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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↗
PubMed2004

Decomposing serial learning: what is missing from the learning curve?

Our current understanding of serial learning relies on the form of the learning curve and on changes in the serial position curve over repeated study-test trials (Ward, 1937). The averaging of data that produces these functions obscures the detailed history of memory for individual items over the course of study-test trials. Extending Tulving's (1964) analysis of free recall learning, we present a new analysis of serial learning that tracks the acquisition and forgetting of item and order information at the level of individual items. Applying this analysis to two large data sets on serial list learning allows us to discern among hypotheses that are indistinguishable solely on the basis of the learning curve.

Humans↗
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↗
PubMed1992

Students can learn medicine with computers. Evaluation of an interactive computer learning package in geriatric medicine.

OBJECTIVE: To assess the effectiveness of a computer-aided learning program on dementia. DESIGN: Fourth year medical students were arbitrarily assigned to groups that used a computer-aided learning program (65) or had a tutorial covering similar material (73). These sessions were in addition to a base curriculum in a two-week course in geriatric medicine. MAIN OUTCOME MEASURES: The effectiveness of the teaching sessions was judged by the performance on a multiple choice questionnaire about dementia, given to the students on two occasions, one at the beginning and one at the end of the two-week course. RESULTS: Both groups of students scored significantly better on the second test (computer group, 66% [95% confidence interval, 64-69] to 81% [79-83] and tutorial group, 66% [63-67] to 74% [73-77]). The difference between the groups at the start of the course was not significant (F1,136 = 0.61, P = 0.61); however, there was a significant difference between the groups at the end of the course (F1,136 = 21.83, P < 0.001). CONCLUSION: Both groups improved their knowledge of dementia during the two-week course. Students who used the computer-aided learning programs showed a greater improvement in score. Computer learning programs are effective learning tools and are a useful addition to traditional teaching methods. Further study is required to assess the effects of computer-aided learning programs in long-term studies of dementia knowledge.

Computer Literacy↗
PubMed1986

Cognitive and learning profiles of delinquent and learning-disabled adolescents.

The association between juvenile delinquency and learning disabilities has been a focus of considerable discussion and controversy. Nevertheless, only a limited number of investigators have directly contrasted these two populations. In those studies which have examined the link between antisocial behavior and school problems, research methodology has varied, resulting in conflicting evidence and limited consensus. The present study was designed to address this issue by comparing the cognitive and learning profiles of delinquents and learning-disabled adolescents. Specifically, 53 delinquents, 26 learning-disabled adolescents, and 50 average achievers were evaluated with newly developed educational and cognitive inventories. These assessment techniques were used to analyze several functional areas including processing efficiency, problem solving, and response style. Application of discriminant analysis to the cognitive and educational profiles of these adolescents suggested the existence of various subtypes of delinquency. Learning disabilities characterized one of these subgroups. It was concluded that more specific descriptions of the learning profiles of adolescent delinquents holds promise for rehabilitation and, perhaps, prevention of juvenile delinquency.

Achievement↗
PubMed1984

[The observational learning in mentally retarded children: the effects of mediational sentences on paired-associate learning].

Thirty-eight mentally retarded children and 44 normal children learned a paired-associate picture list under one of four conditions. Subjects in E1 group were exposed to the model who learned the same list by means of formulating mediational sentences directly prior to learning by themselves. Subjects in E2 group were exposed to the model who learned the different list by means of formulating mediational sentences. Subjects in E3 group were exposed to the model who learned the same list without mediational sentences. control subjects learned the paired-associate list without observing the model. The results indicated that retarded and normal subjects in E1 group performed significantly higher than subjects in E2, E3, and control groups. The modeling of verbal elaboration was proved.

Child, Preschool↗
PubMedDate not supplied

Effect of specific teaching techniques on cognitive learning, transfer of learning, and affective behavior of nurses in an in-service education setting.

To test the effects of different teaching techniques on learning, transfer of learning, and affective behavior of nurses, three hypotheses were developed based on Gagne's Theory of Knowledge Acquisition, Ellis' Theory of Transfer of Learning, and Bloom's Theory of Affective Consequences of Knowledge. The hypotheses tested were that an experimental (E) group will learn, transfer, and demonstrate affective behaviors significantly more than control groups. Subjects were 131 staff nurses. The E group (N=36) was taught by means of filmstrip with discussion (FD). Control groups II, III, and IV (N=33, 31, and 31 subjects, respectively) were taught by means of lecture alone (L), lecture with discussion (LD), and filmstrip alone (F), respectively. The content taught was Engel's Theory of Grief and Mourning Process. Pre- and posttests were done to obtain measures on learning and transfer. Results showed that the E group transferred significantly more than the L group; in general, all groups showed significant increases in learning and transfer; film groups transferred significantly more than the lecture groups; subjects preferred LD and FD significantly more than F or L. Implications were made for education of patients, students, and staff.

Affect↗
PubMed1978

Cholinergic mechanisms in the learning and memory facilitating effect of the central stimulants. III. Influence of the anticholinergic agents on the learning and memory facilitating effect of amphetamine.

In experiments involving training of albino rats in a maze it has been established that amphetamine in a dose of 0.5 mg/kg introduced 15 min before learning has almost no effect, in a dose of 2 mg/kg it slightly deteriorates learning and retention, while in a dose of 1 mg/kg both learning and retention are markedly improved. However, introduced immediately after training, all three doses tested improve retention upon testing 24 hours and 14 days after training. Upon blocking of the central muscarine-sensitive cholinergic structures (scopolamine 2 mg/kg) and of the nicotine-sensitive structures (spasmolytin 20 mg/kg), the learning and memory facilitating effect of amphetamine is not manifested in the two experimental setups (introduction before and after training). The results resemble the case of independent administration of cholinolytics only, i.e. complete blocking of learning and memory induced by scopolamine and considerable deterioration induced by spasmolytin. The results obtained show that the realization of the learning and retention facilitating effect of amphetamine requires optimum functional level of the activity of the central cholinergic system.

Amphetamine↗
PubMed1996

Nurse manager learning styles in a learning environment.

This study focused on the development of guidelines for a training program for nurse managers in a newly formed integrated delivery system. Subjects' learning styles as defined in Kolb's Experimental Learning Theory were identified and graphically plotted in the appropriate learning environment or domain. Necessary training methods derived from Fry's Learning Environment table were applied to scores. A logical method is presented linking previous nursing student learning style studies with a cognitive schema experiment conducted with nursing novices and experts. The hypothesis that a subtle transition of learning style does occur from the concrete-divergent to the abstract-convergent as the nurse manager gains in education and moves through the management experience was supported.

Education, Nursing, Continuing↗
PubMed1998

[Professional learning and collective knowledge. Learning environment in two Norwegian hospital departments].

Conditions for learning in two Norwegian hospital departments are explored in this article. 20 in-depth interviews with physicians working on the surgical and medical departments of a large general hospital were carried out in 1994. We focus on the social aspects of learning and apply access to learning situations as an analytical perspective to explain how possibilities for learning are created in the daily activities of the two departments. Access to learning situations is created in a "zone of possibility" between the formal organisation and the more informal interpersonal networks in the hospital. The division of the department into sections is used as an example of how organisational factors determine with which areas one becomes familiar. The notion of "the good apprentice" and the relationship between initiative and invitation illuminate the significance of interpersonal factors for access to learning situations. Finally, we illustrate how time is an important but scarce resource influencing the development of shared knowledge in the department.

Clinical Competence↗
PubMed1983

Intelligence as a predictor of nonverbal learning with learning-disabled children.

Although the notion that the WISC-R measures children's learning proficiency is widespread, there are few data to support this hypothesis. The present study concerned the prediction of learning proficiency on the basis of scores on the WISC-R with 60 children referred because of classroom learning difficulties. The single best predictor, WISC-R Coding, accounted for over 50% of the variance in a controlled nonverbal paired associate learning measure. The multiple correlations for the dependent measures of trials to criteria and number of correct responses were in the 90s. In each case, the Coding and Similarities subtests, with Vocabulary in opposition, proved to be the most potent predictors of nonverbal learning.

Child↗
PubMed1990

Early inhibitory learning in the rat. I. Learning and memory development.

The present status of knowledge on early inhibitory learning and memory is presented. The inhibitory learning (passive avoidance) can be mastered by rat pups several hours after parturition, provided specific characteristics of the newborn organism and its neurobehavioral capabilities are respected. The curve of numbers of trials to criterion displays, as already reported earlier, a generally decreasing trend which is, however, interrupted by a temporary inversion in both strains studied, but at different time, taking place in Long Evans between postnatal day 1 and 2, which is shifted in Wistar pups one day later. Present data show significant learning differences between strains at postnatal days 1-4; from day 5 onward no significant differences are evidenced up to postnatal day 11. A reliable 24-hour memory shown by positive values of the retention index (RI) is revealed from postnatal day 4, having in Long Evans higher RI values. Moreover, high positive RIs of 24-hour memory are found in animals trained on the day just before the inversion of the learning development. It is conjectured that the indirect development of the early inhibitory learning is due to the developmental reorganization within CNS, and the necessity to find out its underlying mechanisms is emphasized.

Aging↗
PubMed2004

Double dissociation of social and environmental stimulation on spatial learning and reversal learning in rats.

Environmental enrichment induces structural and biochemical changes in the brains of mammals that correlate with improved learning and memory. Research in rats suggests that social compared to inanimate stimulation might affect behavior differently, by acting upon dissociable neural substrates. Here we tested this hypothesis at the behavioral level by examining whether social and inanimate stimulation affect spatial memory formation and non-spatial discrimination reversal learning selectively. Spatial memory formation is known to depend on hippocampal-neocortical pathways, whereas reversal learning depends primarily on prefrontal cortico-striatal pathways. Male Lister hooded rats were housed singly or in groups of three in either small barren or large enriched cages, from weaning onwards. After 10 weeks of differential housing, spatial learning and memory were examined in the Morris water maze, followed by a series of tactile and odour discriminations, including discrimination reversal, in a two-choice discrimination task. Regardless of inanimate stimulation, social deprivation affected neither the acquisition of simple or complex discriminations, nor spatial memory formation, but was associated with impaired reversal learning in the two-choice discrimination task. By contrast, inanimate deprivation, regardless of social stimulation, affected neither acquisition nor reversal of two-choice discriminations, but selectively delayed the acquisition of spatial memory in the Morris water maze. This is the first demonstration of a double dissociation of early social and inanimate stimulation on two distinct behavioural functions that are mediated by dissociable underlying neural pathways. These findings strengthen the view that social and inanimate stimulation act, at least in part, upon dissociable neural substrates.

Animals↗