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PubMed1985

A validation study of a self-directed learning readiness scale.

In a study that investigated the predictive validity of a self-directed learning readiness scale (SDLRS), scores received by 63 first year nursing students on this scale were compared to alternate measures of self-directedness. These measures included nominations as self-directed learners by peers and faculty; entry grades from high school; and grades received at the end of the first year nursing program in five subjects. Results showed a significant correlation between SDLRS scores and peer nomination scores and between SDLRS scores and first year final subject grades. While these correlations were statistically significant, they explained only 7% and 8% of the variance thus not reaching an educationally meaningful level. Limitations of the alternate measures as a substitution for a "gold standard" are discussed.

Educational Measurement↗
PubMed1988

[Attributes of memory that mediate priming effects in perceptual identification].

Two experiments were conducted to explore the nature of the memory trace that mediated priming effects in perceptual identification. In Experiment I, the script type of items (Kana and Kanji) was manipulated between study and test phases. Priming effects were greater when the script type was held constant between study and test. This suggested that memory for physical information mediates priming effects. Experiment II was designed for dissociation between phonemic and semantic information of the memory trace, using homophones as study and test items. Subjects more readily identified homophones that were both phonemically and semantically constant between study and test than homophones that were only phonemically constant. Further, significant priming effects were obtained even when the physical and semantic information were changed between study and test. These results suggested that not only memory for physical information but also for phonemic and semantic information mediates priming effects in perceptual identification.

Humans↗
PubMedDate not supplied

[Are symbolic behaviour and neuroplasticity an example of gene-culture coevolution?].

INTRODUCTION AND DEVELOPMENT: The brain size in the Homo genus not only has not increased during the last 150,000 years but has also experienced a slight reduction in the last 35,000 years. This reduction coincides with the generalization of the symbolic culture that was most likely established during the Upper Palaeolithic. Therefore, the cognitive capacities characteristic in the Homo sapiens could be due to structural and functional changes during the brain evolution, rather than an increase of the brain size. Dependence of symbolic culture probably required an increase of the learning and memory skills, thus demanding, at the same time, an improvement of neuroplasticity. CONCLUSIONS: The epsilon3 and epsilon2 alleles of the apolipoprotein E seem to contribute to a better synaptic repairing, in relation to the ancestral epsilon4 allele. Mutation leading to the epsilon3 allele occurred between 220,000 and 150,000 years ago. Its selection and expansion may have continued until a relatively recent period that coincides with the emergence and expansion of the complex symbolic culture. Other factors favouring neuroplasticity, such as certain polymorphisms and the expression increase of certain proteins as reelin, could also have been selected. Emergence of the symbolic behaviour and increase of its deriving technical and social complexity could have made an intense selective pressure leading to a selection of genes that induced an improvement in neuroplasticity. This would constitute an example of gene-culture coevolution.

Alleles↗
PubMed2006

Implicit learning -- explicit knowing: a role for sleep in memory system interaction.

There is evidence that sleep supports the enhancement of implicit as well as explicit memories (i.e., two memory systems that during learning normally appear to act together). Here, employing a serial reaction time task (SRTT) paradigm, we examined the question whether sleep can provide explicit knowledge on an implicitly acquired skill. At learning, young healthy subjects (n = 20) were first trained on the SRTT. Then, implicit knowledge was assessed on two test blocks, in which grammatically incorrect target positions were occasionally interspersed by the difference in reaction times between grammatically correct and incorrect target positions. To assess explicit sequence knowledge, thereafter subjects performed on a generation task in which they were explicitly instructed to predict the sequential target positions. In half the subjects, learning took place before a 9-hour retention interval filled with nocturnal sleep (sleep group), in the other half, the retention interval covered a 9-hour period of daytime wakefulness (wake group). At subsequent retesting, both testing on the generation task and the SRTT test blocks was repeated. At learning before the retention interval, subjects displayed significant implicit sequence knowledge which was comparable for the sleep and wake groups. Moreover, both groups did not display any explicit sequence knowledge as indicated by a prediction performance not differing from chance on the generation task. However, at retesting, there was a distinct gain in explicit knowledge in the subjects who had slept in the retention interval, whereas generation task performance in the wake group remained at chance level. SRTT performance in the test blocks at retesting did not indicate any further gain in skill (i.e., unchanged reaction time differences between grammatically correct and incorrect target positions) independently of whether subjects had slept or remained awake after learning. Our results indicate a selective enhancement of explicit memory formation during sleep. Because before sleep subjects only had implicit knowledge on the sequence of target transitions, these data point to an interaction between implicit and explicit memory systems during sleep-dependent off-line learning.

Adolescent↗
PubMed2006

Levels of continence in children with cerebral palsy.

Little is known about the levels of continence in children with cerebral palsy and what factors affect this. This study was conducted to determine levels of urine and stool continence in children with cerebral palsy in relation to their learning disability (LD) and mobility. The aim was to enable us to predict level of continence that can be achieved for these children with a given level of learning disability and mobility. Data were obtained from medical notes and by telephone interview on mobility, degree of learning disability and urine and stool continence of 55 children in Southern Derbyshire. Most of the children who have nil to moderate disabilities in learning and mobility were able to achieve a decent level of continence around a median age of three years. Therefore, their toilet training should be started at the usual age with ongoing support from parents/carers. In children with severe learning disability and severe immobility, the probability of continence is very slim after the age of eight years. After this age it may be better to divert resources to other aspects of care, for example nutrition and physiotherapy, to improve their quality of life.

Activities of Daily Living↗
PubMed1978

The effectiveness of laboratory vs written examinations in an anatomy course.

This paper reports a two-year study on the methods used to evaluate 63 junior occupational therapy students in a musculo-skeletal anatomy course offered at the University of Florida. Laboratory learning processes were not significantly different compared to class learning processes as shown by test results. There was also no significant difference between laboratory and written examination scores in anatomy when compared with final grades in subsequent courses with both laboratory and lecture components. This study was undertaken because of the varying attitudes of students and faculty and their knowledge about the most efficient and productive manner in which to conduct the course. Very little research on educational methods has been completed in our profession and the validation of current methods is needed.

Anatomy↗
PubMed1998

Effect of venlafaxine on the pharmacokinetics of alprazolam.

Potential pharmacokinetic effects of venlafaxine on alprazolam, a substrate of the cytochrome pigment 450 (CYP) isoenzyme CYP3A4, were investigated in 16 healthy volunteers. A single 2-mg oral dose of alprazolam was combined with steady-state levels of venlafaxine administered orally at 75 mg twice daily. The levels of alprazolam in plasma and of alprazolam, alpha-hydroxyalprazolam, and 4-hydroxyalprazolam in urine were determined. Steady-state venlafaxine and O-desmethylvenlafaxine concentrations in plasma were reached before venlafaxine was coadministered with alprazolam. Coadministering venlafaxine increased the apparent oral clearance and volume of distribution of alprazolam by 36 percent and 9 percent, respectively, and decreased the alprazolam area under the concentration-time curve and half-life by 29 percent and 21 percent, respectively. There were small but statistically significant increases in mean baseline scores for the digit-symbol substitution and symbol copying tests, probably reflecting a time-dependent learning effect. The maximum score decrease from baseline for these two tests also increased, possibly representing an additive effect of alprazolam and venlafaxine. Overall, venlafaxine did not inhibit the CYP3A4-mediated metabolism of alprazolam in vivo, which corroborates other in vitro and in vivo data showing a lack of CYP3A4 inhibition with venlafaxine.

Adolescent↗
PubMed1991

[Searching activity under different reinforcement regimens and the process of information interaction with the environment].

When training rats in casual environmental conditions the search activity is determined by the regimen of unconditioned confirmation and the probability of a primary chance correct performance of instrumental reactions (PCCR). The value of PCCR determines what part of instrumental reactions will be realized due to a conditioned signal and confirmed appropriately. This, in its turn, influences the informational interaction of the animal with the environment in any regimen of confirmation (constant or probable). With the least favourable values of PCCR for learning a decreased number of confirmation lowers the search activity due to a sharp deterioration of the conditions for acquiring information--both factors (PCCR and low frequency of confirmation) cause single-directed changes (decrease) in informational significance of research reactions. The optimal PCCR values for learning promote informational significance of every search reaction, this leading to, weakening of the relationship between the intensity of the search activity and probability of unconditioned confirmation.

Animals↗
PubMed1987

Disjunctive models of Boolean category learning.

Four connectionistic/neural models which are capable of learning arbitrary Boolean functions are presented. Three are probably convergent, but of differing generalization power. The fourth is not necessarily convergent, but its empirical behavior is quite good. The time and space characteristics of the four models are compared over a diverse range of functions and testing conditions. These include the ability to learn specific instances, to effectively generalize, and to deal with irrelevant or redundant information. Trade-offs between time and space are demonstrated by the various approaches.

Brain↗
PubMed2005

Brief report: errorless versus errorful learning as a memory rehabilitation approach in Alzheimer's Disease.

Previous studies concerned with the use of errorless learning (EL) in memory rehabilitation of patients with Alzheimer's disease (AD) combined EL with other techniques, such as expanded rehearsal, to facilitate learning. These studies focused on the re-learning of previously familiar information and did not investigate the learning of novel information. The aim of the present study was to investigate if EL provides a better training technique for AD patients than errorful learning (EF). For this purpose, learning of familiar material and learning of novel associations in four patients with probable AD was compared under EL and EF conditions. Combined data analysis demonstrated a significant advantage of EL over EF both for old and novel learning. However, patients also learned significantly in the EF condition and the EL effect was not large enough to reach significance on an individual level. It is suggested that EL may be most beneficial for patients with profound amnesia, and in situations that make effortful processing difficult, but that residual explicit memory capacities may override EL benefits.

Aged↗
PubMed2006

Processing emotional facial expressions influences performance on a Go/NoGo task in pediatric anxiety and depression.

BACKGROUND: This study investigated whether processing emotionally salient information such as emotional facial expressions influences the performance on a cognitive control task in pediatric anxiety and depression. METHODS: The sample included 68 participants between 8 and 16 years of age selected into three diagnostic groups: Anxiety Disorder (ANX, n = 23), Major Depressive Disorder (MDD, n = 19), and Low-Risk Normal Control (LRNC, n = 26). Participants completed an Emotional Go/NoGo task in which participants must either respond to (Go trials) or not respond to (NoGo trials) specific facial expressions (angry, fearful, sad, happy, neutral). In order to manipulate the level of cognitive control needed to perform the task, the probability of occurrence of the Go trials was varied across 3 probability conditions (low, moderate, high). RESULTS: Analyses showed that the MDD group had significantly faster reaction times to sad face Go trials embedded in neutral face NoGo trials in the moderate probability condition and that the ANX group had significantly slower reaction times to neutral face Go trials embedded in angry face NoGo trials in the low probability condition. CONCLUSIONS: These data demonstrate that processing emotional facial expressions influences the performance on a cognitive control task in children and adolescents diagnosed with an anxiety disorder and major depression.

Adolescent↗