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PubMed1999

The influence of prior knowledge in intentional versus incidental concept learning.

Previous research has demonstrated that background knowledge has a clear influence on concept learning. This influence, however, has been observed with a narrow range of intentional learning tasks. In the present experiments, the role of background knowledge was examined as a function of a variety of incidental learning tasks as well as with intentional learning tasks. The influence of prior knowledge was investigated by comparing the encoding of conceptually related co-occurrences with the encoding of conceptually unrelated co-occurrences. A clear influence of prior knowledge was observed with incidental encoding, and conceptual relatedness was found to have at least as powerful an influence with incidental as with intentional learning tasks. The results indicate that many types of knowledge-based influences will not vary as a function of encoding strategy. The pervasiveness and strength of the influence of background knowledge on concept learning are discussed.

Adult↗
PubMed2005

Emphatic, interactive volume rendering to support variance in user expertise.

Various levels of representation, from abstract to schematic to realistic, have been exploited for millennia to facilitate the transfer of information from one individual to another. Learning complex information, such as that found in biomedicine, proves specifically problematic to many, and requires incremental, step-wise depictions of the information to clarify structural, functional, and procedural relationships.Emerging volume-rendering technique, such as non-photorealistic representation, coupled with advances in computational speeds, especially new graphical processing units, provide unique capabilities to explore the use of various levels of representation in interactive sessions. We have developed a system that produces images that simulate pictorial representations for both scientific and biomedical visualization. The system combines traditional and novel volume illustration techniques. We present examples from our efforts to distill representational techniques for both creative exploration and emphatic presentation for clarity. More specifically, we present our efforts to adapt these techniques for interactive simulation sessions being developed in a concurrent project for resident training in temporal bone dissection simulation. The goal of this effort is to evaluate the use of emphatic rendering to guide the user in an interactive session and to facilitate the learning of complex biomedical information, including structural, functional, and procedural information.

Computational Biology↗
PubMedDate not supplied

[The modelling of the process of image-sequence fixation and reproduction in a projective-associative network made up of excitatory neuron-like elements].

On mathematic model of several interconnected networks of excitatory neurone-like elements realized in the form of program on computer "Nord-100", a study of conditions of fixation and reproduction of symbols (words) succession was conducted. Connections between the receptive (C1 and C2) and associative (A1 and A2) networks were by the principle "one to one", connections between the networks A1 and A2 with reinforcing general activating network (GAN) were by the principle "all with all". Possibility was shown of restoration of images succession fixed in the network on the basis of the principle of chain conditioned reflexes provided a successive change of reinforcing GAN elements by means of the decrease of the threshold of their activation. It was found that contacts transferring the influences of the reinforcing network at learning by the Hebb principle, must either initially exert a subthreshold action or be "unlearning" for the elimination of the process of overexcitation.

Animals↗
PubMed1990

The development of a climate for caring: a historical review of premature care in the United States from 1900 to 1979.

The data presented in this review of the history of premature care in the United States is limited to published material available within the local area. Additional manuscripts, records, and oral histories, would provide a more comprehensive perspective. The period from 1900 to the early 1940s represents the beginning of premature care in the United States characterized by efforts to provide an intrauterinelike environment. Energies were focused on the three identified basic needs of temperature support, nutrition, and protection against infection. The idea of caring for prematures in an especially designated area in the hospital evolved, and premature stations or wards were created. Advances in technology resulted in sophisticated systems for providing warmth for infants and some interventions for respiratory support using oxygen and an infant ventilator. The dangers of cold stress during transport were addressed with attempts to provide warmth using an especially designed transport incubator. A revolutionary growth in technology combined with the nationwide coordinated effort for organizing regional care has characterized this past 30-year period of premature care (1950-1980). The infant is now surrounded by sophisticated life-support systems and receives medical care from a much broader knowledge base than was available in the past. The environment for premature care has truly surpassed any expectations that health care professionals of the past may have held when the concept of an incubator emerged. Nursing of premature infants has expanded with the level of sophisticated equipment and the knowledge of the premature infant's physiologic needs. Nurses are no longer the gatekeepers of a sanctuary against infection. They care for the premature and the family by providing support, information, and caring during an emotionally stressful time. As the premature's physiological condition stabilizes, the nurse helps the family learn to care for the infant and thus transfers the responsibility of providing warmth, nutrition, and protection to the parents. Nurses are now gatekeepers of a very special sanctuary--the sanctuary of caring.

History, 20th Century↗
PubMed1975

Blocking and overshadowing in two species of fish.

In Experiment 1, a mixed blocking-overshadowing effect of color on an auditory discrimination was demonstrated in goldfish. In Experiment 2 (with lines differing in color and angle), blocking of angle by color and of color by angle was demonstrated in goldfish, In Experiment 3 (again with lines differing in color and angle), overshadowing of angle by color was demonstrated in carp, but the same animals (like goldfish in a previous study) failed to show greater intradimensional than extradimensional transfer. These results are consistent with the hypothesis that blocking and overshadowing are general phenomena of vertebrate learning. They suggest also that the processes responsible for blocking and overshadowing are different from those which produce the dimensional transfer effect.

Acoustic Stimulation↗
PubMed2004

Learning with computerized guidelines in general practice?: A randomized controlled trial.

BACKGROUND: Evidence-based guidelines are seen as an important instrument to transfer scientifically generated knowledge into daily clinical practice and to ensure high standards of clinical care. Despite wide promulgation, clinical guidelines so far have a limited impact on individual professional learning and on changing daily medical practice. OBJECTIVES: Our aims were (i) to study a potential knowledge increase among German GPs after implementation of web- and evidence-based guidelines and (ii) to identify and analyse potential barriers to individual professional learning with computerized guidelines. METHODS: A prospective, randomized controlled trial was conducted including 72 GPs (21% female, 79% male). The intervention group (n = 38) had access to clinical guidelines via the Internet or CD-ROM, the control group had not (n = 34). Both groups received a standardized two-part questionnaire. An increase of knowledge was measured with 25 multiple choice questions related to four different medical topics. In addition, reasons for using or not using computerized guidelines were analysed after access to guidelines was open to all participating physicians. RESULTS: There was no significant knowledge increase in the intervention group (P = 0.69). Twenty-two (58%) GPs of the intervention group had used the guidelines. Unspecified curiosity (76%) and a specific medical question (38%) were predominant motives for usage among physicians who had used the guidelines. Among 'non-users', 78% stated 'lack of time' as the main reason for not using guidelines. CONCLUSION: An efficient knowledge transfer through computerized guidelines was not achieved. Usage, individual learning and potential implementation depend on adequate incentives and pragmatic aspects of clinical practice: easy and quick access.

Adult↗
PubMed2005

Post-training intra-amygdala amphetamine injections given during acquisition of a stimulus-response (S-R) habit task enhance the expression of stimulus-reward learning: further evidence for incidental amygdala learning.

The effect of post-training intra-amygdala amphetamine injections was examined on the acquisition and expression of a visual discrimination task. Rats were trained to enter four lit arms for food (stimulus-response) and avoid unlit arms on an eight-arm radial maze visual discrimination task. Post-training intra-amygdala amphetamine injections (10 microg) were given for 4 consecutive days during the mid-point of training (days 20-23). The number of lit arm entries was used as a measure of stimulus-response habit learning 24 h after each injection. Twenty-four hours after the last injection, a transfer test was run to assess the effect of the same post-training manipulation. This transfer test assessed the amount of time spent in the lit arms and was used as a measure of stimulus-reward learning. Compared to saline-injected rats, rats that received post-training amphetamine spent more time in lit as opposed to dark arms during the transfer test. This occurred in the absence of an increase in the number of correct arm entries during visual discrimination training. This suggests that post-training amphetamine strengthened a stimulus-reward association that did not immediately affect behavioral output. This association may reflect a mnemonic representation stored in an ensemble of amygdala neurons.

Amphetamine↗
PubMed2006

The priority heuristic: making choices without trade-offs.

Bernoulli's framework of expected utility serves as a model for various psychological processes, including motivation, moral sense, attitudes, and decision making. To account for evidence at variance with expected utility, the authors generalize the framework of fast and frugal heuristics from inferences to preferences. The priority heuristic predicts (a) the Allais paradox, (b) risk aversion for gains if probabilities are high, (c) risk seeking for gains if probabilities are low (e.g., lottery tickets), (d) risk aversion for losses if probabilities are low (e.g., buying insurance), (e) risk seeking for losses if probabilities are high, (f) the certainty effect, (g) the possibility effect, and (h) intransitivities. The authors test how accurately the heuristic predicts people's choices, compared with previously proposed heuristics and 3 modifications of expected utility theory: security-potential/aspiration theory, transfer-of-attention-exchange model, and cumulative prospect theory.

Attention↗
PubMed1989

The search for a biochemistry of memory.

The search for a biochemistry of memory may be divided into two consecutive periods: the search for molecular memory coding in the brain (1960-1975), and the ongoing search for biochemical correlates of learning or memory. During the first period, three main methods were used: chemical analysis of macromolecules after learning, studying the effects on learning of compounds (antibiotics) impairing macromolecule synthesis, and attempting chemical transfer of information items acquired by the brain ("memory transfers"). None of the three methods succeeded in clearly demonstrating that memory is chemically encoded. Subsequent modern work has focused on the search for correlates between brain chemical mechanisms and memory processes: the role of protein synthesis in memorization, peptide modulation of learning, and the role of the main neurotransmitter systems (particularly acetylcholine, catecholamines, GABA and glutamic acid). The correlates, which are to be interpreted with caution, are based on both pharmacological results in animals and clinical data in man.

Acetylcholine↗