Discreteness and continuity in models of human information processing.
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Involvement of human basal ganglia in offline feedback control of voluntary movement.
Practice makes perfect, but the neural substrates of trial-to-trial learning in motor tasks remain unclear. There is some evidence that the basal ganglia process feedback-related information to modify learning in essentially cognitive tasks , but the evidence that these key motor structures are involved in offline feedback-related improvement of performance in motor tasks is paradoxically limited. Lesion studies in adult zebra finches suggest that the avian basal ganglia are involved in the transmission or production of an error signal during song . However, patients with Huntington's disease, in which there is prominent basal ganglia dysfunction, are not impaired in error-dependent modulation of future trial performance . By directly recording from the subthalamic nucleus in patients with Parkinson's disease, we demonstrate that this nucleus processes error in trial performance at short latency. Local evoked activity is greatest in response to smallest errors and influences the programming of subsequent movements. Accordingly, motor parameters are least likely to change after the greatest evoked responses so that accurately performed trials tend to precede other accurate trials. This relationship is disrupted by electrical stimulation of the nucleus at high frequency. Thus, the human subthalamic nucleus is involved in feedback-based learning.
Aged↗
Introducing information technology in the clinical setting. Lessons learned in a trauma center.
Using a case study methodology, we examined the implementation of a nursing flow sheet system in the trauma center of a large, not-for-profit, teaching hospital. Findings add new insights to the existing body of knowledge in the information technology and medical informatics fields. First, results reveal that the success of clinical information systems requires a proactive stance where key actors anticipate and address the challenges ahead and capitalize on opportunities. Second, empirical evidence indicates that project outcomes ultimately depend on how the implementation process is managed and what the organization and its members do with the system once it is introduced. Finally, the case at hand shows that the nature and overall quality of the implementation strategy can be largely predicted by the key actors involved in the project, given their own background, skills, interest, and level of motivation.
Developed Countries↗
[Formation of a generalized reaction of choice of object according to color in a young chimpanzee].
It has been established that the necessary conditions for rapid formation of experience in chimpanzees are creation of the interspecific functional system experimenter-chimpanzee in which the mechanisms of imitation and refreshment and creation of situational conditional reflex may be equally used. The neurophysiological basis of the latter is the stage activity when each stage is the signal for the following and refreshment for the previous one. In the presence of these factors the possibility of formation of aim generalized reflex appears, that is the basis for creation of optimum conditions for perception and learning the given information.
Animals↗
Classroom Interpreting and Visual Information Processing in Mainstream Education for Deaf Students: Live or Memorex?
This study examined visual information processing and learning in classrooms including both deaf and hearing students. Of particular interest were the effects on deaf students' learning of live (three-dimensional) versus video-recorded (two-dimensional) sign language interpreting and the visual attention strategies of more and less experienced deaf signers exposed to simultaneous, multiple sources of visual information. Results from three experiments consistently indicated no differences in learning between three-dimensional and two-dimensional presentations among hearing or deaf students. Analyses of students' allocation of visual attention and the influence of various demographic and experimental variables suggested considerable flexibility in deaf students' receptive communication skills. Nevertheless, the findings also revealed a robust advantage in learning in favor of hearing students.
Journal Article↗
Information literacy skills of occupational therapy graduates: a survey of learning outcomes.
OBJECTIVES: The purpose of this study is to assess whether recent graduates of the Ohio State University's Occupational Therapy division are applying information-seeking skills they learned as undergraduates, and to seek their advice on ways to improve information-literacy instruction for current and future occupational therapy students. METHOD: A survey was sent to a sample of graduates from 1995-2000. The results were entered into an SPSS database, and descriptive and inferential results were calculated to determine the information-seeking patterns of these recent graduates. RESULTS: A majority of the occupational therapy graduates who responded to the survey prefer to use information resources that are readily available to them, such as advice from their colleagues or supervisors (79%) and the Internet (69%), rather than the evidence available in the journal literature. Twenty-six percent (26%) of the graduates have searched MEDLINE or CINAHL at least once since they graduated. Formal library instruction sessions were considered useful by 42% of the graduates, and 22% of the graduates found informal contacts with librarians to be useful. CONCLUSIONS: Librarians and occupational therapy faculty must intensify their efforts to convey the importance of applying research information to patient care and inform students of ways to access this information after they graduate. In addition to teaching searching skills for MEDLINE and CINAHL, they must provide instruction on how to assess the quality of information they find on the Internet. Other findings suggest that occupational therapy practitioners need access to information systems in the clinical setting that synthesize the research in a way that is readily applicable to patient-care issues.
Computer Literacy↗
Deficits in spatial-memory tasks following lesions of septal dopaminergic terminals in the rat.
The behavioral effects of 6-hydroxydopamine, injected bilaterally into the lateral septum, were investigated in two tests of spatial memory (radial 8-arm and T-maze). Three different experiments were conducted in the radial maze. In experiment I, rats were permitted to learn the task with food reinforcement in all arms of the maze. In experiment II, retention of the spatial information (working memory) learned in experiment I was tested by interposing various time intervals between choice 4 and 5 of each trial. In experiment III, reference and working memory were simultaneously assessed by only reinforcing 4 choices in the radial maze. Performances were compared in spaced versus massed trials. In the T-maze, the rats were first tested for learning a spatial discrimination between the two arms of the maze, and subsequently for reversal of the previously learned response. The results showed that the rats with lesions were impaired in all experiments. This impairment was particularly marked in some aspects of the procedures used: (1) in the search for the last 4 pellets in experiment I, (2) in the first presentations of various intervals interposed between choices 4 and 5, (3) in the search for food in the baited arms when the trials were massed in experiment III and (4) in the reversal of previously learned spatial discrimination in the T-maze. These behavioral deficits in the rats with septal dopaminergic lesions were interpreted as an increased susceptibility to interference. The lesions were shown to have selectively depleted dopamine concentrations in the septum without damaging noradrenergic terminals or cholinergic cell bodies. It was concluded that dopaminergic neurons could have a modulatory influence on memory processes.
Animals↗
Should medical school faculty see assessments of students made by previous teachers?
Whether medical school faculty should be provided with assessments of students made by previous teachers remains controversial. To document which schools have implemented policies that address this issue and to characterize the specific features of these policies, in 1998 the authors conducted a direct mail survey of deans of student affairs and medical education at 144 medical schools in the United States, Canada, and Puerto Rico. Replies were received from 129 (90%) of the 144 medical schools. Of those schools, 72 (56%) reported having policies that address this issue. The policies permit the sharing of information in 38 (53%) of the 72 schools that had policies; therefore, at the time of this study, 29% of the 129 medical schools that responded to the survey had a policy that permits the sharing of assessment information. The policies permit the sharing of information related to problems with academic performance (35%), professional conduct (35%), physical health (25%), and miscellaneous circumstances, such as learning disability (5%). Information may be shared with clerkship coordinators (44%), course directors (35%), faculty mentors (11%), clinical faculty supervisors (8%), and resident supervisors (3%). The findings show that there is considerable diversity in the format and content of policies that address the issue of whether medical school faculty should be provided with information about students' assessments made by previous teachers. The authors explain why policies that require the provision of such information are helpful to medical school faculty, and offer recommendations based on the survey findings.
Confidentiality↗
Six medical students in a community hospital.
This paper describes part of an education experiment at the University of British Columbia at Vancouver.Six final-year medical students spent approximately 12 weeks in a community. Their time was divided between the hospital and various doctors' offices. They answered a simple questionnaire to describe their experiences and commented favourably upon the opportunities for direct patient contact, learning basic skills, informal teaching by both family physicians and consultants, and the variety of work available.They had the opportunity to follow up the progress of the patient and learn the natural history of common illnesses. They achieved their basic objectives. We conclude from their reports and informal conversation that the experiment was successful and recommend other institutions to try similar programs.
British Columbia↗
Clustering of diverse genomic data using information fusion.
MOTIVATION: Genome sequencing projects and high-through-put technologies like DNA and Protein arrays have resulted in a very large amount of information-rich data. Microarray experimental data are a valuable, but limited source for inferring gene regulation mechanisms on a genomic scale. Additional information such as promoter sequences of genes/DNA binding motifs, gene ontologies, and location data, when combined with gene expression analysis can increase the statistical significance of the finding. This paper introduces a machine learning approach to information fusion for combining heterogeneous genomic data. The algorithm uses an unsupervised joint learning mechanism that identifies clusters of genes using the combined data. RESULTS: The correlation between gene expression time-series patterns obtained from different experimental conditions and the presence of several distinct and repeated motifs in their upstream sequences is examined here using publicly available yeast cell-cycle data. The results show that the combined learning approach taken here identifies correlated genes effectively. The algorithm provides an automated clustering method, but allows the user to specify apriori the influence of each data type on the final clustering using probabilities. AVAILABILITY: Software code is available by request from the first author. CONTACT: jkasturi@cse.psu.edu.
Algorithms↗
Does recoding interfering material improve recall?
In 4 experiments, the authors attempted to replicate an improvement in recall of target memories produced by a post-learning clue enabling participants to reorganize and segregate interfering material, as shown by G. H. Bower and T. Mann (1992). The 1st three experiments studied retroactive interference (RI) in free recall of an initial word list after participants were informed post-learning of a way to categorize a second, interfering list. In each case, the reorganizing clue failed to reduce RI. In the 4th experiment, interference during serial recall of an initial list of letters from a 2nd list was examined. Again, the reorganizing clue given after learning failed to reduce RI. Clearly, if the post-information effect is genuine, then better experimental arrangements will be required to demonstrate it more reliably.
Humans↗
Effortful and automatic information processing in boys with ADHD and specific learning disorders.
Boys with Attention Deficit Hyperactivity Disorder (ADHD, N = 50), Specific Learning Disorder (LD, N = 45), combined Specific Learning Disorder and ADHD (LD/ADHD, N = 25), and controls (N = 51) completed effortful and automatic information processing tasks based on Treisman and Gelade's (1980) "information integration theory". ADHD and LD/ADHD subjects did not differ from controls at baseline or under feedback and reward conditions, suggesting that they were investing similar levels of mental effort in the tasks. The LD group had a superior performance in the effortful task and an inferior performance in the automatic task compared with the other groups at baseline. The data suggest a potential method of distinguishing primary LD from learning difficulties that occur secondary to ADHD.
Adolescent↗
A model of the hippocampal-cortical memory system.
Based on physiological evidence, we propose a theoretical model of the hippocampal-cortical memory system. The model consists of the following components: the sensory system, the hippocampus (short-term memory), and the association cortex (long-term memory). A series of key codes (local information) is supplied from the sensory system, while context (global information) is inputted from the hippocampus. The two inputs interact dynamically in the association cortex. The interactive neurons work as a detector of coincidence. The cortical network learns the memory information through the coincidence window and, finally, stores it in the form of attractors. This local-global information works as an addressor to designate the stored location of the memory in the association cortex and accelerates the process of storing and retrieving memory information.
Action Potentials↗
Cortical areas supporting category learning identified using functional MRI.
Functional MRI was used to identify cortical areas involved in category learning by prototype abstraction. Participants studied 40 dot patterns that were distortions of an underlying prototype and then, while functional MRI data were collected, made yes-no category judgments about new dot patterns. The dot patterns alternated between ones mostly requiring a "yes" response and ones mostly requiring a "no" response. Activity in four cortical areas correlated with the category judgment task. A sizeable posterior occipital cortical area (BA 17/18) exhibited significantly less activity during processing of the categorical patterns than during processing of noncategorical patterns. Significant increases in activity during processing the categorical patterns were observed in left and right anterior frontal cortex (BA 10) and right inferior lateral frontal cortex (BA 44/47). Decreases in activation of visual cortex when categorical patterns were being evaluated suggest that these patterns could be processed in a more rapid or less effortful manner after the prototype had been learned. Increases in prefrontal activity associated with processing categorical patterns could be related to any of several processes involved in retrieving information about the learned exemplars.
Adult↗
Implementing guidelines and innovations in general practice: which interventions are effective?
BACKGROUND: It is crucial that research findings are implemented in general practice if high-quality care is to be achieved. Multifaceted interventions are usually assumed to be more effective than single interventions, but this hypothesis has yet to be tested for general practice care. This review evaluates the effectiveness of interventions in influencing the implementation of guidelines and adoption of innovations in general practice. A systematic literature study was carried out using MEDLINE searches for the period from January 1980 until June 1994, and 21 medical journals were searched manually. Randomized controlled trials and controlled before and after studies (with pre- and post-intervention measurements in all groups) were selected for the analysis. Clinical area, interventions used, methodological characteristics and effects on clinical behaviour were noted independently by two researchers using a standardized scoring form. Of 143 studies found, 61 were selected for the analysis, covering 86 intervention groups that could be compared with a control group without the intervention. Information transfer alone was effective in two out of 18 groups, whereas combinations of information transfer and learning through social influence or management support were effective in four out of eight and three out of seven groups respectively. Information linked to performance was effective in 10 out of 15 groups, but the combination of information transfer and information linked to performance was effective in only three out of 20 groups. Some, but not all, multifaceted interventions are effective in inducing change in general practice. Social influence and management support can improve the effectiveness of information transfer, but information linked to performance does not necessarily do so. The variation in the effectiveness of interventions needs further analysis.
Family Practice↗
Online learning: enhancing nurse education?
BACKGROUND: The need to integrate information technology into nursing education has been recognized and well documented. In spite of this, information technology remains a neglected subject in many nursing programmes. Strategies have been considered for increasing the integration of information technology in nursing education. One of the key issues identified is the need for research into the factors that contribute to optimal learning with information technology, specifically the need to explore issues that contribute to student frustration and satisfaction with learning. Within Australia, the incorporation of information technology as a core subject in nursing education is still relatively new. This article describes how one university used 'online' learning to expose students to conceptual and experiential opportunities that enabled them to develop skills in the management of information technology. METHODS: Twenty-one students participated in this qualitative study. Individual interviews were used to develop insights into student perceptions. Thematic analysis enabled refined themes to emerge. These themes formed the basis of focus group discussions. Focus groups were used to enhance and validate the information from one-to-one interviews by using group dynamics to add experiential richness to the data. FINDINGS: Four major themes emerged: computer confidence, flexibility, active learning and practicalities of teaching. CONCLUSIONS: The integration of information technology into nursing education requires a dramatic change in thinking. The 'learning curve' is steep for both student and educator and there are many issues that need to be considered. This research does not aim to provide solutions to the issues highlighted but rather offers recommendations for enhancing the teaching and learning experience.
Attitude of Health Personnel↗
Digital toxicology education tools: education, training, case studies, and tutorials.
This review presents a brief and non-comprehensive overview of a representative sampling of some of the broad array of toxicology-related learning, tutorial and information resources now becoming widely available to educators, health professionals, students and the general public in digital media and/or via the Internet. A broad variety of useful learning and reference resources in the general fields of toxicology and the environmental health sciences is provided to introduce the reader to the diverse types of information currently available. The sources and Internet links contained in this review will hopefully constitute a useful resource of basic toxicology information that should be readily accessible to most if not all readers.
Humans↗
Neural correlates of person recognition.
Rapidly identifying known individuals is an essential skill in human society. To elucidate the neural basis of this skill, we monitored brain activity while experimental participants demonstrated their ability to recognize people on the basis of viewing their faces. Each participant first memorized the faces of 20 individuals who were not known to the participants in advance. Each face was presented along with a voice simulating the individual speaking their name and a biographical fact. Following this learning procedure, the associated verbal information could be recalled accurately in response to each face. These learned faces were subsequently viewed together with new faces in a memory task. Subjects made a yes-no recognition decision in response to each face while also covertly retrieving the person-specific information associated with each learned face. Brain activity that accompanied this retrieval of person-specific information was contrasted to that when new faces were processed. Functional magnetic resonance imaging in 10 participants showed that several brain regions were activated during blocks of learned faces, including left hippocampus, left middle temporal gyrus, left insula, and bilateral cerebellum. Recordings of event-related brain potentials in 10 other participants tracked the time course of face processing and showed that learned faces engaged neural activity responsible for person recognition 300-600 msec after face onset. Collectively, these results suggest that the visual input of a recently learned face can rapidly trigger retrieval of associated person-specific information through reactivation of distributed cortical networks linked via hippocampal connections.
Adult↗