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PubMed2006

Activation of insular cortex and subcortical regions related to feedback stimuli in a time estimation task: an fMRI study.

We used functional magnetic resonance imaging to investigate brain activity related to motivational function of informative feedback stimuli in a time estimation task. In that task, subjects pressed a button as a response 3 s after a cue stimulus; a visual feedback stimulus was presented 2 s after the response. In a true feedback condition, subjects received true information (informative feedback) about their time-estimation performance. In the false feedback condition, the same visual signs were used, but they were presented randomly. Therefore, they were not related to actual performance. In the 20 subjects examined, higher hemodynamic responses were identified in the insular cortex, the thalamus, and the striatum by comparing the true feedback condition to the false feedback condition. The time estimation performance and subjective score on motivation were also markedly higher in the true feedback condition. The anterior insular cortex and striatal regions are known to be involved in motivational and reward processing. Therefore, the hemodynamic responses observed in this study suggest that the motivational function of the feedback information is a crucial factor for behavioral learning; it is considered that the informative feedback might serve as an implicit reward for humans.

Brain↗
PubMed2001

Older and younger adults' strategy use and execution in currency conversion tasks: insights from French franc to euro and euro to French franc conversions.

Younger and older adults were taught new strategies for converting amounts presented in French francs into euros or amounts presented in euros into French francs. The choice/no-choice method was used to obtain information on how often each newly learned strategy was used as well as information on the speed and accuracy of strategies. The results showed that both younger and older participants used the new conversion strategies unequally often and had strategy preferences that were justified by the relative ease of execution of each strategy. We discuss numerous practical applications of the present findings, as they suggest that one can help younger and older people by teaching them the add-half and divide-three strategies for the French-franc-euro conversions, that no specific strategies should be taught to older people, and that newly taught strategies are more efficient than those people use spontaneously.

Adolescent↗
PubMed1997

Generative models for discovering sparse distributed representations.

We describe a hierarchical, generative model that can be viewed as a nonlinear generalization of factor analysis and can be implemented in a neural network. The model uses bottom-up, top-down and lateral connections to perform Bayesian perceptual inference correctly. Once perceptual inference has been performed the connection strengths can be updated using a very simple learning rule that only requires locally available information. We demonstrate that the network learns to extract sparse, distributed, hierarchical representations.

Algorithms↗
PubMed2005

The Self-Directed Learning Readiness Scale: a factor analysis study.

BACKGROUND: The practice of medicine demands that its physician practitioners are self-directed, life-long learners. The Self-Directed Learning Readiness Scale (SDLRS) intends to measure adults' readiness to engage in self-directed learning. PURPOSE: The present study assesses the underlying factor structure of the SDLRS for a sample of entering medical students. METHODS: Over a period of 6 years, 972 first year medical students at the Virginia Commonwealth University School of Medicine completed the SDLRS. To summarise the inter-relationships among variables, a principal axis factor analysis with oblique rotation was used on the 58 SDLRS items. A series of confirmatory factor analyses using LISREL 8.54 was performed to further examine the measurement model underlying the SDLRS. RESULTS: A 4-factor confirmatory model representing 4 correlated substantive factors and a reverse coding method factor fits these data well. CONCLUSIONS: Medical educators should hold limited expectations of the SDLRS to measure medical students' readiness to engage in self-directed learning. The definitions and theoretical assumptions that inform readiness for self-directed learning should be reconsidered. Alternative approaches to studying self-directed learning should be explored.

Education, Medical, Continuing↗
PubMed2003

Loss of spatial learning in a patient with topographical disorientation in new environments.

The case is described of a patient who, following cerebral hypoxia, developed severe difficulty in orienting himself in new environments in the context of a mild global amnesic syndrome. Some episodes he related suggested that his main difficulty was remembering the spatial/directional value of landmarks he recognised. A neuroradiological examination documented severe bilateral atrophy of the hippocampi associated with atrophic changes in the cerebral hemispheres, most marked in the dorsal regions. Neuropsychological and experimental evaluation showed a severe deficit of spatial learning with substantially preserved ability to learn verbal and visual-object information. He was also virtually unable to learn a route in a maze task based exclusively on spatial data, but the availability of visual cues substantially improved his learning. Finally, he performed within normal limits on various tests investigating knowledge acquired premorbidly regarding famous buildings, routes in the town he had been living in since childhood, and geography. Topographical disorientation may be subtended by a specific difficulty in storing the spatial/directional value of visual landmarks in novel environments. The hippocampus appears to be involved in the acquisition of new topographical spatial knowledge.

Adult↗
PubMed2005

[Nurses who treat Parkinson patients: what do they know and what do they want to know?].

UNLABELLED: To deal with Parkinson Disease, the education and the participation of the patient and his/her patient in the care of this disease are fundamental aspects. To know a patient's perceptions about his/her need for information, the patient's anxieties and the necessity to communicate with the medical team help to individualize the education provided for a patient. METHOD: a general qualitative descriptive study developed by means of semi-structured interviews. SAMPLE: 19 outpatients previously diagnosed with Parkinson's. The random method used was based on setting up interviews by the medical team by means of a computer. RESULTS: The majority of the patients felt their knowledge level was sufficient, although some search for more information and others showed a fear to learn more. The main source of information comes from their neurologists. The patients think that the information related to the symptoms and the drugs (for Parkinson's) is adequate, but this information is lacking regarding emotional necessities and other personal aspects. The patients think that communication is fundamental when dealing with a chronic disease, and that there is a need for individualized, very human, relationships where besides technical competence, patients hope for comprehension, security confidence and the opportunity for patients to express themselves.

Adult↗
PubMed2003

Adverse health-care events: Part 3. Learning the lessons.

If the NHS is to achieve its goal of developing a safety culture, active learning from adverse events and near misses is crucial. This paper, the third in the series, will discuss how learning from adverse events is informing practice and promoting the development of a safety culture. It also discusses a number of case studies where learning has occurred from adverse events.

Humans↗
PubMed2003

Pure perceptual-based sequence learning.

Learning a sequence of target locations when the sequence is uncorrelated with a sequence of responses and target location is not the response dimension (pure perceptual-based sequence learning) was examined. Using probabilistic sequences of target locations, the author shows that such learning can be implicit, is unaffected by distance between target locations, and is mostly limited to first-order transition probabilities. Moreover, the mechanism underlying learning affords processing of information at anticipated target locations and appears to be attention based. Implications for hypotheses of implicit sequence learning are discussed.

Adolescent↗
PubMed2003

Delayed alternation in honeybees (Apis mellifera).

Previous experiments with honeybees (Apis mellifera) failed to show learned control of performance by short-ten memory. In this study, honeybees were trained with an improved technique to choose 1 of 2 colors that was either the same as a recently rewarded sample (perseveration) or different (alteration). Because any increase in associative strength stemming from the sample experience would tend to promote perseveration and contravene alternation, the equal difficulty of the 2 tasks suggests that the role played by the sample was primarily discriminative. The animals remembered on each trial the immediately preceding experience with reward and learned to use that information appropriately. These new results extend the list of what may well be fundamental similarities in the learning of vertebrates and honeybees.

Animals↗
PubMed2001

Meeting the challenge of a changing teaching environment: harmonize with the system or transform the teacher's perspective.

The beliefs that teachers hold about the appropriate roles and responsibilities of teachers shape the ways they teach and the ways they think about teaching. In this paper I describe four teaching roles based on a taxonomy that I've recently developed. Teachers who are guided primarily by the Content Expert Role view themselves as experts who serve as resources, like books or pictures. Teachers who are guided primarily by the Performance Role view themselves as agents who make learning happen by transmitting information or shaping students. Teachers guided primarily by the Interactive Role view themselves as guides who facilitate learning by interacting with learners. And teachers guided primarily by the Relational Role view themselves as engaged in relationships with learners for the purpose of helping them. Using examples taken from the health sciences I explain how each of the four teaching roles might succeed or fail depending upon the position that it occupies within a teaching-learning system. When teaching is viewed as part of a system, not as something a teacher does to a learner, teachers are successful if their particular contribution to the system is essential to the learning system. I also describe the process whereby teachers expand their belief system to include more roles. Such changes in belief systems are major shifts that qualify as "perspective transformations". Perspective transformations take place slowly and are typically attended by strong emotions. I end this paper with advice to teachers regarding ways they can harmonize with the educational system or face the challenge of perspective transformation.

Journal Article↗
PubMed1995

Learning an imposed timing in a sequential arm movement.

The possibility of learning an imposed timing in a sequential arm movement was investigated as such observations could have important implications for learning in sport. The experimental task was performed by 26 women and 19 men on a vertical digitizer and required a movement made of four segments, different in both length and direction. To impose a timing very different from a spontaneous one, the spontaneous temporal organization on this task had first to be characterized. Then, during the learning, visual and auditory information about the imposed timing was given to subjects on each trial. Analysis showed that subjects accurately learned the imposed timing; moreover, the learning was a discontinuous process. Finally, it was obvious that the learned timing could be transferred to a reversed spatial pattern.

Adult↗
PubMed2006

Distraction as a key determinant of impaired memory in patients with fibromyalgia.

OBJECTIVE: Patients with fibromyalgia (FM) frequently complain of poor memory, severe enough to affect job performance and to lead to disability. Yet common practices in neurocognitive examinations often fail to document cognitive abnormalities that match the severity of their memory complaints. Often, neuropsychologists gauge memory competence with measures free of distraction and produce high rates of normality on neurocognitive examination. We hypothesized that neurocognitive tests encoded with a source of stimulus competition that interferes with the processing and/or absorption of information would be better than others in gauging FM memory competence. METHODS: Thirty-five patients with FM and 35 controls, matched for age and sex, and presenting with complaints of memory loss, completed cognitive measures with and without stimulus competition. RESULTS: Eleven (31.4%) patients with FM showed impairment on at least one measure of memory encoded free of stimulus competition. By comparison, 30 (85.7%) showed impairment on at least one measure encoded with a source of stimulus competition. The Auditory Consonant Trigram detected impairment in 29 (82.6%) cases, and was by far the most sensitive measure. FM patients lost information at a 58% rate following a 9 second distraction. This loss was disproportionate to the loss shown by both age matched controls with memory problems (40%) and to normative values (20%) based on individuals free of memory problems. CONCLUSION: The findings validate the perception of failing memory in patients with FM and are the first psychometric based evidence to our knowledge of short-term memory problems in FM linked to interference from a source of distraction. Adding a source of distraction caused the majority of FM patients to retain new information poorly, and may be integral to an understanding of FM memory problems. Much needs to be learned about why new information is disproportionately lost by FM populations when a source of distraction enters the experiential field.

Adult↗
PubMed1991

Sources of nutrition information of Chilean schoolers, metropolitan region, Chile, survey 1986-1987.

The purpose of the present study was to determine the relative importance of different sources of nutrition information used by Chilean schoolers to learn the basics of nutrition. In this respect, a representative sample of 4,509 elementary and high-school children was randomly selected and stratified according to grade, sex, type of school and geographic area. Schoolers were individually interviewed in order to collect data related with socioeconomic status (SES) and sociocultural conditions, as well as to learn as to what they considered to be the most important sources of nutrition information influencing their nutritional learning, gathering the necessary data through a questionnaire especially designed for this purpose. Results indicated that 87.8% schoolers mentioned their family (mainly the mother), as the most important source of nutrition information; 10.7% said the school teacher, and 1.5%, mass media (0.8% television, 0.5% books, 0.1% magazines and 0.1% radio) without significant differences by sex, age and geographic area. The role attributed to the family (mother) was important in all SES categories, but proved to be significantly higher in the high SES group (91.9%) than in the low SES group (84.6%). The role attributed to the school teacher, in contrast, was lower (6.7%) in the high SES group than in the low SES group (13.8%) (p less than 0.001). In relation to mass media, the influence attributed to books and magazines was high in the high SES group, but television and radio were more important in the low SES group. On the other hand, significant differences found by type of school were related to SES. These findings could be useful in the establishment of food and nutrition policies, as well as in educational planning focused on the Chilean school population, considering that few studies have been carried out along these lines.

Adolescent↗
PubMed2005

Social interaction with non-averse group-mates modifies a learned food aversion in single- and mixed-species groups of tamarins (Saguinus fuscicollis and S. labiatus).

For social species, being a member of a cohesive group and performing activities as a coordinated unit appear to provide a mechanism for the efficient transmission of information about food. Social learning about food palatability was investigated in two captive primates, Saguinus fuscicollis and S. labiatus, which form stable and cohesive mixed-species groups in the wild. We explored whether an induced food aversion toward a preferred food is modified during and after social interaction with non-averse conspecifics or congeners. Sets of intra- and interspecific pairs were presented with two foods, one of which was considered distasteful by one of the pairs (the other was palatable), and their behavior was compared pre-interaction, during interaction, and post-interaction. For the aversely-conditioned individuals of both species, the change in social context corresponded to a change in their preference for the food that they considered unpalatable, regardless of whether they had interacted with a conspecific or congeneric pair, and the change in food preference was maintained post-interaction. In a control condition, in which averse individuals did not have the opportunity to interact with non-averse animals, S. fuscicollis sampled the preferred food, but not as quickly as when given the opportunity to interact. We conclude that the social learning demonstrated here may allow individual tamarins to track environmental change, such as fruit ripening, more efficiently than asocial learning alone, because social learners can more quickly and safely focus on appropriate behavior by sharing up-to-date foraging information. Furthermore, since the behavior of congeners, as well as conspecifics, acts to influence food choice in a more adaptive direction, social learning about food palatability may be an advantage of mixed-species group formation to tamarins of both species.

Analysis of Variance↗
PubMed1998

The effect of surgeon experience on velopharyngeal functional outcome following palatoplasty: is there a learning curve?

There is little information in the cleft palate literature concerning the relationship between surgeon volume and clinical outcomes. It is unknown whether such a relationship applies specifically to velopharyngeal dysfunction and the need for secondary physical management of the velopharynx. The purpose of this paper was to explore the concept of an operative learning curve for different surgeons with respect to palatoplasty. Impact of case volume and procedure type on the occurrence of secondary palatal management (the main outcome measure) was assessed. The charts of 472 consecutive palatoplasty patients were reviewed by one speech and language pathologist to determine when the palatoplasty was performed, which surgeon (n = 9) performed the palatoplasty, whether velopharyngeal status was documented at a minimum of 6 years of age, and whether secondary palatal management was prescribed. The results were analyzed by year of palatoplasty, by surgeon, and by number of operations per surgeon to determine total and individual surgeon rates of secondary palatal management. There were 401 palatoplasties (85 percent recovery) with adequate documentation of velopharyngeal status by at least 6 years of age. Palatoplasty rates ranged between 1 and 258 palatoplasties per surgeon. Over the 12 years reviewed, secondary palatal management was performed for 92 patients (23 percent) of the study population. Examination of the proportion of palatoplasty patients receiving secondary palatal management by surgeon and by year showed only one surgeon with a pattern suggesting a learning curve. The proportion of patients receiving secondary palatal management was plotted against the total number of surgeries the surgeon performed. There was a strong relationship between experience and success. The number of procedures this surgeon performed per year increased at approximately the same time as the success rate improved. The categories of "total procedures" and "procedure per year" were highly correlated with each other. Success rates were analyzed by number of procedures performed per year, and there was a clear association between the two variables. To separate the effect of the two variables, a multiple regression model was constructed. The category of "total procedures" was statistically significant in the model, whereas procedures per year was not, suggesting that the key to the dominant surgeon's improvement was cumulative experience rather than frequency of performance of the operation. Palatoplasties performed by high-volume surgeons are more likely to result in better postoperative outcomes (i.e., lower rates of secondary palatal management) as compared with palatoplasties performed by low-volume surgeons. The influence of the surgeon's cumulative experience on improvement seems to be more important than the frequency of performance of primary palatoplasty.

Cleft Palate↗
PubMed1996

Evolutionary strategies of stochastic learning automata in the prisoner's dilemma.

Stochastic learning automata (SLA) model stimulus-response species which receive feedback from the environment and adjust their mixed strategies in a Prisoner's Dilemma. A large heterogeneous population consists of SLA applying different strategies (i.e. different learning parameters) and other players applying deterministic strategies, Tit-For-Tat (TFT) or Always-Defect (ALLD). The predicted equilibria determine the payoffs within a generation for applying particular strategies and these equilibria are confirmed by simulation. The resultant population dynamics over many generations show that SLA with insensitive penalty responses strongly favor defection and dominate in subsequent generations over SLA with sensitive penalty responses. The SLA strategies are not evolutionarily stable as they can be invaded by TFT or ALLD. With the introduction of memory in the stimulus-response model, SLA learn to cooperate with TFT players.

Computer Simulation↗