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PubMed2002

Thinking about learning: implications for principle-based professional education.

The understanding of teaching and learning in medical education has increased to improve medical education at all levels. Selected approaches to understanding learning provide a basis for eliciting principles that may inform and guide educational practice. In this article, these approaches are discussed from two perspectives: the cognitive and the environmental. The cognitive perspective includes activation of prior knowledge, elaboration of new learning, learning in context, transfer of learning, and organization of knowledge. The environmental perspective includes the dynamic interaction of learners with their environment, observational learning, incentives and rewards in the environment, goal setting and self-monitoring, self-efficacy, and situated learning. Implications are presented for facilitation of effective learning and support of the learning environment throughout the continuum of medical education.

Curriculum↗
PubMed1976

Effects of anisomycin on brain protein synthesis and passive avoidance learning in newborn chicks.

The effects of anisomycin (ANM) on newborn chicks have been studied with respect to brain protein synthesis, growth, EEG, toxicity, and several passive avoidance learning tasks. It was found that intracerebral ANM (80 nmol) gave a maximum inhibition of brain protein synthesis of 30%, while a combination of subcutaneous (10 mumol; 53 mg/kg) plus intracerebral (80 nmol; 21 mug) ANM inhibited by 91% in the first 2 hr and by 75% in the subsequent 2 hr period. Cycloheximide (CXM) also in combined injections at the same doses as ANM, inhibited by 97% in the 4 hr that followed injection. However, all the CXM-injected chicks were dead by 18 hr, while the lethality of ANM did not differ from that of saline. ANM also did not affect EEG measured at 1, 3, 5, or 24 hr following the subcutaneous plus intracerebral injections, nor did ANM affect body or brain growth curves or brain protein accretion. In the learning experiments, animals were initially trained to peck at water-coated metal spheres (type A learning) or at water imbibed birdseed (types B and C learning) in less than 1 sec, and were exposed to the same lures treated with the aversant methylanthranilate (MeA) one day later on one occasion (types A and B learning) or exposed twice (type C learning) and tested for learning retention one day later. Learning criterion was set as failure to peck at the lure during the first 20 sec of presentation. If ANM was injected 1 hr prior to MeA exposure, large and highly significant memory deficits were found during the retention test, as compared with saline injected controls. No effect of ANM was seen, however, if it was injected one day after learning, indicating that it did not interfere with retrieval mechanisms. ANM also decreased the external manifestations of fear or displeasure that chicks express during retention testing. Such manifestations have a high correlation with pecking suppression (r = 0.88, P less than 0.001).

Amino Acids↗
PubMed2000

Learning rules for social foragers: implications for the producer-scrounger game and ideal free distribution theory.

In population games, the optimal behaviour of a forager depends partly on courses of action selected by other individuals in the population. How individuals learn to allocate effort in foraging games involving frequency-dependent payoffs has been little examined. The performance of three different learning rules was investigated in several types of habitats in each of two population games. Learning rules allow individuals to weigh information about the past and the present and to choose among alternative patterns of behaviour. In the producer-scrounger game, foragers use producer to locate food patches and scrounger to exploit the food discoveries of others. In the ideal free distribution game, foragers that experience feeding interference from companions distribute themselves among heterogeneous food patches. In simulations of each population game, the use of different learning rules induced large variation in foraging behaviour, thus providing a tool to assess the relevance of each learning rule in experimental systems. Rare mutants using alternative learning rules often successfully invaded populations of foragers using other rules indicating that some learning rules are not stable when pitted against each other. Learning rules often closely approximated optimal behaviour in each population game suggesting that stimulus-response learning of contingencies created by foraging companions could be sufficient to perform at near-optimal level in two population games.

Animals↗
PubMed2001

Learning arbitrary visuomotor associations: temporal dynamic of brain activity.

Primates can give behavioral responses on the basis of arbitrary, context-dependent rules. When sensory instructions and behavioral responses are associated by arbitrary rules, these rules need to be learned. This study investigates the temporal dynamics of functional segregation at the basis of visuomotor associative learning in humans, isolating specific learning-related changes in neurovascular activity across the whole brain. We have used fMRI to measure human brain activity during performance of two tasks requiring the association of visual patterns with motor responses. Both tasks were learned by trial and error, either before (visuomotor control) or during (visuomotor learning) the scanning session. Epochs of tasks performance ( approximately 30 s) were alternated with a baseline period over the whole scanning session ( approximately 50 min). We have assessed both linear and nonlinear modulations in the differential signal between tasks, independently from overall task differences. The performance indices of the visuomotor learning task smoothly converged onto the values of a steady-state control condition, according to nonlinear timecourses. Specific visuomotor learning-related activity has been found over a distributed cortical network, centred on a temporo-prefrontal circuit. These cortical time-modulated activities were supported early in learning by the hippocampal/parahippocampal complex, and late in learning by the basal ganglia system. These findings suggest the inferior temporal and the ventral prefrontal cortex are critical neural nodes for integrating perceptual information with executive processes.

Adult↗
PubMed2005

The nature of ecstasy-group related deficits in associative learning.

RATIONALE/OBJECTIVES: Research has revealed associative learning deficits among users of ecstasy; the present study explored the component processes underlying these deficits. METHODS: Thirty-five ecstasy users and 62 non-ecstasy users completed a computer-based, verbal paired-associates learning task. Participants attempted to learn eight sequentially presented word pairs. After all eight had been presented, the first member of each pair was displayed and participants attempted to recall the second. Eight trials were administered. Correct responses on each trial, forgetting at various levels of learning, perseveration errors and the rate at which the associations were learned (trials to completion) were all recorded. RESULTS: MANOVA revealed that ecstasy users performed worse overall and subsequent ANOVAs showed that users performed significantly worse on virtually all measures. Regression analysis revealed that over half of the ecstasy-group related variance in trials to completion was attributable to group differences in initial learning and forgetting. In relation to forgetting, it appears that cannabis use may be an important determinant. In relation to rate of learning (trials to completion) and initial learning, both ecstasy and cannabis may be implicated. CONCLUSIONS: There appears to be abundant evidence of associative learning deficits among ecstasy users. However, it appears that a range of illicit drugs including cannabis and ecstasy may contribute to these deficits.

Adult↗
PubMed2003

Chunking during human visuomotor sequence learning.

Motor sequence learning is a process whereby a series of elementary movements is re-coded into an efficient representation for the entire sequence. Here we show that human subjects learn a visuomotor sequence by spontaneously chunking the elementary movements, while each chunk acts as a single memory unit. The subjects learned to press a sequence of 10 sets of two buttons through trial and error. By examining the temporal patterns with which subjects performed a visuomotor sequence, we found that the subjects performed the 10 sets as several clusters of sets, which were separated by long time gaps. While the overall performance time decreased by repeating the same sequence, the clusters became clearer and more consistent. The cluster pattern was uncorrelated with the distance of hand movements and was different across subjects who learned the same sequence. We then split a learned sequence into three segments, while preserving or destroying the clusters in the learned sequence, and shuffled the segments. The performance on the shuffled sequence was more accurate and quicker when the clusters in the original sequence were preserved than when they were destroyed. The results suggest that each cluster is processed as a single memory unit, a chunk, and is necessary for efficient sequence processing. A learned visuomotor sequence is hierarchically represented as chunks that contain several elementary movements. We also found that the temporal patterns of sequence performance transferred from the nondominant to dominant hand, but not vice versa. This may suggest a role of the dominant hemisphere in storage of learned chunks. Together with our previous unit-recording and imaging studies that used the same learning paradigm, we predict specific roles of the dominant parietal area, basal ganglia, and presupplementary motor area in the chunking.

Cluster Analysis↗
PubMed1999

Prefrontal-basal ganglia pathways are involved in the learning of arbitrary visuomotor associations: a PET study.

Primates can learn to associate sensory cues with particular movements according to arbitrary rules. We used positron emission tomography (PET) to study the neural network involved in learning such arbitrary associations by trial and error. Ten subjects were scanned at four different stages of learning a visuomotor conditional task (VC). The subjects were required to associate four different visual patterns, presented one at a time, with four different finger movements. Scan 1 was acquired during initial learning. Scans 2, 3 and 4 were performed after further interscan training periods of 1, 3 and 5 min. In order to control for non-specific time effects that could have confounded the learning-related rCBF changes, we also acquired four sensory-matched control scans, in which no movements were performed. In order to evaluate changes over time that were specific to learning the association of visual cues with movements, we acquired four scans during the learning of a motor sequence task. The statistical model tested with SPM considered both main effects of tasks and task x time interactions independently for each of the three experimental conditions. The right lingual gyrus and the left parahippocampal cortex increased their activity over scans in the VC task as compared to the sensory control. The right inferior frontal sulcus, the body of the caudate nucleus and a left cingulate motor area were specifically implicated in learning the VC task, showing task x time interactions with the motor sequence task. These findings suggest that the learning process involves a distributed network in the ventral extrastriate and prefrontal cortex, in association with the basal ganglia and the parahippocampal gyrus.

Adult↗
PubMed2005

Learning invariant object recognition in the visual system with continuous transformations.

The cerebral cortex utilizes spatiotemporal continuity in the world to help build invariant representations. In vision, these might be representations of objects. The temporal continuity typical of objects has been used in an associative learning rule with a short-term memory trace to help build invariant object representations. In this paper, we show that spatial continuity can also provide a basis for helping a system to self-organize invariant representations. We introduce a new learning paradigm "continuous transformation learning" which operates by mapping spatially similar input patterns to the same postsynaptic neurons in a competitive learning system. As the inputs move through the space of possible continuous transforms (e.g. translation, rotation, etc.), the active synapses are modified onto the set of postsynaptic neurons. Because other transforms of the same stimulus overlap with previously learned exemplars, a common set of postsynaptic neurons is activated by the new transforms, and learning of the new active inputs onto the same postsynaptic neurons is facilitated. We demonstrate that a hierarchical model of cortical processing in the ventral visual system can be trained with continuous transform learning, and highlight differences in the learning of invariant representations to those achieved by trace learning.

Computer Simulation↗
PubMed2006

Smoothing out transitions: how pedagogy influences medical students' achievement of self-regulated learning goals.

Medical school is an academic and developmental path toward a professional life demanding self-regulation and self-education. Thus, many medical schools include in their goals for medical student education their graduates' ability to self-assess and self-regulate their education upon graduation and throughout their professional lives. This study explores links between medical students' use of self-regulated learning as it relates to motivation, autonomy, and control, and how these influenced their experiences in medical school. Subjects were medical students in two distinct medical school environments, "Problem-based learning" and "Traditional." PBL students described a rough transition into medical school, but once they felt comfortable with the autonomy and control PBL gave them, they embraced the independence and responsibility. They found themselves motivated to learning for learning's sake, and able to channel their motivation into effective transitions from the classrooms into the clerkships. Traditional students had a rougher transition from the classrooms to the clerkships. In the first two years they relied on faculty to direct and control learning, and they channeled their motivation toward achieving the highest grade. In the clerkships, they found faculty expected them to be more independent and self-directed than they felt prepared to be, and they struggled to assume responsibility for their learning. Self-regulated learning can help smooth out the transitions through medical school by preparing first and second year students for expectations in the third and fourth years, which can then maximize learning in the clinical milieu, and prepare medical students for a lifetime of learning.

Choice Behavior↗
PubMed2004

Slower implicit categorical learning in adult poor readers.

We investigated the relationship between reading and explicit and implicit categorical learning by comparing university students with poor reading to students with normal reading abilities on two categorical learning tasks. One categorical learning task involved sorting simple geometric shapes into two groups according to a unidimensional rule. The sorting rule was easily stated by the participants, consistent with explicit learning, and all participants attained criterion levels of performance. The second task involved the integration of features on different dimensions with a more complex rule that could not be described by participants, even though most could attain criterion levels of performance consistent with implicit learning. Poor readers performed as well as those without reading problems in explicit learning but not in implicit learning. Implicit learning was correlated with word reading, phonological decoding, and orthographic skill, independent of verbal ability. We consider the role of implicit learning in reading, and how a deficit could impair phonological and orthographic representation and processing.

Adult↗
PubMed1991

Procedural learning is impaired in Huntington's disease: evidence from the serial reaction time task.

The purpose of the study was to test the hypothesis that Huntington's disease (HD) is associated with impairment of procedural learning. We identified 13 patients with mild to moderate HD whose manual performance was still sufficiently intact to assess learning on the serial reaction time (SRT) task. Twelve age-matched neurologically normal control subjects were studied as well. The SRT task was a four-choice reaction time task in which the stimuli followed a sequence (10 items in length) which repeated itself 10 times during each of the first four blocks of trials. During the fifth block of trials, the stimuli were random. Learning was manifested by a reduction in response latency over the first four blocks and an increase in response latency in the fifth (random) block. Learning in this task has been demonstrated in other amnesics of other etiologies. The HD patients were significantly impaired on sequence-specific learning, using the log-transformed reaction time data (P less than 0.004). In addition, in an individual-by-individual analysis, five of the HD patients and none of the control subjects failed to show sequence-specific learning, a difference in proportions that was significant (P less than 0.04). No feature of the standard cognitive or motor assessment of the HD patients was associated with efficacy of procedural learning. HD, including patients with mild disease, was associated with a deficit in procedural learning, consistent with the hypothesis that the striatum plays a critical role in supporting procedural learning.

Adult↗
PubMed1990

The functional relevance of the area postrema in drug-induced aversion learning.

Research into the neural mechanisms involved in the acquisition of learned aversions induced by drug points toward the area postrema (AP) as one of the structures implicated in the detection of drug aversive consequences. The evidence suggest that although the AP is indeed involved in drug-induced learned aversions, its functional integrity is not always a necessary requisite for learning to take place. The aim in this study was to determine whether the AP is essentially or selectively involved in all learned aversions induced by scopolamine methyl nitrate (SMN) using different number of trials with the aversive stimulus. In Experiment 1, AP-lesioned rats were injected with SMN fifteen minutes after consuming a flavoured solution during three consecutive trials. A single-stimulus test failed to detect learned aversions, which were, however, evident in two subsequent choice-tests. In one-trial paradigms, however, choice-tests as well as single-stimulus tests failed to detect learned aversions in AP-lesioned rats, both when SMN was injected immediately after stimulus intake (Experiment 2) and when a fifteen-minute delay was introduced (Experiment 3). The results suggested that the AP is not essential for the acquisition of SMN-induced aversion learning with three consecutive trials if learning is detected with a choice-test, although effective single-trial learning does apparently require a functional AP.

Animals↗
PubMed1992

Assessment of a cholinergic contribution to chlordiazepoxide-induced deficits of place learning in the Morris water maze.

This investigation sought to characterize the interaction between benzodiazepine and cholinergic systems in place learning in the Morris water maze. In the first experiment, rats were treated with scopolamine (1 mg/kg) alone or concomitantly with one of two doses of flumazenil (15 and 30 mg/kg) or with chlordiazepoxide (5 mg/kg) alone or concomitantly with flumazenil (15 mg/kg). Chlordiazepoxide and scopolamine severely impaired place learning but not cue learning. The low dose of flumazenil completely reversed the impairment produced by chlordiazepoxide and both high and low doses of flumazenil attenuated the place learning deficit produced by scopolamine. Neither dose of flumazenil affected place learning when administered alone. In the second experiment, rats were administered chlordiazepoxide (5 mg/kg) or scopolamine (1 mg/kg) alone or concomitantly with one of four doses of physostigmine (0.05, 0.10, 0.25, and 0.5 mg/kg). Once again, both chlordiazepoxide and scopolamine impaired place but not cue learning. Physostigmine reversed the impairment produced by scopolamine in a dose-dependent manner but failed at every dose to attenuate the impairment produced by chlordiazepoxide. The higher doses of physostigmine impaired place learning when administered alone. None of the drug treatments impaired cue learning. Together, these results suggest that the scopolamine-induced impairment of place learning is due to an increase in benzodiazepine/GABA activity, and contradict the notion that benzodiazepines impair memory by cholinergic mechanisms.

Acetylcholine↗
PubMed1993

On the role of the hippocampus in learning and memory in the rat.

An overview of lesion experiments concerned with the involvement of the hippocampus in learning and memory in the rat is presented. Multiple injections of small amounts of ibotenic acid were used to selectively remove the hippocampus (dentate gyrus, hilar cells, CA1-CA3 pyramidal cells). Similar selective, axon-sparing ibotenate lesions of hippocampus were used in a series of learning and memory experiments employing tasks that are thought to be important in hippocampal function. The performance of rats with the hippocampus removed was compared with that of control animals in the acquisition and retention of spatial versus nonspatial information, forgetting of spatial and nonspatial information, contextual learning, recognition memory and concurrent discrimination learning, and complex representational learning (conditional discrimination and negative patterning learning). The general finding that rats without a hippocampus were impaired on those tasks that required the utilization of spatial and contextual information stands in contrast with the spared performance that was found in learning about and handling (even complex) nonspatial information. Rather than support for views that emphasize a role for the hippocampus in specific memory processes (working memory, declarative memory, temporary memory buffer, configural learning), the present results are more compatible with the idea that the hippocampus plays an especially important role in processing and remembering spatial and contextual information. The limited data that are available using more selective lesions of related hippocampal formation structures (entorhinal cortex, subiculum) suggest that these structures also make important contributions to learning and memory, and that some of these contributions may be different from those made by the hippocampus.

Animals↗
PubMed1986

Event-related potentials (ERPs) in a learning and memory test.

The present study outlines a new paradigm to investigate the effects of learning and memory on event-related potentials (ERPs). In the learning phase, subjects had to learn a sequence of 12 auditory consonant-vowel syllables. In the test phase, subjects had to detect and report a change in the learned sequence. Auditory ERPs were recorded from the frontal, vertex, and parietal midline positions. In the learning phase, an early negative effect (EN) and a P3 with a slow wave (SW) occurred for the learned syllables, whereas a pre-stimulus negativity (PSN) occurred prior to the syllables not yet learned. In the test phase, the PSN preceded both the replaced syllables and those presented in their old positions. The EN and an N2-P3 complex were elicited by the replaced syllables, the EN by the syllables presented in their old positions. It was concluded that the ERPs can display specific effects related to cognitive processes underlying learning and memory. The PSN was suggested to reflect the expectation of the stimuli, the EN the activation of a template and the rehearsal of the stimuli. The SW was suggested to be related to a template match process with the learned syllables. The N2, elicited by the replaced stimuli, could imply a cognitive template mismatch and the P3 with the SW the updating of working memory.

Adult↗
PubMed1996

Inhibitory learning and memory in newborn rats influenced by nitric oxide.

The impact of nitric oxide on learning, memory processing and retrieval was studied in the neonatal rats. For comparison, spontaneous motor activity and changes of brain temperature were also studied after nitric oxide manipulations in identical age groups. The nitric oxide availability was either increased by a systemic or intracerebroventricular application of L-arginine, a substrate of nitric-oxide synthase, or decreased by nitro-L-arginine, its inhibitor. L-arginine, 20 mM or nitro-L-arginine, 10 or 5 mM were given intraperitoneally, 1 ml/100 g weight, or in the amounts of 11 into both lateral cerebral ventricles. Intact and saline injected pups were used as controls. Spontaneous motor behavior of newborn pups were not unambiguously affected by nitric oxide, and the same applies to changes of brain and body temperature or heart rate. In no case any correlation with changes of learning and/or memory could be established. Learning was dose dependently impaired relative to controls by intraperitoneal application of nitroarginine. L-arginine only slightly decreased numbers of trials to both criteria and partially abolished the blocking effect of nitroarginine on nitric oxide synthase. With the use of intracerebroventricular injections the positive impact of L-arginine on learning became highly significant. In 24-h memory, intraperitoneal injections of L-arginine enhanced the retention indexes. The impairing effect of nitro-L-arginine significantly increased with delaying after-learning application intervals, being more pronounced at the 3-h than at 0-h interval. Here also, its effect was partially abolished by L-arginine. Effects of nitric-oxide availability in brain after intracerebroventricular application of these substances at 16 various post-learning intervals were assessed on memory processing and retrieval. A general enhancing effect of increased nitric-oxide supply on 24-h retention indexes was found through all studied intervals, which was not, however, monotonous, but several peaks appeared with application at 3, 6, 18 and 23.5 h after learning. On the other hand, the suppressive effect of NArg was not evident relative to saline before the 6-h post-learning injection delay. These results show that nitric oxide exerts a considerable central modulatory effect on learning, memory processing and retrieval at the very early postnatal period of the rat. The efficiency of nitric-oxide manipulations depends on its actual bioavailability in the brain and the stage of memory processing.

Animals↗
PubMed1992

Procedural learning of cognitive and motor skills in psychotic patients.

Two kinds of procedural learning, viz. learning of a sequence of simple motor responses and learning to solve a rather complex problem (Tower of Hanoi), as well as declarative learning (word list learning) were investigated in a group of psychotic inpatients (n = 67) and a control group of non-psychotic psychiatric inpatients (n = 19). Within the psychotic group, correlations of the task variables with positive and negative symptoms were explored. There was no difference between both groups in motor procedural learning. Psychotic patients were less efficient than controls in solving the Tower problem, but both groups again showed an equal amount of procedural learning. Consistent with the literature, however, a clear difference between both groups was found in declarative learning. The memory tasks did not correlate significantly with psychotic symptoms. These findings are interpreted as another indication that automatic information processing in psychotic patients is intact. The results are discussed with reference to neuropsychological research on procedural learning in neurological patients.

Adult↗
PubMed2006

How to successfully implement E-learning for both students and teachers.

RATIONALE AND OBJECTIVES: Electronic learning (e-learning) may provide a means to enhance learning efficacy. However, introduction of e-learning often fails. We describe a strategy of how an e-learning curriculum was successfully implemented. MATERIALS AND METHODS: The curriculum was designed based on published evidence. It consists of self-directed learning, an online discussion forum, and discussion rounds. The e-content in nuclear medicine and radiotherapy was produced by the k-MED team of medical authors, web designers, and psychologists. The online courses were delivered via a dedicated learning management system. The e-content for diagnostic radiology and physics was provided as PDF/HTML script by the respective teachers who objected to participate in the k-MED project. The exam was taken online. Online evaluation of the curriculum by the students was taken at the end of the course. RESULTS: The new curriculum proved very effective. The time for the preparation for the clinical part of the radiology course could be reduced from 4 to 2 weeks. The students particularly enjoyed the self-directed learning. Although the material provided by k-MED received 90%-99% positive scores, the HTML and PDF scripts scored worse (13%-67% positive ratings). The positive results of the evaluation convinced the teachers responsible for physics and diagnostic radiology to participate in k-MED. CONCLUSIONS: As our example shows, new e-learning curricula can successfully be introduced. The strategy of implementation should be based on the existing evidence from the literature. The new curriculum helped to increase the efficacy of teaching and save time as the duration of the respective part of the course could be reduced by half.

Computer-Assisted Instruction↗