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PubMed1993

Adaptation of the vestibulo-ocular reflex with the head in different orientations and positions relative to the axis of body rotation.

We investigated the influence of static head orientation and position, relative to the axis of body rotation, upon vestibular adaptation. With the head centered, displaced anterior to the axis of body rotation, or tilted 40 degrees to 45 degrees in roll or pitch, the gain of the vestibulo-ocular reflex (VOR) was trained (to go either up or down) for one hour using artificial manipulation of the visual surround to produce a visual-vestibular mismatch. Before and after each training session, the VOR was measured in darkness with the head in the training as well as in several non-training positions. We found that transfer of VOR adaptation to non-training positions was almost complete when comparing head eccentric versus head-centered rotations. For tilts, however, transfer of VOR learning was far less complete suggesting that static otolith signals provide a strong contextual cue that gates the expression of an adaptive VOR response. Finally, following training to increase the VOR, gain was greater for centripetally than centrifugally directed slow phases. Centripetally directed postsaccadic drift also developed. These findings imply that the gain increase paradigm also leads to abnormal function of the velocity-to-position neural integrator, which holds eccentric positions of gaze.

Adaptation, Physiological↗
PubMedDate not supplied

How counselling services can help deal with loss and change.

Transferring people with learning disabilities from hospitals to community-based homes is generally a positive experience. But some people undergo feelings of loss during the process and need special support. This paper explores the issues and describes how a new counselling service helped one woman come to terms with her new lifestyle outside hospital.

Adaptation, Psychological↗
PubMedDate not supplied

The impact of graduate education on the career paths of nurses.

This paper reports the findings of the first phase of a ten year longitudinal study of nurses graduating with higher degrees and diplomas. The higher education sector in Australia has been subjected to a variety of changes in the past decade. Amalgamations and restructuring, altered funding formulae, recognition of prior learning and credit transfer are some of the initiatives, many dictated by governmental bodies, which impact on the education system. Within this volatile context, graduate education in nursing has developed significantly in both quality and variety. These courses have been taken up vigorously by professionals who, until 1990, had limited opportunities for tertiary study in the discipline. Perhaps one of the most significant changes within education, and interestingly paralleled in the health sector, is the move to examine more carefully the outcomes of the process or service provided. The demographic profile, career movements and career plans of graduating students over a five year period from December 1992- December 1996 are presented.

Adult↗
PubMed1999

Motor-learning-related changes in piano players and non-musicians revealed by functional magnetic-resonance signals.

In this study, we investigated blood-flow-related magnetic-resonance (MR) signal changes and the time course underlying short-term motor learning of the dominant right hand in ten piano players (PPs) and 23 non-musicians (NMs), using a complex finger-tapping task. The activation patterns were analyzed for selected regions of interest (ROIs) within the two examined groups and were related to the subjects' performance. A functional learning profile, based on the regional blood-oxygenation-level-dependent (BOLD) signal changes, was assessed in both groups. All subjects achieved significant increases in tapping frequency during the training session of 35 min in the scanner. PPs, however, performed significantly better than NMs and showed increasing activation in the contralateral primary motor cortex throughout motor learning in the scanner. At the same time, involvement of secondary motor areas, such as bilateral supplementary motor area, premotor, and cerebellar areas, diminished relative to the NMs throughout the training session. Extended activation of primary and secondary motor areas in the initial training stage (7-14 min) and rapid attenuation were the main functional patterns underlying short-term learning in the NM group; attenuation was particularly marked in the primary motor cortices as compared with the PPs. When tapping of the rehearsed sequence was performed with the left hand, transfer effects of motor learning were evident in both groups. Involvement of all relevant motor components was smaller than after initial training with the right hand. Ipsilateral premotor and primary motor contributions, however, showed slight increases of activation, indicating that dominant cortices influence complex sequence learning of the non-dominant hand. In summary, the involvement of primary and secondary motor cortices in motor learning is dependent on experience. Interhemispheric transfer effects are present.

Adult↗
PubMed1996

Neural information transferred from the putamen to the globus pallidus during learned movement in the monkey.

1. We studied the physiology of the neuronal projection from the striatum to the external and internal segments of the globus pallidus (GPe and GPi, respectively) in macaque monkeys. The objective of the study was to answer the following specific questions. 1) Which classes of the electrophysiologically identified striate neurons project to GPe and GPi? 2) What kind of information is transferred from the striatum to GPe and GPi during learned movement? 3) What are the physiological actions of striate projection neurons on target neurons in GPe and GPi? 4) What is the spatial pattern of the striatopallidal projections? 2. Sequential arm and orofacial movements were used as behavioral tasks. Visual stimuli triggered a sequence of three flexions-extensions of the elbow joint across the target, and the click of a solenoid valve triggered repetitive licking movements. 3. Striatopallidal projection neurons were electrophysiologically identified by antidromic activation after focal stimulation of either GPe or GPi. Of two classes of striate neurons, tonically active neurons (TANs) with tonic spontaneous discharges (2-8 imp/s) and broad action potentials, and phasically active neurons (PANs) with a very low spontaneous discharge rate (< 0.5 imp/ s) and high-frequency discharges in relation to behavioral tasks, PANs were identified as the projection neurons to either GPe or GPi. In 325 TANs examined by stimulation of GPe or GPi, no neuron was activated antidromically, even in the case of TANs located in the close vicinity of PANs that were identified as striatopallidal projection neurons. 4. The physiologically identified projection neurons (52 cells) in the striatum exhibited either discharges related to movement (30 cells) or discharges related to preparation for movement (4 cells) during performance of learned motor tasks. The activities of the remaining 17 striatopallidal neurons either were not related to the behavioral tasks used or could not be characterized sufficiently in the tasks. However, all of the unidentified striatopallidal neurons were PANs, on the basis of the spontaneous discharge rate and the shape of the action potential. 5. PANs with movement-related activity and those with preparation for movement-related activity were antidromically activated from the globus pallidus (GP). Not only the PANs that show burst discharges specifically at the beginning of a sequence of movement but also PANs that show phasic discharges time-locked to each movement of a sequence were identified as putaminopallidal projection neurons. On the other hand, no neurons that showed responses to sensory stimulus were identified as putaminopallidal neurons. 6. The conduction velocities of the putaminopallidal axons were estimated at approximately 1 m/s on the basis of the latency of antidromic activation and conduction distance. The PANs with activity only at the beginning of a sequential movement were more frequently found to project to GPi than to GPe, whereas the PANs with burst activity at each movement were more frequently found to project to GPe than to GPi. Among the GPi-projecting PANs, neurons with initial activity only showed a tendency to have longer latencies of activation from GPi than neurons with activity time-locked to each movement. 7. The physiological action of the striatopallidal projection was examined by switching from recording to microstimulation after identification of striatopallidal projection neurons in the putamen while recording evoked field potentials or spike discharges of single GP neurons located where the electrical stimulation evoked antidromic activation of the striate neurons with the lowest threshold. A small majority of GP neurons that exhibited increase of discharges during motor tasks received facilitatory putaminopallidal influences, whereas the vast majority of GP neurons that exhibited decrease of discharges during motor tasks received suppressive putaminopallidal influences.

Animals↗
PubMed1997

Spatial memory is related to hippocampal subcellular concentrations of calcium-dependent protein kinase C isoforms in young and aged rats.

Relationships were examined between spatial learning and hippocampal concentrations of the alpha, beta2, and gamma isoforms of protein kinase C (PKC), an enzyme implicated in neuronal plasticity and memory formation. Concentrations of PKC were determined for individual 6-month-old (n = 13) and 24-month-old (n = 27) male Long-Evans rats trained in the water maze on a standard place-learning task and a transfer task designed for rapid acquisition. The results showed significant relationships between spatial learning and the amount of PKC among individual subjects, and those relationships differed according to age, isoform, and subcellular fraction. Among 6-month-old rats, those with the best spatial memory were those with the highest concentrations of PKCgamma in the particulate fraction and of PKCbeta2 in the soluble fraction. Aged rats had increased hippocampal PKCgamma concentrations in both subcellular fractions in comparison with young rats, and memory impairment was correlated with higher PKCgamma concentrations in the soluble fraction. No age difference or correlations with behavior were found for concentrations of PKCgamma in a comparison structure, the neostriatum, or for PKCalpha in the hippocampus. Relationships between spatial learning and hippocampal concentrations of calcium-dependent PKC are isoform-specific. Moreover, age-related spatial memory impairment is associated with altered subcellular concentrations of PKCgamma and may be indicative of deficient signal transduction and neuronal plasticity in the hippocampal formation.

Aging↗
PubMed1981

Transfer effects in feature-positive and feature-negative learning by adult humans.

In two experiments, college students performed a feature-positive or a feature-negative discrimination task based on colors or symbols and were then transferred to a feature-positive or feature-negative discrimination based on the other stimulus dimension (symbols-colors, colors-symbols). Initial task results yielded a substantial feature-positive effect and indicated that the color task was easier than the symbol task. Transfer task results indicated that the feature-positive effect was maintained and showed that consistent transfer (positive-positive, negative-negative) led to superior performance on the transfer task. These results were obtained when the correct solution to the initial task was provided to the subject prior to transfer (Experiment 1) and when it was not (Experiment 2). These results systematically replicated the existence of the feature-positive effect in adult humans and showed that both feature-positive and feature-negative discrimination learning were facilitated by consistent examples of these problems.

Discrimination Learning↗
PubMed2001

The sensitization and differentiation of dimensions during category learning.

The reported experiments explored 2 mechanisms by which object descriptions are flexibly adapted to support concept learning: selective attention and dimension differentiation. Arbitrary dimensions were created by blending photographs of faces in different proportions. Consistent with learned selective attention, positive transfer was found when initial and final categorizations shared either relevant or irrelevant dimensions. Unexpectedly good transfer was observed when both irrelevant dimensions became relevant and relevant dimensions became irrelevant, and was explained in terms of participants learning to isolate one dimension from another. This account was further supported by experiments indicating that conditions expected to produce positive transfer via dimension differentiation produced better transfer than conditions expected to produce positive transfer via selective attention, but only when stimuli were composed of highly integral and spatially overlapping dimensions.

Attention↗
PubMed1997

Would it work for us? Learning from quality improvement in Europe and beyond.

DEVELOPING QUALITY TRANSFER TECHNOLOGY AND TRANSFERABILITY ASSESSMENT: Transferring a method or an approach that works in one organization to another organization may not produce the same effect. The result in one setting is an effect of the method or approach working within that system, not just an effect of the method or approach alone. THE CONTEXT FOR QUALITY IMPROVEMENT (QI): To better understand QI activities in a particular country, five aspects of the QI context need to be considered--the health care system, social values, health reform, history of quality assurance, and the language and politics of quality. For example, differences in terminology, even within one region of a country, undermine transferability of quality approaches and methods. LEARNING FROM OTHERS' SOLUTIONS AND STRATEGIES: The methods used to learn from others can be improved by seeking out reports describing the context of the improvement, by carefully deciding which facilities to visit and which conferences and networking events to attend, and by developing skills in judging transferability and in adapting others' strategies. CONCLUSION: Similar changes in health care in most countries are creating a climate more conducive to QI methods than in the past, and there is more experience with these methods and there are more examples of their successful application. Learning from others has more benefits than finding solutions to one's own quality problems. By examining others' approaches to QI one may become aware of issues that have been ignored or that are latent problems in one's own organization.

Delivery of Health Care↗
PubMed2004

Transfer between views of conspecific faces at different ages or in different orientations by sheep.

Sheep are able to discriminate photographs of conspecific faces. The present study investigates adult ewe's recognition of faces of the same animal between different ages or between different orientations. Twelve adult sheep were first trained to discriminate between faces of two unfamiliar animals, one of which was associated with a food reward. Transfer of discrimination from this pair to the same pair but at a different age, or in a different orientation, was then evaluated (transfer test), and compared with a new pair of the same condition (control test). Learned discrimination of a frontal view of unfamiliar 3-month-old lambs' faces improved subsequent discrimination of the same pair when they were 1-month-old in comparison to discrimination of new 1-month-old faces. Moreover, sheep that were trained to discriminate frontal views of unfamiliar adult individuals discriminated profile views of the same animals more accurately than that of novels. However, learned discrimination of the profile view of unfamiliar adult faces had no effect on subsequent discrimination of the frontal view of that same pair. These results suggest that to some extent sheep recognise faces of unfamiliar animals at different ages and in different orientations.

Animals↗
PubMed1998

Motor skill acquisition strategies for rehabilitation of low back pain.

Evidence supporting the early use of exercise for the treatment of low back pain continues to grow. We must keep in mind, however, that motor skill learning and exercise are not synonymous. If rehabilitation goals are limited to the improvement of physical parameters (ie., strength, flexibility, endurance), the opportunity to help patients improve the performance of functional activities will be missed. The motor learning literature suggests several strategies for facilitating the acquisition of a motor skill: transfer-appropriate processing, the contextual interference effect, and repetitive self-evaluation. These techniques will cognitively challenge patients, helping them gain skills more quickly and retain them longer. By incorporating these methods into the rehabilitation program, patients will better transfer what they have learned from the rehabilitation environment to their everyday functional activities.

Cognition Disorders↗
PubMed2005

The training and transfer of real-world perceptual expertise.

A hallmark of perceptual expertise is that experts classify objects at a more specific, subordinate level of abstraction than novices. To what extent does subordinate-level learning contribute to the transfer of perceptual expertise to novel exemplars and novel categories? In this study, participants learned to classify 10 varieties of wading birds and 10 varieties of owls at either the subordinate, species (e.g., "great blue crown heron,""eastern screech owl") or the family ("wading bird,""owl") level of abstraction. During training, the amount of visual exposure was equated such that participants received an equal number of learning trials for wading birds and owls. Pre- and posttraining performance was measured in a same/different discrimination task in which participants judged whether pairs of bird stimuli belonged to the same or different species. Participants trained in species-level discrimination demonstrated greater transfer to novel exemplars and novel species categories than participants trained in family-level discrimination. These findings suggest that perceptual categorization, not perceptual exposure per se, is important for the development and generalization of visual expertise.

Adolescent↗
PubMedDate not supplied

The transfer of safety training in work organizations: a systems perspective to continuous learning.

The effectiveness of safety and health programs can be evaluated from a "transfer" perspective, which evaluates the effectiveness of training in individual programs, and from a "systems" perspective that contends that a safety training program cannot be isolated from the organizational system of which it is a part. This chapter explores the effectiveness of training from a systems perspective and includes recommendations for improving safety and health training.

Accidents, Occupational↗
PubMed1998

Independent judgment-linked and motor-linked forms of artificial grammar learning.

Three experiments investigated whether a motor-linked measure (string typing speed) and an judgment-linked measure (grammatical judgment of strings) accessed the same implicit learning mechanisms in the artificial grammar learning task. Participants first studied grammatical strings through observation or through responding to each letter by typing it and then performed typing and grammatical judgment tests. Grammatical judgment test performance was better after observation than after respond learning, whereas typing test performance on higher order relations was worse after observation than after respond learning (Experiment 1). Participants transferred grammatical knowledge across letter sets on the grammatical judgment test, but not on the typing test (Experiment 2). Typing speed did not differ for hits (grammatical strings classified by participants as grammatical) and misses (grammatical strings classified as nongrammatical, Experiment 3). These results are consistent with typing and grammatical judgment tests tapping independent mechanisms and indicate that implicit learning may consist of many different forms of learning rather than being a unitary learning mechanism.

Adolescent↗