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PubMed2002

E-learning and educational diversity.

This article discusses the nature of electronic learning (E-learning) and argues for its centrality to educational diversity and the shift from teaching to learning. It is argued that E-learning is the new wave strategy that sits comfortably with other strategies developed for the 21st century. As such it challenges the traditional 'banking concept' of education, where the teacher is seen as the font of knowledge as long as students acknowledge this and are eager to absorb the teacher's vital knowledge. The article argues that E-learning should replace what Freire (1994) calls the backing concept of education, which is at odds with other 21st century approaches such as lifelong learning, open and flexible learning and the accreditation of prior learning (APL) to name only a few. In suggesting the shift from the traditional approach to E-learning, the article acknowledges issues of quality assurance and the need to maintain not only standards of achievements but also the comparability of those standards. Strategies for developing E-learning material and maintaining standards are discussed. McKey (2000) and Salmon's (2001) model of E-learning development and management are used to show how E-learning works in practise. The article then focuses on the role of E-learning as a catalyst for educational diversity, freedom to learn and equality of opportunity. While E-learning encourages diversity it paradoxically creates programmes that are more specifically tailored to the market needs than traditionally validated programmes. This is seen as very good in terms of addressing specific needs, for instance, specific knowledge and skills for a particular market. The learners or students in that particular market will feel that their specific needs are recognized and addressed, and will thus see the E-learning programme as having relevance for them. The article concludes by asserting that adequate resources, particularly learner support, will distinguish quality or good programmes from bad ones.

Computer-Assisted Instruction↗
PubMedDate not supplied

Strategies for active learning in online continuing education.

Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.

Attitude of Health Personnel↗
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

Distance learning in academic health education.

Distance learning is an apparent alternative to traditional methods in education of health care professionals. Non-interactive distance learning, interactive courses and virtual learning environments exist as three different generations in distance learning, each with unique methodologies, strengths and potential. Different methodologies have been recommended for distance learning, varying from a didactic approach to a problem-based learning procedure. Accreditation, teamwork and personal contact between the tutors and the students during a course provided by distance learning are recommended as motivating factors in order to enhance the effectiveness of the learning. Numerous assessment methods for distance learning courses have been proposed. However, few studies report adequate tests for the effectiveness of the distance-learning environment. Available information indicates that distance learning may significantly decrease the cost of academic health education at all levels. Furthermore, such courses can provide education to students and professionals not accessible by traditional methods. Distance learning applications still lack the support of a solid theoretical framework and are only evaluated to a limited extent. Cases reported so far tend to present enthusiastic results, while more carefully-controlled studies suggest a cautious attitude towards distance learning. There is a vital need for research evidence to identify the factors of importance and variables involved in distance learning. The effectiveness of distance learning courses, especially in relation to traditional teaching methods, must therefore be further investigated.

Accreditation↗
PubMed2006

Category dimensionality and feature knowledge: when more features are learned as easily as fewer.

Three experiments compared the learning of lower-dimensional family resemblance categories (4 dimensions) with the learning of higher-dimensional ones (8 dimensions). Category-learning models incorporating error-driven learning, hypothesis testing, or limited capacity attention predict that additional dimensions should either increase learning difficulty or decrease learning of individual features. Contrary to these predictions, the experiments showed no slower learning of high-dimensional categories; instead, subjects learned more features from high-dimensional categories than from low-dimensional categories. This result obtained both in standard learning with feedback and in noncontingent, observational learning. These results show that rather than interfering with learning, categories with more dimensions cause individuals to learn more. The authors contrast the learning of family resemblance categories with learning in classical conditioning and probability learning paradigms, in which competition among features is well documented.

Concept Formation↗
PubMed2006

Broadening conceptions of learning in medical education: the message from teamworking.

BACKGROUND: There is a mismatch between the broad range of learning theories offered in the wider education literature and a relatively narrow range of theories privileged in the medical education literature. The latter are usually described under the heading of 'adult learning theory'. METHODS: This paper critically addresses the limitations of the current dominant learning theories informing medical education. An argument is made that such theories, which address how an individual learns, fail to explain how learning occurs in dynamic, complex and unstable systems such as fluid clinical teams. RESULTS: Models of learning that take into account distributed knowing, learning through time as well as space, and the complexity of a learning environment including relationships between persons and artefacts, are more powerful in explaining and predicting how learning occurs in clinical teams. Learning theories may be privileged for ideological reasons, such as medicine's concern with autonomy. CONCLUSIONS: Where an increasing amount of medical education occurs in workplace contexts, sociocultural learning theories offer a best-fit exploration and explanation of such learning. We need to continue to develop testable models of learning that inform safe work practice. One type of learning theory will not inform all practice contexts and we need to think about a range of fit-for-purpose theories that are testable in practice. Exciting current developments include dynamicist models of learning drawing on complexity theory.

Cognition↗
PubMed2006

Strongly improved stability and faster convergence of temporal sequence learning by using input correlations only.

Currently all important, low-level, unsupervised network learning algorithms follow the paradigm of Hebb, where input and output activity are correlated to change the connection strength of a synapse. However, as a consequence, classical Hebbian learning always carries a potentially destabilizing autocorrelation term, which is due to the fact that every input is in a weighted form reflected in the neuron's output. This self-correlation can lead to positive feedback, where increasing weights will increase the output, and vice versa, which may result in divergence. This can be avoided by different strategies like weight normalization or weight saturation, which, however, can cause different problems. Consequently, in most cases, high learning rates cannot be used for Hebbian learning, leading to relatively slow convergence. Here we introduce a novel correlation-based learning rule that is related to our isotropic sequence order (ISO) learning rule (Porr & Wörgötter, 2003a), but replaces the derivative of the output in the learning rule with the derivative of the reflex input. Hence, the new rule uses input correlations only, effectively implementing strict heterosynaptic learning. This looks like a minor modification but leads to dramatically improved properties. Elimination of the output from the learning rule removes the unwanted, destabilizing autocorrelation term, allowing us to use high learning rates. As a consequence, we can mathematically show that the theoretical optimum of one-shot learning can be reached under ideal conditions with the new rule. This result is then tested against four different experimental setups, and we will show that in all of them, very few (and sometimes only one) learning experiences are needed to achieve the learning goal. As a consequence, the new learning rule is up to 100 times faster and in general more stable than ISO learning.

Algorithms↗
PubMed2003

Early odor preference learning in the rat: bidirectional effects of cAMP response element-binding protein (CREB) and mutant CREB support a causal role for phosphorylated CREB.

Early odor preference learning in rats is associated with increases of phosphorylated CREB (pCREB) in mitral cells of the olfactory bulb. In the present study, herpes simplex virus expressing CREB (HSV-CREB) and dominant-negative mutant CREB (HSV-mCREB) have been injected into the bulb to assess a causal role for CREB and pCREB in this model. Odor paired with stroking or with the beta-adrenoceptor agonist isoproterenol produces odor approach 24 hr later. Isoproterenol-induced learning exhibits an inverted U curve dose-dependent learning relationship with both low and high doses failing to produce learning. pCREB increases have only been seen at the learning effective dose. In the present study, injection of an HSV vector expressing mutant CREB into the olfactory bulb prevented learning induced by stroking. Control HSV expressing LacZ was without effect. Expression of mutant CREB shifted the dose-learning curve for isoproterenol to the right such that a higher dose was required to induce learning. Expression of CREB shifted the dose-learning curve for isoproterenol to the left, with a lower dose now producing learning. As expected from this shift, CREB overexpression interfered with learning induced by stroking. When learning occurred, with either CREB or mutant CREB, pCREB was observed to be elevated relative to the nonlearning LacZ control groups. Unexpectedly, with odor plus stroking in the nonlearning CREB group, the level of pCREB was also higher than with odor plus stroking in LacZ controls that did learn. The data demonstrate a causal role for CREB and pCREB in early mammalian odor preference learning, reinforcing CREB as a "universal" memory molecule. They support evidence that CREB overexpression can be deleterious and suggest the hypothesis of an optimal pCREB window for learning.

Adrenergic beta-Agonists↗
PubMed2003

Self-directed learning in nurse education: a review of the literature.

RATIONALE: Self-directed learning is essential in assisting nurses to meet the challenges presented in today's health care environment. Nurse educators have an important role to play in assisting nurses to acquire the skills for self-directed learning, and to do this they need to understand the concept of self-directed learning. AIM: The aim of this review is to explore the concept of self-directed learning and its use in nurse education. METHODS: A review of the literature was conducted using CINAHL, Medline and other databases and the keywords 'self-directed learning', 'student nurses', 'classroom', 'nursing education' and 'adult education'. FINDINGS: The concept of self-directed learning is based on the principles of adult education and can take many different formats. Self-directed learning has many benefits. However, acquiring the necessary skills is dependent on a students' preference and readiness for self-directed learning and nurse educators' implementation of the concept. In implementing self-directed learning, nurse educators become facilitators of learning and require ongoing staff development. Not all students are self-directed and a variety of teaching methods should be used in curricula. CONCLUSIONS: A consensus definition of the concept of lifelong learning does not exist, and students and teachers may have different perspectives on it. Mature students may be more self-directing than school-leavers, and learning styles and readiness to learn need to be assessed when judging the appropriateness of using self-directed learning approaches. However, there are many potential benefits, including increased confidence, autonomy, motivation and preparation for lifelong learning.

Curriculum↗
PubMed1992

Learning as change of coordination dynamics: theory and experiment.

Learning of coordination patterns was investigated theoretically from the point of view of a dynamic theory of biological coordination and with reference to recent experiments on the learning of relative timing patterns. The theory is based on theoretical and experimental work showing that coordinated movement is characterized not only by the actually performed pattern of coordination but by an entire dynamics of coordination. Theoretically, such dynamics are captured as equations of motion of relevant collective variables. Experimentally, signatures of these underlying dynamics can be found in the temporal stability of coordination patterns, which can be assessed through various stability measures as well as through processes of pattern change. We argue that not only intrinsic coordination tendencies, but also specific behavioral requirements, be they perceived, memorized, or intended, must be expressed in terms of such dynamics. The concept of behavioral information captures such requirements as part of the coordination dynamics. We expound two hypotheses on the nature of learning in this framework. First, we assume that at each point during the learning process the system is governed by a well-defined coordination dynamics. This equation of motion evolves with learning so as to acquire an attractor solution near the to-be-learned pattern. Second, we hypothesize that this change of the coordination dynamics, captured by the time course of memorized behavioral information, can itself be ascribed to an additional layer of dynamics, the slower learning dynamics. Testable consequences of these views are discussed in the light of recent experimental findings on the learning of a relative phase in rhythmic movement: (a) Learning affects dynamic properties of performed coordination patterns, in particular, their stability; (b) the change of the coordination dynamics due to learning leads to specific changes of behavior also under conditions other than the learned condition, namely, to systematic deviation toward the learned patterns; (c) learning may lead to instabilities in the coordination behavior if initial and learned performance differ sufficiently; and (d) the dynamic properties of the performed coordination patterns are distinct on the two time scales of learning and of performance.

Journal Article↗
PubMed2000

Consistency of Learning Styles of Undergraduate Athletic Training Students in the Traditional Classroom versus the Clinical Setting.

OBJECTIVE: To examine the learning styles of undergraduate athletic training students to determine their consistency in traditional classroom versus clinical settings. DESIGN AND SETTING: Subjects completed the Learning Styles Inventory twice, once focusing on learning new information in the classroom and the other focusing on learning new information in the clinical setting. The order of focus regarding setting (classroom or clinical) was counterbalanced across subjects. SUBJECTS: A total of 26 undergraduate athletic training students from a Committee on the Accreditation of Allied Health Education Programs accredited athletic training education program (16 women and 10 men; mean age, 24.42 +/- 6.44 years) who were currently assigned to a clinical practicum as part of their academic program served as subjects. MEASUREMENTS: I performed 4 paired t tests, 1 for each learning mode, to determine if differences existed between the classroom and clinical settings. The percentage of respondents whose learning styles changed across settings was also calculated. RESULTS: The paired t tests revealed a significant difference between the Reflective Observation and Active Experimentation modes across settings. In addition, 58% of respondents' learning styles changed according to setting focus. CONCLUSIONS: It appears that learning styles do indeed shift, depending on the domain through which an individual is learning. Consequently, teaching strategies incorporated in 1 setting may not be equally effective in the other setting. Each learning setting should, therefore, be treated separately in order to accommodate individual learning styles and maximize learning achievement. Furthermore, if learning styles are to be considered when designing athletic training education, these findings indicate that in order to ensure the validity of the resulting learning style profile, it may be necessary to provide the respondent with a specific focus, either that of a classroom or clinical setting, before completing the Learning Styles Inventory.

Journal Article↗
PubMed2001

Prefrontal lesions impair the implicit and explicit learning of sequences on visuomotor tasks.

OBJECTIVE: (1) To verify whether the prefrontal cortex (PFC) is specifically involved in visuomotor sequence learning as opposed to other forms of motor learning and (2) to establish the role of executive functions in visuomotor sequence learning. BACKGROUND: Visuomotor skill learning depends on the integrity of the premotor and parietal cortex; the prefrontal cortex, however, is essential when the learning of a sequence is required. METHODS: We studied 25 patients with PFC lesions and 86 controls matched for age and educational level. Participants performed: (1) a Pursuit Tracking Task (PTT), composed of a random tracking task (perceptual learning) and a pattern tracking task (explicit motor sequence learning with learning indicated by the decrease in mean root square error across trial blocks), (2) a 12-item sequence version of a serial reaction time task (SRTT) with specific implicit motor sequence learning indicated by the rebound increase in response time when comparing the last sequence block with the next random block, and (3) a neuropsychological battery that assessed executive functions. RESULTS: PFC patients were impaired in sequence learning on the pattern tracking task of the PTT and on the SRTT as compared to controls, but performed normally on the PTT random tracking task. Learning on the PTT did not correlate with learning on the SRTT. PTT performance correlated with planning functions while SRTT performance correlated with working memory capacity. CONCLUSIONS: The PFC is specifically involved in explicit and implicit motor sequence learning. Different PFC regions may be selectively involved in such learning depending on the cognitive demands of the sequential task.

Adult↗
PubMed2006

Estrogen modulates learning in female rats by acting directly at distinct memory systems.

Physiologically high levels of circulating estradiol enhance the use of place learning and impair the use of response learning to find food on a land maze. These two types of learning are impaired by lesions of distinct neuronal structures, i.e. the hippocampus and striatum, respectively. Moreover, it has been shown in male rats that compromising hippocampal function can promote the use of response learning, while compromising striatal function can promote place learning. These findings suggest an ongoing competition between the hippocampus and striatum during cognition, such that intact functioning of one structure somehow obstructs the relative participation of the other. The goal of this study was to determine if estrogen's opposing effects on place and response learning in female rats are due to direct actions, either independent or interacting, at the hippocampus and striatum. We infused 0.5 microM 17beta-estradiol 3-sulfate sodium or vehicle bilaterally into the dorsal hippocampus or dorsolateral striatum of ovariectomized young adult female rats, 48, 24 and 2 h before training. Rats were tested on one of three appetitive tasks in a Y-maze: place learning, response learning, or response learning with reduced visual cues (cue-poor condition). Intrahippocampal estradiol infusions enhanced place learning, reversing a cannula-induced impairment, whereas intrastriatal infusions had no effects on place learning. Estradiol infusions into neither structure significantly affected response learning when extramaze cues were visible. However, in the response task, cue-poor condition, intrastriatal but not intrahippocampal infusions impaired learning. These data demonstrate that estrogen modulates place and response learning at the hippocampus and striatum respectively, most likely through independent actions at these two structures.

Animals↗
PubMed2004

Habit learning in Tourette syndrome: a translational neuroscience approach to a developmental psychopathology.

BACKGROUND: The etiology of Tourette syndrome (TS) involves disturbances in the structure and function of the basal ganglia. The basal ganglia mediate habit learning. OBJECTIVE: To study habit learning in persons with TS. DESIGN: Patients with TS were compared with normal controls in performance on a probabilistic classification, or habit-learning task (weather prediction). SETTING: University research institute. PARTICIPANTS: One hundred twenty-three children and adults, 56 with a diagnosis of TS and 67 healthy control subjects. MAIN OUTCOME MEASURES: Habit learning was assessed by the extent of improvement in accuracy of predictions and reaction times over trial blocks during performance of the weather prediction task. Declarative learning was assessed by performance on 3 tasks that required intact declarative memory functioning. RESULTS: Children with TS were impaired at habit learning relative to normal controls (P = .01). This finding was replicated in the independent sample of adults with TS (P = .01). The rate of learning correlated inversely with the severity of tic symptoms across both samples (r = -0.34; P = .01). Thus, impaired learning accompanied more severe symptoms. Measures of declarative memory functioning, in contrast, were normal in the TS groups. CONCLUSIONS: Striatal learning systems are uniquely dysfunctional in both children and adults with TS. The correlation of habit learning with symptom severity suggests that the number and severity of tics are a function of the degree to which the system for habit learning is dysfunctional. Thus, both the deficits in habit learning and the tic symptoms of TS are likely to be consequences of the previously reported anatomical and functional disturbances of the striatum in children and adults who have TS. The existence of a well-developed animal model for this learning system, which permits study of the neural and molecular bases of habit learning, has important implications for the neurobiological study of TS and for the development of new or improved therapeutics for this condition.

Attention Deficit Disorder with Hyperactivity↗
PubMed2005

A new vision for distance learning and continuing medical education.

Increasing demands on continuing medical education (CME) are taking place at a time of significant developments in educational thinking and new learning technologies. Such developments allow today's CME providers to better meet the CRISIS criteria for effective continuing education: convenience, relevance, individualization, self-assessment, independent learning, and a systematic approach. The International Virtual Medical School (IVIMEDS) provides a case study that illustrates how rapid growth of the Internet and e-learning can alter undergraduate education and has the potential to alter the nature of CME. Key components are a bank of reusable learning objects, a virtual practice with virtual patients, a learning-outcomes framework, and self-assessment instruments. Learning is facilitated by a curriculum map, guided-learning resources, "ask-the-expert" opportunities, and collaborative or peer-to-peer learning. The educational philosophy is "just-for-you" learning (learning customized to the content, educational strategy, and distribution needs of the individual physician) and "just-in-time" learning (learning resources available to physicians when they are required). Implications of the new learning technologies are profound. E-learning provides a bridge between the cutting edge of education and training and outdated procedures embedded in institutions and professional organizations. There are important implications, too, for globalization in medical education, for multiprofessional education, and for the continuum of education from undergraduate to postgraduate and continuing education.

Education, Distance↗
PubMed1995

Learning and evolution: a quantitative genetics approach.

Recent models of the interactions between learning and evolution show that learning increases the rate at which populations find optima in fixed environments. However, learning ability is only advantageous in variable environments. In this study, quantitative genetics models are used to investigate the effects of individual learning on evolution. Two models of populations of learning individuals are constructed and analyzed. In the first model, the effect of learning is represented as an increase in the variance of selection. Dynamical equations and equilibrium conditions are derived for a population of learning individuals under fixed and variable environmental selection. In the second model, the amount of individual learning effort is regulated by a second gene specifying the duration of a critical learning period. The second model includes a model of the learning process to determine the individual fitness costs and benefits accrued during the learning period. Individuals are then selected for the optimal learning investment. The similarities of the results from these two models suggest that the net effects of learning on evolution are relatively independent of the mechanisms underlying the learning process.

Animals↗
PubMed2000

Repeated acquisition and performance chamber for mice: a paradigm for assessment of spatial learning and memory.

Molecular genetic manipulation of the mouse offers the possibility of elucidating the function of individual gene products in neural systems underlying learning and memory. Many extant learning paradigms for mice rely on negative reinforcement, involve simple problems that are relatively rapidly acquired and thus preclude time-course assessment, and may impose the need to undertake additional experiments to determine the extent to which noncognitive behaviors influence the measures of learning. To overcome such limitations, a multiple schedule of repeated acquisition and performance was behaviorally engineered to assess learning vs rote performance within-behavioral test session and within-subject utilizing an apparatus modified from the rat (the repeated acquisition and performance chamber; RAPC). The multiple schedule required mice to learn a new sequence of door openings leading to saccharin availability in the learning component during each session, while the sequence of door openings for the performance component remained constant across sessions. The learning and performance components alternated over the course of each test session, with different auditory stimuli signaling which component was currently in effect. To validate this paradigm, learning vs performance was evaluated in two inbred strains of mice: C57BL/6J and 129/SvJ. The hippocampal dependence of this measure was examined in lesioned C57BL/6J mice. Both strains exhibited longer latencies and higher errors in the learning compared to the performance component and evidenced declines in both measures across the trials of each session, consistent with an acquisition phenomenon. These same measures showed little or no evidence of change in the performance component. Whereas three trials per session were utilized with C57BL/65 mice in each component, behavior of 129/SvJ mice could only be sustained for two trials per component per session, demonstrating differences in testing capabilities between these two strains under these experimental conditions and thus precluding the ability to make systematic strain comparisons of learning capabilities. Hippocampal lesions in C57BL/6J mice resulted in substantially longer latencies and increased errors in the learning but not the performance component, demonstrating the importance of this region to spatial learning as measured in the RAPC. In aggregate, this positive reinforcement-based operant paradigm to evaluate murine spatial learning detects strain differences and hippocampal dependence and permits explicit differentiation of the impact of noncognitive contributions to learning measures on a within-subject, within-session basis.

Animals↗
PubMed2001

Procedural motor learning in Parkinson's disease.

We have been investigating motor control and learning in parkinsonian subjects. In the current study, we sought to explore the existence of deficits in procedural motor learning, which is a form of implicit motor learning where skill improves over repetitive blocks of trials. We sought to determine, in particular, whether any such deficit is accentuated during specific types or phases of learning. We would expect that those specific learning tasks would require the greatest participation of the basal ganglia. Numerous studies have found that Parkinson's disease (PD) patients may show deficits in learning. Combined with information about basal ganglia neuronal connections and activity, this led some investigators to suggest that one of the key functions of the basal ganglia is to facilitate learning. To investigate these learning deficits, we used a robotic device to generate conservative force fields that disturbed the subjects' arm movements, thereby generating a "virtual mechanical environment" that subjects learned to manipulate. Movements were successively grouped into blocks comprising five different conditions: motor performance, early learning, late learning, negative transfer, and aftereffect motor performance. Our results with eight right-handed PD subjects and nine age-matched controls showed a relative decrease in the rate of learning for the PD patients in all blocks, but greater differences emerged between groups during novelty phases of learning. In particular, the difference in performance during the negative transfer condition reached statistical significance, suggesting that the basal ganglia might be a key center for "switching" motor patterns. Our results support the hypothesis that deficiencies in procedural motor learning are characteristic of PD. They add to existing evidence which has suggested a key role for the basal ganglia when new sensorimotor mappings are required by novel task environments. Better understanding of these deficits should facilitate the rehabilitation of PD patients.

Aged↗