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Patient teaching for elders.

There are many myths regarding elders' abilities to learn, which may affect the nurse's approach to the older person during patient teaching. Physiological changes of aging have an effect on learning and must be considered by the nurse when a teaching plan is developed. The older person has the capability to learn and probably will do so when the time is right, when the plan is right, and when motivated to learn. Learning is facilitated by a one-to-one encounter, but also may occur in a group or community setting.

Aged

Alcohol and proactive interference: a test of response eccentricity theory of alcohol's psychological effects.

A theory is offered which proposes that alcohol induces eccentricity in the neurophysiological mechanism by which responses are selected for emission by the nervous system. Hence, in a specific stimulus situation, normally high probability responses decrease in frequency, while lower probability responses increase in frequency. From this postulate, the prediction is derived that in a verbal paired-associate learning task administered over two days, alcohol will decrease proactive interference from first-day learning (high probability associate) and result in enhanced acquisition of second day items. This paper reports two experimental tests of the prediction, each of which employs four subject groups tested over two days. Experiment 1 (n = 24) provides tentative support while ruling out some potential confounds. With these confounds eliminated, Experiment 2 (n = 40) confirms the prediction in a more direct test. A variety of possible alternative explanations for the counter-intuitive finding of improved cognitive performance under alcohol are evaluated against the theory proposed, as are other recent theories which address the variable behavioral effects of alcohol. Finally, the new data gathered on the effects of imagery instructions on proactive interference are considered.

Adult

The diagnostic value of cerebellar-vestibular tests in detecting learning disabilities, dyslexia, and attention deficit disorder.

Neurological and optokinetic measures of cerebellar-vestibular (CV) dysfunctioning were shown to be of significant diagnostic value in differentiating between learning disabled subjects and controls matched for chronological age, sex, handedness, IQ, and background (ns = 35). Although traditionally used electronystagmographic positional and caloric parameters were not similarly discriminating, quantitative measures of vertical nystagmus in various eyes-closed positions appeared to have diagnostic potential and were related significantly to such CV-determined neurological signs as positive monopedal Romberg. As a substantial majority of learning disabled (82.9%) evidenced ADD-like symptoms and since learning disabled subsamples with and without Attention Deficit Disorder (ADD) shared similar coexisting symptoms and CV signs, it appeared probable that learning disabilities and ADD were reflections of the same underlying CV determinants.

Adolescent

Detectability as a function of spatial location: effects of selective attention.

In a series of previous reports we have described differences in detectability of a target in a background of nontarget patterns as a function of its spatial location. These differences, referred to as a "detectability gradient," have been attributed to target detection accomplished by a serial processing mechanism--a scan. The mathematical model of such a mechanism, developed in the previous report, is equally applicable to a series of attentional shifts or to a perceptual, i.e., a preattentive, mechanism. The present experiments were designed to test the hypothesis that this scan is attentional in nature. The results provide additional evidence for the scanning hypothesis but do not support the view that this scan represents a series of attentional shifts.

Adult

Response acquisition with delayed reinforcement.

Discrete responses of experimentally naive, food-deprived White Carneaux pigeons (key pecks) or Sprague-Dawley rats (bar or omnidirectional lever presses) initiated unsignaled delay periods that terminated with food delivery. Each subject first was trained to eat from the food source, but no attempt was made to shape or to otherwise train the response. In both species, the response developed and was maintained. Control procedures excluded the simple passage of time, response elicitation or induction by food presentation, type of operandum, food delivery device location, and adventitious immediate reinforcement of responding as the basis for the effects. Results revealed that neither training nor immediate reinforcement is necessary to establish new behavior. The conditions that give rise to both the first and second response are discussed, and the results are related to other studies of the delay of reinforcement and to explanations of behavior based on contingency or correlation and contiguity.

Animals

Loss of the Kamin blocking effect in acute but not chronic schizophrenics.

Differences between research diagnostic criteria (RDC)-diagnosed acute and chronic schizophrenics and normal controls were studied using a Kamin blocking procedure. Blocking is an established animal learning procedure, thought by some researchers to reflect selective attention; decreased blocking indicates increased processing of irrelevant stimuli. It was predicted that this pattern would be obtained in acute schizophrenics, tested soon after admission, for two reasons: (1) evidence from previous clinical studies indicates that acute schizophrenics are more aware of nonsalient aspects of their environment than controls; and (2) blocking is disrupted in animals in a hyperdopaminergic state and restored by neuroleptic medication. This was the case: acute, but not chronic, schizophrenics showed disrupted blocking. This disruption was especially clear in those acute schizophrenics tested within 2 weeks of hospital admission. By the second test session (in a cross-over design), there was some evidence of normalization in performance in the acute schizophrenics. These findings are considered with regard to the dopamine hypothesis of schizophrenia.

Acute Disease

Optimizing the use of information: strategic control of activation of responses.

Recent studies indicate that subjects may respond to visual information during either an early parallel phase or a later focused phase and that the selection of the relevant phase is data driven. Using the noise-compatibility paradigm, we tested the hypothesis that this selection may also be strategic and context driven. At least part of the interference effect observed in this paradigm is due to response activation during the parallel-processing phase. We manipulated subjects' expectancies for compatible and incompatible noise in 4 experiments and effectively modulated the interference effect. The results suggest that expectancies about the relative utility of the information extracted during the parallel and focused phases determine which phase is used to activate responses.

Adult

Judging a book by its cover: interpretative effects of content on problem-solving transfer.

We examine how cover stories of isomorphic problems affect transfer. Existing models posit that people retain content in problem representations and that similarities and differences between the "undeleted" cover stories might interfere with recognition of structural similarities. We propose that cover stories can affect transfer in another way--by inducing semantic knowledge that modifies problem structures. Two experiments examined how people represent and solve permutation problems dealing with random assignment of elements from one set to elements from another set. Although the problems were structurally isomorphic, cover stories involving different pairs of element sets led subjects to abstract different "interpreted structures." Problems involving objects and people (e.g., prizes and students) led subjects to abstract an asymmetric structure ("get") and problems involving similar sets of people (e.g., doctors and doctors) led subjects to abstract a symmetric structure ("pair"). Transfer was mediated by similarities and differences between the interpreted structures of the learned and the novel problems.

Adult

Health implications of drug interactions.

The awareness of the digoxin-quinidine interaction in the mid-70s led to increased interest in drug interactions. Much has been published on the subject in the form of interaction reports, handbooks, lists, cards, discs etc. However, only a few interactions in the literature have clinical significance and can be remembered by thinking in terms of groups, pharmacokinetics and probabilities. It is important to realise that drugs in a given class will have similar properties. Thus, phenylbutazone, like any other nonsteroidal anti-inflammatory drug (NSAID), is likely to potentiate the effects of warfarin. A knowledge of drug pharmacokinetics is also essential; a highly protein-bound drug may displace another when they are administered together. Remembering those drugs which induce liver enzyme formation will prevent their co-administration with drugs which have a critical dose-range. If a general practitioner can remember the few drugs in clinical practice with a narrow therapeutic index, he can consult a handbook before anything else is prescribed. Some interactions will rarely be encountered in daily general practice, i.e. those associated with tuberculosis treatment or anesthetic agents. Other interactions, e.g. the interaction between antihypertensive treatment and over-the-counter medication containing phenylpropanolamine, are more common. While most drug interactions can be avoided by thinking in terms of groups, pharmacokinetics and probabilities, some learning by rote is required, e.g. the potential for heart failure with concomitant beta-blocker and nifedipine therapy. In general, a schematic approach using thinking in terms of groups, pharmacokinetics and probabilities will prevent most clinically significant drug interactions; the rest can be avoided by consulting appropriate handbooks and specialists.

Animals