses to the stimulus. Prestimulus FHR was computed during a 5 s interval before each stimulus, and mean FHR was computed during the intertrial interval (average FHR). The response to S1 during the first series of trials (1-15) produced a sustained rise in both prestimulus and average FHR, r(83) = .90, p < .001. After the novel S2 (trial 16) the rate of change was attenuated for average FHR, r(83) = .12, ns, to S1 for trials 17-31 but not prestimulus FHR, r(83) = .50, p < .001. The decrease in FHR response was reestablished when stimulation was applied to mother's thigh, trials 32-41, r(83) = .92, p < .001. A significant habituation pattern across trials was observed for the first series of S1s when prestimulus HR was subtracted from each preceding average FHR value (delta FHR). After the single novel stimulus (S2), the FHR response to S1 reemerged. All combinations of beginning and ending series slopes were compared, and only the rate of change during the last 4 trials of the initial presentation of S1 and the first 4 trials after the novel stimulus was significant, F(1, 82) = 9.21, p < .003. Uterine contractions collected from the continuous record were not related to the presentation of the novel stimulus, chi 2(1, N = 84) = 0.59, p < .50, ns, or delta FHR slope after the novel stimulus, chi 2(9, N = 84) = 10.52, p < .50, ns. These results established that the 32 week human fetus is capable of detecting, habituating, and dishabituating to an external stimulus and support the premise that areas of the human fetal central nervous system critical for detecting and discriminating information and for learning and memory have developed by the early third trimester.

Arousal↗

PubMed2000

Psychology of the scientist: LXXXII. Coverage of classical conditioning in textbooks in the psychology of learning, 1952-1995.

Objective information was obtained from 89 textbooks in the psychology of learning published from 1952 through 1995 to answer questions about their coverage of classical conditioning. We found (a) that classical conditioning consistently received less coverage than instrumental and operant conditioning, (b) that the distinction of classical and instrumental conditioning has become established as a textbook-construction device, (c) that use of the classical-instrumental distinction by textbook authors has "hardened" after a period of "fluidity" in the 1970s, (d) that the currency of references in the basic classical (as well as instrumental) conditioning chapters diminished from 1952 to 1995. Findings are discussed in regard to the possibility that, as a class, and in comparison to other textbooks, the textbooks of the psychology of learning fall short of fulfilling some of their recognized roles.

Animals↗

PubMed2000

Acquisition and transfer of new verbal information in amnesia: retrieval and neuroanatomical constraints.

Four experiments examined new associative learning in amnesia by contrasting the performance of 2 amnesic participants-1 (C.C.) with basal forebrain damage and the other (R.H.) with medial temporal lobe damage--and 3 controls. Both amnesic individuals were severely impaired on explicit memory measures but showed intact perceptual priming. On the new associations measures, only C.C., not R.H., exhibited learning by producing correct targets (HIJACKER) in the absence of perceptual cues for them (e.g., STAFF shot ???). When the perceptual cue (e.g., MEDICINE cured _I_C_P) was provided, both C.C. and R.H. showed learning. Transfer to information containing conceptually related targets (e.g., TERRORIST or BELCH) was reliably observed only in C.C. This finding was replicated with further reduction in perceptual overlap across original (LIGHTNING torched JUNGLE) and transfer (LIGHTNING burned WILDERNESS) sentences. Together, these findings delineate the role of experimental conditions, severity of amnesia, and different neuroanatomical structures in mediating new verbal learning in amnesia.

Adult↗

PubMed2003

The application of geographic information systems and global positioning systems in humanitarian emergencies: lessons learned, programme implications and future research.

Geographic information systems (GIS), global positioning systems and remote sensing have been increasingly used in public health settings since the 1990s, but application of these methods in humanitarian emergencies has been less documented. Recent areas of application of GIS methods in humanitarian emergencies include hazard, vulnerability, and risk assessments; rapid assessment and survey methods; disease distribution and outbreak investigations; planning and implementation of health information systems; data and programme integration; and programme monitoring and evaluation. The main use of GIS in these areas is to provide maps for decision-making and advocacy, which allow overlaying types of information that may not normally be linked. GIS is also used to improve data collection in the field (for example, for rapid health assessments or mortality surveys). Development of GIS methods requires further research. Although GIS methods may save resources and reduce error, initial investment in equipment and capacity building may be substantial. Especially in humanitarian emergencies, equipment and methodologies must be practical and appropriate for field use. Add-on software to process GIS data needs to be developed and modified. As equipment becomes more user-friendly and costs decrease, GIS will become more of a routine tool for humanitarian aid organisations in humanitarian emergencies, and new and innovative uses will evolve.

Altruism↗

PubMedDate not supplied

Investigating users' requirements: computer-based anatomy learning modules for multiple user test beds.

OBJECTIVE: User data and information about anatomy education were used to guide development of a learning environment that is efficient and effective. The research question focused on how to design instructional software suitable for the educational goals of different groups of users of the Visible Human data set. The ultimate goal of the study was to provide options for students and teachers to use different anatomy learning modules corresponding to key topics, for course work and professional training. DESIGN: The research used both qualitative and quantitative methods. It was driven by the belief that good instructional design must address learning context information and pedagogic content information. The data collection emphasized measurement of users' perspectives, experience, and demands in anatomy learning. MEASUREMENT: Users' requirements elicited from 12 focus groups were combined and rated by 11 researchers. Collective data were sorted and analyzed by use of multidimensional scaling and cluster analysis. RESULTS: A set of functions and features in high demand across all groups of users was suggested by the results. However, several subgroups of users shared distinct demands. The design of the learning modules will encompass both unified core components and user-specific applications. The design templates will allow sufficient flexibility for dynamic insertion of different learning applications for different users. CONCLUSION: This study describes how users' requirements, associated with users' learning experiences, were systematically collected and analyzed and then transformed into guidelines informing the iterative design of multiple learning modules. Information about learning challenges and processes was gathered to define essential anatomy teaching strategies. A prototype instrument to design and polish the Visible Human user interface system is currently being developed using ideas and feedback from users.

Anatomy↗

PubMed2007

Network modeling of adult neurogenesis: shifting rates of neuronal turnover optimally gears network learning according to novelty gradient.

Apoptotic and neurogenic events in the adult hippocampus are hypothesized to play a role in cognitive responses to new contexts. Corticosteroid-mediated stress responses and other neural processes invoked by substantially novel contextual changes may regulate these processes. Using elementary three-layer neural networks that learn by incremental synaptic plasticity, we explored whether the cognitive effects of differential regimens of neuronal turnover depend on the environmental context in terms of the degree of novelty in the new information to be learned. In "adult" networks that had achieved mature synaptic connectivity upon prior learning of the Roman alphabet, imposition of apoptosis/neurogenesis before learning increasingly novel information (alternate Roman < Russian < Hebrew) reveals optimality of informatic cost benefits when rates of turnover are geared in proportion to the degree of novelty. These findings predict that flexible control of rates of apoptosis-neurogenesis within plastic, mature neural systems optimizes learning attributes under varying degrees of contextual change, and that failures in this regulation may define a role for adult hippocampal neurogenesis in novelty- and stress-responsive psychiatric disorders.

Analysis of Variance↗

PubMed1976

Information processing vs visual attention during incidental learning.

The relationship between attention and incidental learning during discrimination training was studied in 30 children, aged 10 to 11. A polymetric eye-movement recorder measured direct visual attention. Consistent with previous findings, recall of incidental stimuli was greatest during the initial and terminal stages of intentional learning. Contrary to previous explanations, however, visual attention to incidental stimuli was not related to training. While individual differences in attention to incidental stimuli were predictive of recall, attention to incidental stimuli was not related to level of training. Results suggested that changes in higher order information processing rather than direct visual attention were responsible for the curvilinear learning of incidental stimuli during intentional training.

Attention↗

PubMed2001

Distance learning in nursing.

OBJECTIVES: To inform oncology nurses about distance-learning technologies and to offer suggestions for how nurses can locate, appropriately select, and use distance learning to their benefit. DATA SOURCES: Published articles, research studies, and review articles pertaining to distance education and learning in nursing. CONCLUSIONS: Distance learning offers new opportunities for nurses who are seeking basic or advanced degrees, certificates, or lifelong learning for professional development. IMPLICATIONS FOR NURSING PRACTICE: Oncology nursing practice is a dynamic specialty and requires the nurse to be a lifelong learner. Distance learning facilitates this requirement.

Certification↗

PubMed1977

Studies on human memory: the interactions of diazepam, scopolamine, and physostigmine.

Seventy volunteers were injected with diazepam (0.3 mg/kg), scopolamine (8 mug/kg), or placebo, followed 70 min later by another injection of physostigmine, physostigmine and methscopolamine (in case of diazepam treatment), or placebo. Physostigmine was given in two doses, 16 and 32 mug/kg; methscopolamine, 8 and 16 mug/kg. Subjects (Ss) were tested in groups of 5 in a double blind procedure with treatments distributed according to a Latin square design. Prior to treatment, Ss heard a series of lists of words, followed by an immediate recall test. Following the first injection, delayed free recall and recognition tests were given. The second drug was then injected, followed by a presentation of another two sets of lists which were tested similarly. Subjective feelings were also evaluated with a rating questionnaire. Diazepam and scopolamine did not affect recall of information which had been learned prior to drug injection. However, both drugs impaired the learning or acquisition of new information. Physostigmine, especially in its high dose, antagonized most of the memory deficits produced by scopolamine while those of diazepam remained. This is a strong indication that scopolamine acts centrally through an anticholinergic mechanism while diazepam may act through a different system.

Adult↗

PubMed1992

Information seeking and interactive videodisc preparation for third molar extraction.

Patient response to interactive videodisc preparation for third molar extraction surgery was examined as a function of self-reported information-seeking style. Amount learned was compared among patients informed via an interactive videodisc, noninteractive videotape of the same material, or surgeon only. Anxiety levels and satisfaction with preparation were compared between the videodisc and videotape groups. At consultation, patients (n = 35) were randomly assigned to either the disc- or the tape-viewing group. First, subjects completed a demographic survey, state anxiety scale, quiz on knowledge about third molars and surgery risks and complications, and information-seeking scales. Immediately after viewing the video, subjects completed another anxiety scale and a multiple-choice quiz covering the material presented. Subsequently, another 25 patients undergoing the routine (surgeon-only) consultation procedure were given the same multiple-choice quiz following consultation. Quiz scores differed significantly among the groups; mean percent correct for the tape-viewing subjects was 85; for disc-viewing subjects 72.6; for surgeon-only subjects, 40. Self-rated information seeking was unrelated to amount of video viewed by disc subjects (on average, 64% of the videodisc was viewed), and disc subjects who rated themselves higher in information-seeking achieved the lowest postpreparation quiz scores. Subjects in the disc group were significantly more satisfied with the amount of preparation than the tape group. Although disc group subjects were significantly less knowledgeable following consultation than were tape group subjects, interactive videodisc preparation for third molar extraction appears to have some advantages over more traditional approaches. Further research is needed to determine whether this approach to preparing patients is suitable for widespread clinical use.

Adult↗

PubMed2006

Sound facilitates visual learning.

Numerous studies show that practice can result in performance improvements on low-level visual perceptual tasks [1-5]. However, such learning is characteristically difficult and slow, requiring many days of training [6-8]. Here, we show that a multisensory audiovisual training procedure facilitates visual learning and results in significantly faster learning than unisensory visual training. We trained one group of subjects with an audiovisual motion-detection task and a second group with a visual motion-detection task, and compared performance on trials containing only visual signals across ten days of training. Whereas observers in both groups showed improvements of visual sensitivity with training, subjects trained with multisensory stimuli showed significantly more learning both within and across training sessions. These benefits of multisensory training are particularly surprising given that the learning of visual motion stimuli is generally thought to be mediated by low-level visual brain areas [6, 9, 10]. Although crossmodal interactions are ubiquitous in human perceptual processing [11-13], the contribution of crossmodal information to perceptual learning has not been studied previously. Our results show that multisensory interactions can be exploited to yield more efficient learning of sensory information and suggest that multisensory training programs would be most effective for the acquisition of new skills.

Acoustic Stimulation↗

PubMedDate not supplied

[Learning and memory].

INTRODUCTION: The paper briefly reviews current knowledge on learning and memory processes, considered at the behavioral, cognitive and neural levels. DEVELOPMENT: After establishing the distinction between different learning processes (behavioral learning, skill acquisition and information acquisition processes), the specific learning phenomena belonging to each of these varieties are analyzed. Associative learning is described as a behavioral (pavlovian conditioning and instrumental learning) and cognitive (predictive learning and categorization) process. Also described are the properties of perceptual and motor learning, as those of the processes by which cognitive skills (e.g., rule learning) are acquired. Then, the distinction between short-term and long-term memory is discussed, referring to short-term memory as a working memory system that assists the performance of a variety of thinking and reasoning tasks. Finally, the two main long-term memory theories are discussed, considering the semantic/episodic and implicit/explicit memory dichotomies.

Animals↗

PubMed1986

Computer learning by memory-impaired patients: acquisition and retention of complex knowledge.

Several investigators have shown that memory-impaired patients are capable of learning relatively simple information in both the laboratory and everyday life. The present research explored whether patients with memory disorders could also acquire complex knowledge--the domain-specific knowledge needed for operating and interacting with a microcomputer. The results indicated that patients with memory disorders of varying severity could learn to manipulate information on the computer screen, to write, edit and execute simple computer programs, and to perform disk storage and retrieval operations. The learning process, however, was slow relative to controls and the knowledge acquired appeared to be qualitatively different. Theoretical and practical implications of these findings are discussed.

Adult↗

PubMedDate not supplied

Instructional tools for nursing education: concept maps.

Students must deal with vast amounts of information in multiple formats, yet their ability to organize and link data in a logical way varies widely. Concept mapping offers nurse educators a useful tool to assist nursing students in wading through and critically analyzing this information more effectively. This article explains concept/cognitive mapping as a teaching strategy for several aspects of course work. Types and examples of maps developed by undergraduate and graduate students are used as illustrations and points of discussion. Illustrations are assessed according to type of map, information presented, aspects of the maps that facilitate meaningful learning, and what information is missing. Strategies for remediation to help learners assimilate new information are included. Finally, implementation of mapping in nursing education and ideas for research in concept/cognitive mapping are discussed.

Concept Formation↗