Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Active learning”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 217 records · Page 12Linked to original sources
PubMed2003

The effect of different hypertension models on active avoidance learning.

This study tested the effects of different hypertension models on active avoidance learning in rats. Three-month-old male Wistar rats were divided randomly into six groups as follows: control (C), sham operated (sham), two kidney-one clip (2K-1C), one kidney-one clip (1K-1C), deoxycorticosterone-salt (DOCA), and N-omega-nitro-L-arginine-methyl ester (L-NAME) groups. Mean arterial blood pressures were significantly higher in four hypertensive groups compared with control and sham groups. The active avoidance training results indicated that hypertension state is associated with learning impairment. Thiobarbituric acid-reactive substances (TBARS) were determined as an indicator of lipid peroxidation in brain and hippocampus. Additionally, brain and hippocampus nitrite levels were studied.

Animals↗
PubMed2001

A pet study of human skill learning: changes in brain activity related to learning an orientation discrimination task.

Using 15O-water 3D positron emission tomography we investigated the effect of training in orientation discrimination upon cerebral activity in healthy human adults. When subjects are trained in this discrimination task, they learn the visuo-motor stimulus-response association required by the task and they increase their perceptual abilities in orientation discrimination. The present study was designed to investigate the rCBF modifications related to both these learning processes induced by training in orientation discrimination. PET data were acquired on two separate days (before and after training). Comparing the activation pattern related to orientation discrimination before and after the training period we observed activity decreases located in the left cerebellar cortex, in the right precentral gyrus and bilaterally in the fusiform gyri. The only region showing an activity increase was located in the body of the right caudate nucleus. These findings confirm the role of the neostriatum in skill learning and highlight the importance of mechanisms resulting in cortical and cerebellar neuronal activity decreases in this type of learning.

Adult↗
PubMed1996

Micro- and macrostructure of learning in active avoidance: a quantitative approach.

The dynamics of learning in the Active Avoidance test was analyzed at the trials level as well as at the level of daily sessions, each comprising numerous trials. The two scales (large scale for the sessions and small scale for the trials) were demonstrated to be mutually independent. The intermediate derived scales (blocks of trials) were found consistent among themselves and with small scale but independent of the large one. Moreover, the two extreme scales were kinetically discriminable. These results point to the existence of two independent mechanisms for large and small scale learning together with the need to postulate a consolidation process during the rest period.

Animals↗
PubMed1989

Behavioral characteristics of the SAM-P/8 strain in Sidman active avoidance task.

The behavior of the senescence-accelerated mouse (SAM-P/8) at the age of 1, 2, 4 and 10-11 months in Sidman active avoidance learning was analyzed, and compared to findings in the controls (SAM-R/1). At the age of 1 and 2 months, learning was comparable in these two strains. At the age of 4 and 10-11 months, SAM-P/8 but not SAM-R/1 learned active avoidance. We propose that SAM-P/8 can serve as a valid model of deficits in learning and memory.

Aging↗
PubMed2001

Burnout and engagement at work as a function of demands and control.

OBJECTIVES: The present study was designed to test the demand-control model using indicators of both health impairment and active learning or motivation. METHODS: A total of 381 insurance company employees participated in the study. Discriminant analysis was used to examine the relationship between job demands and job control on one hand and health impairment and active learning on the other. RESULTS: The amount of demands and control could be predicted on the basis of employees' perceived health impairment (exhaustion and health complaints) and active learning (engagement and commitment). Each of the four combinations of demand and control differentially affected the perception of strain or active learning. Job demands were the most clearly related to health impairment, whereas job control was the most clearly associated with active learning. CONCLUSIONS: These findings partly contradict the demand-control model, especially with respect to the validity of the interaction between demand and control. Job demands and job control seem to initiate two essentially independent processes, and this occurrence is consistent with the recently proposed job demands-resources model.

Burnout, Professional↗
PubMed2000

Glycine(B) receptor antagonists and partial agonists prevent memory deficits in inhibitory avoidance learning.

Activation of N-methyl-d-aspartate (NMDA) receptors has been hypothesized to mediate certain forms of learning and memory. This hypothesis is based on the ability of competitive and uncompetitive NMDA receptor antagonists to disrupt learning. We investigated the effects of glycine site antagonists and partial agonists on deficits of acquisition (learning) and consolidation (memory) in a single trial inhibitory avoidance learning paradigm. Posttraining administration of either hypoxia (exposure to 7% oxygen) or the convulsant drug pentylenetetrazole (PTZ) (45 mg/kg) to mice impaired consolidation without producing neuronal cell death. Pretreatment with the competitive glycine antagonist 7-chlorokynurenic acid (7KYN) and the glycine partial agonists 1-aminocyclopropanecarboxylic acid (ACPC) and (+)HA-966 prevented memory deficits induced by hypoxia and PTZ, but did not affect scopolamine-induced learning impairment. In addition, ACPC prevented consolidation deficits evoked by a nonexcitotoxic concentration of l-trans-pyrrolidine-2, 4-dicarboxylate, a competitive inhibitor of glutamate transport that increases extracellular levels of glutamate. Moreover, (+)HA-966, 7KYN, and ACPC facilitated both acquisition and consolidation of inhibitory avoidance training, an effect that was dose-dependent and reversed by glycine. These results indicate that memory deficits induced by both hypoxia and PTZ involve NMDA receptor activation. Furthermore, the present findings demonstrate that glycine site antagonists and partial agonists prevent memory deficits of inhibitory avoidance learning by affecting consolidation, but not acquisition processes.

Animals↗
PubMed2005

Comparing biology majors from large lecture classes with TA-facilitated laboratories to those from small lecture classes with faculty-facilitated laboratories.

The teaching faculty for this course sought to address their own concerns about the quality of student learning in an impersonal large lecture biology class for majors, the difficulties in getting to know each student by name, and difficulties in soliciting answers and reactions from the students during the lecture. Questions addressed by this study were, Do active-learning activities in a small and personal lecture setting enhance student learning more than active-learning activities in large impersonal lectures? and Are students more satisfied with an educational experience in a small and personal lecture setting? Based on faculty perceptions of how they best relate to their students, the prediction was that the students in the experimental group with small lecture classes and increased direct contact with the teaching faculty would learn physiological principles better than the students in the control group in the large impersonal lecture portion of the course. One of the laboratory sections of this large enrollment biology course was randomly selected to be taught with separate small lectures by the teaching faculty. In addition, the teaching faculty participated in the laboratory with these students during their experiments correlated with the lecture material. The students in both groups were compared by pre- and posttests of physiological principles, final course grades, and class satisfaction surveys.

Biology↗
PubMed1991

The effects of postnatal caffeine exposure on growth, activity and learning in rats.

Caffeine is both ingested by pregnant women in their third trimesters and administered therapeutically to premature infants to stimulate respiration. This experiment attempted to delineate any persistent effects of low dose caffeine exposure during the first week of life in rats, since this time period provides an animal model equivalent to the human third trimester or premature infant exposure. Rat pups who had received either 1 or 9 mg/kg of caffeine during the first week of life grew more slowly, were hypoactive at two weeks of age, and were impaired on an operant spatial learning task as adults. Adding visual cues to the operant task did not improve their performance. The timing of the appearance of developmental landmarks, adult body weight and adult brain weight, however, were not affected by postnatal caffeine exposure. The persistent behavioral deficits noted after postnatal caffeine exposure were all opposite in direction to the acute effects of caffeine, and similar to the effects of adenosine. Thus the behavioral deficits reported here may reflect an upregulation of developing adenosine receptors that persists into adulthood subsequent to early chronic postnatal caffeine exposure.

Animals↗
PubMed2004

A weekend program model for faculty development with primary care physicians.

BACKGROUND: Medical teachers are expected to be proficient at teaching students and residents about the changing health care system. The University of Wisconsin established a faculty development fellowship program to better prepare clinical teachers in family medicine, general pediatrics, and general internal medicine. This paper describes our fellowship program, presents data on program accomplishments, and discusses what we have learned. METHODS: We developed a year-long series of five weekend workshops. A core group of faculty provided 2- to 4- hour sessions on topics including evidence-based medicine, physician leadership, advocacy, doctor-patient communication, quality, technology tools, and teaching skills. Evaluation data were used to shape the program, make improvements, and assess impact. Fellows self-assessed their ability to perform skills at the beginning and ending of the year; paired t tests were used to compare these changes. RESULTS: Attendance and program completion rates were more than 94% for the 84 fellows taught over 6 years. Individual sessions and the overall program were well-rated by fellows. Participants reported improvements in targeted skills; statistical analyses confirmed many significant pre-post improvements. LESSONS LEARNED: To obtain high ratings, faculty must apply adult learning and active learning principles; lectures were not well tolerated. Initial technology skills were often low; computer labs needed many helpers. Participants needed extensive faculty support on their projects. It facilitated coordination and learning to have a core group of fellowship faculty who did most of the teaching. Graduates have become enthusiastic recruiters for new fellows. Our 5-weekend program has proven to be an effective faculty development model.

Adult↗
PubMed1994

Clinical preceptorships: strategies to enhance teaching and learning.

This article focuses on the practical aspects of clinical teaching. The teacher, preceptor, and mentor roles are defined and developed within the framework of adult learning principles. Guidelines for determining learning goals, choosing learning activities, facilitating learning during clinical practice, and evaluating knowledge and skill levels of both novice and experienced practitioners are included.

Clinical Competence↗
PubMedDate not supplied

A study of the effectiveness of an interactive computer classroom.

This study examined the use of an interactive computer classroom (ICC) compared with a traditional lecture/discussion format (LD) for a nursing management course taught from fall semester 1994 through fall semester 1996. The ICC was structured around a group systems support software, a tool previously used in business settings for group decision-making activities. Structured learning activities allowed all students to participate simultaneously and anonymously. Data were collected during the second and final semesters of the study. The outcomes included academic performance, measured by course exams; class participation, measured by direct observation; and attendance records. The control group was a concurrent management course taught with the same objectives and evaluated by identical examinations. The examination scores and the frequency of class participation of the ICC group were significantly higher than those measures of the LD group. There was no significant difference in class attendance. Evaluation forms with open-ended questions were completed by the ICC students and revealed that the students believed that the process enhanced application and understanding. The negative aspects of the ICC experience were the need for increased preparation time for faculty and the students' lack of tolerance when technical difficulties caused delays.

Computer-Assisted Instruction↗
PubMed2005

Active concept learning in image databases.

Concept learning in content-based image retrieval systems is a challenging task. This paper presents an active concept learning approach based on the mixture model to deal with the two basic aspects of a database system: the changing (image insertion or removal) nature of a database and user queries. To achieve concept learning, we a) propose a new user directed semi-supervised expectation-maximization algorithm for mixture parameter estimation, and b) develop a novel model selection method based on Bayesian analysis that evaluates the consistency of hypothesized models with the available information. The analysis of exploitation versus exploration in the search space helps to find the optimal model efficiently. Our concept knowledge transduction approach is able to deal with the cases of image insertion and query images being outside the database. The system handles the situation where users may mislabel images during relevance feedback. Experimental results on Corel database show the efficacy of our active concept learning approach and the improvement in retrieval performance by concept transduction.

Algorithms↗
PubMed2006

Acute effects of maprotiline on learning, anxiety, activity and analgesia in male and female mice.

The acute effects of maprotiline (2.5, 5, 10, 15, 20 or 25 mg/kg) on learning, anxiety, activity and analgesia in male and female mice were evaluated. In addition to inhibitory avoidance learning, anxiety and locomotor activity were measured in the same animals using an elevated plus-maze. A study of the acute effects of maprotiline (15, 20 or 25 mg/kg) on analgesia was carried out in naive animals of both sexes. Maprotiline impaired inhibitory avoidance at doses of 15, 20 or 25 mg/kg. The highest dose produced an anxiolytic effect in females, and the doses of 20 and 25 mg/kg reduced locomotor activity. Analgesia was observed with the highest dose. The impairment of inhibitory avoidance by maprotiline would seem to be independent of the drug's influence on anxiety, is not shadowed by an instrumental performance deficit and, at least in the case of the highest dose, could be influenced by the drug's effects on analgesia. It is hypothesized that acquisition is the memory process principally affected by maprotiline, and in particular stimuli processing. The lack of sex differences in the effects of maprotiline on inhibitory avoidance supports the generalization of findings previously obtained only in males.

Analgesia↗
PubMed2000

Cytochemical characteristics of the brain in rats differing in active avoidance learning ability.

Brain structures were examined in two mouse strains differing in active avoidance learning in a shuttle box. Protein content and concentration, area of the cytoplasm and nuclei of neuron in layers III and V of the sensorimotor cortex were higher in rats with high learning ability. The detected morphochemical differences between the same brain structures of rats with high and low learning capacity can be attributed to this capacity.

Animals↗
PubMed1994

Integrating nursing research findings into the curriculum: a descriptive study.

This descriptive study examined methods used to integrate nursing research findings into associate, baccalaureate, and master's nursing program curricula. Nursing faculty members (N = 420) from 105 programs in the NLN's North Atlantic region were asked, in a mailed survey, to indicate the course objectives and learning activities concerning nursing research findings used in their courses. Completed surveys were returned from 55% (n = 231). Chi-square analyses showed significant differences in all course objectives and most learning activities among faculty. Faculty in baccalaureate and/or master's programs used the objectives and most learning activities concerning nursing research findings more than faculty from the associate degree programs. Overall, however, faculty have made concerted efforts to each nursing research findings using a variety of course objectives and learning activities. Further research is recommended to determine the most effective strategies. Educators are encouraged to provide opportunities for students to use accepted research findings in practice.

Attitude of Health Personnel↗
PubMed1986

Behavioral activity and active avoidance learning and retention in rats neonatally exposed to painful stimuli.

Twice daily for the first 15 days after birth, rats from the same litters were either placed for 5 sec on a hot plate (55 degrees C) (treated group), or on a plate maintained at body temperature (38 degrees C) (manipulated group). Controls were left undisturbed. When 90 days old, they were studied for pain threshold, open-field behavior, and two-way active avoidance learning and retention. Weight gain, pain threshold, open-field behavior, and active avoidance retention were not significantly different in the three groups. On the other hand, the rate of two-way active avoidance learning was significantly greater in treated rats. These results suggest that repeated neonatal exposure to painful stimuli, in rats raised under otherwise normal conditions, improves later active avoidance performance. The most likely mechanisms are discussed.

Acoustic Stimulation↗