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PubMed1979

Structured learning therapy: development and evaluation.

This paper describes the procedures, materials, and evaluation of Structured Learning Therapy, one of several skill training therapies to emerge in recent years. A number of issues are considered in regard to enhanced outcomes for such therapies, particularly means for more successful transfer of newly learned skills from therapy to real-life settings, and prescriptive use of such psycho-educational treatments.

Evaluation Studies as Topic↗
PubMed2001

Diagnosing fictional diseases: age and variability of training content in concept formation.

This experiment had two purposes: investigation of the effect of variability in the content used during training on concept learning, retention, and transfer and the extent to which this training manipulation interacts with age. Participants were 27 older adults (M = 68.2 yr., SD = 7.4) and 54 younger adults (M = 20.6 yr., SD = 4.0) who were asked to learn an imaginary disease by reviewing the symptoms of fictional patients. Participants were assigned to one of two variability groups in training, which were defined by how much patient cases resembled each other. Dependent measures were classification accuracy over eight blocks of training, followed by retention and transfer ("diagnosing new patients") two days later. Analysis of variance yielded only one significant interaction of age and training variability (on retention), but none of the paired comparisons were significantly different. There were no main effects of training group on any dependent variable.

Adult↗
PubMed1996

The cerebellum: a neuronal learning machine?

Comparison of two seemingly quite different behaviors yields a surprisingly consistent picture of the role of the cerebellum in motor learning. Behavioral and physiological data about classical conditioning of the eyelid response and motor learning in the vestibulo-ocular reflex suggests that (i) plasticity is distributed between the cerebellar cortex and the deep cerebellar nuclei; (ii) the cerebellar cortex plays a special role in learning the timing of movement; and (iii) the cerebellar cortex guides learning in the deep nuclei, which may allow learning to be transferred from the cortex to the deep nuclei. Because many of the similarities in the data from the two systems typify general features of cerebellar organization, the cerebellar mechanisms of learning in these two systems may represent principles that apply to many motor systems.

Animals↗
PubMed2004

The neurobiology of adaptive learning in reading: a contrast of different training conditions.

fMRI was used to investigate the separate influences of orthographic, phonological, and semantic processing on the ability to learn new words and the cortical circuitry recruited to subsequently read those words. In a behavioral session, subjects acquired familiarity for three sets of pseudowords, attending to orthographic, phonological, or (learned) semantic features. Transfer effects were measured in an event-related fMRI session as the subjects named trained pseudowords, untrained pseudowords, and real words. Behaviorally, phonological and semantic training resulted in better learning than did orthographic training. Neurobiologically, orthographic training did not modulate activation in the main reading regions. Phonological and semantic training yielded equivalent behavioral facilitation but distinct functional activation patterns, suggesting that the learning resulting from these two training conditions was driven by different underlying processes. The findings indicate that the putative ventral visual word form area is sensitive to the phonological structure of words, with phonologically analytic processing contributing to the specialization of this region.

Adaptation, Psychological↗
PubMedDate not supplied

Dissociating basal forebrain and medial temporal amnesic syndromes: insights from classical conditioning.

In humans, anterograde amnesia can result from damage to the medial temporal (MT) lobes (including hippocampus), as well as to other brain areas such as basal forebrain. Results from animal classical conditioning studies suggest that there may be qualitative differences in the memory impairment following MT vs. basal forebrain damage. Specifically, delay eyeblink conditioning is spared after MT damage in animals and humans, but impaired in animals with basal forebrain damage. Recently, we have likewise shown delay eyeblink conditioning impairment in humans with amnesia following anterior communicating artery (ACoA) aneurysm rupture, which damages the basal forebrain. Another associative learning task, a computer-based concurrent visual discrimination, also appears to be spared in MT amnesia while ACoA amnesics are slower to learn the discriminations. Conversely, animal and computational models suggest that, even though MT amnesics may learn quickly, they may learn qualitatively differently from controls, and these differences may result in impaired transfer when familiar information is presented in novel combinations. Our initial data suggests such a two-phase learning and transfer task may provide a double dissociation between MT amnesics (spared initial learning but impaired transfer) and ACoA amnesics (slow initial learning but spared transfer). Together, these emerging data suggest that there are subtle but dissociable differences in the amnesic syndrome following damage to the MT lobes vs. basal forebrain, and that these differences may be most visible in non-declarative tasks such as eyeblink classical conditioning and simple associative learning.

Amnesia↗
PubMed1997

Analogical transfer is effective in a serial reaction time task in Parkinson's disease: evidence for a dissociable form of sequence learning.

Several studies of procedural learning in Parkinson's disease (PD) have demonstrated that these patients are impaired with respect to age-matched control subjects. In order to examine more closely the specific impairment, we considered three dimensions along which a procedural learning task could vary. These are: (1) implicit vs explicit learning, (2) instance vs rule learning, and (3) learning with internal vs external error correction. We consider two hypotheses that could explain the impairments observed in PD for different types of explicit motor learning: (H1) an impairment related to the acquisition of rules vs specific instances, and (H2) an impairment in learning when no explicit error feedback is provided. In order to examine the condition of rule learning with external error feedback, we developed a modified version of the serial reaction time (SRT) protocol that tests analogical transfer in sequence learning (ATSL). Reaction times are measured for responses to visual stimuli that appear in several different repeating sequences. While these isomorphic sequences are different, they share a common rule. Verbatim learning of a sequence would result in negative transfer from one sequence to a different one, while rule learning would result in positive transfer. Parkinson's patients and age-matched controls demonstrate significant acquisition and positive transfer of the rule between sequences. Our results demonstrate that PD patients are capable of learning and transferring rule or schema-based representations in an explicit learning format, and that this form of learning may be functionally distinct from learning mechanisms that rely on representations of the verbatim or statistical structure of sequences.

Adult↗
PubMed2001

Interference between cognitive skills.

This study used a novel task, clock arithmetic, and a classic A-B/A-Br transfer design to investigate the presence of interference between cognitive skills. The A-B/A-Br design required participants to first learn problem-to-answer associations during training and then to learn new pairings between the same problems and answers during transfer. The associations learned during training interfered with those learned during transfer, as measured by slowed reaction times to emit the correct response, failures to retrieve any response, and intrusion errors. Interference persisted even after a 1-week retention interval and was especially prevalent during the warm-up period at the beginning of the retention test. The use of the A-B/A-Br design indicates that whether an incorrect answer retrieved from memory is emitted as a response depends on whether the intrusion is recognized as inappropriate for the current task. The long-term memory for cognitive skills means that attempts to learn new responses to old stimuli will be plagued by persistent intrusion errors.

Adult↗
PubMed1998

Apparent amnesia on experimental memory tests in dissociative identity disorder: an exploratory study.

Dissociative identity disorder (DID; called multiple personality disorder in DSMIII-R) is a psychiatric condition in which two or more identity states recurrently take control of the person's behavior. A characteristic feature of DID is the occurrence of apparently severe amnestic symptoms. This paper is concerned with experimental research of memory function in DID and focuses on between-identity transfer of newly learned neutral material. Previous studies on this subject are reviewed and a pilot study with four subjects is described. This study is specifically concerned with the question whether self-reported asymmetries in between-identity transfer can be replicated on experimental memory tests. A secondary aim was to examine whether, in the absence of explicit transfer, implicit transfer of information would occur. The results showed that the apparent amnestic asymmetry for explicit information was substantiated in the laboratory, although at least some leakage was present between the apparently amnestic identities. No evidence was found for better performance on implicit than on explicit memory tests in the apparently amnestic identities. In the discussion, parallels between apparent amnesia in DID and state-dependent memory are drawn, and the question of simulated amnesia is addressed.

Adult↗
PubMed1999

Perceptual learning in primary and secondary motion vision.

Specific improvements of perceptual capabilities with practise are thought to give some clues about cortical plasticity and the localisation of cortical processing. In the present study, perceptual learning is used as a paradigm to separate mechanisms underlying the perception of different classes of motion stimuli. Primary motion stimuli (phi-motion), are characterised by displacements of the luminance distribution. However, for secondary motion stimuli the movement is not accompanied by a corresponding luminance shift. Instead, moving objects are defined by their temporal frequency composition (mu-motion) or by motion itself (theta-motion). On theoretical grounds, the perception of secondary motion requires a higher degree of nonlinearity in the processing stream than the perception of primary motion but debate continues as to whether there might be a unique mechanism underlying the perception of both motion classes. In a large group of subjects, coherence thresholds for direction discrimination in random dot kinematograms of phi-, mu-, and theta-motion were repeatedly measured in a staircase paradigm. Training effects were found on different timescales, within short sessions containing multiple staircases and over training periods of several months. They were fairly stable over long breaks without testing. When subjects were trained with two different motion stimuli in a sequence, an asymmetry in the transfer of perceptual learning was revealed: sensitivity increases achieved during practise of theta-motion are largely transferred to phi-motion, but theta-motion perception does not profit from prior exposure to phi-motion. This finding supports the view derived from modelling of motion processing that there must be at least partially separate systems. A primary motion detection mechanism falls short of discriminating direction in secondary motion stimuli, whereas a mechanism able to extract secondary motion will be inherently sensitive to primary motion.

Adolescent↗
PubMed1987

Monocular visual discrimination in the goldfish after unilateral ablation of the optic tectum.

Goldfish with unilateral ablation of the optic tectum and trained to the ablated side failed to learn or to transfer interocularly a differential classically conditioned color discrimination. The direct ipsilateral retinal projection to the intact/naive side is therefore shown to contribute little to engram formation. Evidence is also presented demonstrating that the absence of one tectum does not affect the learning of a differential bar discrimination task when trained via the intact brain side.

Animals↗
PubMed2003

Brain-computer interface (BCI) operation: optimizing information transfer rates.

People can learn to control mu (8-12 Hz) or beta (18-25 Hz) rhythm amplitude in the EEG recorded over sensorimotor cortex and use it to move a cursor to a target on a video screen. In the present version of the cursor movement task, vertical cursor movement is a linear function of mu or beta rhythm amplitude. At the same time the cursor moves horizontally from left to right at a fixed rate. A target occupies 50% (2-target task) to 20% (5-target task) of the right edge of the screen. The user's task is to move the cursor vertically so that it hits the target when it reaches the right edge. The goal of the present study was to optimize system performance. To accomplish this, we evaluated the impact on system performance of number of targets (i.e. 2-5) and trial duration (i.e. horizontal movement time from 1 to 4 s). Performance was measured as accuracy (percent of targets selected correctly) and also as bit rate (bits/min) (which incorporates, in addition to accuracy, speed and the number of possible targets). Accuracy declined as target number increased. At the same time, for six of eight users, four targets yielded the maximum bit rate. Accuracy increased as movement time increased. At the same time, the movement time with the highest bit rate varied across users from 2 to 4 s. These results indicate that task parameters such as target number and trial duration can markedly affect system performance. They also indicate that optimal parameter values vary across users. Selection of parameters suited both to the specific user and the requirements of the specific application is likely to be a key factor in maximizing the success of EEG-based communication and control.

Adult↗
PubMed1991

Learning a complex nursing skill: student anxiety and the effect of preclinical skill evaluation.

The purpose of this study was to identify the anxiety profile of undergraduate nursing students when learning a complex psychomotor skill, and to determine the effect of preclinical skill evaluation on student anxiety and performance when applying the skill in a patient situation. Findings support preclinical skill evaluation as an effective strategy for reducing anxiety related to initial transfer of skill learning from a laboratory to a clinical setting and enhancing self-confidence.

Adult↗
PubMed1996

Cortico-hippocampal representations in simultaneous odor discrimination: a computational interpretation of Eichenbaum, Mathews, and Cohen (1989).

A previous model of hippocampal region function in classical conditioning is generalized to H. Eichenbaum, A. Fagan, P. Mathews, and N.J. Cohen's (1989) and H. Eichenbaum, A. Fagan, and N.J. Cohen's (1989) simultaneous odor discrimination studies in rats. The model assumes that the hippocampal region forms new stimulus representations that compress redundant information while differentiating predictie information; the piriform (olfactory) cortex meanwhile clusters similar and co-occurring odors. Hippocampal damage interrupts the ability to differentiate odor representations, while leaving piriform-mediated odor clustering unchecked. The result is a net tendency to overcompress in the lesioned model. Behavior in the model is very similar to that of the rats, including lesion deficits, facilitation of successively learned tasks, and transfer performance. The computational mechanisms underlying model performance are consistent with the qualitative interpretations suggested by Eichen baum et al. to explain their empirical data.

Animals↗
PubMed1980

Tactile discrimination learning in the monkey: the effects of unilateral or bilateral removals of the second somatosensory cortex (area SII).

The tactile impairment in monkeys with unilateral removals of area SII is seen as possibly analogous to the rare condition of tactile agnosia. The lesions in a new series of animals with SII removals are described. The performance of 3 groups of monkeys is compared: no group differences were obtained on visual tasks (except retrieval of a moving target); minimal if any differences were obtained on inter-manual transfer of tactile learning; significant differences were found between animals with unilateral or bilateral removals of SII relative to unoperated animals at re-learning tactile discrimination tasks, irrespective of the hand being used. These findings suggest that area SII projects to a further neural system involved in somatosensory performance; and that a unilateral removal has its effect through the functional disruption of the intact SII.

Agnosia↗