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PubMed2002

The emergent generation effect and hypermnesia: influences of semantic and nonsemantic generation tasks.

The generation effect is moderated by experimental design, affecting recall in within-subjects designs but typically not in between-subjects designs. However, N. W. Mulligan (2001) found that the generation effect emerged over repeated recall tests in a between-subjects design, calling into question the generality of this limiting condition. In addition, the generate condition but not the read condition produced hypermnesia (increased recall over tests). The present experiments demonstrate that semantic-based (semantic-associate and category-associate) generation tasks produce this pattern of results whereas nonsemantic (letter transposition, rhyme, word fragment) generation tasks do not. Thus, the emergent generation effect appears to be a byproduct of semantic elaboration rather than a direct product of generation. In addition, high- and low-imagery words produced equivalent hypermnesia and emergent generation effects, arguing against a mediating role for imagistic encoding. Finally, there is no evidence of an emergent generation effect for nonwords, another traditional limiting condition of the generation effect.

Attention↗
PubMed1993

Visual learning in the hyperacuity range in adults.

We investigated the amount, speed, and specificity of the learning of new visual tasks in adult humans using stereoscopic depth perception and vernier discrimination as the sensitive probes for learning. The results of psychophysical experiments in untrained adult observers indicate two phases of highly specific perceptual learning in humans: a fast phase and a slower one. Both types of learning might take place relatively "early" during pattern recognition in the visual cortex, since learning was very specific, without transfer between different stimulus orientations.

Depth Perception↗
PubMed1994

Improving examples to improve transfer to novel problems.

People often memorize a set of steps for solving problems when they study worked-out examples in domains such as math and physics without learning what domain-relevant subgoals or subtasks these steps achieve. As a result, they have trouble solving novel problems that contain the same structural elements but require different, lower-level steps. In three experiments, subjects who studied example solutions that emphasized a needed subgoal were more likely to solve novel problems that required a new approach for achieving this subgoal than were subjects who did not learn this subgoal. This result suggests that research aimed at determining the factors that influence subgoal learning may be valuable in improving transfer from examples to novel problems.

Adult↗
PubMed1991

Temporal specificity in cross-modal transfer of the rabbit nictitating membrane response.

Two experiments examine cross-modal transfer of response features specific to the interstimulus interval (ISI) between a conditioned stimulus (CS) and an unconditioned stimulus. Rabbits were given initial training with a stimulus (CSA) in one modality (e.g., tone) at a designated ISI (e.g., 600 ms). Training was then shifted to a new stimulus (CSB) in another modality (e.g., light) at a new ISI (e.g., 400 ms). The timing of early conditioned responses (CRs) to CSB reflected the ISI of CSA. Ultimately, CRs to CSB shifted to a temporal location conforming to the ISI of CSB. When the ISI of CSB was shorter than that of CSA, CRs to CSA also shifted to a locus conforming to the ISI of CSB. The present results confirmed previous findings that training in one CS modality accelerates CR acquisition to a CS in another modality. The findings are compared with the transfer of response patterns in instrumental learning sets and are discussed regarding their implications for theories of cross-modal transfer.

Animals↗
PubMed1983

Personality change in sex therapy.

Lasting symptomatic change in sex therapy is not possible without relevant character change. Character change is most likely to take place in the areas of pleasure, assertion-aggression, and object-relatedness, if the therapy is successful. Such positive changes, however, may be accompanied by negative characterological shifts in the areas of dependency and autonomy. In addition, in failed therapy, existing negative character traits may be reinforced or exacerbated. Character change in sex therapy is brought about by a combination of factors, some familiar from psychoanalysis and some unique to sex therapy. These are, principally, identification, transference resolution, and new learning, both behavioral and cognitive, in a couple format. It is the synergistic effect of the cognitive and behavioral elements of this therapy that catalyzes the treatment process in favorable cases, resulting in accelerated character change.

Adult↗
PubMed1987

Adult age differences in the perception and learning of artistic style categories.

Adult age differences in conceptual behavior were studied using informationally complex stimuli from real-world categories: paintings by two impressionist artists. In Experiment 1 we examined perceptions of category structure by having subjects sort paintings according to style similarity. Young adults were observed to depend more on abstract information in making style judgments, whereas older adults relied more on similarity in content. This resulted in different category structures between age groups, but similarity judgments in both groups appeared to correspond to actual style differences between the two artists. In Experiment 2, learning efficiency was shown to increase with a painting's category centrality, but older adults had particular trouble learning noncentral items. At transfer, both age groups were able to use abstracted central tendency information to categorize new paintings, although young adults appeared to have better access to information about specific category exemplars from acquisition. The results are generally consistent with those from studies using simpler artificial stimuli.

Adolescent↗
PubMed1981

Do cognitive factors in motor performance become nonfunctional with practice?

Cognitive factors in motor behavior were defined as verbal and imagery mediators for a discrete, sequential motor task. The question was asked whether these mediators become nonfunctional with extended practice. Non-motor interference training was given in inappropriate verbal and imagery mediation. If cognitive factors in the motor task involve verbal an/or imagery dimensions, and they dominate early in learning, then the non motor interference training should produce relatively large negative transfer effects in the motor performance early in learning and little or no such effects late in learning. The results did not conform to expectation; small negative transfer effects were found both early and late in learning. The discussion considered several possible reason for the outcome: the motor task was dominated by visual and proprioception factors rather than cognitive ones, the method of delivering knowledge of results may have minimized cognitive factors, or the hypothesis is wrong.

Journal Article↗
PubMed1991

On the hippocampus and learned conditional responding: effects of aspiration versus ibotenate lesions.

To study the possible involvement of the hippocampus in learned conditional responding, rats with aspiration lesions of the hippocampus and others that had the hippocampus removed with ibotenic acid were trained on concurrent Pavlovian conditional and nonconditional discriminations. In agreement with the results reported by Ross et al. (1984), animals that had the hippocampus removed with aspiration were unable to learn the conditional discrimination, but learned the simple nonconditional discrimination without difficulty. In contrast, rats that had the hippocampus removed with ibotenic acid did not differ from controls in learning either discrimination. Furthermore, transfer test results were consistent with the hypothesis that ibotenate-lesioned rats performed conditional operations to solve the conditional discrimination problem. Histological analysis indicated that the ibotenate lesions resulted in the removal of the hippocampus and dentate gyrus with minimal involvement of other structures. In aspiration hippocampal animals there was less overall damage to the hippocampus, but there was also extensive damage to the axons passing in alveus and fimbria, together with bilateral loss of cells in the subicular complex, the cingulate gyrus, and the cortex. Since rats with ibotenate lesions had more complete removal of the hippocampus, yet learned both discriminations, the impaired conditional responding found in aspiration hippocampals must be due to extrahippocampal damage.

Animals↗
PubMed2003

Anticipating the correct matching response in a second-order matching-to-sample task.

A study was designed to evaluate the effects of anticipating the matching response on acquisition and transfer of a second-order matching-to-sample task. 40 college students of both sexes were assigned to different anticipation procedures that involved several verbal descriptions of the correct response, as well as others not involving explicit descriptions. All subjects were exposed to a pretest, two training blocks, two transfer test blocks, and a posttest. Anticipation procedures were evaluated during the first training block using an observational training procedure, except for 8 subjects, who were exposed to two training control procedures. Analysis showed acquisition and transfer of successful matching seems to depend on a verbal discrimination of the matching criterion exemplified by second-order stimuli. This discrimination was facilitated by prior conditions, as when subjects showed correct matching performance at pretest or was established with anticipation procedures that required explicit reading of verbal descriptions of the response choice.

Adolescent↗
PubMed2003

Doing it by yourself.

The DoH (1999) describes how it 'needs leaders who are motivated, self aware, socially skilled and able to work together with others across professional and organisational boundaries'. Self-medication incorporates all professional groups and divisions within Calderdale and Huddersfield NHS Trust; we work in partnership with the pharmacy departments. The main purpose of any organisation in the health and social sector is to ensure that a high quality service is delivered to service users (Martin 2001), so self-medication is now being given the attention it deserves. Assessment will be integral to every service user's stay and will continue throughout their stay, including transfer from secondary to primary care. It is expected that following its introduction, quality will improve; patients will receive their medication on time and it is anticipated that discharge delays will reduce. We acknowledge however that this will be difficult to demonstrate, as often medical conditions are cited as reasons for admission, not non-compliance with medication regimes. We see ourselves as being competent in the roles of change agents and our styles have changed throughout the process. We have worked together as equals and focused on one outcome. It will call on all our professional and educational skills to mould staff so that they are ready to embrace the change. Perhaps the lesson that has been learned so far is that, despite meticulous planning, the actions of others for whom we are not responsible can seriously disrupt the plan. The opportunity to manage change through experiential learning, reflection and the transfer of knowledge has been challenging while enhancing our personal growth and self-awareness. The project has been extended until March 2004 because of the merger and the associated increased workload. Becoming a project manager, leader and change agent has proved to be an exciting, interesting and challenging experience, although at times we felt isolated. The project has now entered a phase that involves intense staff training and phase one of introduction.

England↗
PubMed2000

Training initiatives for essential obstetric care in developing countries: a 'state of the art' review.

Increased international awareness of the need to provide accessible essential or emergency obstetric and newborn care in developing countries has resulted in the recognition of new training needs and in a number of new initiatives to meet those needs. This paper reviews experience in this area so far. The first section deals with some of the different educational approaches and teaching methods that have now been employed, ranging from the traditional untheorized 'chalk and talk', to competency-based training, to theories of adult learning, problem solving and transferable skills. The second section describes a range of different types of indicators and data sources (learner assessments, user and community assessments, trainer assessments and institutional data) that have been used in the assessment of the effectiveness of such training. The final section of the paper draws together some of the lessons. It considers evaluation design issues such as the inclusion of medium and long term evaluation, the importance of methods that allow for the detection of iatrogenic effects of training, and the roles of community randomized trials and 'before, during and after' studies. Issues identified for the future include comparative work, how to keep training affordable, and where training ought to lie on the continuum between straightforward technical skills acquisition and the more complex learning processes required for demanding professional work.

Clinical Competence↗
PubMed1980

Effects of overlearning and incentive on the acquisition and transfer of interpersonal skills with institutionalized elderly.

Structured Learning Therapy, a skill training program consisting of modeling, role playing, social reinforcement, and transfer of training was used to teach 56 elderly inpatients (mean age = 65.74) the interpersonal skill of "Starting a Conversation." The effects of three levels of overlearning and the addition of concrete (monetary) reinforcement on skill acquisition and transfer were also assessed. All patients acquired the target skill, and there was some evidence of transfer of skill training. Individuals not receiving concrete reinforcement during training showed greater skill transfer compared to those individuals receiving additional incentive. A transfer-enhancing effect of overlearning was found on the Structured Post-test, but no effect was obtained for the other post-test transfer measures.

Aged↗
PubMed2005

A proposal for student assessment in paramedic education.

This paper develops a concept of assessment for paramedic education. The aim is to provide an improved learning environment for students as well as to increase the success of the school by providing alternative teaching methods to the current methods used, thus enabling the institution to reach its educational goals ('learning through assessment'). In order for this concept to be fully successful, a valid and reliable procedure must be implemented for these goals to be achieved. This concept was developed and implemented at a private paramedic school in the German-speaking part of Switzerland. First we must identify the strengths, unused opportunities, faults and threats of the actual procedures, so that a new concept can be established. As there are only a limited number of published papers available concerning Assessment in Emergency Medical Service (EMS), it has been necessary to look into other healthcare publications, especially those on medicine and nursing. The following areas are relevant for assessment: knowledge, communication skills, decision-making, technical skills, professionalism, ability for self-reflection, creativity and enthusiasm. For the assessment, nine methods have been selected and made into a blueprint. For the judgement, the European Credit Transfer System (ECTS) for learning achievements has been adopted. The outcome is essentially determined by a triangulation of methods: orientation towards methods stimulating learning, flexible and continual judgement on learning achievements and arrival at high-quality criteria for assessment.

Educational Measurement↗