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At least 145 records · Page 8Linked to original sources
PubMed1989

Visual-visual associative learning and reward-association learning in monkeys: the role of the amygdala.

Three Cynomolgus monkeys (Macaca fascicularis) took part in an experiment on visual learning set in an automatic apparatus. Each new visual discrimination problem was solved using a visual secondary reinforcer consisting of a white line. If the monkey chose the correct stimulus (by touching it), the white line appeared over the correct stimulus. Primary food reward was delivered only after a new problem was solved to a criterion, and the problem was then replaced by a new one. Thus, within-problem learning did not rely on primary reinforcement but on the visual secondary reinforcer. The animals were trained preoperatively in visual learning set with this procedure and were assessed postoperatively for their ability to learn new visual discriminations with the same procedure. Bilateral amygdalectomy did not significantly impair the animals' learning ability in this task. Learning remained unimpaired when transection of the uncinate fascicle and of the fornix was added to amygdalectomy. The effect of bilateral amygdalectomy in this task was much less severe than in a similar task we previously studied, with auditory secondary reinforcers. The results show that the involvement of the amygdala in processes of secondary reinforcement depends on the sensory properties of the secondary reinforcer. From these and other recent results, we conclude that the sensory attributes of a reinforcer are easily associated with a discriminative stimulus when they are in the same modality and same spatial location as the discriminative stimulus and that this sensory-sensory association is independent of the amygdala.

Amygdala↗
PubMed1963

All-or-none learning and the role of repetition in paired-associate learning.

The learning of a list of stimulus-response items is a two-stage process involving response learning and association. It is assumed that both stages are learned in an all-or-none fashion. Subjects were trained to learn a list of paired-associate items with Rock's substitution procedure. Their performance could be predicted from the all-or-none theory with parameter estimates based upon the performance of a different group of subjects who learned the same items under normal conditions.

Humans↗
PubMed1994

Perceptual learning: learning to see.

Perceptual learning in vision has been found to be highly specific for simple stimulus attributes, implying highly specific modifications in the nervous system. The type of specificity found (location, orientation, eye) implied plasticity at very early stages of visual processing, where processing modules were believed to be hard-wired and task independent. Recent studies show, however, that learning is task dependent. Studies examining the time course of learning indicate that at least two different learning processes are involved in perceptual learning, reflecting different levels of processing. Perceptual learning appears to be governed by associative rules and to be constrained by system architecture.

Electrophysiology↗
PubMed1996

Dissociable effects of anterior and posterior cingulate cortex lesions on the acquisition of a conditional visual discrimination: facilitation of early learning vs. impairment of late learning.

Two experiments investigated the effects of quinolinic acid induced lesions of the anterior and posterior cingulate cortices on the acquisition and performance of a conditional visual discrimination (CVD) task, in which rats were required to learn a rule of the type: "If lights are flashing FAST, press the right lever; if SLOW press left". In Experiment 1, animals with lesions of the anterior cingulate cortex (ANT group) demonstrated a significant enhancement in learning during the early stages of task acquisition. Conversely, animals with lesions of the posterior cingulate cortex (POS group) were impaired in learning during the later stages of acquisition. There were no significant differences between the ANT and POS groups on the performance of the task when either variable inter-trial intervals or reduced stimulus durations were imposed. In Experiment 2, the specificity of the lesion effects for processes operative during the early and late stages of learning was tested. Animals were trained to a criterion of 70% correct choices on two consecutive sessions prior to lesioning, and subsequently allowed to continue to acquire the task to the mean asymptotic performance level of 85% correct choices on two consecutive sessions. Animals of the POS group were impaired in learning during this later stage of task acquisition, thus replicating the pattern of results obtained in Experiment 1. The animals in Experiment 2 were then tested following a 30-day retention interval and during extinction (removal of sucrose from the magazine). The extinction test revealed an impairment in the ability of animals in the ANT group to omit lever responses in the absence of reinforcement. These results indicate that the anterior and posterior cingulate cortices are functionally dissociable, and suggest that they may form part of complementary, but competing, learning and memory systems.

Animals↗
PubMed2002

Place-learning, but not cue-learning training, modifies the hippocampal theta rhythm in rats.

Hippocampal theta activity accompanies behaviours such as running, swimming, head movements and spatially orientated responses in the rat. However, whether a relationship between this activity and information processing exists remains unclear. As place-learning depends on hippocampal integrity, whereas cue-learning does not, the hippocampal theta activity underlying each test was evaluated. Local CA1 hippocampal electroencephalograms (EEGs) were recorded over 6 days in a Morris maze for one place-learning test group of rats (n=10) and one cue-learning test group (n=8). The EEG of the corresponding test was taken during waking immobile, searching, and on-platform stages. The relative power (RP) values of EEGs were divided into 4-6.5Hz, 6.5-9.5Hz, and 9.5-12Hz frequency sub-bands. The place-learning training produced a separation of 4-6.5Hz and 6.5-9.5Hz sub-bands in searching and platform stages and a higher activity on the 6.5-9.5Hz sub-band during searching, compared with the basal record, while the cue-learning group did not show differences related either to the training or behavioural stage. As the motor activity and swimming velocity was similar in both groups, the results strongly suggest that the changes observed in theta activity reflect information processing by the hippocampus.

Action Potentials↗
PubMed2000

Use of key words as an adjunctive learning tool improves learning during a perioperative medicine rotation for anesthesiology residents.

Designing a successful block rotation for anesthesiology residents requires not only an appropriate curriculum but also a set of teaching tools, which promote learning. Traditional clinical rotations in Anesthesiology residencies emphasize clinical teaching, supported by interaction with staff. Since Perioperative Medicine is a nontraditional subject for anesthesia residents, we introduced a syllabus and didactic curriculum to support clinical teaching. We hypothesized that the use of key words would enhance learning. Alternating groups of residents were assigned to receive key words, while control residents were expected to learn without key words. The key words were delivered in writing on the first day of the rotation and the syllabus was highlighted to identify the key words in the text. Pretests and posttests were administered to residents participating in the perioperative rotation. Learning was assessed by calculating the change in test scores. There was significantly more learning in the group given the key words. We conclude that key word designation improved learning in a rotation designed to teach perioperative medicine.

Anesthesiology↗
PubMed1985

Cortical substrates of taste aversion learning: involvement of dorsolateral amygdaloid nuclei and temporal neocortex in taste aversion learning.

The amygdaloid complex is functionally implicated in conditioned taste aversion (CTA) learning. Results of previous neurobehavioral studies have provided equivocal evidence concerning the involvement of specific amygdaloid nuclei in CTA learning. The present study was conducted to examine the involvement of the central (CE), lateral (LA), and basolateral (BL) amygdaloid nuclei and the temporal neocortices (area 20) in CTA learning. To that end, distinct groups of rats received bilateral electrolytic lesion placements in the CE, LA, BL, or the temporal neocortices. Control animals received scalp and meningeal incisions only. Following recovery, animals were habituated to a restricted drinking schedule with distilled water. Animals then received CTA conditioning, with LiCl used both as the conditioned stimulus and as the unconditioned stimulus. Anterograde degeneration histologies were performed on all brain tissue to evaluate relations between CTA learning deficits and axonal pathology induced by lesion placements. Results of behavioral manipulations indicated that destruction of the CE, LA, or temporal neocortex impaired CTA acquisition, but damage induced to the basolateral amygdaloid nucleus did not. Anatomical observations indicated that degeneration of amygdalofugal and/or corticofugal projections to the convolutions of the olfactory tubercle (medial), subthalamic nucleus, and the parabrachial complex is correlated with CTA learning deficits. These results indicate that destruction of the dorsolateral amygdaloid nuclei and/or the temporal neocortices may produce CTA learning deficits by affecting olfactory, gustatory, and/or gastrointestinal processing in various portions of the forebrain.

Amygdala↗
PubMed1985

Thalamocortical relations in taste aversion learning: I. Involvement of gustatory thalamocortical projections in taste aversion learning.

The anterior insular gustatory neocortex (AIGN) has been implicated as a functional substrate of conditioned taste aversion (CTA) learning. Results of previous neuroanatomical and neurobehavioral experiments indicate that projections from gustatory-responsive neurons in the posterior ventromedial thalamic nuclei (parvicellular division; VPMpc) may provide relevant input to the AIGN during CTA learning. In rat, gustatory thalamocortical projections from VPMpc thalamus traverse the ventrolateral neostriatum (VLS) enroute to the AIGN. In these experiments, various neuroanatomical and neurobehavioral manipulations in the VLS were used to examine the contribution of presumed gustatory thalamocortical projections to CTA learning. These experiments demonstrate that projections from VPMpc thalamus to the AIGN are essential for normal CTA learning. Because both VPMpc thalamus and the AIGN each have been implicated as functional substrates of CTA learning, the present results suggest that the gustatory thalamocortical relay per se is necessary for normal taste-illness learning.

Afferent Pathways↗
PubMed1997

Intact mirror-tracing and impaired rotary-pursuit skill learning in patients with Huntington's disease: evidence for dissociable memory systems in skill learning.

Skill learning in early-stage Huntington's disease (HD) patients was compared with that of normal controls on 2 perceptual-motor tasks, rotary pursuit and mirror tracing. HD patients demonstrated a dissociation between impaired rotary-pursuit and intact mirror-tracing skill learning. These results suggest that different forms of perceptual-motor skill learning are mediated by separable neural circuits. A striatal memory system may be essential for sequence or open-loop skill learning but not for skills that involve the closed-loop learning of novel visual-response mappings. It is hypothesized that working memory deficits in HD resulting from frontostriatal damage may account broadly for intact and impaired long-term learning and memory in HD patients.

Adult↗
PubMed1998

Word learning in a supported-learning context by preschool children with specific language impairment.

Word learning in a supported-learning context is described for 30 preschoolers with SLI and 30 age- and sex-matched children without SLI. Daily production probes assessed number of words learned to criterion, and daily posttests assessed comprehension of the words. Number of words produced to criterion differed between groups; however, the majority of children with SLI performed within the range of the children without SLI. Children typically comprehended words they did not produce to criterion. The relation between vocabulary-test and word-learning findings was not significant (p < .05). Findings for children with SLI indicate that (a) comprehension does not ensure same-word production, (b) word-learning potential cannot be inferred from test scores, and (c) a clinically significant variability in word-learning skills characterizes the disorder.

Child, Preschool↗
PubMed1997

Nursing students' response to self-directed learning: an evaluation of a learning process applying Jarvis' framework.

This paper evaluates the effectiveness of a student-centred module of learning using Jarvis' experiential framework. One hundred and thirty-five students undertook the module over a 9-month period. A semi-structured questionnaire was used to explore students' learning, choice of topic, structure, and benefit of the module. The data were analysed using simple descriptive statistics and content analysis. A key theme emerged related to the beneficial learning experience. Presentation skills/shared learning, choice and autonomy, taking responsibility, and research skills were other themes that emerged. Whilst the literature suggests students dislike experiential forms of learning, the positive evaluation of this module demonstrates that it can be used effectively. Furthermore, Jarvis' model provides a useful framework for structuring this approach to learning. One of the research strategies within a nursing faculty should be to develop progressive student-focused educational methods and evaluate their effect or professional preparation. This, it is argued, needs to be perceived as a valuable and essential activity within an academic nursing department.

England↗
PubMed2003

Implicit learning in memory rehabilitation: a meta-analysis on errorless learning and vanishing cues methods.

The objective of this study was to present a quantitative review on the treatment effects of memory rehabilitation techniques based on intact implicit learning capacity in amnesic patients, that is, errorless learning and the method of vanishing cues. English-language journal articles focusing on these rehabilitation techniques were examined using MedLine (1966-2002) or PsychInfo (1887-2002), as well as additional papers listed in the references of these articles. Studies had to meet the following inclusion criteria: (1) original data were reported, (2) memory rehabilitation was studied in memory-impaired patients, (3) a control intervention was included, (4) exact scores were listed for both intervention conditions, or the exact statistics were presented. Studies were classified on the basis of the to-be-learned material and the method of intervention (errorless learning, vanishing cues, control intervention), patient characteristics were determined, and the tasks that were used were taken into account. Effect sizes and variances were computed for each individual study compared to control treatment using within-group statistics. A "large" and statistically significant ES was found for errorless learning treatment, but no significant ES was demonstrated for the vanishing cues method. The results of the present study show that the errorless learning technique is effective in amnesic patients. The effects on the vanishing cues method are only small (and nonsignificant).

Adult↗
PubMed1996

Cooperative learning and peer acceptance of students with learning disabilities.

The effects of cooperative learning on 417 regular-education students, acceptance of 41 of their special-education classmates were examined in an 8-month study. The participants were in Grades 5-8 in 21 classes in 2 U.S. schools. The 3 conditions were cooperative learning and competitive learning, taught by the same teachers, and competitive learning, taught by a random sample of teachers. In October and in May, the regular-education students rated each classmate's desirability as a work partner. The students' peer ratings were generally very stable, for both their regular-education classmates and their special-education classmates. Positive changes in peer ratings for both types of classmates occurred more frequently in the cooperative-learning condition than in the competitive-learning conditions.

Adolescent↗
PubMed2003

Learned irrelevance and retrospective correlation learning.

In 1973 Mackintosh reported an interference effect that he called learned irrelevance in which exposure to uncorrelated (CS/US) presentation of the unconditional stimulus (US) and the conditioned stimulus (CS) interfered with future Pavlovian conditioning. It has been argued that there is no specific interference effect in learned irrelevance; rather the interference is the sum of independent CS and US exposure effects (CS + US). We review previous research on this question and report two new experiments. We conclude that learned irrelevance is a consequence of a contingency learning and a specific learned irrelevance mechanism. Moreover even the independent exposure controls, used in previous experiments to support the CS and US exposure account, provide support for the correlation learning process.

Animals↗
PubMed2002

Roles for learning sciences and learning technologies in biomedical engineering education: a review of recent advances.

Education in biomedical engineering offers a number of challenges to all constituents of the educational process-faculty, students, and employers of graduates. Although biomedical engineering educational systems have been under development for 40 years, interest in and the pace of development of these programs has accelerated in recent years. New advances in the learning sciences have provided a framework for the reexamination of instructional paradigms in biomedical engineering. This work shows that learning environments should be learner centered, knowledge centered, assessment centered, and community centered. In addition, learning technologies offer the potential to achieve this environment with efficiency. Biomedical engineering educators are in a position to design and implement new learning systems that can take advantage of advances in learning science, learning technology, and reform in engineering education.

Biomedical Engineering↗
PubMed1994

The effects of learning strategy instruction on the completion of job applications by students with learning disabilities.

The purpose of this study was to assess the effects of learning strategy instruction on the completion of job applications by students identified as learning disabled. Thirty-three students (average age 15 years 6 months) were randomly assigned by grade and gender to one of two experimental conditions: learning strategy instruction or traditional instruction. The result was 16 students (10 boys and 6 girls) being placed under the learning strategy instruction condition and 17 students (10 boys and 7 girls) being placed under the traditional instruction condition. Results indicated that in addition to statistically significant lower numbers of information omissions and information location errors, holistic ratings of the overall neatness of the job applications were significantly higher for those students under the learning strategy instruction condition. In addition to these positive changes in the performance measures, social validity data suggest that students under the learning strategy condition would be more likely to receive an invitation for a job interview. The findings and future research needs are discussed.

Adolescent↗
PubMedDate not supplied

Domains of learning: interdependent components of achievable learning outcomes.

"Domains of learning" refers to the three separate, yet interdependent components of learning outcomes achievable by human learners. These domains--cognitive, affective, and psychomotor-represent various categories and levels of learning complexity and are commonly referred to as educational taxonomies. The cognitive domain refers to knowledge attainment and mental/intellectual processes. The affective domain characterizes the emotional arena reflected by learners' beliefs, values and interests. The psychomotor domain reflects learning behavior achieved through neuromuscular motor activities. Educators use the domains to assist in determination of learning objectives essential to planning, implementing and evaluating teaching-learning processes and outcomes of human learners across the life span. Actual instances of domain use from programs, interviews and the literature complement the theoretical notions presented in this article.

Affect↗
PubMed2001

Design of a CSCL environment for clinical reasoning learning and problem-based learning in medicine.

The medical curriculum is changing, student-centered learning is currently used in medical schools. Problem-based Learning and Clinical Reasoning Learning develop the students' reasoning strategies. CSCW (Computer-Supported Cooperative Work) technology is used in Problem-Based Learning systems. We have designed a CSCL (Computer-Supported Collaborative Learning) environment for improving group coordination and communication in Clinical Reasoning Learning sessions. To support these new educative technologies, a prototype has been developed.

Clinical Medicine↗