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At least 541 records · Page 30Linked to original sources
PubMed1993

Severity of spatial learning impairment in aging: development of a learning index for performance in the Morris water maze.

The Morris water maze task was originally designed to assess the rat's ability to learn to navigate to a specific location in a relatively large spatial environment. This article describes new measures that provide information about the spatial distribution of the rat's search during both training and probe trial performance. The basic new measure optimizes the use of computer tracking to identify the rat's position with respect to the target location. This proximity measure was found to be highly sensitive to age-related impairment in an assessment of young and aged male Long-Evans rats. Also described is the development of a learning index that provides a continuous, graded measure of the severity of age-related impairment in the task. An index of this type should be useful in correlational analyses with other neurobiological or behavioral measures for the study of individual differences in functional/biological decline in aging.

Aging↗
PubMed2003

The dynamics of learning and allocation of study time to a region of proximal learning.

In contrast to the dominant discrepancy reduction model, which favors the most difficult items, people, given free choice, devoted most time to medium-difficulty items and studied the easiest items first. When study time was experimentally manipulated, best performance resulted when most time was given to the medium-difficulty items. Empirically determined information uptake functions revealed steep initial learning for easy items with little subsequent increase. For medium-difficulty items, initial gains were smaller but more sustained, suggesting that the strategy people had used, when given free choice, was largely appropriate. On the basis of the information uptake functions, a negative spacing effect was predicted and observed in the final experiment. Overall, the results favored the region of proximal learning framework.

Humans↗
PubMed1997

Learning a new bimanual coordination pattern: reciprocal influences of intrinsic and to-be-learned patterns.

According to dynamic pattern theory, intrinsically stable bimanual coordination patterns affect, and are affected by, the acquisition of a new coordination pattern. In Experiment 1, subjects practiced either a 45 degrees or a 135 degrees relative phase pattern for 4 days; in Experiment 2, they practiced a 90 degrees relative phase pattern over 6 days. Retention tests were conducted 4 weeks after the last practice session in both experiments. Performance on both the in-phase (0 degree) and anti-phase (180 degrees) patterns was also measured on each day. Contrary to predictions, the experiments revealed that reciprocal effects between the intrinsic patterns and the new pattern were only temporary, and did not affect learning in any permanent way. As well, learning a new pattern was not differentially affected by its relation to an intrinsic pattern.

Adult↗
PubMed2003

A survey exploring the educational needs of care practitioners in learning disability (LD) settings in relation to death, dying and people with learning disabilities.

This paper presents the findings of a small scale pilot study which explored the educational base and needs of qualified care practitioners in Learning Disability (LD) settings in relation to death, dying and people with learning disabilities. Eighty questionnaires were sent to two NHS Trusts in the South of England. The response rate for the qualified care practitioners from Cherry Blossom (CB) was 100%, whereas for Greengages (GG), the response rate was only 25%. The response from the unqualified care practitioners was disappointingly low, hence we declared them null and void. The analysis of data highlighted major concerns: namely, a lack of consistent policy in the recording of death in residential homes for dying persons with LD; a lack of knowledge, particularly in psychosocial aspects and skills in care of dying persons. The majority of the qualified care practitioners surveyed highlighted the importance of communication with clients and their families. We recommend that communication and interpersonal skills in the care and management of the terminally ill persons with LD be the core component in the nursing curriculum which at present only indicates a trace of it. It is not made explicit that it is essential. This study supports the notion that issues of LD override and obscure physical illness. Our study also highlights ambiguity in the use of concepts and terminology, and demonstrates some limitations in our methodology. We propose that further research, using different methodological approaches, such as Ethnography, Ethnomethodology, or a combination of these, would be appropriate.

Cause of Death↗
PubMed1995

Comparison of the California Verbal Learning Test and the Rey Auditory Verbal Learning Test in head-injured patients.

Performances of moderate and severe closed-head-injury patients were compared on the California Verbal Learning Test (CVLT) and Rey Auditory Verbal Learning Test (RAVLT). Results showed that raw scores were highly correlated between tests. There were no significant between-test differences in mean raw scores. However, standard scores calculated from existing CVLT and RAVLT norms were significantly lower on the CVLT than on the RAVLT. Furthermore, there were differences between the various RAVLT norm sets. The results indicate that although the CVLT and RAVLT measure similar cognitive processes in closed-head-injury patients, there are major discrepancies in test interpretation using existing norms. Test and norm set selection significantly influence the likelihood of a patient being classified as memory-impaired.

Adolescent↗
PubMed1996

Children learning lacrosse from teachers learning to teach it: the discovery of pedagogical content knowledge by observing children's movement.

The purpose of this study was to describe lacrosse-specific pedagogical content knowledge discovered within the context of children learning lacrosse from teachers learning to teach it. Four teachers, each teaching one class of fourth- and/or fifth-grade children taught between 4 and 6 consecutive lessons, videotaping each so the children's movement patterns could be seen clearly. Inductive analysis and constant comparison were used to analyze the children's movement patterns in relation to the teachers' actions. Only data related to the vertical cradle, one of four skills taught to the children, were analyzed. Findings were presented as pedagogical content knowledge specific to lacrosse and were interpreted using the component approach to developmental sequences, Newell's (1986) 3-factor constraints theory, and Halverson's (1966) concept of eliciting the desired movement pattern.

Child↗
PubMed2004

Learning about cues that prevent an outcome: conditioned inhibition and differential inhibition in human predictive learning.

Summation tests were used to assess whether participants in a human predictive judgement task learned that some cues (foods) prevented the occurrence of the outcome (migraine). In three experiments the preventative effect of a conditioned inhibitor, I, trained in the design, P+, PI-, I-, was stronger than that of a negative control cue, N, that had been presented alone with the same frequency and simply predicted no outcome. This control cue, N, also passed the summation test when compared to a novel control cue. Experiments 2 and 3 examined whether the latter negative control effect was attributable to differential inhibition. Manipulations designed to alter context learning and the magnitude of the negative contingency did not affect the properties of the negative control cue. Thus, these experiments did not support the possibility that a cue given simple negative training acquires differential inhibition. Regardless of the mechanism underlying the negative control effect, the consistent finding that the conditioned inhibition cue, I, reduced prediction of the outcome more than did the negative control cue, N, provides evidence for true conditioned inhibition whose acquisition requires co-occurrence of the preventative cue with a positive training cue.

Affect↗
PubMedDate not supplied

Mayo's Older Americans Normative Studies: Age- and IQ-Adjusted Norms for the Auditory Verbal Learning Test and the Visual Spatial Learning Test.

Although normative data sets for standardized neuropsychometric instruments frequently feature adjustments for subject variables, there are reasons to believe that improvements in interpretive accuracy that result from such adjustments are less than optimal. In particular, years of education may be less closely associated with test performances than is overall intellectual functioning. In this last of four reanalyses of results from the Mayo Clinic's Older Americans Normative Studies (MOANS) databases, age-adjusted scores for the Rey Auditory Verbal Learning Test and the Visual Spatial Learning Test were found to be more strongly related to Mayo age-adjusted WAIS-R Full Scale IQ scores (rs=.150 to .395) than to education (rs=.060 to .236) for healthy older examinees between 56 and 99 years of age. Although AVLT-FSIQ correlations were greatest at moderate levels of intelligence, VSLT-FSIQ correlations consistently increased in strength as intelligence increased (cf. Dodrill, 19971999). Based on these results, we present tables of age- and IQ-adjusted percentile equivalents of Mayo age-adjusted AVLT index scores and MOANS age-adjusted AVLT and VSLT scaled scores for ten age ranges and either seven (AVLT) or five (VSLT) IQ ranges.

Acoustic Stimulation↗
PubMed2001

How doctors learn: education and learning across the medical-school-to-practice trajectory.

People have needs they address daily over the course of their lives. They address these needs through identifying and resolving problems in ways that reflect their identities. This means that education, including medical education, is an identity development process because it provides people with more and better ways to satisfy their needs. Also, education does this by providing them with the knowledge and skills they use to occupy identifiable niches in society. These niches are describable in terms of what people do and the ways in which they relate to others. Medical education, in other words, allows medical students and residents to take on physicians' identities, and their identities go a long way toward defining when, where, and how they will address their psychosocial needs. Doctors begin developing the skills and knowledge they need in medical school and continue developing them through residency and into practice. However, there are important differences among medical students, residents, and practicing physicians, and these differences have an impact on how the individuals satisfy their psychosocial needs. These differences also bear on how well they will satisfy their needs later in their careers; i.e., the things physicians-in-training do to satisfy their psychosocial needs in the course of learning to become doctors are expected to prepare them to address their psychosocial needs later in life in their roles as both healers and professionals. It is against this background of describing how education helps physicians solve problems and so address their recurring psychosocial needs that the author presents 12 conclusions concerning physicians' learning.

Cultural Characteristics↗
PubMedDate not supplied

Views on teaching-learning: lessons learned from nursing education in Sweden.

Although change sometimes feels risky, nurse educators continually search for more effective ways of teaching. Different approaches to teaching-learning were experienced during a visiting professorship at a Swedish university. Ethnographic methods involving participant observation and interviews with faculty and students were used to understand the educational philosophy and methods of teaching and learning. Reflection exercises and suggestions provide ideas about how these approaches might be adapted for use in the United States.

Curriculum↗
PubMedDate not supplied

Learning from other people's mistakes: causal understanding in learning to use a tool.

Despite considerable debate about whether nonhuman primates learn to use tools via imitation, this type of learning by children has received surprisingly little attention. The findings of two studies that go some way toward filling this gap are reported here. Study 1 showed that when 2- and 3-year-old children (N = 68) were shown a correct solution to a tool-using task (which they could not solve spontaneously), all the children in both age groups managed at least a partial solution. When children were shown an incorrect solution followed by a correct solution, 2-year-olds again produced only a partial solution. By contrast, most 3-year-olds produced a full solution. Study 2 replicated this age change in a separate sample of children (N = 100) with a different tool-using task. Study 2 also showed that 3-year-olds benefit from observing an incorrect action when it can be contrasted with a correct action: they chose the more effective of the two actions. Taken together, the two studies indicate that by 3 years of age, children do not indiscriminately imitate actions on a tool, but selectively reproduce those actions that have a desired causal effect.

Age Factors↗
PubMedDate not supplied

Learning portfolios--evidence of learning: an examination of students' perspectives.

There is a lack of evaluative literature on the use of learning portfolios in nursing. Many students are still unclear on the benefit of using a learning portfolio, and fulfilling the criteria for the portfolios remains low priority. Over a 5-year period, tutors on the Specialist Practitioner Qualification in Critical Care found that there was a wide variety of practice in portfolio use. There is comparatively little known about how the students perceive the use of portfolios. Therefore, a small descriptive survey took place in 2001/2002 involving 22 previous students, to identify the value of portfolios from the student perspective. Recommendations from this study are given on how to improve portfolio use.

Attitude of Health Personnel↗
PubMed1990

Moral learning in nursing education: a discussion of the usefulness of cognitive-developmental and social learning theories.

The preparation of students for ethically sound practice is an essential concern for nurse educators. The theories of cognitive development and social learning theory are discussed as explanations of moral learning. The implications of the application of each of these theories to nursing education are discussed and the usefulness of each theory to nurse educators is reviewed. It is argued that neither theory is entirely satisfactory for application to nursing education and it is concluded that a pragmatic eclecticism is desirable in the approach to moral education in nursing.

Codes of Ethics↗
PubMed1997

The influence of the educational context on student nurses' conceptions of learning and approaches to learning.

BACKGROUND: In previous research a quite similar variety of conceptions and approaches has been identified. However, while context does seem to influence which aspects of the experience and approach are accentuated and which are left in the background, the question is to what extent conceptions and approaches are contextually dependent. AIM: The aim of this study was to investigate the influence of the educational context on student nurses' conceptions of learning and approaches to learning, i.e., to investigate in what sense and to what extent conceptions and approaches are contextually dependent. METHOD: The phenomenographic approach, expanded towards grounded theory, was taken as the point of departure. SAMPLE: Data for the cross-section study were collected through individual interviews with student nurses (N = 60) both at the beginning and at the end of nursing training. RESULTS: As a result of the analysis, qualitative similarities and differences in students' conceptions and approaches were found. In comparing the two groups of student nurses, a trend of development could be identified since students used more developed conceptions and approaches at the end than at the beginning of the educational programme. These differences found between the student groups could largely be explained in terms of the nursing training. CONCLUSIONS: The results thus showed that conceptions and approaches are to some extent contextually dependent.

Concept Formation↗
PubMed1992

Small-group instruction for students with learning disabilities: observational and incidental learning.

This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages.

Attention↗
PubMedDate not supplied

Integrated learning: explicit strategies and their role in problem-solving instruction for students with learning disabilities.

This study investigated the effectiveness of an explicit strategy as a means of linking facts, concepts, and problem solving in an unfamiliar domain of learning. Participants were 37 secondary students with learning disabilities. All students were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer-simulation games. Students in the experimental group were taught an explicit strategy for solving the problems; the comparison group was given supportive feedback and encouraged to induce their own strategies. The explicit strategy group performed significantly better on two transfer measures, including videotaped problem-solving exercises.

Adolescent↗
PubMedDate not supplied

Neurobehavioral factors associated with referral for learning problems in a community sample: evidence for an adaptational model for learning disorders.

We evaluated community general education (CGE; n = 178), community special education (CSE; n = 30) and hospital-referred (HR, n = 145) children (ages 7-6 to 11-11) prospectively over a 2-year period. During this period, 17 CGE children were referred for evaluation (community referred; CR). Prior to referral, CR children performed more poorly than community-nonreferred (CNR) children on cognitive ability, academic achievement, attention problems, and information processing. CR group performance was equivalent to that of CSE and HR groups, but HR children showed poorer academic achievement. Referred children performed more poorly on all measures than nonreferred, whether they met formal diagnostic criteria for a learning disorder or not. Learning disorders may be better conceptualized as a context-dependent problem of functional adaptation than as a disability analogous to physical disabilities, raising questions about the validity of using psychometric test scores as the criterion for identification.

Achievement↗
PubMed1994

A review of learning strategies for adults with learning disabilities preparing for the GED exam.

Although there is a growing body of information, materials, and instructional strategies for adults with learning disabilities receiving remedial reading instruction, the same is not available for other areas of Adult Basic Education, including remedial math, sixth-through eight-grade-level pre-GED basic skills, and secondary subject areas in the GED curriculum. This review presents possibilities for consideration in developing instructional and testing strategies for GED students with learning disabilities. These strategies should be applicable to traditional academic content areas, cost effective for programs with limited financial resources, and appropriate for the relatively short-term instructional time frame characteristic of the Adult Basic Education setting.

Adult↗