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Results for “Overlearning”

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At least 379 records · Page 21Linked to original sources
PubMed2005

Extensions of errorless learning for social problem-solving deficits in schizophrenia.

OBJECTIVE: There is a clear need to develop psychosocial rehabilitation methods that compensate for neurocognitive deficits common to persons with severe and persistent mental illness. Errorless learning, a compensatory training intervention, has been successful in teaching entry-level job tasks. However, errorless learning's applicability to broader, more complex functions is unknown. The present study tested the extension of errorless learning for deficits in social problem-solving skills in patients with schizophrenia. METHOD: Sixty clinically stable outpatients with schizophrenia or schizoaffective disorder were stratified by gender and level of memory impairment before being randomly assigned to one of two training programs: errorless learning or symptom management. Groups were matched for training time, format and structure of training, and types of teaching aids used. Social problem-solving ability, measured by the Assessment of Interpersonal Problem-Solving Skills, was assessed at baseline, within 2 days of training completion, and after 3 months. Dependent measures were the scores for the receiving, processing, and sending skills areas from the Assessment of Interpersonal Problem-Solving Skills. RESULTS: A repeated-measures analysis of covariance was conducted for each dependent measure with baseline Assessment of Interpersonal Problem-Solving Skills score entered as a covariate. For all three skills, there was a significant training group effect favoring errorless learning. Durability of errorless learning training effects extended to the 3-month follow-up assessment for processing and sending skills but not receiving skills. CONCLUSIONS: Results support the extension of errorless learning to complex functions such as social problem-solving skills in the rehabilitation of persons with schizophrenia.

Adult↗
PubMed1976

Generalization of behaviour therapy with psychotics.

Generalization of improvement in the behavioural treatment of psychotic patients must be planned in after-care settings, and for durability over time. The transfer of clinical gains is not an automatic by-product of treatment with severely and chronically impaired mental patients. Treatment strategies that facilitate generalization from hospital to community are illustrated in a case study using empirical data. Systematic and specific treatment programmes were co-ordinated between a state hospital ward and a community-based day hospital. Setting step-wise and limited goals is a feature of successful outcomes. Maintaining consistency in reinforcement contingencies from hospital to community settings, using natural reinforcers, pinpointing functional behaviours as therapeutic goals, over-learning, and training natural caregivers are methods that promote generalization.

Activities of Daily Living↗
PubMed1981

Identifying the educative and suppressive effects of positive practice and restitutional overcorrection.

Two major features of the overcorrection procedure, restitution and positive practice, were analyzed for their educative and suppressive properties in the treatment of profoundly retarded adults. Positive practice techniques that were topographically similar and dissimilar to the target behavior were studied. Eating behavior and puzzle performance were observed. Restitutional overcorrection and both forms of positive practice were effective for suppressing inappropriate behaviors. Even when appropriate behaviors had been acquired by positive practice, restitution and dissimilar positive practice were generally ineffective for increasing their rate of occurrence. However, topographically similar positive practice was successful as a means of teaching new appropriate behaviors.

Adult↗
PubMed1968

Cue-producing behavior in the Capuchin monkey during reversal, extinction, acquisition, and overtraining.

In a two-choice discrimination situation, a cue-producing response produced the discriminanda for 0.05 sec. The cue-producing responses beyond those normally necessary to identify the discriminanda thus provided only redundant information. Two of the four Capuchin monkeys studied showed a large increase in cue-producing responses during reversal learning and extinction, and they reversed much faster than the two whose cue-producing responses showed little increase. During acquisition of a difficult discrimination, the cue-producing responses of the first two subjects reached a high level and during overtraining gradually reduced to their initial low level. The results were related to Wyckoff's theory of observing behavior and to the notions of uncertainty, reduction, and lack of information as extensions of the concepts of reinforcement and motivation.

Animals↗
PubMed1976

Are two hands better than one? assessing information acquired from one- and two-handed haptic exploration of random forms.

15 male undergraduates were presented with 10-sided random forms which they explored visually, or one-handed haptically, or two-handed haptically. Forms were exposed for various durations and subjects were required to draw each form immediately after its removal. The results indicated that 30 sec. of one-handed exploration and 20 and 30 sec. of two-handed exploration produced performance comparable to just 2 sec. of visual exploration. Two-handed exploration was significantly superior to one-handed exploration only at the 20-sec. exposure duration. These results illustrate the disparity in the information-gathering capabilities between the visual and haptic systems.

Form Perception↗
PubMed1976

Visual serial search across number and letter sets.

To discover whether visual serial search time for numbers differed significantly from time for letters, a repeated-measurements design was used with 24 undergraduate women. Performance on number targets 0 to 9 was significantly moe rapid than performance on the letter targets A to J, I to R, or Q to Z. By controlling confounding effects due to redundancy, the possibility that the outcomes might be related to the balance of linear and curvi-linear target features was strengthened.

Discrimination, Psychological↗
PubMed1994

The Trail Making Test A and B: a technical note on structural nonequivalence.

The major structural aspect of the Trail Making Test, length of drawn lines needed to complete the tests, was measured and compared for the adult and school-aged child versions. Trail Making B is a markedly longer test than Trail Making A, 32% for adults and 27% for school-aged children. The interpretive assumptions that Trail Making B differs from Trail Making A only in terms of the cognitive skills needed to complete the test and the implicit interpretive bias toward minimizing the motor component of the tests were challenged in this technical note.

Adult↗
PubMed1975

Low-IQ deficit in intradimensional discrimination shift despite overtraining and verbal feedback.

One hundred and twenty low-IQ and average-IQ children (MA 5 to 7 years) were required to learn a 2-choice discrimination involving verbal and manual responses, with verbal correction of errors, before proceeding to an intradimensional shift with new color cues. One-half of each group also received 100 interpolated trials (overtraining) on the original task. Results disclosed a low-IQ deficit during original learning, which was absent during overtraining but recurred in the final phase, undiminished by either overtraining or verbal feedback conditions applied during the transfer phase. The findings oppose a theoretical explanation based on probability of attending to color, since the inference that this probability approximated 1 for all subjects was amply justified, thus emphasizing the need for alternative interpretations of the retarded subjects' difficulty.

Attention↗