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PubMed1995

Effects of angle of model-demonstration on learning of motor skill.

The purpose was to examine the effects of three different demonstrations by a model on acquisition and retention of a sequential gross movement task. The second purpose was to examine the relationship between reversal processing of visual information about skills and coding of skill information. Thirty undergraduates (15 men and 15 women) were assigned into one of three conditions, Objective condition which demonstrated the task with the model facing the subject. Looking-glass condition in which the skill was demonstrated with the model facing the subject who viewed the performance opposite the right and left directions in executing the task, and the Subjective condition in which the subject observed the model from the rear. Number of immediate recall tests required to accomplish the sequential movements completely and the sum of the performance points for reproduced movements at each delayed recall test (1 day, 7 days, and 5 mo. after the immediate recall test) were employed. Analysis indicated the Subjective condition produced a significantly greater modeling effect in immediate recall of the movements than the Looking-glass condition. Retention of the acquired skills was almost equal under the three conditions.

Adult↗
PubMed1994

Aging and skill acquisition: learning-performance distinctions.

This research examined the hypothesis that a conservative response bias in older persons interferes with the acquisition and mastery of cognitive skill. Twenty younger and 20 older Ss performed both consistent mapping and varied mapping versions of a memory search task. Half of the Ss in each group performed under speed stress instructions, whereas the remaining Ss performed under accuracy stress instructions. Older Ss exhibited less skilled performance than did younger Ss. A power function analysis attributed this to both age-related differences in the rate of associative learning and differences in asymptotic levels of performance. These results are at odds with A. D. Fisk and W. A. Roger's (1991) hypothesis that age-related differences in automatization do not occur in memory search tasks. Results are interpreted in terms of a learning vs. performance distinction.

Adolescent↗
PubMed1989

Breaking bad news: medical undergraduate communication skills teaching and learning.

Teaching on the theme of 'breaking bad news' was selected for special development as part of an introductory course on communication skills for preclinical medial students in 1987. Eight parents of handicapped children and three patients terminally ill with neoplastic diseases cooperated in a series of semi-structured group discussions in which students were encouraged to interact with patients and children. The patients/parents readily assumed the role of teachers and where it was possible, they participated in similar sessions the following year. Analysis of questionnaires indicated that the plan had proved acceptable to patients, relatives and students. Follow-up of student opinion one year later indicated that students felt they had derived benefit from these opportunities to learn first-hand from patients and parents of handicapped children.

Adult↗
PubMed1989

Improving learning disabled students' skills at composing essays: self-instructional strategy training.

This study was conducted to determine if self-instructional strategy training would improve learning disabled students' writing. Students were taught a strategy designed to facilitate the generation, framing, and planning of argumentative essays. Training effects were investigated using a multiple-baseline across-subjects design, with multiple probes in baseline. Strategy instruction had a positive effect on students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and teacher. Evidence for generalization to a second genre, story writing, was also obtained. The students and their special education teacher recommended the use of the strategy with other students.

Child↗
PubMed2002

The learning and application of generic skills by CLSs/MTs who have 'left the field'.

OBJECTIVE: To determine whether generic skills that dinical laboratory scientists (CLSs)/medical technologists (MTs) learned as students and/or practitioners are applied to jobs outside the field of CLS/MT; and to determine if there are any significant differences in learning and/or doing these skills by CLS/MT majors vs. non-CLS/MT majors. DESIGN: An Occupational Change Survey was sent to CLS/MT practitioners who had identified themselves as having left the field (LTF) of CLS/MT. The participants were asked whether or not they were CLS/MT majors as undergraduates, whether they utilized generic baccalaureate level skills in their LTF jobs, and whether or not they learned these skills as CLS/MT students and/or practitioners. The skills were: problem solving, decision making, troubleshooting, analytical reasoning, data correlation, precision studies, quality assessment, teaching, research, communication, technical writing, computer use, utilization review, and supervision. SETTINGS AND PARTICIPANTS: The survey was sent to 105 participants of an ongoing longitudinal study who identified themselves as having LTF. MAIN OUTCOME MEASURES: Responses for doing/utilizing the skills were grouped as 'Yes' if participants indicated they frequently or sometimes used the skills in their LTF jobs, and 'No' if they indicated they rarely or never used the skills in their LTF jobs. Responses for learning the skills were grouped as 'Yes' if participant indicated they learned the skills as CLS/MT students, practitioners or both and 'No' if they indicated they never learned the skills as CLS/MT students, practitioners, or both. Participants indicated whether or not they were CLS/MT majors in college. Chi square analyses were performed to test for any statistical significant (p = 0.05) differences between: doing and learning the skills, doing the skills and being a CLS/MT major, and learning the skills and being a CLS/MT major. RESULTS: The response rate for the survey was 48% (50/103). Chi square analyses could not be performed for doing the skills in the LTF jobs for three variables: problem solving, analytical reasoning, and computer use because all respondents reported that they used these skills. Chi square analyses indicated there were no significant differences between doing and learning the skills in the LTF job for the entire sample group for all remaining skills except supervision. There were no significant differences between doing the skills in the LTF job and being a CLS/MT major. A statistically significant difference in learning the skills was observed between CLS/MT majors and non-CLS/MT majors for the following skills: problem solving, correlating data, precision studies, research, analytical reasoning, and troubleshooting. The 'Yes' answer frequencies for learning the skills was higher for the CLS/ MT majors for all the generic skills except teaching, where they were equal, and utilization studies where they were lower. CONCLUSION: The results indicate that, in general, for this sample group, generic skills learned as CLS/MT students and/or practitioners can be and are applied to a wide variety of LTF jobs. Furthermore, CLS/MT majors learned the generic skills at least as well, if not better, than other baccalaureate level laboratory practitioners who obtained degrees in other areas.

Career Choice↗
PubMed1997

Contextual interference effects in learning novel motor skills.

The present study investigated the generalizability of contextual interference effects by extending previous laboratory and field research to novel movements controlled by different motor programs. 30 men and 33 women learned novel throwing and kicking tasks, practicing with blocked, serial, or random schedules. The subjects practiced the tasks four days a week for two weeks and then were given a postest. One week later subjects were given a retention test. Significant improvements in performance were found for all groups for both tasks; however, a significant effect for practice condition was found only for the throwing task during retention, for which the random practice schedule led to better learning than the blocked and the serial practice. These findings suggest that the blocked, serial, and random practice methods could be effectively used for tasks controlled by different motor programs but must be practiced in the same teaching session, without expecting one to be more effective in learning than any other.

Analysis of Variance↗
PubMed2000

The impact of external feedback on computer-assisted learning for surgical technical skill training.

BACKGROUND: Computer-assisted learning (CAL) offers a number of potential advantages for surgical technical skills teaching. The purpose of this study was to evaluate the impact of individualized external feedback on surgical skill acquisition when a CAL package is used for instruction. METHODS: Freshman and sophomore students participated in a 1-hour CAL session designed to teach them how to tie a two-handed square knot. One group received individualized external feedback during the session and the other group did not. Subjects were videotaped performing the skill before and after the session. The tapes were independently analyzed, in blinded fashion, by three surgeons. Three measures were obtained: the total time for the task, whether or not the knot was square, and the general quality of the performance using a rating scale. RESULTS: Data from 105 subjects were available for final analysis. For both groups there were significant increases in the proportion of knots that were square when the posttest performance was compared with the pretest performance but there was no difference between groups on this measure. Comparison of the performance scores demonstrated that both groups had a significant improvement after the session but the performance scores were significantly better in the group that had received feedback. CONCLUSIONS: Novices in both groups using CAL showed improvement in two of the outcomes measured, suggesting that subjects in both groups attained some degree of competence with this skill. The higher posttest performance score for the group receiving feedback demonstrates that external feedback results in a higher level of mastery when CAL is used to teach surgical technical skills.

Analysis of Variance↗
PubMed1984

Skills not pills: learning to cope with anxiety symptoms.

A pilot project to assess the benefit of a psychology service in general practice for patients with anxiety is described. A course of lessons in ;anxiety management skills' was provided at two practices. At a follow-up appointment one year later two thirds of the 35 patients studied had stopped taking anxiolytic medication and two thirds reported an elimination of their anxiety symptoms. It is proposed that a psychology service be provided for general practitioners, in health centres and health clinics, as a possible alternative to repeat prescribing of anxiolytic medication.

Adult↗
PubMed1998

Information skills for distance learning.

In spring 1997, the Education Services department at the University of North Carolina at Chapel Hill (UNC-CH) Health Sciences Library (HSL) developed six Web-based tutorials designed to teach information skills. This paper describes how the modules were created.

Academic Medical Centers↗
PubMedDate not supplied

Developing decision making skills for people with learning disabilities.

A qualitative research methodology was used to identify the influences on the involvement of people with learning disabilities in day to day decision making. This paper describes the part of the study which revealed that some key workers appeared to have unmet training needs, which influenced clients' involvement in decision making and the learning of decision making skills. It suggests that staff responsible for key worker supervision and support ensure they are fully aware of any difficulties experienced by key workers in carrying out their role, and that these are addressed by appropriate training.

Decision Making↗
PubMed2001

The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents.

Adjunct question research has typically focused on the effects of adjunct questions on improving the learning of college students. This study investigated the effects of inserted and massed postquestions (inference, main idea, and detail), with and without feedback, on improving the comprehension skills of adolescents labeled as reading disabled. Students practiced using adjunct questions for 6 weeks. The results suggested that inserted questions (and to a lesser extent massed postquestions) were beneficial in improving the comprehension of texts that did not contain adjunct questions. Specifically, the results indicated that (a) inserted questions were more effective than massed postquestions or no questions, (b) massed postquestions were more effective than no questions, and (c) the effects of inserted questions on comprehension increased over the time of treatment. The beneficial effects of feedback were limited to inference and main idea questions. Copyright 2001 Academic Press.

Journal Article↗
PubMed2006

Processing abilities associated with math skills in adult learning disability.

This study evaluated college adults (N = 138) referred for learning problems using a Cattell-Horn-Carroll based intelligence measure (Woodcock Johnson-Revised: WJ-R) and spatial and executive function neuropsychological measures to determine processing abilities underlying math skills. Auditory and visual perceptual (WJ-R Ga and Gv), long- and short-memory (WJ-R Glr and Gsm), crystallized and fluid intellectual (WJ-R Gc and Gf), and spatial and executive function (Judgment of Line Orientation [JLO] and Category Test) measures differentiated those with and without math deficits. Multiple regression revealed selective processing abilities (Gf, JLO, and Category) predicting about 16% of the variance in math skills after variance associated with general intelligence (also about 16%) was removed. Cluster analysis found evidence for a selective spatial deficit group, a selective executive function deficit group and a double deficit (spatial and executive function) group. Results were discussed in relation to a double deficit hypothesis associated with developmental dyscalculia.

Adolescent↗
PubMed1992

A behavioral study of the contributions of cells and fibers of passage in the red nucleus of the rat to postural righting, skilled movements, and learning.

Although the red nucleus consists of cells of origin for the rubro-spinal and rubro-olivary tracts, fibers of passage, including those of the superior cerebellar peduncle, which project from the cerebellum to the ventrolateral thalamus, pass through it. This study examined the relative effect of cell vs. fiber damage in the red nucleus on a number of behaviors thought to involve the red nucleus, including a skilled movement of reaching for food with a forelimb, postural righting on a surface and in the air, and learning a place response in a swimming pool test. Rats received unilateral or bilateral red nucleus lesions, using either the relatively cell-specific neurotoxins, ibotenic and quinolinic acid, or non-specific electrolytic anodal lesions. Both neurotoxic lesions effectively eliminated all red nucleus cell bodies, and in some animals they produced small cavities in the red nucleus and/or loss of cells in adjacent structures. Electrolytic lesions destroyed both cells and fibers, leaving a large cavity. The severity of the behavioral deficits were not related to the loss of red nucleus cells and there was a close relation between fiber damage and behavioral impairments on all of the tasks. The results suggest that for a number of behaviors, which have been thought to involve the red nucleus, impairments are more closely associated with fiber damage or damage to structures outside the red nucleus than they are to damage to cells of the red nucleus.

Animals↗
PubMed1990

The effectiveness of an education program to teach Australian nurses comprehensive physical assessment skills.

This study investigates the effectiveness of an educational program to teach 22 registered nurses comprehensive physical assessment skills. Administration of questionnaires and tests provided measures of the nurses: a) use of physical assessment skills; b) knowledge of physical assessment; c) changes in nursing practice since learning the skills; d) barriers to the use of these learned skills. The major post program findings regarding increases in the nurses' knowledge and use of physical assessment skills, positive changes in their nursing practice and lack of barriers to their use of these skills indicates that the participants did benefit from this educational experience.

Australia↗
PubMed1996

[Learning and memory skills in patients with cryptogenic epilepsy].

The purpose of this investigation was to determine the nature of memory deficits in patients with cryptogenic epilepsy and partial seizures. Sixty-two patients were compared to forty-four controls on several verbal and visual memory tests (short-term memory, learning, long-term recall, and recognition). Performance in the patients group was significantly impaired only on the test of verbal delayed recall.

Adult↗