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PubMed2004

General conditions for predictivity in learning theory.

Developing theoretical foundations for learning is a key step towards understanding intelligence. 'Learning from examples' is a paradigm in which systems (natural or artificial) learn a functional relationship from a training set of examples. Within this paradigm, a learning algorithm is a map from the space of training sets to the hypothesis space of possible functional solutions. A central question for the theory is to determine conditions under which a learning algorithm will generalize from its finite training set to novel examples. A milestone in learning theory was a characterization of conditions on the hypothesis space that ensure generalization for the natural class of empirical risk minimization (ERM) learning algorithms that are based on minimizing the error on the training set. Here we provide conditions for generalization in terms of a precise stability property of the learning process: when the training set is perturbed by deleting one example, the learned hypothesis does not change much. This stability property stipulates conditions on the learning map rather than on the hypothesis space, subsumes the classical theory for ERM algorithms, and is applicable to more general algorithms. The surprising connection between stability and predictivity has implications for the foundations of learning theory and for the design of novel algorithms, and provides insights into problems as diverse as language learning and inverse problems in physics and engineering.

Algorithms↗
PubMed1998

The approaches to learning of student nurses in the Republic of Ireland and Northern Ireland.

In recent years during a period of change in nurse education, there has been an increased interest in educational theory and nurse educators have examined and questioned the fundamental principles upon which the system of education is constructed. In nurse education it is likely that no single theory of learning can account for all aspects of learning and there are reflections of many learning theories in the nursing curriculum. The literature in the area of student learning is complex and wide ranging and is poorly represented in the nurse education literature. In recognition of a lack of understanding and clarity on learning approaches in nurse education during a period of unprecedented change in Irish and United Kingdom (UK) nurse education, this paper aims to highlight the importance of understanding student nurse learning. A study is described which investigated the approaches to learning of student nurses from the Republic of Ireland, who were receiving a traditional apprenticeship training, and student nurses from Northern Ireland in a Project 2000 programme. On comparative statistical analysis significant differences were identified between the two groups in their approaches to learning. It is concluded that students' constructs of learning in nurse education are primarily dependent on their interpretation of the demands of the task, on assessment, teaching and the learning environment. The study provides nurse educationalists with important evaluative information from the students' perspective. It suggests that the way forward is to identify the significant contextual factors influencing student learning and to incorporate them into the nursing curriculum. Such an approach will serve to focus the system on variability in the quality of learning rather than on stability in human attributes.

Adolescent↗
PubMed2001

Barriers and gateways: a study of nursing students' utilisation of learning support resources.

Many first year nursing students require additional academic support from both their lecturers and learning resources. Anecdotal evidence at an Australian university suggested that 'at risk' students did not follow up lecturer referral. This study identified what learning resources were accessed and what factors influenced students' decisions to follow up or not to follow up lecturer referral. First-year nursing students (n =150) were surveyed towards the end of their second semester regarding their use of learning support services. Twelve students were randomly selected and interviewed regarding their use of learning support and their first year learning experience. Demographic data were analyzed using descriptive statistics. Qualitative data were subjected to content analysis. Results revealed learning support utilisation was related to age and publicity but unrelated to gender or culture. Older students entering through non-traditional entry modes displayed a tendency to self refer to learning support. Younger students (<25 years) often lacked effective learning strategies and were reluctant to access on-campus learning support. For all students positive on and off campus support led to positive outcomes. Faculty and learning support lecturers need to foster integration of learning support for all students and encourage peer-learning partnerships within the foundation subjects.

Adult↗
PubMed2006

Are people with mild cognitive impairment aware of the benefits of errorless learning?

Mild cognitive impairment (MCI) has been described as a memory deficit in the absence of other cognitive dysfunction. It can be thought of as a pre-clinical dementia. Memory impairment in this group is not as severe as in early dementia and thus learning is still possible. We were interested to see if errorless learning, a widely used rehabilitation technique, was of benefit to people with MCI. Since it has been shown that successful rehabilitation is somewhat contingent on awareness of function, we were also interested to see if people with MCI were aware of the benefits of errorless learning. The present study employed an errorless learning procedure on 16 people with MCI and 16 older adult controls to learn two lists of 10 words in errorless and errorful learning conditions. We adopted a metacognitive approach measuring people's memory monitoring through judgements of learning (JOLs) a prediction of future memory performance. The results revealed errorless learning is an effective memory rehabilitation tool for people with MCI, with significant increases in recall performance for both groups relative to errorful learning. Most interestingly participants were aware of the benefits of errorless learning in their JOLs. MCI participants and controls both had significantly higher JOLs for words studied under errorless learning conditions. The learning performance in MCI and theories of metacognitive awareness are discussed.

Aged↗
PubMed2003

Role of the hippocampal system in associative learning beyond the spatial domain.

Expert opinion remains divided on the issue of whether the hippocampal system functions exclusively in spatial information processing, e.g. in navigation or in understanding spatial relations, or whether it plays a more general role in higher brain function. Previous work on monkeys and rats has tended to support the former view, whereas observations in the clinic point to the latter, including functions as diverse as declarative knowledge, episodic memory, word learning, and understanding relations among objects. One influential theory posits a general role for the hippocampal system in associative learning, with emphasis on associations learned rapidly and recently. The results presented here are consistent with this theory, along with previous clinical and theoretical studies indicating that the hippocampal system is necessary for associative learning even if no component of the association relies on spatial information. In the study reported here, rhesus monkeys learned a series of conditional stimulus-response associations involving complex visual stimuli presented on a video monitor. Each stimulus instructed one of three responses: tapping the stimulus with the hand, steady hand contact with the stimulus for a brief period of time, or steady contact for a longer time. Fornix transection impaired the learning of these associations, even though both the stimuli and the responses were nonspatially differentiated, and this deficit persisted for at least 2 years. This finding indicates that the hippocampal system plays an important role in associative learning regardless of the relevance of spatial information to any aspect of the association. Fornix-transected monkeys were impaired in learning new stimulus-response associations even when the stimuli were highly familiar. Thus, the deficit was one of associating each stimulus with a response, as opposed to problems in distinguishing the stimuli from each other. In contrast to these effects, fornix transection did not impair performance when familiar stimuli instructed a response according to an already-learned association, which shows that the deficit was one of learning new associations rather than one of retention or retrieval of previously learned ones. Taken together, these results show that fornix transection causes a long-lasting impairment in associative learning outside of the spatial domain, in a manner consistent with theories of hippocampal-system function that stress a general role in the rapid acquisition of associative knowledge.

Animals↗
PubMed1999

Learning-related neuronal responses in prefrontal cortex studied with functional neuroimaging.

We assessed time-dependent neuronal activity accompanying learning using functional magnetic resonance imaging (fMRI). An artificial grammar learning paradigm enabled us to dissociate activations associated with individual item learning from those involved in learning the underlying grammar system. We show that a localized region of right prefrontal cortex (PFC) is preferentially sensitive to individual item learning during the early stages of the experiment, while the left PFC region is sensitive to grammar learning which occurred across the entire course of the experiment. In addition to dissociating these two types of learning, we were able to characterize the effect of rule acquisition on neuronal responses associated with explicit learning of individual items. This effect was expressed as modulation of the time-dependent right PFC activations such that the early increase in activation associated with item learning was attenuated as the experiment progressed. In a further analysis we used structural equation modelling to explore time-dependent changes in inter-regional connectivity as a function of both item and grammar rule learning. Although there were no significant effects of item learning on the measured path strengths, rule learning was associated with a decrease in right fronto-parietal connectivity and an increase in connectivity between left and right PFC. Further fronto-parietal path strengths were observed to change, with an increase in left fronto-parietal and a decrease in right fronto-parietal connectivity path strength from right PFC to left parietal cortex. We interpret our findings in terms of a left frontal system mediating the semantic analysis of study items and directly influencing a right fronto-parietal system associated with episodic memory retrieval.

Adult↗
PubMed2005

A cellular correlate of learning-induced metaplasticity in the hippocampus.

Metaplasticity, the plasticity of synaptic plasticity, is thought to have a pivotal role in activity-dependent modulation of synaptic connectivity, which underlies learning and memory. Metaplasticity is usually attributed to modifications in glutamate receptor-mediated synaptic transmission. However, experimental evidence and theoretical considerations suggest that learning reduces the predisposition for further synaptic strengthening, while behavioral studies show that learning capability is enhanced by prior learning. Here we show that enhanced neuronal excitability in CA1 pyramidal neurons, but not enhanced synaptic transmission, occurs prior to rule learning of an olfactory discrimination task. This transient enhancement lasts for 1 day after rule learning, is apparent throughout the cell population and results from reduction in the medium and slow after-hyperpolarizations that control spike frequency adaptation. Such olfactory learning-induced increased excitability in hippocampal neurons enhances the rats' learning capability in another hippocampus-dependent task, the Morris water maze. Once olfactory discrimination rule learning is acquired, its maintenance is not dependent on the reduced post-burst AHP in hippocampal neurons. However, the enhanced spatial learning capability of olfactory-trained rats in the water maze is diminished once the post burst AHP in CA1 pyramidal cells resumes its initial value. We suggest that enhanced excitability of CA1 neurons may serve as a mechanism for generalized enhancement of hippocampus-dependent learning capability. In the presence of such enhanced neuronal excitability, the hippocampal network enters into a 'learning mode' in which a variety of hippocampus-dependent skills are acquired rapidly and efficiently.

Animals↗
PubMed2006

Frontal-temporal disconnection abolishes object discrimination learning set in macaque monkeys.

Two previous studies have shown that frontal-temporal disconnection in monkeys, produced by unilateral ablation of frontal cortex in one hemisphere and of visual inferior temporal cortex in the opposite hemisphere is entirely without effect on visual object-reward association learning in concurrent discrimination tasks. This is a surprising finding in light of the severe impairments that follow frontal-temporal disconnection in many other tests of visual learning and memory, including delayed matching-to-sample and several conditional learning tasks. To explore the limits of this preserved object-reward association learning, we trained monkeys on visual object discrimination learning set (DLS) prior to frontal-temporal disconnection. As a result of training with single object-reward associations, the monkeys acquired a proficient learning set, evidenced by the rapid learning of new single object-reward association problems. This rapid learning was not affected by unilateral ablations of either inferior temporal cortex alone or frontal cortex alone but was severely impaired after final surgery to complete the disconnection. Moreover, each individual monkey now learned single object-reward association problems at the slow rate at which that individual had learned such problems before the formation of learning set. This result shows that frontal-temporal disconnection abolishes visual learning set.

Animals↗
PubMed1993

Subanesthetic concentrations of isoflurane suppress learning as defined by the category-example task.

BACKGROUND: Previously, we found unconscious (implicit) learning in subjects given subanesthetic, but not anesthetic, concentrations of isoflurane. Other investigators, using different learning tasks, have reported implicit learning at anesthetic concentrations. We investigated whether one of these tasks might provide a more sensitive test of implicit learning. In addition, to determine whether suppression of explicit or implicit learning is dose-dependent, we studied one of the tasks at three subanesthetic concentrations. METHODS: We applied a category-example task at 0.15, 0.28, and 0.4 minimum alveolar concentration (MAC) of isoflurane, and a behavior task only at 0.4 MAC. After anesthesia, we determined whether volunteers more frequently listed an example of a category (e.g., flute as an example of musical instrument) presented during anesthesia and/or demonstrated a behavior (touching ear, chin, or knee) suggested to them at 0.4 MAC. RESULTS: Results from the category task indicated implicit learning only at 0.15 MAC, a concentration that also permitted significant explicit learning. Explicit learning was demonstrated at 0.28 but not at 0.4 MAC (ED50 of 0.20 MAC and ED95 of 0.4 MAC). Results from the behavior task revealed neither implicit nor explicit learning. CONCLUSIONS: The ED50 that suppressed explicit learning in our volunteers equaled that previously reported (0.2 MAC) for implicit learning in volunteers measured using a different task. Combined, these results suggest that less than 0.45 MAC isoflurane suppresses learning in volunteers.

Adult↗
PubMed2004

Differential effect of right and left basal ganglionic infarctions on procedural learning.

OBJECTIVE: To assess the effect of ischemic infarctions affecting the basal ganglia (BG) region on a series of procedural learning tasks. BACKGROUND: The basal ganglia hypothesis of procedural learning is a matter of debate. As most of the relevant research so far is based on examination of patients suffering from Parkinson disease, this inconsistency might reflect either lesion heterogeneity existing in this pathologic group or the heterogeneity of the procedural learning tasks. METHOD: Twelve patients with lesions confined to the right (BGr), 10 to the left (BGI) BG region, and 15 matched controls participated in the study. Three procedural learning tasks were used: Tower of Hanoi Puzzle, Mirror Reading, and Porteus Mazes. Declarative memory and general intelligence were also tested. RESULTS: Verbal declarative memory was impaired in the BG1 group. For each procedural learning task, baseline performance and learning rate were analyzed. Tower of Hanoi Puzzle: Baseline performance of the BG1 group was impaired compared with the other groups. The BGr group was the only group that did not improve over learning trials. MR: Baseline performance of the BGr group was impaired compared with the other groups. The groups' learning rate did not differ significantly. Porteus Mazes: Baseline performance of both patient groups was impaired compared with that of the control group. Learning rate over repetitive trials of the same maze was impaired in the BGr group. However, the transfer of procedural learning to a newly exposed maze was impaired in the BG1 group. CONCLUSIONS: First, right and left basal ganglia play different roles in different procedural learning tasks. Second, procedural learning is not a unitary capacity subserved by any single neural mechanism.

Aged↗
PubMed2003

Self-organizing neural systems based on predictive learning.

The ability to predict future events based on the past is an important attribute of organisms that engage in adaptive behaviour. One prominent computational method for learning to predict is called temporal-difference (TD) learning. It is so named because it uses the difference between successive predictions to learn to predict correctly. TD learning is well suited to modelling the biological phenomenon of conditioning, wherein an organism learns to predict a reward even though the reward may occur later in time. We review a model for conditioning in bees based on TD learning. The model illustrates how the TD-learning algorithm allows an organism to learn an appropriate sequence of actions leading up to a reward, based solely on reinforcement signals. The second part of the paper describes how TD learning can be used at the cellular level to model the recently discovered phenomenon of spike-timing-dependent plasticity. Using a biophysical model of a neocortical neuron, we demonstrate that the shape of the spike-timing-dependent learning windows found in biology can be interpreted as a form of TD learning occurring at the cellular level. We conclude by showing that such spike-based TD-learning mechanisms can produce direction selectivity in visual-motion-sensitive cells and can endow recurrent neocortical circuits with the powerful ability to predict their inputs at the millisecond time-scale.

Action Potentials↗
PubMed2004

The effect of learning on experimental evolution of resource preference in Drosophila melanogaster.

Learning is thought to be adaptive in variable environments, whereas constant, predictable environments are supposed to favor unconditional, genetically fixed responses. A dichotomous view of behavior as either learned or innate ignores a potential evolutionary interaction between the learned and innate components of a behavioral response. We addressed this interaction in the context of oviposition substrate choice in Drosophila melanogaster, asking two main questions. First, will learning also evolve in a constant environment in which it always pays to show the same choice? Second, how does an opportunity to learn affect the evolution of the innate (genetic) component of oviposition substrate choice? We exposed experimental populations to four selection regimes, involving selection on oviposition substrate preference (an orange versus a pineapple medium). In two selection regimes the flies were selected for preference either for the orange medium, or for the pineapple medium. In the remaining two selection regimes the flies were also selected for preference for either orange or pineapple, but additionally could use past experience (aversion learning) to decide which medium it paid to avoid. Lines exposed to the latter selection regimes evolved improved learning ability, indicating that learning may be advantageous even if the same behavioral response is favored every generation. Furthermore, of the two selection regimes that favored oviposition on the pineapple medium, the regime that allowed for learning led to the evolution of a stronger innate preference for pineapple, than the regime that did not allow for learning. In contrast, of the two regimes that selected for oviposition on the orange medium, the one that allowed for learning led to a smaller evolutionary change of the innate preference. Thus, an opportunity to learn facilitated the evolution of innate preference under selection for preference for pineapple, but hindered it under selection for preference for orange. We discuss possible mechanisms for this effect.

Analysis of Variance↗
PubMed2004

Learning to nurse children: towards a model for nursing students.

BACKGROUND: As undergraduate nursing students approach their paediatric placement, their anticipation ranges from keen expectation to anxious avoidance. This placement has been described as the most stressful in nursing programmes. While various nurse scholars have attempted to describe the practice and the theory of nursing, it has been the challenge of nurse teachers to weave the theory and practice of nursing together for their students. The nature of this learning is, however, still being explored. AIM: This paper reports a study whose aim was to describe, and propose a theoretical understanding of, how nursing students learn to care for children. METHOD: In this grounded theory study, participants were drawn from four consecutive student groups in their third year of a Bachelor of Nursing programme. Data included participant observation, focus groups and student descriptions, from both personal reflective journals and narratives. The qualitative research paradigm and the interlaced, often simultaneous, roles of researcher and teacher defined the design and implementation of the study. FINDINGS: Data analysis confirmed the complex nature of students' learning to care. The relationships that they established with children and others (families, peers, clinical nurses and lecturers) whom they encountered emerged as key in their learning. The social process that was central to student learning was working out how to connect with a child in their care: puzzling out a connection. Each connection with a child contributed to the next and thus to the student's learning. Each connection also contributed to the student's resources, knowledge and experience base, adding to learning by further equipping the student for the next encounter with a child. CONCLUSION: The resulting theory contributes towards understanding the complexity of learning to care for children. The relational nature of learning shown in this work can guide the structuring and evaluation of learning environments in child nursing programmes. The context of interpersonal relationships of students when learning to care for children provides evidence for re-examining how nurse teachers facilitate and evaluate student learning in child nursing programmes.

Adult↗
PubMed2004

Evidence of developmental differences in implicit sequence learning: an fMRI study of children and adults.

Prevailing theories of implicit or unaware learning propose a developmental invariance model, with implicit function maturing early in infancy or childhood despite prolonged improvements in explicit or intentional learning and memory systems across childhood. Neuroimaging studies of adult visuomotor sequence learning have associated fronto-striatal brain regions with implicit learning of spatial sequences. Given evidence of continued development in these brain regions during childhood, we compare implicit sequence learning in adults and 7- to 11-year-old children to examine potential developmental differences in the recruitment of fronto-striatal circuitry during implicit learning. Participants performed a standard serial reaction time task. Stimuli alternately followed a fixed 10-step sequence of locations or were presented in a pseudorandom order of locations. Adults outperformed children, achieving a significantly larger sequence learning effect and showing learning more quickly than children. Age-related differences in activity were observed in the premotor cortex, putamen, hippocampus, inferotemporal cortex, and parietal cortex. We observed differential recruitment of cortical and subcortical motor systems between groups, presumably reflecting age differences in motor response execution. Adults showed greater hippocampal activity for sequence trials, whereas children demonstrated greater signal during random trials. Activity in the right caudate correlated significantly with behavioral measures of implicit learning for both age groups, although adults showed greater signal change than children overall, as would be expected given developmental differences in sequence learning magnitude. These results challenge the idea of developmental invariance in implicit learning and instead support a view of parallel developments in implicit and explicit learning systems.

Adult↗
PubMedDate not supplied

Multiple motor learning experiences enhance motor adaptability.

Traditional motor learning theory emphasizes that skill learning is specific to the context and task performed. Recent data suggest, however, that subjects exposed to a variety of motor learning paradigms may be able to acquire general, transferable knowledge about skill learning processes. I tested this idea by having subjects learn five different motor tasks, three that were similar to each other and two that were not related. A group of experimental subjects first performed a joystick-aiming task requiring adaptation to three different visuomotor rotations, with a return to the null conditions between each exposure. They then performed the same joystick-aiming task but had to adapt to a change in display gain instead of rotation. Lastly, the subjects used the joystick-aiming task to learn a repeating sequence of movements. Two groups of control subjects performed the same number of trials, but learned only the gain change or the movement sequence. Experimental subjects showed generalization of learning across the three visuomotor rotations. Experimental subjects also exhibited transfer of learning ability to the gain change and the movement sequence, resulting in faster learning than that seen in the control subjects. However, transient perturbations affected the movements of the experimental subjects to a greater extent than those of the control subjects. These data demonstrate that humans can acquire a general enhancement in motor skill learning capacity through experience, but it comes with a cost. Although movement becomes more adaptable following multiple learning experiences, it also becomes less stable to external perturbation.

Adaptation, Physiological↗
PubMed1998

A comparison of learning styles and demographic characteristics of students enrolled in selected animal science courses.

Learning style is the method an individual uses to concentrate and to process and retain new information. This developmental set of characteristics can make identical instruction effective for some learners and ineffective for others. Even though learners are capable of mastering the identical information or skills, if they are taught through methods that complement their preferred learning style, analytical and global learners have different environmental and physiological needs. An important relationship between learning style and instruction is that individuals are likely to teach the way they prefer to learn. The objectives of this study were to identify learning styles of students enrolled in selected animal science courses. The majority (58%) of students enrolled in selected courses preferred a field-independent learning style (analytical). With respect to gender and learning style, there was no difference between males and females. Classification of high school demographics showed students from rural areas preferred a field-dependent learning style (global) and students from suburban or urban areas were more likely to prefer a field-independent style. There was a difference in the preferred learning style of animal science faculty (field-dependent) and those students who declared their majors as animal science and preveterinary medicine (field-independent). The inverse relationship was found between dairy/poultry science faculty and students. Faculty should be aware of their own learning style and the learning styles of their students so they may facilitate learning for all students.

Adolescent↗
PubMed2005

A comparison of responses to group learning between first-year Asian and first-year Australian veterinary science students.

INTRODUCTION: Group learning has been used to enhance deep (long-term) learning and promote life skills, such as decision making, communication, and interpersonal skills. However, with increasing multiculturalism in higher education, there is little information available as to the acceptance of this form of learning by Asian students or as to its value to them. METHODOLOGY: Group-learning projects, incorporating a seminar presentation, were used in first-year veterinary anatomical science classes over two consecutive years (2003 and 2004) at the School of Veterinary Science, University of Queensland. Responses of Australian and Asian students to survey forms evaluating the learning experience were analyzed and compared. RESULTS: All students responded positively to the group learning, indicating that it was a useful learning experience and a great method for meeting colleagues. There were no significant differences between Asian and Australian students in overall responses to the survey evaluating the learning experience, except where Asian students responded significantly higher than Australian students in identifying specific skills that needed improving. CONCLUSIONS: Group learning can be successfully used in multicultural teaching to enhance deep learning. This form of learning helps to remove cultural barriers and establish a platform for continued successful group learning throughout the program.

Adult↗
PubMed1999

Learning styles of students and faculty in selected health care professions.

The purposes of this study were to determine if students and faculty in nursing and allied health demonstrate a predominant learning style, if there is an association between a specific learning style (converger, diverger, accommodator, or assimilator) and self-directed learning readiness for these groups, if these learning characteristics can predict academic success, and if a discipline-specific learning style can be identified. Marshall and Merritt's (1986) Learning Style Questionnaire and Guglielmino's (1978) Self-Directed Learning Readiness Scale (SDLRS) were administered to 301 generic BSN students, 188 RN-BSN students, 110 allied health students, and 30 nursing faculty from one southwestern university. There were no significant differences in learning style between students and faculty; the converger style was the predominant learning style for all subjects. Faculty were more self-directed than students; although, overall, students scored high on the SDLRS. Self-directed learning readiness appears to affect learning style. Convergers were significantly more self-directed than either the accommodators, assimilators, or divergers. Academic success, as determined by program completion, could not be predicted on the basis of learning style or self-direction.

Adult↗