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PubMed1997

Mental models, metaphors and their use in the education of nurses.

A great deal of nurses' confidence in the use of information technology (IT) depends both on the way computers are introduced to students in the college and how such education is continued and applied when they are practitioners. It is therefore vital that teachers of IT assist nurses to discover ways of learning to utilize and apply computers within their workplace with whatever methods are available. One method which has been introduced with success in other fields is the use of mental models and metaphors. Mental models and metaphors enable individuals to learn by building on past learning. Concepts and ideas which have already been internalized from past experience can be transferred and adapted for usage in a new learning situation with computers and technology. This article explores the use of mental models and metaphors for the technological education of nurses. The concepts themselves will be examined, followed by suggestions for possible applications specifically in the field of nursing and health care. Finally the role of the teacher in enabling improved learning as a result of these techniques will be addressed.

Computer-Assisted Instruction↗
PubMed1997

Effectiveness of visual feedback during isokinetic exercise.

Although previous investigators have observed that knowledge of performance via visual feedback tends to enhance performance during an isokinetic test, the time frame over which visual feedback remains advantageous is unclear. The purpose of this study was to compare knee extensor torques produced by visual feedback and no visual feedback groups on three occasions, completed over a 2-week period, and at 4 weeks after the third test. Healthy, sedentary subjects were each randomly assigned to either a visual feedback or a no visual feedback group (N = 10 males and 10 females per group). Visual feedback consisted of viewing a computer monitor which displayed the current and a target knee extension force. Torques produced by the visual feedback group were consistently greater (p < 0.05) and more reliable than those produced by the no visual feedback group. The effectiveness of visual feedback tended to decrease over the first three occasions, suggesting that visual feedback may not be as advantageous once a skill is well learned. Further research needs to examine the contribution of visual feedback to motor learning as well as retention and transfer of motor skills during more complex functional tasks.

Adult↗
PubMed1996

Effects of embryo transfer and cortical ectopias upon the behavior of BXSB-Yaa and BXSB-Yaa + mice.

The BXSB-Yaa and BXSB-Yaa + inbred strains of mice differ primarily with respect to the Y chromosome, although there is evidence that they differ on several autosomal genes as well. Each strain has ectopic collections of neurons in neocortical layer I (ectopias), with a higher occurrence in males (58%) than females (42%). Conventionally reared mice from these strains were compared to mice that were transferred, as 8-cell embryos, into the uteri of non-autoimmune recipients, who gave birth to and reared the offspring. The transfer procedure did not change the incidence of ectopias in either sex. There were, however, major differences in behavior. Compared to conventionally reared controls, embryo transfer mice had greater behavioral asymmetry, poorer performance in a black-white discrimination, poorer Morris maze learning, better Lashley maze learning, and better performance in a two-way shuttlebox. Within the transfer groups, females differed as much as males, confirming our prior findings and supporting our thesis that the two strains differ on several autosomal genes in addition to the Y chromosome. These findings show that the intra-uterine environment can powerfully and selectively affect later behavior. When ectopic and non-ectopic mice were compared, BXSB-Yaa mice with neocortical ectopias were better able to learn the Morris spatial maze than non-ectopic controls; this was true whether the mice were conventionally reared or embryo transferred. In contrast, BXSB-Yaa + ectopic mice did not differ from their controls if conventionally reared, but were much worse than controls if embryo transferred.

Animals↗
PubMed2004

Effector dependent sequence learning in the serial RT task.

At least five earlier studies could not find effector-dependent learning in the keying version of the serial reaction time (RT) task. Experiment 1 examined whether effector-dependent learning occurs when participants practice the serial RT task with three fingers of one hand for about 1,300 sequence repetitions instead of the more common 50-100 repetitions. The results confirm that, following extended practice, sequence learning produces an effector-dependent component. Specifically, an unpracticed hand executed a practiced sequence slower than a practiced hand. However, Experiment 2 showed that effector-dependent sequence learning develops only when fingers of one hand are used, suggesting that effector-dependent sequence learning involves adjustment to the mechanical interactions between the fingers of one hand. In addition, when sequences had been practiced with one hand, mirror versions of the practiced sequences in both experiments showed moderate transfer. But when practiced with two hands no transfer to a mirrored version of the sequence was observed. This suggests that only practice with one hand produces a representation that facilitates the execution of mirror sequences. Generally, the same results were found in more or less aware participants, congruent with the idea that the effector-dependent representation and the representation allowing transfer to mirror sequences are implicit.

Adult↗
PubMed2001

Theoretical and empirical aspects of gene-culture coevolution.

Cultural transmission can be roughly defined as the transfer of information between individuals by social learning (see below). Genes used to be, and for most species still are, the only means available for the accurate transfer of information across generations. In species where cultural transmission has developed, notably the human, interactions can occur between the two inheritance systems. Gene-culture coevolution refers to the evolutionary phenomena that arise from these interactions. As we shall see, these interactions can take various forms.

Adult↗
PubMed1978

Same/different concept learning in the pigeon: the effect of negative instances and prior adaptation to transfer stimuli.

Pigeons were trained on a matching-to-sample or oddity-from-sample task with shapes (circle and plus). Half of each group was exposed to "negative instance" trials i.e., for matching birds, neither comparison key matched the sample, and for oddity birds both comparison keys matched the sample. When all birds were transferred to a new task involving colors (red and green), nonshifted birds (transferred from matching to matching, or oddity to oddity) performed significantly better than shifted birds (transferred from matching to oddity, or oddity to matching), but only if they had experienced negative instances of the training concept. When all birds were exposed to negative instances of the transfer task and then transferred to a new color task (yellow and blue), dramatic transfer effects were observed. The effect of pre-exposure to the yellow and blue colors, in order to reduce transfer-stimulus novelty, had a minor effect on transfer.

Journal Article↗
PubMed1995

An information-maximization approach to blind separation and blind deconvolution.

We derive a new self-organizing learning algorithm that maximizes the information transferred in a network of nonlinear units. The algorithm does not assume any knowledge of the input distributions, and is defined here for the zero-noise limit. Under these conditions, information maximization has extra properties not found in the linear case (Linsker 1989). The nonlinearities in the transfer function are able to pick up higher-order moments of the input distributions and perform something akin to true redundancy reduction between units in the output representation. This enables the network to separate statistically independent components in the inputs: a higher-order generalization of principal components analysis. We apply the network to the source separation (or cocktail party) problem, successfully separating unknown mixtures of up to 10 speakers. We also show that a variant on the network architecture is able to perform blind deconvolution (cancellation of unknown echoes and reverberation in a speech signal). Finally, we derive dependencies of information transfer on time delays. We suggest that information maximization provides a unifying framework for problems in "blind" signal processing.

Algorithms↗
PubMed2005

Affective priming as an indirect measure of food preferences acquired through odor conditioning.

The present study aimed at investigating affective priming for originally neutral food stimuli that recently acquired their affective meaning through odor conditioning. In a first phase, pictures of different brands of yogurts (CSs) were contingently presented with a positive or negative odor (US). In a subsequent phase, the yogurt CSs were used as primes in an affective priming procedure. Rating data showed that the acquisition procedure resulted in a reliable evaluative learning effect. This could be corroborated by the results of the priming task. Participants responded faster to positive target words and made fewer errors when they were preceded by a CS that had been associated with a positive odor, as compared to a CS that was associated with a negative odor. A reversed pattern was present for negative targets. Based on these findings, it is suggested that affective priming might be used as a demand-free measure of evaluative learning.

Adult↗
PubMed2002

Force adaptation transfers to untrained workspace regions in children: evidence for developing inverse dynamic motor models.

When humans perform goal-directed arm movements under the influence of an external damping force, they learn to adapt to these external dynamics. After removal of the external force field, they reveal kinematic aftereffects that are indicative of a neural controller that still compensates the no longer existing force. Such behavior suggests that the adult human nervous system uses a neural representation of inverse arm dynamics to control upper-extremity motion. Central to the notion of an inverse dynamic model (IDM) is that learning generalizes. Consequently, aftereffects should be observable even in untrained workspace regions. Adults have shown such behavior, but the ontogenetic development of this process remains unclear. This study examines the adaptive behavior of children and investigates whether learning a force field in one hemifield of the right arm workspace has an effect on force adaptation in the other hemifield. Thirty children (aged 6-10 years) and ten adults performed 30 degrees elbow flexion movements under two conditions of external damping (negative and null). We found that learning to compensate an external damping force transferred to the opposite hemifield, which indicates that a model of the limb dynamics rather than an association of visited space and experienced force was acquired. Aftereffects were more pronounced in the younger children and readaptation to a null-force condition was prolonged. This finding is consistent with the view that IDMs in children are imprecise neural representations of the actual arm dynamics. It indicates that the acquisition of IDMs is a developmental achievement and that the human motor system is inherently flexible enough to adapt to any novel force within the limits of the organism's biomechanics.

Adaptation, Physiological↗
PubMed1991

The use of credit and experiential learning in nurse education. Exciting opportunities for student and tutor alike.

This paper considers and analyses the use of Credit Accumulation and Transfer Schemes (CATS) and Assessment of Prior Experiential Learning (APEL) in nurse education. The Council for National Academic Awards (CNAA) initiative in higher education for CATS has opened up many new prospects for post registered nurse education linking 'Project 2000,' colleges of nursing and higher education and allowing nurses to show the qualitative values of their education rather than a quantitative approach. APEL has opened up opportunities for a move away from the traditional patterns of prerequisites for nurse education and openings for direct entry to both basic nurse education and also post registered courses. The recent document on The Report of the Post-registration Education and Practice Project (PREPP) shows that the UKCC are moving rapidly towards a similar programme of study for nurses, midwives and health visitors in line with those undertaken by undergraduate polytechnic students.

Education, Nursing, Baccalaureate↗
PubMed2004

Feedback specificity, learning opportunities, and learning.

Although increasing feedback specificity is generally beneficial for immediate performance, it can undermine certain aspects of the learning needed for later, more independent performance. The results of the present transfer experiment demonstrate that the effects of increasing feedback specificity on learning depended on what was to be learned, and these effects were partially mediated through the opportunities to learn how to respond to different task conditions during practice. More specific feedback was beneficial for learning how to respond to good performance and detrimental for learning how to respond to poor performance. The former relationship was partially mediated by feedback specificity's effect on learning opportunities during practice. The results have implications for designing feedback interventions and training to maximize the learning of various aspects of a task.

Adolescent↗
PubMed1994

[Discrete dynamic systems: the effect of perceptual structuring on composition and transfer of knowledge about operating sequences].

This paper reports two experiments in which we explored the impact of perceptual grouping of elements on the organization and use of knowledge about how to operate a device. Experiment 1 explored the effects of different perceptual display regions on the creation of chunks when sequences of inputs had to be reproduced. The effects of regions were not homogeneous, but rather their influence depended on interactions between different modalities and learning conditions. Experiment 2 investigated the influence of grouping-induced composition of knowledge elements on the transfer of sequential knowledge. Two different learning criteria were used in the acquisition phase to manipulate the degree of composition of knowledge elements. In the transfer phase, subjects could transfer (1) the whole sequence of one region, (2) two partial sequences of adjacent regions, or (3) single components. It was found that regional invariance and immediate succession of components were both important for transfer performance. These results suggests that the temporal order of regions is important for the organization and use of sequential knowledge, and not the grouping of elements by itself.

Adult↗
PubMed1993

Information transfer in iconic memory experiments.

To report letters from briefly exposed letter arrays, subjects must transfer information from a rapidly decaying trace (iconic memory) to more durable storage. In a partial-report paradigm, we systematically varied the proportion (P) of trials with a long cue delay relative to a short cue delay. Practiced subjects used the same transfer strategy independent of P. Data from a partial-report-plus-masking experiment were used to construct a computational model that accurately predicted partial- and whole-report performance with and without masks. Assumptions: Prior to a cue, subjects attend primarily to the middle row of a three-row display, resulting in nonselective transfer. After the cue, they attend only to the cued row. Transfer rate is the product of iconic legibility (which depends on time and retinal location) and attention allocation (which shifts after a cue). Cumulative transfer is limited by the capacity of durable storage.

Adult↗
PubMed1998

Instrumental learning within the spinal cord: I. Behavioral properties.

Four experiments are reported that explore whether spinal neurons can support instrumental learning. During training, one group of spinal rats (master) received legshock whenever one hindlimb was extended. Another group (yoked) received legshock independent of leg position. Master, but not yoked, rats learned to maintain their leg in a flexed position, exhibiting progressively longer flexions as a function of training (Experiment 1). All subjects were then tested by applying controllable shock to the same leg (Experiment 2). Master rats reacquired the instrumental response more rapidly (positive transfer), whereas yoked rats failed to learn (a learned helplessness-like effect). Disrupting response-outcome contiguity by delaying the onset and offset of shock by 100 ms eliminated learning (Experiment 3). Experiment 4 showed that shock onset contributes more to learning than does shock offset.

Animals↗