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At least 973 records · Page 54Linked to original sources
PubMed1998

The uterine environment enhances cognitive competence.

Genetically identical mouse embryos were transferred into same-strain uteri (transfer controls) or into hybrid uteri. A third group was not transferred. When adult, the mice were given a series of behavioral tests. In-strain transfer controls differed from non-transfer mice only on two activity measures, and did not differ on any cognitive variable. In contrast, mice reared in hybrid uteri were found to be superior to in-strain transfer mice on discrimination learning. Lashley maze learning and Morris maze learning; they also showed better adaptation in an avoidance learning shuttlebox. To our knowledge this is the first study showing that the uterine environment can have a general enhancing effect upon cognitive competence across a broad range of behaviors.

Animals↗
PubMed1990

Research on teaching methods.

Research on teaching methods in nursing education was categorized into studies on media, CAI, and other nontraditional instructional strategies. While the research differed, some generalizations may be made from the findings. Multimedia, whether it is used for individual or group instruction, is at least as effective as traditional instruction (lecture and lecture-discussion) in promoting cognitive learning, retention of knowledge, and performance. Further study is needed to identify variables that may influence learning and retention. While learner attitudes toward mediated instruction tended to be positive, investigators failed to control for the effect of novelty. Control over intervening variables was lacking in the majority of studies as well. Research indicated that CAI is as effective as other teaching methods in terms of knowledge gain and retention. Attitudes toward CAI tended to be favorable, with similar problems in measurement as those evidenced in studies of media. Chang (1986) also recommends that future research examine the impact of computer-video interactive instruction on students, faculty, and settings. Research is needed on experimental teaching methods, strategies for teaching problem solving and clinical judgment, and ways of improving the traditional lecture and discussion. Limited research in these areas makes generalizations impossible. There is a particular need for research on how to teach students the diagnostic reasoning process and encourage critical thinking, both in terms of appropriate teaching methods and the way in which those strategies should be used. It is interesting that few researchers studied lecture and lecture-discussion except as comparable teaching methods for research on other strategies. Additional research questions may be generated on lecture and discussion in relation to promoting concept learning, an understanding of nursing and other theories, transfer of knowledge, and development of cognitive skills. Few studies attempted to identify variables that may influence learning, particularly characteristics of the learner. Only six investigators addressed learning styles and their interactions with the teaching method and outcomes (Gillies, 1984; Goldsmith, 1984; Kirchhoff & Holzemer, 1979; Kissinger & Munjas, 1981; Norris, 1986; Stein et al., 1972). Research in the future needs to focus on the relationship of different learner characteristics, attributes of the teaching method, and learning outcomes. In addition, initial learning, retention, transfer to practice, and instructional time should be studied. Characteristics of the teacher and setting and relationship to the methodologies used and outcomes of instruction need investigation. Research should attempt to identify optimal conditions for learning and ways in which methods should be used for particular students, subject matter, and points in the nursing curriculum...

Audiovisual Aids↗
PubMed1993

Influence of manipulated category knowledge on prototype classification and recognition.

The recognition and classification of category members was explored, following a variable number of learning trials. In Experiment 1, subjects received 1 or 9 learning trials, followed by a recognition-then-classification test containing old, new, prototype, and foil patterns. In Experiment 2, subjects received 1, 6, or 12 trials, and made either classification or recognition judgments. In each experiment, classification accuracy for all item types was at near-chance performance after a single trial but steadily increased with increased learning trials. On the transfer test, oldness judgments were highest for the category prototype after a single trial. However, with increased learning trials, oldness judgments increased for old instances and decreased for the category prototype and new instances. We suggest that false recognition of the category prototype, especially after a single learning trial, need not reflect an abstraction process. We discuss the possibility that an abstracted prototype may emerge with additional learning as an unfamiliar, ideal point.

Adult↗
PubMed2000

Evidence for effector independent and dependent representations and their differential time course of acquisition during motor sequence learning.

To investigate the representation of motor sequence, we tested transfer effects in a motor sequence learning paradigm. We hypothesize that there are two sequence representations, effector independent and dependent. Further, we postulate that the effector independent representation is in visual/spatial coordinates, that the effector dependent representation is in motor coordinates, and that their time courses of acquisition during learning are different. Twelve subjects were tested in a modified 2x10 task. Subjects learned to press two keys (called a set) successively on a keypad in response to two lighted squares on a 3x3 display. The complete sequence to be learned was composed of ten such sets, called a hyperset. Training was given in the normal condition and sequence recall was assessed in the early, intermediate, and late stages in three conditions, normal, visual, and motor. In the visual condition, finger-keypad mapping was rotated 90 degrees while the keypad-display mapping was kept identical to normal. In the motor condition, the keypad-display mapping was also rotated 90 degrees, resulting in an identical finger-display mapping as in normal. Subjects formed two groups with each group using a different normal condition. One group learned the sequence in a standard keypad-hand setting and subsequently recalled the sequence using a rotated keypad-hand setting in the test conditions. The second group learned the sequence with a rotated keypad-hand setting and subsequently recalled the sequence with a standard keypad-hand setting in the test conditions. Response time (RT) and sequencing errors during recall were recorded. Although subjects committed more sequencing errors in both testing conditions, visual and motor, as compared to the normal condition, the errors were below chance level. Sequencing errors did not differ significantly between visual and motor conditions. Further, the sequence recall accuracy was over 70% even by the early stage when the subjects performed the sequence for the first time with the altered conditions, visual and motor. There were parallel improvements thereafter in all the conditions. These results of positive transfer of sequence knowledge across conditions that use dissimilar finger movements point to an effector independent sequence representation, possibly in visual/spatial coordinates. Initially the RTs were similar in the visual and the motor conditions, but with training RTs in the motor condition became significantly shorter than in the visual condition, as revealed by significant interaction for the testing stage and condition term in the repeated measures ANOVA. Moreover, using RTs for single key pressing in the three conditions as baseline indices, it was again observed that RTs in the visual and motor conditions were not significantly different in the early stage, but motor RTs became significantly shorter by the late testing stage. These results support the hypothesis that the motor condition benefits more than the visual because it uses identical effector movements to the normal condition. Further, these results argue for the existence of effector dependent sequence representation, in motor coordinates, which is acquired relatively slowly. The difference in the time course of learning of these two representations may account for the differential involvement of brain areas in early and late learning phases found in lesion and imaging studies.

Adult↗
PubMed1999

Acquisition of anticipatory postural adjustments in a bimanual load-lifting task: normal and pathological aspects.

Anticipatory adjustments of forearm posture are associated with a voluntary load-lifting movement in bimanual load-lifting tasks. Three aspects of these adjustments are analyzed: their goal, their central organization, and their acquisition. The goal of the anticipatory adjustment in this task is to minimize the perturbation of forearm posture that occurs during unloading. The central organization is based on two parallel controls responsible, respectively, for the lifting movement of the moving forearm and the anticipatory postural adjustment of the postural forearm, their coordination depending on a central timing signal. The acquisition of the anticipatory postural adjustment was tested using a paradigm where the voluntary movement performed by one hand triggered, via an electronic switch, the load release of the postural forearm. It was achieved after 40-60 trials and was not graded as a function of the voluntary movement parameters, but of the disturbance of the postural arm about to occur. The learned anticipation was not transferred when, after a first acquisition session with one forearm as the postural forearm, a second learning session was performed with the other forearm as the postural forearm. The acquisition was tested in Parkinsonian and in hemiparetic patients with capsular lesion. The highest acquisition deficit was observed in hemiparetic patients, when the contralateral forearm was the postural forearm; the deficit was less important when the ipsilateral arm was postural. Surprisingly, the anticipatory postural adjustments in hemiparetic patients were rather well preserved when the natural load-lifting task was tested. These results suggest that the basal-ganglia SMA circuit and M1 premotor areas are important in the acquisition process.

Adaptation, Physiological↗
PubMed1987

Interhemispheric transfer of visual information in humans: spatial characteristics.

1. The problem of the interhemispheric transfer of visual information in humans has been approached psychophysically, making use of a visual discrimination task that shows a clear left field advantage and is subject to the phenomenon of perceptual learning. 2. For this task (discrimination of complex gratings differing only by the relative spatial phase of their harmonic components) there is a left field advantage and a lack of interhemispheric transfer of learning effects at all spatial frequencies tested for stimuli removed at least 5 deg from either side of the vertical meridian. 3. For stimuli close to the vertical meridian, the left field advantage disappears and there is a complete transfer of learning effects, provided the fundamental spatial frequency is 2 cycles/deg or lower. 4. At higher spatial frequencies the left field advantage is maintained and the learning effects do not transfer from one visual hemifield to the other, even at +/- 0.5 deg from the vertical meridian, unless the contrast is very high. 5. The transfer of learning effects obtained for spatial frequencies of 2 cycles/deg or lower is peculiar to regions placed close to the vertical meridian and symmetrically located on either side of it. No transfer is obtained between non-overlapping regions on the same side of the vertical meridian. 6. These findings are consistent with an interhemispheric transfer of visual information, preferential for low spatial frequencies and high contrasts, in agreement with that found for callosal transfer in the cat (Berardi, Bisti & Maffei, 1987).

Corpus Callosum↗
PubMed2001

The topography of tactile learning in humans.

The spatial distribution of learned information within a sensory system can shed light on the brain mechanisms of sensory-perceptual learning. It has been argued that tactile memories are stored within a somatotopic framework in monkeys and rats but within a widely distributed network in humans. We have performed experiments to reexamine the spread of tactile learning across the fingertips. In all experiments, subjects were trained to use one fingertip to discriminate between two stimuli. Experiment 1 required identification of vibration frequency, experiment 2 punctate pressure, and experiment 3 surface roughness. After learning to identify the stimuli reliably, subjects were tested with the trained fingertip, its first and second neighbors on the same hand, and the three corresponding fingertips on the opposite hand. As expected, for all stimulus types, subjects showed retention of learning with the trained fingertip. However, the transfer beyond the trained fingertip varied according to the stimulus type. For vibration, learning did not transfer to other fingertips. For both pressure and roughness stimuli, there was limited transfer, dictated by topographic distance; subjects performed well with the first neighbor of the trained finger and with the finger symmetrically opposite the trained one. These results indicate that tactile learning is organized within a somatotopic framework, reconciling the findings in humans with those in other species. The differential distribution of tactile memory according to stimulus type suggests that the information is stored in stimulus-specific somatosensory cortical fields, each characterized by a unique receptive field organization, feature selectivity, and callosal connectivity.

Adult↗
PubMed1976

Effect of different training methods on perceptual learning in impulsive children.

The effectiveness of different training and transfer test conditions in promoting perceptual learning in impulsive kindergarten children was investigated. Interproblem variability was found to be more effective than intraproblem variability, and a differentiation training procedure was found to be more effective than a matching training procedure. The results provide guidelines for designing effective training methods for improving discrimination learning and problem solving in impulsive children.

Child↗
PubMed1990

[Behavioral teratogenesis and placental, milk, and blood-brain barrier transfer following prenatal and postnatal exposures to chlorpromazine in rats].

In order to determine behavioral teratogenesis of fetal and neonatal exposures to chlorpromazine (CPZ) in rats, conditioned avoidance learning by shuttle box in pups was examined. CPZ was administered sc to pregnant and nursing rats during fetal organogenesis period (on days 11-15 of gestation, at doses of 9, 21 mg/kg/day), perinatal period (on days 16-20 of gestation, at 9, 18 mg/kg/day), and nursing period (on days 1-10 postpartum, at 9, 18 mg/kg/day). The results showed that high doses of CPZ during all periods caused learning impairment in pups, although learning impairment by the exposures during fetal organogenesis and nursing periods was stronger than that of perinatal exposure and pattern of learning impairment was different between the former and the latter. Exposure to CPZ during fetal organogenesis period induced an increase in norepinephrine and dopamine concentrations in the hippocampus of pups. Thus it is clear that developmental treatment with CPZ produced learning impairment. Furthermore, CPZ transferred rapidly into fetal and neonatal brains. Our results suggest that blood-brain barrier transfer of CPZ is a major factor in behavioral teratogenesis.

Animals↗