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PubMed1983

Categorical list differentiation by mentally retarded adolescents as a function of transfer list composition and response mode.

Likely sources of interference encountered in free-recall transfer word lists were investigated. Recall, but not recognition performance, was assumed to be sensitive to the relatively greater interference generated by old-categories transfer lists to those employing new categories. Eighty EMR subjects were assigned to the cells of a 2 (list novelty) X 2 (response mode) factorial arrangement. Since response mode was manipulated within subjects, a counterbalanced order of testing factor was also included. For the recognition task, one-half of the subjects received either same- or different-categories distractors. Results revealed that recognition performance was significantly influenced by the list novelty variation; performance was better on new- than on old-categories transfer lists. Additionally, the recognition task with same-categories distractors was associated with a greater response bias to call new items old than was the task with different-categories distractors. Results suggest that the recognition task may be more vulnerable to interference than has been previously supposed.

Adolescent↗
PubMed1980

Item and attribute storage of pictures and words in memory.

In two experiments, subjects memorized either line drawings or matching words during acquisition and then judged either pictures or words during recognition, creating four groups (picture-picture, picture-word, word-word, word-picture). The color and spatial location of the acquisition items varied, so that subjects' memory for attribute information could be assessed. The main findings were (a) subjects remembered semantic item information best, followed by spatial and then color information, (b) there was no interaction of distractor type with the format conditions, and (c) overall performance in the picture-word condition was inferior to the picture-picture condition, but word-word and word-picture groups did not differ. The implications of these findings for different representational and processing theories of picture memory are discussed.

Color Perception↗
PubMed1981

Sickle cell trait counseling-evaluation of counselors and counselees.

In this study, information about both counselee and counselor performance was obtained from taped recordings of 193 structured counseling sessions with persons diagnosed as having sickle cell trait. The data provide evidence that: (1) lay persons can understand essential sickle cell information; (2) trained lay persons using a structured format can transmit successfully sickle cell information; (3) only education and age, among counselee characteristics studies, were related to successful learning; (4) the evaluation of information transfer in counseling programs cannot be limited to counselees' comprehension but must also consider other variables such as counselor performance and curriculum content; (5) a reduction in negative feelings associated with a diagnosis of sickle cell trait is an immediate effect of counseling; and (6) audio-taping of counseling sessions is client acceptable and useful for evaluation, quality control, and counselor training.

Adolescent↗
PubMed1989

A critique of therapeutic intervention programming with reference to an alternative approach based on motor learning theory.

As an alternative to current therapeutic intervention programming for developmentally delayed children, a rationale for intervention programming based on theories of motor control and learning is presented. The authors believe that the keys to successful motor training programs are repetition, correctly performed practice of functional skills, and sufficient learning time to facilitate skill retention and transfer. In order for therapists to construct and implement the most appropriate motor training programs for developmentally delayed children, they must be knowledgeable of the sensory-motor basis of motor skill acquisition. Some of the more important concepts of motor control and learning are presented.

Journal Article↗
PubMed2005

Learner-control vs. program-control instructional multimedia: a comparison of two interactions when teaching principles of orthodontic appliances.

BACKGROUND: Many studies have compared computer assisted learning (CAL) to more traditional learning formats and have shown CAL to be as effective as or superior to the alternative resources. However, there are only scarce attempts to show which style of CAL leads to the best learning outcomes in orthodontics. AIM: To compare the effectiveness of a learner-control (group A) vs. program-control (group B) multimedia learning environment courseware packages regarding knowledge, understanding and transfer of content when applied to teaching principles of orthodontic appliances to undergraduate students. METHODS: Pre- and post-test assessments of undergraduate dental students (n = 30) who either studied a learner-control multimedia learning environment courseware package (n = 15) or a program-control version (n = 15) on equivalent material of the orthodontic appliances curriculum. Both groups were evaluated by means of multiple-choice questions covering knowledge, understanding and application. A one-way ANOVA was carried out in order to check for statistical difference between the two groups. The P-value was set at 0.05. RESULTS: There was no difference in prior knowledge between both groups at baseline. Although, both groups significantly improved their scores after having studied the course, no significant difference was found between both groups in relation to answers to questions about knowledge, understanding and application. CONCLUSIONS: In this study, the learner-control instructional multimedia program was found to be as effective as the program-control version when teaching principles of the orthodontic appliances to undergraduate students. The focus needs to be on improving the value of CAL. Comparative evaluations of how different CAL approaches compare with or complement one another are certainly needed.

Comprehension↗
PubMedDate not supplied

Neural substrates of response-based sequence learning using fMRI.

Representation of sequential structure can occur with respect to the order of perceptual events or the order in which actions are linked. Neural correlates of sequence retrieval associated with the order of motor responses were identified in a variant of the serial reaction time task in which training occurred with a spatially incompatible mapping between stimuli and finger responses. After transfer to a spatially compatible version of the task, performance enhancements indicative of learning were only present in subjects required to make finger movements in the same order used during training. In contrast, a second group of subjects performed the compatible task using an identical sequence of stimuli (and different order of finger movements) as in training. They demonstrated no performance benefit, indicating that learning was response based. Analysis was restricted to subjects demonstrating low recall of the sequence structure to rule out effects of explicit awareness. The interaction of group (motor vs. perceptual transfer) with sequence retrieval (sequencing vs. rest) revealed significantly greater activation in the bilateral supplementary motor area, cingulate motor area, ventral premotor cortex, left caudate, and inferior parietal lobule for subjects in the motor group (illustrating successful sequence retrieval at the response level). Retrieval of sequential responses occurs within mesial motor areas and related motor planning areas.

Adolescent↗
PubMed1992

Concept learning by monkeys with video picture images and a touch screen.

Two rhesus monkeys were trained in a same/different task to discriminate digitized computer-stored picture stimuli. The pictures were digitized from 35-mm slides and presented in pairs on a computer monitor. The monkeys were required to touch the pictures and then make a choice response to indicate whether the pictures were identical or nonidentical. The response areas and stimuli were located to the sides of the picture stimuli. Responses were defined and monitored by an infrared matrix touch screen. After learning the same/different task, both monkeys showed performance accuracy with novel picture stimuli similar to that with training picture stimuli. This accurate novel-picture transfer indicates that a same/different concept had been learned, a concept similar to the one they had previously demonstrated in a different apparatus with rear-projected slide stimuli and a response lever.

Animals↗
PubMed1988

Problem structure and the use of base-rate information from experience.

This article is concerned with the use of base-rate information that is derived from experience in classifying examples of a category. The basic task involved simulated medical decision making in which participants learned to diagnose hypothetical diseases on the basis of symptom information. Alternative diseases differed in their relative frequency or base rates of occurrence. In five experiments initial learning was followed by a series of transfer tests designed to index the use of base-rate information. On these tests, patterns of symptoms were presented that suggested more than one disease and were therefore ambiguous. The alternative or candidate diseases on such tests could differ in their relative frequency of occurrence during learning. For example, a symptom might be presented that had appeared with both a relatively common and a relatively rare disease. If participants are using base-rate information appropriately (according to Bayes' theorem), then they should be more likely to predict that the common disease is present than that the rare disease is present on such ambiguous tests. Current classification models differ in their predictions concerning the use of base-rate information. For example, most prototype models imply an insensitivity to base-rate information, whereas many exemplar-based classification models predict appropriate use of base-rate information. The results reveal a consistent but complex pattern. Depending on the category structure and the nature of the ambiguous tests, participants use base-rate information appropriately, ignore base-rate information, or use base-rate information inappropriately (predict that the rare disease is more likely to be present). To our knowledge, no current categorization model predicts this pattern of results. To account for these results, a new model is described incorporating the ideas of property or symptom competition and context-sensitive retrieval.

Bayes Theorem↗
PubMed2005

Psychoanalysis as cognitive remediation: Dynamic and Vygotskian perspectives in the analysis of an early adolescent dyslexic girl.

The interface of neurocognitive problems and dynamic concerns are examined in the treatment of an early adolescent dyslexic girl. Despite previous intensive remediation, she had been unable to master reading and spelling, but made remarkable progress after a relatively brief period of psychoanalysis. Psychoanalytic and Vygotskian perspectives are integrated to provide a model of how play, within the analytic context, is mutative for learning disabled children. Through the process of reexteriorization in the transference, play allows for the interpretation and resolution of traumatic situations which have become associated with learning. As the act of learning becomes separate from the personal and affective context in which it took place, the child gains access to other, more normative, functions of play. These functions include the development of the capacity to separate meaning from action and the ability to understand words as generalized categories which represent objects, rather than being part of the specific object named. These two capacities, fundamental to the development of abstract thought, will support reflective awareness and help modulate affective states. The abilities furthered in play also act to remediate one component of dyslexia-the difficulty separating context from more abstract bits of knowledge. Finally, the child learns to "play at reality, " often trying on the new role of "student". As Vygotsky notes, play is essential in allowing the child to become aware of what she knows. For a dyslexic child, for whom reading may never become completely a part of procedural memory, becoming conscious of what he knows may also enhance mastery of the skills of phonological processing, albeit more slowly than normally developing readers. The pleasure in play and the repetition it generates aids the internalization of the task and the development of automaticity.

Adolescent↗
PubMed2004

The human factor: the critical importance of effective teamwork and communication in providing safe care.

Effective communication and teamwork is essential for the delivery of high quality, safe patient care. Communication failures are an extremely common cause of inadvertent patient harm. The complexity of medical care, coupled with the inherent limitations of human performance, make it critically important that clinicians have standardised communication tools, create an environment in which individuals can speak up and express concerns, and share common "critical language" to alert team members to unsafe situations. All too frequently, effective communication is situation or personality dependent. Other high reliability domains, such as commercial aviation, have shown that the adoption of standardised tools and behaviours is a very effective strategy in enhancing teamwork and reducing risk. We describe our ongoing patient safety implementation using this approach within Kaiser Permanente, a non-profit American healthcare system providing care for 8.3 million patients. We describe specific clinical experience in the application of surgical briefings, properties of high reliability perinatal care, the value of critical event training and simulation, and benefits of a standardised communication process in the care of patients transferred from hospitals to skilled nursing facilities. Additionally, lessons learned as to effective techniques in achieving cultural change, evidence of improving the quality of the work environment, practice transfer strategies, critical success factors, and the evolving methods of demonstrating the benefit of such work are described.

Communication↗