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At least 19 recordsLinked to original sources
PubMed2000

Antipsychotic medication for those with both schizophrenia and learning disability.

BACKGROUND: Antipsychotic medication is the standard treatment for people with learning disability and schizophrenia. OBJECTIVES: To determine the efficacy of any antipsychotic medication for treating people with a dual diagnosis of learning disability and schizophrenia. SEARCH STRATEGY: Electronic searching of Biological Abstracts, the Cochrane Schizophrenia Group's Register of trials, the Cochrane Library, EMBASE, PsycLIT and MEDLINE. Unpublished data were sought from pharmaceutical companies. Both authors independently selected the relevant studies from the reports identified in this way. SELECTION CRITERIA: 1. All randomised controlled trials of antipsychotic medication, regardless of dosage, versus a placebo control, of longer than one month's duration. 2. Anyone over 18 years of age with both learning disability and schizophrenia. Learning disability was defined as a measured IQ of 70 or less. Any mode of diagnosis of schizophrenia was acceptable. DATA COLLECTION AND ANALYSIS: The two reviewers independently attempted to select and then extract data but it was not possible to do this with the single study that met the inclusion criteria. MAIN RESULTS: Only one relevant randomised trial was found by the searches. This study included four people with a dual diagnosis of schizophrenia and learning disability, but results were available for only two. The groups to which the other two people were allocated were unclear. In order to display the data, too many assumptions would have to have been made about these other two people and any results would be uninformative and potentially misleading. REVIEWER'S CONCLUSIONS: Using the methods described the reviewers found no randomised controlled trial evidence to guide the use of antipsychotic medication for those with both learning disability and schizophrenia. Until the urgent need for randomised controlled trials is met clinical practice will continue to be guided by extrapolation of evidence from randomised controlled trials involving people with schizophrenia but without learning disability and non-randomised trials of those with learning disability and schizophrenia.

Antipsychotic Agents↗
PubMed2001

The conceptions of the nature of learning of first-year physiotherapy students and their relationship to students' learning outcomes.

Research shows that students' conceptions of what 'learning' is influences both their approaches to learning and their learning outcomes. Lower level conceptions of learning are associated with surface approaches to learning, encouraging poor quality learning outcomes. However, more advanced conceptions are associated with deep learning approaches and high-quality learning outcomes. The Structure of Observed Learning Outcomes (SOLO) taxonomy was used to analyse the conceptions of learning of a new intake of physiotherapy students. The presence of a relationship between these and assessment outcomes was also investigated. As in other studies, a majority of students had lower level conceptions of learning than desired in higher education. However, a larger proportion of students had higher levels of conception than has been found in other research. A direct relationship between conceptions of learning and learning outcomes was also identified. The implications of these findings for achievement of high-quality learning are discussed.

Journal Article↗
PubMed2003

The importance of active involvement in learning: a qualitative study on learning results and learning processes in different traineeships.

INTRODUCTION: In order to gain more insight into learning in different traineeships we sought students' opinions on their experiences. METHOD: 24 students of Maastricht University, the Netherlands, were interviewed: 8 medical students, and 16 students in the mental health science programme of the Faculty of Health Sciences (8 research trainees (MHS-res.) and 8 trainees in mental health care practice (MHS-prac.). Students' perceptions about instructive, difficult and less instructive learning experiences were recorded on audiotape. The literal transcripts of the interviews were analysed and categorised. RESULTS: The most frequently mentioned learning process was "learning by doing" followed by "actively overcoming gaps in knowledge and skills". These processes occurred with instructive and difficult experiences. Other processes were "learning by seeing things in practice" and "preparation and evaluation". Learning outcomes were categorised as learning about: working, professional competences and personal growth. Most frequently mentioned - in most cases with difficult experiences - were "professional knowledge and skills", "learning about personal growth" and "learning about working". The latter was mentioned most often by MHS-res. students. Medical students' responses suggested that they occasionally perceived the clerkship environment as stressful. DISCUSSION AND CONCLUSIONS: Although the small sample size precludes any firm conclusions, the overwhelming impression is that students prefer being actively involved in their learning process. In addition, traineeships appear to introduce students to professional working life the hard way. Investigating how teachers and supervisors can stimulate active learning and facilitate the introduction to professional practice might be subjects for fruitful further investigation.

Adult↗
PubMed2001

Do learning style and learning environment affect learning outcome?

This study compared learning outcomes of students with different learning styles, as identified by the Kolb Learning Style Inventory indicators, in a traditional in-class environment with those taking the same course via distance education. The above-average scores were evenly distributed, 47% of the in-class group and 43% of the distance group. For three of the four learning styles, there was no relationship to learning outcome or environment. The Diverger group did show a relationship with above-average scores in the distance group (83%). The findings support that the classroom or distance environment did not influence learning outcome. Learning style did not appear to affect learning outcome in either group, except that the Diverger learning style may have a positive relationship to learning in the distance environment.

Adult↗
PubMed2001

The process of developing a research questionnaire to measure attitudes to shared learning.

This article discusses the process by which a questionnaire was developed specifically to measure attitude to shared learning. Over a three-year period the attitude questionnaire was developed and tested using pre-registration students who were engaged in a shared learning programme. These pre-registration students were from three professional groups, namely occupational therapy (OT), diagnostic radiography (DR), and therapeutic radiography (TR). While the study hypothesis was that shared learning would improve attitudes over the three-year period, the focus of this article is to discuss the process by which the research instrument was developed. The rationale for focusing on the process is a simple one. After a diligent literature search it was clear that there were no attitude questionnaires specific to attitude measurement in relation to shared learning. Thus without an already validated attitude to a shared learning questionnaire, it became imperative to create systematically a credible attitude measure of shared learning. The process centred on understanding how monadic scales are constructed and used to measure attitudes and perceptions of participants. Amongst a number of processes to be followed was the need also to check the reliability of the developed questionnaire. This was done using the Cronbach alpha coefficient. A Cronbach alpha coefficient of 0.7 was set as a minimum reliability requirement, which was duly satisfied. The outcome of this process was that it very useful to learn how to produce a suitable instrument to measure attitude to shared learning and to add in a small way to the range of attitude questionnaires available.

Journal Article↗
PubMed2004

A student learning perspective on teaching and learning, with implications for problem-based learning.

Over the last 20 years or so, there has been a substantial development in our understanding of how and what university students learn in their courses (here meaning a component of a programme) and programmes of study. This research has shown that rather than there being a direct connection between the way teachers teach and design their courses, and the quality of their students' learning outcomes, the relationship is indirect. The way students perceive and understand their learning context and the way they approach their learning in relationship to these perceptions have been found to be major intervening factors between teachers' teaching and students' learning outcomes. Their perceptions are, in turn, constituted in relation to their prior experiences of teaching and learning and what is designed for them to learn. In this paper, some of the key findings of this research and how it can be related to a problem-based learning (PBL) perspective in higher education are outlined. In particular, it is argued that the variation in students' perceptions and understanding of what PBL is about is fundamental to the way they approach their studies and to their learning outcomes.

Comprehension↗
PubMed1986

Normal olfactory discrimination learning set and facilitation of reversal learning after medial-temporal damage in rats: implications for an account of preserved learning abilities in amnesia.

Recent evidence of preserved skill learning in patients with "global" amnesia has led to the postulation of a qualitative distinction between functionally separate memory systems, one of which may remain preserved when the other is profoundly impaired. On one account, the separate memory systems support either the learning of declarative knowledge, i.e., facts and associations, or the learning of procedural knowledge, i.e., knowledge that permits the expression of skilled performance without reference to specific facts or associations. In an effort to develop a rodent model of amnesia that illustrates the same distinction between memory systems, rats were trained in a series of discrimination and reversal problems using olfaction, a sensory modality in which they rapidly learn new associations. Rats with bilateral fornix, amygdala, or combined fornix and amygdala damage learned successive two-odor discriminations as quickly as normal and sham-operated control subjects. Furthermore, all groups rapidly acquired the skills of discrimination as revealed in the development of a learning set. Subsequent presentation of a reversal of one discrimination elicited a marked dissociation among groups: Normal rats and rats with amygdala lesions required many more trials to acquire the reversal than to acquire a new discrimination problem, whereas rats with fornix lesions learned the reversal rather easily. A detailed analysis of response strategies suggested that normal rats and rats with amygdala lesions first extinguished the prior response tendencies and then abandoned the learning set skills and treated the reversal much as they did the initial discrimination problem.(ABSTRACT TRUNCATED AT 250 WORDS)

Amnesia↗
PubMed2002

What is learned in sequential learning? An associative model of reward magnitude serial-pattern learning.

A computational model of sequence learning is described that is based on pairwise associations and generalization. Simulations by the model predicted that rats should learn a long monotonic pattern of food quantities better than a nonmonotonic pattern, as predicted by rule-learning theory, and that they should learn a short nonmonotonic pattern with highly discriminable elements better than 1 with less discriminable elements, as predicted by interitem association theory. In 2 other studies, the model also simulated behavioral "rule generalization," "extrapolation," and associative transfer data motivated by both rule-learning and associative perspectives. Although these simulations do not rule out the possibility that rats can use rule induction to learn serial patterns, they show that a simple associative model can account for the classical behavioral studies implicating rule learning in reward magnitude serial-pattern learning.

Animals↗
PubMed2002

Development of the Clinical Learning Environment Inventory: using the theoretical framework of learning environment studies to assess nursing students' perceptions of the hospital as a learning environment.

Clinical learning is an integral part of nursing education; yet, clinical education has been problematic. Why are some clinical experiences better than others? Various studies have indicated that not all practice settings are able to provide student nurses with a positive learning environment. The clinical learning environment is a multidimensional entity with a complex social context. Classroom learning environment research based on psychosocial educational conceptual frameworks has been well established in the past 30 years, with evidential benefits. Previous research on clinical learning environment was examined. However, minimal studies have been conducted on hospital learning environments from the psychosocial educational perspective. To maximize nursing students' clinical learning experiences, the author developed the Clinical Learning Environment Inventory based on the theoretical framework in psychosocial education.

Attitude of Health Personnel↗
PubMed1999

Learning in Parkinson's disease: eyeblink conditioning, declarative learning, and procedural learning.

OBJECTIVE: To assess the degree of learning ability in Parkinson's disease. METHODS: Three different learning tasks: eyeblink classical conditioning with delay and trace paradigms, the California verbal learning test (CVLT), and a serial reaction time task (SRTT) were studied in patients with Parkinson's disease and normal (control) subjects. RESULTS: In the eyeblink conditioning tasks, both patients and normal subjects showed significant learning effects without between group differences. In the CVLT, patients remembered significantly fewer words than normal subjects in both short term and long term cued recall tasks. In the SRTT, normal subjects had significantly reduced response time and error rates across blocks of repeated sequence trials, whereas patients had significantly reduced error, but not response time rates. CONCLUSION: Impairment of nigrostriatal pathways selectively affects performance in complex learning tasks that are competitive and require alertness such as the SRTT, but not in simple learning procedures such as eyeblink conditioning.

Adult↗
PubMed2006

Treatment with MDMA from P11-20 disrupts spatial learning and path integration learning in adolescent rats but only spatial learning in older rats.

RATIONALE: Previous studies in rats showed that postnatal day (P)11-20 exposure to +/-3,4-methylenedioxymethamphetamine (MDMA, ecstasy) causes learning and memory deficits in adulthood. The emergence and permanence of these learning deficits are currently unknown. OBJECTIVE: This study was designed to investigate learning and memory deficits in adolescent (P30 or P40) and older (P180 or P360) rats exposed to MDMA from P11-20. MATERIALS AND METHODS: Within each litter half the animals were exposed to MDMA (20 mg/kg) and half to saline (SAL) twice a day (8 h apart) from P11-20. In experiment (exp) 1, behavioral testing began on either P30 or P40, whereas in exp 2, testing began on either P180 or P360. Offspring were tested in the Cincinnati water maze (CWM), a test of path integration learning (2 trials/day for 5 days), and the Morris water maze (MWM) (three phases, with 5 days of 4 trials/day and a probe trial on the sixth day per phase). RESULTS: MDMA-treated rats took longer to find the platform and traveled a greater distance to find the platform at all ages tested in all phases of the MWM. MDMA-treated animals also spent less time in the target quadrant during probe trials. In the CWM, P30 and P40 animals took longer to find the goal and committed more errors in locating the goal, while P180 and P360 MDMA-treated animals performed similarly to SAL-treated animals. CONCLUSION: The data suggest that the spatial learning and memory deficits induced by MDMA are long lasting, while the path integration deficits recover over time.

Age Factors↗
PubMed2005

Conditional motor learning in the nonspatial domain: effects of errorless learning and the contribution of the fornix to one-trial learning.

Conditional motor learning contributes importantly to behavioral flexibility. In previous work, the authors found that fornix transections impaired the ability of macaque monkeys (Macaca mulatta) to learn conditional motor associations between the nonspatial features of visual stimuli and nonspatially differentiated responses. In the present study, they found that significant 1-trial learning of such associations also depended on the fornix. Furthermore, removal of the hippocampus, subiculum, and subjacent parahippocampal cortex, added to fornix transection, had no effect, thus demonstrating that fornix transections eliminated the contribution of the hippocampal system. In addition, the authors examined the effect of errorless learning and found, in control monkeys, that errors made prior to the 1st correct response retarded 1-trial learning.

Animals↗
PubMed1990

Rescue of the learning defect in dunce, a Drosophila learning mutant, by an allele of rutabaga, a second learning mutant.

rutabaga1 (rut1), a Drosophila learning mutant, has adenylate cyclase (EC 4.6.1.1) with reduced basal activity and the absence of calcium/calmodulin-stimulated activity. A second learning mutant, dunce, is defective in cyclic AMP degradation due to decreased or absent phosphodiesterase activity. These opposing biochemical defects allow rut1 to partially suppress the female sterility caused by elevated cyclic AMP levels in dunce flies. Selection of mutations that suppress dunce sterility has led to the isolation of two rutabaga alleles. The alleles (rut2 and rut3) decrease basal adenylate cyclase activity [Bellen, H. J., Gregory, B. K., Olsson, C. L. & Kiger, J. A. (1987) Dev. Biol. 121, 432-444] but, unlike the original rutabaga mutation, leave the calcium/calmodulin-stimulated activity intact. Behaviorally, the two alleles also differ from rut1. One of the mutations partially rescues the dunce learning defect, and flies bearing both alleles learn. Calcium responsiveness may thus be the crucial component of adenylate cyclase activity required for associative learning.

3',5'-Cyclic-AMP Phosphodiesterases↗
PubMed1993

How do psychiatric nurses learn?: Modes of learning and learning self-directedness.

Houle's typology of continuing professional learning was used to investigate the phenomena of continuing professional learning and learning self-directedness in psychiatric nurses. Five research questions guided the study that was the first to examine the learning styles and preferences of psychiatric nurses. The results have relevance for those planning educational opportunities and programs for psychiatric nurses and for those psychiatric nurses interested in insight into the dynamics of their own continuing learning.

Adult↗
PubMed2004

Diagnosticity and prototypicality in category learning: a comparison of inference learning and classification learning.

Category knowledge allows for both the determination of category membership and an understanding of what the members of a category are like. Diagnostic information is used to determine category membership; prototypical information reflects the most likely features given category membership. Two experiments examined 2 means of category learning, classification and inference learning, in terms of sensitivity to diagnostic and prototypical information. Classification learners were highly sensitive to diagnostic features but not sensitive to nondiagnostic, but prototypical, features. Inference learners were less sensitive to the diagnostic features than were classification learners and were also sensitive to the nondiagnostic, prototypical, features. Discussion focuses on aspects of the 2 learning tasks that might lead to this differential sensitivity and the implications for learning real-world categories.

Classification↗
PubMed2005

Learning twice is different from learning once and from learning more.

The rat hippocampus plays a crucial role in the consolidation of a variety of memories, including that for a one trial inhibitory avoidance learning task in which stepping down from a platform is associated with a footshock. Here we show that this is the case regardless of the intensity of the footshock used and hence, of the strength of the learned response. However, additional learning produced by a second training session in this task does not involve the hippocampus but, instead, the striatum. Memory consolidation of the second trial requires glutamate alpha-amino-3-hydroxy-5-methyl-4-isoxazole propionate, N-methyl-D-aspartate and metabotropic receptors, activation of signaling pathways, gene expression and protein synthesis in the striatum, as are required in the hippocampus during memory consolidation of the first trial.

Animals↗