age-limited learning effects: Topics by Science.gov

Sample records for age-limited learning effects

Age moderates the effect of acute dopamine depletion on passive avoidance learning.

PubMed

Kelm, Mary Katherine; Boettiger, Charlotte Ann

2015-04-01

Despite extensive links between reinforcement-based learning and dopamine (DA), studies to date have not found consistent effects of acute DA reduction on reinforcement learning in both men and women. Here, we tested the effects of reducing DA on reward- and punishment-based learning using the deterministic passive avoidance learning (PAL) task. We tested 16 (5 female) adults (ages 22-40) in a randomized, cross-over design to determine whether reducing global DA by administering an amino acid beverage deficient in the DA precursors, phenylalanine and tyrosine (P/T[-]), would affect PAL task performance. We found that P/T[-] beverage effects on PAL performance were modulated by age. Specifically, we found that P/T depletion significantly improved learning from punishment with increasing participant age. Participants committed 1.49 fewer passive avoidance errors per additional year of age (95% CI, -0.71 - -2.27, r=-0.74, p=0.001). Moreover, P/T depletion improved learning from punishment in adults (ages 26-40) while it impaired learning from punishment in emerging adults (ages 22-25). We observed similar, but non-significant trends in learning from reward. While there was no overall effect of P/T-depletion on reaction time (RT), there was a relationship between the effect of P/T depletion on PAL performance and RT; those who responded more slowly on the P/T[-] beverage also made more errors on the P/T[-] beverage. When P/T-depletion slowed RT after a correct response, there was a worsening of PAL task performance; there was no similar relationship for the RT after an incorrect response and PAL task performance. Moreover, among emerging adults, changes in mood on the P/T[-] beverage negatively correlated with learning from reward on the P/T[-] beverage. Together, we found that both reward- and punishment-based learning are sensitive to central catecholamine levels, and that these effects of acute DA reduction vary with age. Copyright © 2015 Elsevier Inc. All rights
Age Moderates the Effect of Acute Dopamine Depletion on Passive Avoidance Learning

PubMed Central

Kelm, Mary Katherine; Boettiger, Charlotte Ann

2015-01-01

Despite extensive links between reinforcement-based learning and dopamine (DA), studies to date have not found consistent effects of acute DA reduction on reinforcement learning in both men and women. Here, we tested the effects of reducing DA on reward- and punishment-based learning using the deterministic passive avoidance learning (PAL) task We tested 16 (5 female) adults (ages 22–40) in a randomized, cross-over design to determine whether reducing global DA by administering an amino acid beverage deficient in the DA precursors, phenylalanine and tyrosine (P/T[−]), would affect performance on the PAL task. We found that P/T[−] beverage effects on PAL performance were modulated by age. In particular, we found that P/T depletion significantly improved learning from punishment with increasing participant age. Participants committed 1.49 fewer passive avoidance errors per additional year of age (95% CI, −0.71 – −2.27, r=−0.74, p=0.001). Moreover, in this small sample, P/T depletion improved learning from punishment in adults (ages 26–40) while it impaired learning from punishment in emerging adults (ages 22–25). We observed similar, but non-significant trends in learning from reward. While there was no overall effect of P/T-depletion on reaction time (RT), there was a relationship between the effect of P/T depletion on PAL performance and RT; those who responded more slowly on the P/T[−] beverage also made more errors on the P/T[−] beverage. When P/T-depletion slowed RT after a correct response, there was a worsening of PAL task performance; there was no similar relationship for the RT after an incorrect response and PAL task performance. Moreover, among emerging adults, changes in mood on the P/T[−] beverage negatively correlated with learning from reward on the P/T[−] beverage. Together, we found that both reward- and punishment-based learning are sensitive to central catecholamine levels, and that these effects of acute DA reduction vary
The effect of normal aging and age-related macular degeneration on perceptual learning.

PubMed

Astle, Andrew T; Blighe, Alan J; Webb, Ben S; McGraw, Paul V

2015-01-01

We investigated whether perceptual learning could be used to improve peripheral word identification speed. The relationship between the magnitude of learning and age was established in normal participants to determine whether perceptual learning effects are age invariant. We then investigated whether training could lead to improvements in patients with age-related macular degeneration (AMD). Twenty-eight participants with normal vision and five participants with AMD trained on a word identification task. They were required to identify three-letter words, presented 10° from fixation. To standardize crowding across each of the letters that made up the word, words were flanked laterally by randomly chosen letters. Word identification performance was measured psychophysically using a staircase procedure. Significant improvements in peripheral word identification speed were demonstrated following training (71% ± 18%). Initial task performance was correlated with age, with older participants having poorer performance. However, older adults learned more rapidly such that, following training, they reached the same level of performance as their younger counterparts. As a function of number of trials completed, patients with AMD learned at an equivalent rate as age-matched participants with normal vision. Improvements in word identification speed were maintained at least 6 months after training. We have demonstrated that temporal aspects of word recognition can be improved in peripheral vision with training across a range of ages and these learned improvements are relatively enduring. However, training targeted at other bottlenecks to peripheral reading ability, such as visual crowding, may need to be incorporated to optimize this approach.
The effect of normal aging and age-related macular degeneration on perceptual learning

PubMed Central

Astle, Andrew T.; Blighe, Alan J.; Webb, Ben S.; McGraw, Paul V.

2015-01-01

We investigated whether perceptual learning could be used to improve peripheral word identification speed. The relationship between the magnitude of learning and age was established in normal participants to determine whether perceptual learning effects are age invariant. We then investigated whether training could lead to improvements in patients with age-related macular degeneration (AMD). Twenty-eight participants with normal vision and five participants with AMD trained on a word identification task. They were required to identify three-letter words, presented 10° from fixation. To standardize crowding across each of the letters that made up the word, words were flanked laterally by randomly chosen letters. Word identification performance was measured psychophysically using a staircase procedure. Significant improvements in peripheral word identification speed were demonstrated following training (71% ± 18%). Initial task performance was correlated with age, with older participants having poorer performance. However, older adults learned more rapidly such that, following training, they reached the same level of performance as their younger counterparts. As a function of number of trials completed, patients with AMD learned at an equivalent rate as age-matched participants with normal vision. Improvements in word identification speed were maintained at least 6 months after training. We have demonstrated that temporal aspects of word recognition can be improved in peripheral vision with training across a range of ages and these learned improvements are relatively enduring. However, training targeted at other bottlenecks to peripheral reading ability, such as visual crowding, may need to be incorporated to optimize this approach. PMID:26605694
Positivity effect in healthy aging in observational but not active feedback-learning.

PubMed

Bellebaum, Christian; Rustemeier, Martina; Daum, Irene

2012-01-01

The present study investigated the impact of healthy aging on the bias to learn from positive or negative performance feedback in observational and active feedback learning. In active learning, a previous study had already shown a negative learning bias in healthy seniors older than 75 years, while no bias was found for younger seniors. However, healthy aging is accompanied by a 'positivity effect', a tendency to primarily attend to stimuli with positive valence. Based on recent findings of dissociable neural mechanisms in active and observational feedback learning, the positivity effect was hypothesized to influence older participants' observational feedback learning in particular. In two separate experiments, groups of young (mean age 27) and older participants (mean age 60 years) completed an observational or active learning task designed to differentially assess positive and negative learning. Older but not younger observational learners showed a significant bias to learn better from positive than negative feedback. In accordance with previous findings, no bias was found for active learning. This pattern of results is discussed in terms of differences in the neural underpinnings of active and observational learning from performance feedback.
Practice makes it better: A psychophysical study of visual perceptual learning and its transfer effects on aging.

PubMed

Li, Xuan; Allen, Philip A; Lien, Mei-Ching; Yamamoto, Naohide

2017-02-01

Previous studies on perceptual learning, acquiring a new skill through practice, appear to stimulate brain plasticity and enhance performance (Fiorentini & Berardi, 1981). The present study aimed to determine (a) whether perceptual learning can be used to compensate for age-related declines in perceptual abilities, and (b) whether the effect of perceptual learning can be transferred to untrained stimuli and subsequently improve capacity of visual working memory (VWM). We tested both healthy younger and older adults in a 3-day training session using an orientation discrimination task. A matching-to-sample psychophysical method was used to measure improvements in orientation discrimination thresholds and reaction times (RTs). Results showed that both younger and older adults improved discrimination thresholds and RTs with similar learning rates and magnitudes. Furthermore, older adults exhibited a generalization of improvements to 3 untrained orientations that were close to the training orientation and benefited more compared with younger adults from the perceptual learning as they transferred learning effects to the VWM performance. We conclude that through perceptual learning, older adults can partially counteract age-related perceptual declines, generalize the learning effect to other stimulus conditions, and further overcome the limitation of using VWM capacity to perform a perceptual task. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Age and Gender's Interactive Effects on Learning Satisfaction among Senior University Students

ERIC Educational Resources Information Center

Yang, Stephanie; Hsu, Wan-Chen; Chen, Hsueh-Chih

2016-01-01

With the growing number of older adults becoming a global concern, developed countries have focused on education as a means to promote successful aging. Previous research has focused on the effects of gender and age on learning satisfaction among senior students. Nevertheless, little attention has been paid to the interactive effects of age and…
Age difference in dual-task interference effects on procedural learning in children.

PubMed

Lejeune, Caroline; Desmottes, Lise; Catale, Corinne; Meulemans, Thierry

2015-01-01

The current study aimed to investigate the role played by explicit mechanisms during procedural learning in two age groups of children (7 and 10 years) using a dual-task paradigm. To do this, we explored the effect of an interference task during the early and late phases of a mirror tracing learning task. The results showed a differential impact of the secondary task on the two age groups, but only during the first learning phase; the performance of 10-year-olds was affected by the second task, whereas in 7-year-olds no performance difference was found between the single- and dual-task conditions. Overall, our study suggests that there are differences in the amount of effortful processing in which 7- and 10-year-olds engage at the beginning of the learning process; procedural learning in young children is mainly implicit, as attested by its lesser sensitivity to an interference task, whereas high-level explicit mechanisms seem to contribute to the procedural performance of 10-year-olds. However, these explicit mechanisms, even if they have an effect on performance, might not have an impact on the learning curve given that no difference in rate of acquisition was found between age groups. These findings are discussed in the light of classical conceptions of procedural learning. Copyright © 2014 Elsevier Inc. All rights reserved.
Aging Memory Is "Not" a Limiting Factor for Lifelong Learning

ERIC Educational Resources Information Center

Lalovic, Dejan; Gvozdenovic, Vasilije

2015-01-01

Efficient memory is one of the necessary cognitive potentials required for virtually every form of lifelong learning. In this contribution we first briefly review and summarize state of the art of knowledge on memory and related cognitive functions in normal aging. Then we critically discuss a relatively short inventory of clinical, psychometric,…
Effectiveness of Adaptive Contextual Learning Model of Integrated Science by Integrating Digital Age Literacy on Grade VIII Students

NASA Astrophysics Data System (ADS)

Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.

2018-04-01

Educational graduates should have good competencies to compete in the 21st century. Integrated learning is a good way to develop competence of students in this century. Besides that, literacy skills are very important for students to get success in their learning and daily life. For this reason, integrated science learning and literacy skills are important in 2013 curriculum. However, integrated science learning and integration of literacy in learning can’t be implemented well. Solution of this problem is to develop adaptive contextual learning model by integrating digital age literacy. The purpose of the research is to determine the effectiveness of adaptive contextual learning model to improve competence of grade VIII students in junior high school. This research is a part of the research and development or R&D. Research design which used in limited field testing was before and after treatment. The research instruments consist of three parts namely test sheet of learning outcome for assessing knowledge competence, observation sheet for assessing attitudes, and performance sheet for assessing skills of students. Data of student’s competence were analyzed by three kinds of analysis, namely descriptive statistics, normality test and homogeneity test, and paired comparison test. From the data analysis result, it can be stated that the implementation of adaptive contextual learning model of integrated science by integrating digital age literacy is effective to improve the knowledge, attitude, and literacy skills competences of grade VIII students in junior high school at 95% confidence level.
Aging and Learning.

ERIC Educational Resources Information Center

Mayor's Office for Senior Citizens, Chicago, IL.

The process of learning with respect to age is discussed. Learning may be defined as the acquisition of information or skills. Three non-cognitive factors varying with age are loss of speed, health, and motivation. Studies on learning in relation to age have not controlled for non-learning factors. Perceptual and psychomotor studies are not…
Independent effects of age and levodopa on reversal learning in healthy volunteers.

PubMed

Vo, Andrew; Seergobin, Ken N; MacDonald, Penny A

2018-05-18

The dopamine overdose hypothesis has provided an important theoretical framework for understanding cognition in Parkinson's disease. It posits that effects of dopaminergic therapy on cognition in Parkinson's disease depend on baseline dopamine levels in brain regions that support different functions. Although functions performed by more severely dopamine-depleted brain regions improve with medication, those associated with less dopamine deficient areas are actually worsened. It is presumed that medication-related worsening of cognition owes to dopamine overdose. We investigated whether age-related changes in baseline dopamine levels would modulate effects of dopaminergic therapy on reward learning in healthy volunteers. In a double-blind, crossover design, healthy younger and older adults completed a probabilistic reversal learning task after treatment with 100/25 mg of levodopa/carbidopa versus placebo. Older adults learned more poorly than younger adults at baseline, being more likely to shift responses after misleading punishment. Levodopa worsened stimulus-reward learning relative to placebo to the same extent in both groups, irrespective of differences in baseline performance and expected dopamine levels. When order effects were eliminated, levodopa induced response shifts after reward more often than placebo. Our results reveal independent deleterious effects of age group and exogenous dopamine on reward learning, suggesting a more complex scenario than predicted by the dopamine overdose hypothesis. Copyright © 2018 Elsevier Inc. All rights reserved.
The Effects of Age Factor on Learning English: A Case Study of Learning English in Saudi Schools, Saudi Arabia

ERIC Educational Resources Information Center

Gawi, Elsadig Mohamed Khalifa

2012-01-01

The purpose of this study is to investigate the effect of age on learning English in Saudi Arabia. It aims at encouraging the learning of English as a foreign language at an early age in KSA. The populations of the study are English language teachers and Saudi students in elementary schools compared with intermediate school students in Dawadmi…
Age-dependent effects of neonatal methamphetamine exposure on spatial learning

PubMed Central

Vorhees, Charles V.; Skelton, Matthew R.; Williams, Michael T.

2009-01-01

Neonatal rats exposed to (+)-methamphetamine (MA) display spatial learning and reference memory deficits in the Morris water maze. In separate experiments the emergence and permanence of these effects were determined. Twenty litters were used in each experiment, and two male/female pairs/litter received saline or MA (5 mg/kg four times a day) on postnatal days (P) 11–20. In experiment 1, one MA and one saline pair from each litter began testing on either P30 or P40, whereas in experiment 2, testing began on P180 or P360. Animals received trials in a straight swimming channel and then in the Morris maze (acquisition, reversal, and reduced platform phases). In both experiments, MA-treated groups showed impaired learning in the platform trials and impaired reference memory in the probe trials, which were largely independent of age. The P30 and P40 MA impairments were seen on acquisition and reduced platform trials but not on reversal. In the probe trials, MA effects were seen during all phases. The P180 and P360 MA-induced deficits were seen in all phases of the platform trials. In probe trials, deficits were only seen during the reversal and reduced platform phases. The results demonstrate that neonatal MA treatment induces spatial learning and reference memory deficits that emerge early and persist until at least 1 year of age, suggesting permanence. PMID:17762523
Landmark discrimination learning in the dog: effects of age, an antioxidant fortified food, and cognitive strategy.

PubMed

Milgram, Norton W; Head, E; Muggenburg, B; Holowachuk, D; Murphey, H; Estrada, J; Ikeda-Douglas, C J; Zicker, S C; Cotman, C W

2002-10-01

The landmark discrimination learning test can be used to assess the ability to utilize allocentric spatial information to locate targets. The present experiments examined the role of various factors on performance of a landmark discrimination learning task in beagle dogs. Experiments 1 and 2 looked at the effects of age and food composition. Experiments 3 and 4 were aimed at characterizing the cognitive strategies used in performance on this task and in long-term retention. Cognitively equivalent groups of old and young dogs were placed into either a test group maintained on food enriched with a broad-spectrum of antioxidants and mitochondrial cofactors, or a control group maintained on a complete and balanced food formulated for adult dogs. Following a wash-in period, the dogs were tested on a series of problems, in which reward was obtained when the animal responded selectively to the object closest to a thin wooden block, which served as a landmark. In Experiment 1, dogs were first trained to respond to a landmark placed directly on top of coaster, landmark 0 (L0). In the next phase of testing, the landmark was moved at successively greater distances (1, 4 or 10 cm) away from the reward object. Learning varied as a function of age group, food group, and task. The young dogs learned all of the tasks more quickly than the old dogs. The aged dogs on the enriched food learned L0 significantly more rapidly than aged dogs on control food. A higher proportion of dogs on the enriched food learned the task, when the distance was increased to 1cm. Experiment 2 showed that accuracy decreased with increased distance between the reward object and landmark, and this effect was greater in old animals. Experiment 3 showed stability of performance, despite using a novel landmark, and new locations, indicating that dogs learned the landmark concept. Experiment 4 found age impaired long-term retention of the landmark task. These results indicate that allocentric spatial learning
Age Effects in Second Language Learning: Stepping Stones toward Better Understanding

ERIC Educational Resources Information Center

DeKeyser, Robert M.

2013-01-01

The effect of age of acquisition on ultimate attainment in second language learning has been a controversial topic for years. After providing a very brief overview of the ideas that are at the core of the controversy, I discuss the two main reasons why these issues are so controversial: conceptual misunderstandings and methodological difficulties.…
Proactive and retroactive transfer of middle age adults in a sequential motor learning task.

PubMed

Verneau, Marion; van der Kamp, John; Savelsbergh, Geert J P; de Looze, Michiel P

2015-03-01

We assessed the effects of aging in the transfer of motor learning in a sequential manual assembly task that is representative for real working conditions. On two different days, young (18-30 years) and middle-aged adults (50-65 years) practiced to build two products that consisted of the same six components but which had to be assembled in a partly different order. Assembly accuracy and movement time during tests, which were performed before and after the practice sessions, were compared to determine proactive and retroactive transfer. The results showed proactive facilitation (i.e., benefits from having learned the first product on learning the second one) in terms of an overall shortening of movement time in both age-groups. In addition, only the middle-aged adults were found to show sequence-specific proactive facilitation, in which the shortening of movement time was limited to components that had the same the order in the two products. Most likely, however, the sequence-specific transfer was an epiphenomenon of the comparatively low rate of learning among the middle-aged adults. The results, however, did reveal genuine differences between the groups for retroactive transfer (i.e., effects from learning the second product on performance of the first). Middle-aged adults tended to show more pronounced retroactive interference in terms of a general decrease in accuracy, while younger adults showed sequence-specific retroactive facilitation (i.e., shortening of movement times for components that had the same order in the two products), but only when they were fully accurate. Together this suggests that in the learning of sequential motor tasks the effects of age are more marked for retroactive transfer than for proactive transfer. Copyright © 2015 Elsevier B.V. All rights reserved.
Cognitive procedural learning among children and adolescents with or without spastic cerebral palsy: the differential effect of age.

PubMed

Gofer-Levi, M; Silberg, T; Brezner, A; Vakil, E

2014-09-01

Children learn to engage their surroundings skillfully, adopting implicit knowledge of complex regularities and associations. Probabilistic classification learning (PCL) is a type of cognitive procedural learning in which different cues are probabilistically associated with specific outcomes. Little is known about the effects of developmental disorders on cognitive skill acquisition. Twenty-four children and adolescents with cerebral palsy (CP) were compared to 24 typically developing (TD) youth in their ability to learn probabilistic associations. Performance was examined in relation to general cognitive abilities, level of motor impairment and age. Improvement in PCL was observed for all participants, with no relation to IQ. An age effect was found only among TD children. Learning curves of children with CP on a cognitive procedural learning task differ from those of TD peers and do not appear to be age sensitive. Copyright © 2014 Elsevier Ltd. All rights reserved.
Age effects shrink when motor learning is predominantly supported by nondeclarative, automatic memory processes: evidence from golf putting.

PubMed

Chauvel, Guillaume; Maquestiaux, François; Hartley, Alan A; Joubert, Sven; Didierjean, André; Masters, Rich S W

2012-01-01

Can motor learning be equivalent in younger and older adults? To address this question, 48 younger (M = 23.5 years) and 48 older (M = 65.0 years) participants learned to perform a golf-putting task in two different motor learning situations: one that resulted in infrequent errors or one that resulted in frequent errors. The results demonstrated that infrequent-error learning predominantly relied on nondeclarative, automatic memory processes whereas frequent-error learning predominantly relied on declarative, effortful memory processes: After learning, infrequent-error learners verbalized fewer strategies than frequent-error learners; at transfer, a concurrent, attention-demanding secondary task (tone counting) left motor performance of infrequent-error learners unaffected but impaired that of frequent-error learners. The results showed age-equivalent motor performance in infrequent-error learning but age deficits in frequent-error learning. Motor performance of frequent-error learners required more attention with age, as evidenced by an age deficit on the attention-demanding secondary task. The disappearance of age effects when nondeclarative, automatic memory processes predominated suggests that these processes are preserved with age and are available even early in motor learning.
The effect of presentation rate on implicit sequence learning in aging.

PubMed

Foster, Chris M; Giovanello, Kelly S

2017-02-01

Implicit sequence learning is thought to be preserved in aging when the to-be learned associations are first-order; however, when associations are second-order, older adults (OAs) tend to experience deficits as compared to young adults (YAs). Two experiments were conducted using a first (Experiment 1) and second-order (Experiment 2) serial-reaction time task. Stimuli were presented at a constant rate of either 800 milliseconds (fast) or 1200 milliseconds (slow). Results indicate that both age groups learned first-order dependencies equally in both conditions. OAs and YAs also learned second-order dependencies, but the learning of lag-2 information was significantly impacted by the rate of presentation for both groups. OAs showed significant lag-2 learning in slow condition while YAs showed significant lag-2 learning in the fast condition. The sensitivity of implicit sequence learning to the rate of presentation supports the idea that OAs and YAs different processing speeds impact the ability to build complex associations across time and intervening events.

Personalized Age Progression with Bi-Level Aging Dictionary Learning.

PubMed

Shu, Xiangbo; Tang, Jinhui; Li, Zechao; Lai, Hanjiang; Zhang, Liyan; Yan, Shuicheng

2018-04-01

Age progression is defined as aesthetically re-rendering the aging face at any future age for an individual face. In this work, we aim to automatically render aging faces in a personalized way. Basically, for each age group, we learn an aging dictionary to reveal its aging characteristics (e.g., wrinkles), where the dictionary bases corresponding to the same index yet from two neighboring aging dictionaries form a particular aging pattern cross these two age groups, and a linear combination of all these patterns expresses a particular personalized aging process. Moreover, two factors are taken into consideration in the dictionary learning process. First, beyond the aging dictionaries, each person may have extra personalized facial characteristics, e.g., mole, which are invariant in the aging process. Second, it is challenging or even impossible to collect faces of all age groups for a particular person, yet much easier and more practical to get face pairs from neighboring age groups. To this end, we propose a novel Bi-level Dictionary Learning based Personalized Age Progression (BDL-PAP) method. Here, bi-level dictionary learning is formulated to learn the aging dictionaries based on face pairs from neighboring age groups. Extensive experiments well demonstrate the advantages of the proposed BDL-PAP over other state-of-the-arts in term of personalized age progression, as well as the performance gain for cross-age face verification by synthesizing aging faces.
Age Limits.

PubMed

Antfolk, Jan

2017-03-01

Whereas women of all ages prefer slightly older sexual partners, men-regardless of their age-have a preference for women in their 20s. Earlier research has suggested that this difference between the sexes' age preferences is resolved according to women's preferences. This research has not, however, sufficiently considered that the age range of considered partners might change over the life span. Here we investigated the age limits (youngest and oldest) of considered and actual sex partners in a population-based sample of 2,655 adults (aged 18-50 years). Over the investigated age span, women reported a narrower age range than men and women tended to prefer slightly older men. We also show that men's age range widens as they get older: While they continue to consider sex with young women, men also consider sex with women their own age or older. Contrary to earlier suggestions, men's sexual activity thus reflects also their own age range, although their potential interest in younger women is not likely converted into sexual activity. Compared to homosexual men, bisexual and heterosexual men were more unlikely to convert young preferences into actual behavior, supporting female-choice theory.
The Effect of Old Age on Supra-Span Learning of Visuo-Spatial Sequences under Incidental and Intentional Encoding Instructions

ERIC Educational Resources Information Center

Gagnon, Sylvain; Bedard, Marie-Josee; Turcotte, Josee

2005-01-01

Recent findings [Turcotte, Gagnon, & Poirier, 2005. The effect of old age on the learning of supra-span sequences. "Psychology and Aging," 20, 251-260.] indicate that incidental learning of visuo-spatial supra-span sequences through immediate serial recall declines with old age (Hebb's paradigm). In this study, we examined whether…
The significance of 'facilitator as a change agent'--organisational learning culture in aged care home settings.

PubMed

Grealish, Laurie; Henderson, Amanda; Quero, Fritz; Phillips, Roslyn; Surawski, May

2015-04-01

To explore the impact of an educational programme focused on social behaviours and relationships on organisational learning culture in the residential aged care context. The number of aged care homes will continue to rise as the frail older elderly live longer, requiring more formal care and support. As with other small- to medium-sized health services, aged care homes are faced with the challenge of continuous development of the workforce and depend upon registered nurses to lead staff development. A mixed-method evaluation research design was used to determine the impact of an educational programme focused on social aspects of learning on organisational learning culture. One hundred and fifty-nine (pre) and 143 (post) participants from three aged care homes completed the Clinical Learning Organisational Culture survey, and three participant-researcher registered nurse clinical educators provided regular journal entries for review. While each site received the same educational programme over a six-month period, the change in organisational learning culture at each site was notably different. Two aged care homes had significant improvements in affiliation, one in accomplishment and one in recognition. The educators' journals differed in the types of learning observed and interventions undertaken, with Eucalyptus focused on organisational change, Grevillea focused on group (student) change and the Wattle focused on individual or situational change. Clinical educator activities appear to have a significant effect on organisational learning culture, with a focus on the organisational level having the greatest positive effect on learning culture and on individual or situational level having a limited effect. Clinical educator facilitation that is focused on organisational rather than individual interests may offer a key to improving organisational learning culture. © 2014 John Wiley & Sons Ltd.
Age-related impairments in active learning and strategic visual exploration.

PubMed

Brandstatt, Kelly L; Voss, Joel L

2014-01-01

Old age could impair memory by disrupting learning strategies used by younger individuals. We tested this possibility by manipulating the ability to use visual-exploration strategies during learning. Subjects controlled visual exploration during active learning, thus permitting the use of strategies, whereas strategies were limited during passive learning via predetermined exploration patterns. Performance on tests of object recognition and object-location recall was matched for younger and older subjects for objects studied passively, when learning strategies were restricted. Active learning improved object recognition similarly for younger and older subjects. However, active learning improved object-location recall for younger subjects, but not older subjects. Exploration patterns were used to identify a learning strategy involving repeat viewing. Older subjects used this strategy less frequently and it provided less memory benefit compared to younger subjects. In previous experiments, we linked hippocampal-prefrontal co-activation to improvements in object-location recall from active learning and to the exploration strategy. Collectively, these findings suggest that age-related memory problems result partly from impaired strategies during learning, potentially due to reduced hippocampal-prefrontal co-engagement.
The effects of aging on the interaction between reinforcement learning and attention.

PubMed

Radulescu, Angela; Daniel, Reka; Niv, Yael

2016-11-01

Reinforcement learning (RL) in complex environments relies on selective attention to uncover those aspects of the environment that are most predictive of reward. Whereas previous work has focused on age-related changes in RL, it is not known whether older adults learn differently from younger adults when selective attention is required. In 2 experiments, we examined how aging affects the interaction between RL and selective attention. Younger and older adults performed a learning task in which only 1 stimulus dimension was relevant to predicting reward, and within it, 1 "target" feature was the most rewarding. Participants had to discover this target feature through trial and error. In Experiment 1, stimuli varied on 1 or 3 dimensions and participants received hints that revealed the target feature, the relevant dimension, or gave no information. Group-related differences in accuracy and RTs differed systematically as a function of the number of dimensions and the type of hint available. In Experiment 2 we used trial-by-trial computational modeling of the learning process to test for age-related differences in learning strategies. Behavior of both young and older adults was explained well by a reinforcement-learning model that uses selective attention to constrain learning. However, the model suggested that older adults restricted their learning to fewer features, employing more focused attention than younger adults. Furthermore, this difference in strategy predicted age-related deficits in accuracy. We discuss these results suggesting that a narrower filter of attention may reflect an adaptation to the reduced capabilities of the reinforcement learning system. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Children show limited movement repertoire when learning a novel motor skill.

PubMed

Lee, Mei-Hua; Farshchiansadegh, Ali; Ranganathan, Rajiv

2017-09-27

Examining age differences in motor learning using real-world tasks is often problematic due to task novelty and biomechanical confounds. Here, we investigated how children and adults acquire a novel motor skill in a virtual environment. Participants of three different age groups (9-year-olds, 12-year-olds, and adults) learned to use their upper body movements to control a cursor on a computer screen. Results showed that 9-year-old and 12-year-old children showed poorer ability to control the cursor at the end of practice. Critically, when we investigated the movement coordination, we found that the lower task performance of children was associated with limited exploration of their movement repertoire. These results reveal the critical role of motor exploration in understanding developmental differences in motor learning. © 2017 John Wiley & Sons Ltd.
Learning and Active Aging

ERIC Educational Resources Information Center

Boulton-Lewis, Gillian M.; Buys, Laurie; Lovie-Kitchin, Jan

2006-01-01

Learning is an important aspect of aging productively. This paper describes results from 2645 respondents (aged from 50 to 74+ years) to a 165-variable postal survey in Australia. The focus is on learning and its relation to work; social, spiritual, and emotional status; health; vision; home; life events; and demographic details. Clustering…
The Effect of a Constructivist Learning Environment on the Limit Concept among Mathematics Student Teachers

ERIC Educational Resources Information Center

Bukova-Guzel, Esra

2007-01-01

The purpose of this study is to design a constructivist learning environment that helps learning the limit concept. The study is a pretest-posttest quasi-experimental research. The control and the experimental groups were chosen from the students attending a calculus course. Worksheets were used to assess students' learning of the limit concept.…
Creating Contexts for Middle-Age Learning.

ERIC Educational Resources Information Center

Stone, Sandra J.

1998-01-01

Presents the theories of Vygotsky and Bandura that provide the foundation for research on cross-age learning in multiple-age groupings. Discusses the cognitive, social, and emotional benefits children derive from mixed-age groupings. Outlines social learning contexts, such as learning centers and projects, and structural contexts, such as multiage…
An eye movement corpus study of the age-of-acquisition effect.

PubMed

Dirix, Nicolas; Duyck, Wouter

2017-12-01

In the present study, we investigated the effects of word-level age of acquisition (AoA) on natural reading. Previous studies, using multiple language modalities, showed that earlier-learned words are recognized, read, spoken, and responded to faster than words learned later in life. Until now, in visual word recognition the experimental materials were limited to single-word or sentence studies. We analyzed the data of the Ghent Eye-tracking Corpus (GECO; Cop, Dirix, Drieghe, & Duyck, in press), an eyetracking corpus of participants reading an entire novel, resulting in the first eye movement megastudy of AoA effects in natural reading. We found that the ages at which specific words were learned indeed influenced reading times, above other important (correlated) lexical variables, such as word frequency and length. Shorter fixations for earlier-learned words were consistently found throughout the reading process, in both early (single-fixation durations, first-fixation durations, gaze durations) and late (total reading times) measures. Implications for theoretical accounts of AoA effects and eye movements are discussed.
Fatigue limit of polycrystalline zirconium oxide ceramics: Effect of grinding and low-temperature aging.

PubMed

Pereira, G K R; Silvestri, T; Amaral, M; Rippe, M P; Kleverlaan, C J; Valandro, L F

2016-08-01

The following study aimed to evaluate the effect of grinding and low-temperature aging on the fatigue limit of Y-TZP ceramics for frameworks and monolithic restorations. Disc specimens from each ceramic material, Lava Frame (3M ESPE) and Zirlux FC (Ivoclar Vivadent) were manufactured according to ISO:6872-2008 and assigned in accordance with two factors: (1) "surface treatment"-without treatment (as-sintered, Ctrl), grinding with coarse diamond bur (181µm; Grinding); and (2) "low-temperature aging (LTD)" - presence and absence. Grinding was performed using a contra-angle handpiece under constant water-cooling. LTD was simulated in an autoclave at 134°C under 2-bar pressure for 20h. Mean flexural fatigue limits (20,000 cycles) were determined under sinusoidal loading using stair case approach. For Lava ceramic, it was observed a statistical increase after grinding procedure and different behavior after LTD stimuli (Ctrlaging promoted a statistical increase in the fatigue limit (Ctrlaging did not damage the fatigue limit values significantly for both materials evaluated, even though those conditions promoted increase in m-phase. Copyright © 2016 Elsevier Ltd. All rights reserved.
The Status of Rapid Response Learning in Aging

PubMed Central

Dew, Ilana T. Z.; Giovanello, Kelly S.

2010-01-01

Strong evidence exists for an age-related impairment in associative processing under intentional encoding and retrieval conditions, but the status of incidental associative processing has been less clear. Two experiments examined the effects of age on rapid response learning – the incidentally learned stimulus-response association that results in a reduction in priming when a learned response becomes inappropriate for a new task. Specifically, we tested whether priming was equivalently sensitive in both age groups to reversing the task-specific decision cue. Experiment 1 showed that cue inversion reduced priming in both age groups using a speeded inside/outside classification task, and in Experiment 2 cue inversion eliminated priming on an associative version of this task. Thus, the ability to encode an association between a stimulus and its initial task-specific response appears to be preserved in aging. These findings provide an important example of a form of associative processing that is unimpaired in older adults. PMID:20853961
Effects of Aging and Adult Development Education and Service Learning on Attitude, Anxiety, and Occupational Interest

ERIC Educational Resources Information Center

Boswell, Stefanie S.

2015-01-01

This study investigated the effect of a semester-long aging and adult development course that included an intergenerational, service-learning component on attitudes toward older adult men and women, aging anxiety, and interest in occupations that serve older adults among individuals training for careers in healthcare and social services. It also…
Arithmetic learning in advanced age.

PubMed

Zamarian, Laura; Scherfler, Christoph; Kremser, Christian; Pertl, Marie-Theres; Gizewski, Elke; Benke, Thomas; Delazer, Margarete

2018-01-01

Acquisition of numerical knowledge and understanding of numerical information are crucial for coping with the changing demands of our digital society. In this study, we assessed arithmetic learning in older and younger individuals in a training experiment including brain imaging. In particular, we assessed age-related effects of training intensity, prior arithmetic competence, and neuropsychological variables on the acquisition of new arithmetic knowledge and on the transfer to new, unknown problems. Effects were assessed immediately after training and after 3 months. Behavioural results showed higher training effects for younger individuals than for older individuals and significantly better performance after 90 problem repetitions than after 30 repetitions in both age groups. A correlation analysis indicated that older adults with lower memory and executive functions at baseline could profit more from intensive training. Similarly, training effects in the younger group were higher for those individuals who had lower arithmetic competence and executive functions prior to intervention. In younger adults, successful transfer was associated with higher executive functions. Memory and set-shifting emerged as significant predictors of training effects in the older group. For the younger group, prior arithmetic competence was a significant predictor of training effects, while cognitive flexibility was a predictor of transfer effects. After training, a subgroup of participants underwent an MRI assessment. A voxel-based morphometry analysis showed a significant interaction between training effects and grey matter volume of the right middle temporal gyrus extending to the angular gyrus for the younger group relative to the older group. The reverse contrast (older group vs. younger group) did not yield any significant results. These results suggest that improvements in arithmetic competence are supported by temporo-parietal areas in the right hemisphere in younger
Arithmetic learning in advanced age

PubMed Central

Kremser, Christian; Pertl, Marie-Theres; Gizewski, Elke; Benke, Thomas; Delazer, Margarete

2018-01-01

Acquisition of numerical knowledge and understanding of numerical information are crucial for coping with the changing demands of our digital society. In this study, we assessed arithmetic learning in older and younger individuals in a training experiment including brain imaging. In particular, we assessed age-related effects of training intensity, prior arithmetic competence, and neuropsychological variables on the acquisition of new arithmetic knowledge and on the transfer to new, unknown problems. Effects were assessed immediately after training and after 3 months. Behavioural results showed higher training effects for younger individuals than for older individuals and significantly better performance after 90 problem repetitions than after 30 repetitions in both age groups. A correlation analysis indicated that older adults with lower memory and executive functions at baseline could profit more from intensive training. Similarly, training effects in the younger group were higher for those individuals who had lower arithmetic competence and executive functions prior to intervention. In younger adults, successful transfer was associated with higher executive functions. Memory and set-shifting emerged as significant predictors of training effects in the older group. For the younger group, prior arithmetic competence was a significant predictor of training effects, while cognitive flexibility was a predictor of transfer effects. After training, a subgroup of participants underwent an MRI assessment. A voxel-based morphometry analysis showed a significant interaction between training effects and grey matter volume of the right middle temporal gyrus extending to the angular gyrus for the younger group relative to the older group. The reverse contrast (older group vs. younger group) did not yield any significant results. These results suggest that improvements in arithmetic competence are supported by temporo-parietal areas in the right hemisphere in younger
Normal Aging and the Dissociable Prototype Learning Systems

PubMed Central

Glass, Brian D.; Chotibut, Tanya; Pacheco, Jennifer; Schnyer, David M.; Maddox, W. Todd

2011-01-01

Dissociable prototype learning systems have been demonstrated behaviorally and with neuroimaging in younger adults as well as with patient populations. In A/not-A (AN) prototype learning, participants are shown members of category A during training, and during test are asked to decide whether novel items are in category A or are not in category A. Research suggests that AN learning is mediated by a perceptual learning system. In A/B (AB) prototype learning, participants are shown members of category A and B during training, and during test are asked to decide whether novel items are in category A or category B. In contrast to AN, research suggests that AB learning is mediated by a declarative memory system. The current study examined the effects of normal aging on AN and AB prototype learning. We observed an age-related deficit in AB learning, but an age-related advantage in AN learning. Computational modeling supports one possible interpretation based on narrower selective attentional focus in older adults in the AB task and broader selective attention in the AN task. Neuropsychological testing in older participants suggested that executive functioning and attentional control were associated with better performance in both tasks. However, nonverbal memory was associated with better AN performance, while visual attention was associated with worse AB performance. The results support an interactive memory systems approach and suggest that age-related declines in one memory system can lead to deficits in some tasks, but to enhanced performance in others. PMID:21875215
How Family Support and Internet Self-Efficacy Influence the Effects of E-Learning among Higher Aged Adults--Analyses of Gender and Age Differences

ERIC Educational Resources Information Center

Chu, Regina Ju-chun

2010-01-01

Gender and age differences in the effects of e-learning, including students' satisfaction and Internet self-efficacy, have been supported in prior research. What is less understood is how these differences are shaped, especially for higher aged adults. This article examines the utility of family support (tangible and emotional) and Internet…
Coccomyxa Gloeobotrydiformis Improves Learning and Memory in Intrinsic Aging Rats.

PubMed

Sun, Luning; Jin, Ying; Dong, Liming; Sui, Hai-Juan; Sumi, Ryo; Jahan, Rabita; Hu, Dahai; Li, Zhi

2015-01-01

Declining in learning and memory is one of the most common and prominent problems during the aging process. Neurotransmitter changes, oxidative stress, mitochondrial dysfunction and abnormal signal transduction were considered to participate in this process. In the present study, we examined the effects of Coccomyxa gloeobotrydiformis (CGD) on learning and memory ability of intrinsic aging rats. As a result, CGD treated (50 mg/kg·d or 100 mg/kg ·d for a duration of 8 weeks) 22-month-old male rats, which have shown significant improvement on learning and spatial memory ability compared with control, which was evidently revealed in both the hidden platform tasks and probe trials. The following immunohistochemistry and Western blot experiments suggested that CGD could increase the content of Ach and thereby improve the function of the cholinergic neurons in the hippocampus, and therefore also improving learning and memory ability of the aged rats by acting as an anti-inflammatory agent. The effects of CGD on learning and memory might also have an association with the ERK/CREB signalling. The results above suggest that the naturally made drug CGD may have several great benefit as a multi-target drug in the process of prevention and/or treatment of age-dependent cognitive decline and aging process.
The effectiveness of ID readers and remote age verification in enhancing compliance with the legal age limit for alcohol.

PubMed

Van Hoof, Joris J

2017-04-01

Currently, two different age verification systems (AVS) are implemented to enhance compliance with legal age limits for the sale of alcohol in the Netherlands. In this study, we tested the operational procedures and effectiveness of ID readers and remote age verification technology in supermarkets during the sale of alcohol. Following a trained alcohol purchase protocol, eight mystery shoppers (both underage and in the branch's reference age) conducted 132 alcohol purchase attempts in stores that were equipped with ID readers or remote age verification or were part of a control group. In stores equipped with an ID reader, 34% of the purchases were conducted without any mistakes (full compliance). In stores with remote age verification, full compliance was achieved in 87% of the cases. The control group reached 57% compliance, which is in line with the national average. Stores with ID readers perform worse than stores with remote age verification, and also worse than stores without any AVS. For both systems, in addition to effectiveness, public support and user friendliness need to be investigated. This study shows that remote age verification technology is a promising intervention that increases vendor compliance during the sales of age restricted products. © The Author 2016. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

Toddlers' imitative learning in interactive and observational contexts: the role of age and familiarity of the model.

PubMed

Shimpi, Priya M; Akhtar, Nameera; Moore, Chris

2013-10-01

Three experiments examined the effects of age and familiarity of a model on toddlers' imitative learning in observational contexts (Experiments 1, 2, and 3) and interactive contexts (Experiments 2 and 3). Experiment 1 (N=112 18-month-old toddlers) varied the age (child vs. adult) and long-term familiarity (kin vs. stranger) of the person who modeled the novel actions. Experiment 2 (N=48 18-month-olds and 48 24-month-olds) and Experiment 3 (N=48 24-month-olds) varied short-term familiarity with the model (some or none) and learning context (interactive or observational). The most striking findings were that toddlers were able to learn a new action from observing completely unfamiliar strangers who did not address them and were far less likely to imitate an unfamiliar model who directly interacted with them. These studies highlight the robustness of toddlers' observational learning and reveal limitations of learning from unfamiliar models in interactive contexts. Copyright © 2013 The Authors. Published by Elsevier Inc. All rights reserved.
Age and Language Learning

ERIC Educational Resources Information Center

Collard, Lucien

1977-01-01

An investigation of the differences between first and second language acquisition and the relationship between age and second language learning. The stages in native language acquisition and the advantages of an early start in second language learning are discussed. (AMH)
The limits of a limited future time perspective in explaining age differences in emotional functioning.

PubMed

Grühn, Daniel; Sharifian, Neika; Chu, Qiao

2016-09-01

Although a limited future time perspective (FTP) has been theorized to be the underlying mechanism of positive emotional functioning later in life, there is scant empirical evidence for this position. Using an integrative data-analytic approach, we investigated the predictive value of FTP, age, and subjective health in explaining emotional functioning in a sample of 2,504 adults (17 to 87 years, M = 35.5, SD = 14.2). Although older adults reported a more limited FTP than younger adults, age and a limited FTP had opposite effects in predicting subjective well-being, affect, positive emotions, empathy, and attitudes toward emotions. That is, old age was linked to a more adaptive emotional profile, whereas a limited FTP was linked to a more maladaptive emotional profile. This was the case even after controlling for health-related aspects. The findings question the usage of FTP as an explanatory variable for observed age differences in emotional functioning. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Ageing and spatial reversal learning in humans: findings from a virtual water maze.

PubMed

Schoenfeld, R; Foreman, N; Leplow, B

2014-08-15

Deterioration in spatial memory with normal ageing is well accepted. Animal research has shown spatial reversal learning to be most vulnerable to pathological changes in the brain, but this has never been tested in humans. We studied ninety participants (52% females, 20-80 yrs) in a virtual water maze with a reversal learning procedure. Neuropsychological functioning, mood and personality were assessed to control moderator effects. For data analysis, participants were subdivided post hoc into groups aged 20-24, 25-34, 35-44, 45-64 and 65-80 yrs. Initial spatial learning occurred in all age groups but 65-80-yrs-olds never reached the level of younger participants. When tested for delayed recall of spatial memory, younger people frequented the target area but those over 65 yrs did not. In spatial reversal learning, age groups over 45 yrs were deficient and the 65-80-yrs-olds showed no evidence of reversal. Spatial measures were associated with neuropsychological functioning. Extraversion and measures of depression moderated the age effect on the learning index with older introverted and non-depressed individuals showing better results. Measures of anxiety moderated the age effect on reversal learning with older people having higher anxiety scores showing a preserved reversal learning capability. Results confirmed age to be a major factor in spatial tasks but further showed neuropsychological functioning, psycho-affective determinants and personality traits to be significant predictors of individual differences. Copyright © 2014 Elsevier B.V. All rights reserved.
Learning to integrate versus inhibiting information is modulated by age.

PubMed

Cappelletti, Marinella; Pikkat, Helen; Upstill, Emily; Speekenbrink, Maarten; Walsh, Vincent

2015-02-04

Cognitive training aiming at improving learning is often successful, but what exactly underlies the observed improvements and how these differ across the age spectrum are currently unknown. Here we asked whether learning in young and older people may reflect enhanced ability to integrate information required to perform a cognitive task or whether it may instead reflect the ability to inhibit task-irrelevant information for successful task performance. We trained 30 young and 30 aging human participants on a numerosity discrimination task known to engage the parietal cortex and in which cue-integration and inhibitory abilities can be distinguished. We coupled training with parietal, motor, or sham transcranial random noise stimulation, known for modulating neural activity. Numerosity discrimination improved after training and was maintained long term, especially in the training + parietal stimulation group, regardless of age. Despite the quantitatively similar improvement in the two age groups, the content of learning differed remarkably: aging participants improved more in inhibitory abilities, whereas younger subjects improved in cue-integration abilities. Moreover, differences in the content of learning were reflected in different transfer effects to untrained but related abilities: in the younger group, improvements in cue integration paralleled improvements in continuous quantity (time and space), whereas in the elderly group, improvements in numerosity-based inhibitory abilities generalized to other measures of inhibition and corresponded to a decline in space discrimination, possibly because conflicting learning resources are used in numerosity and continuous quantity processing. These results indicate that training can enhance different, age-dependent cognitive processes and highlight the importance of identifying the exact processes underlying learning for effective training programs. Copyright © 2015 the authors 0270-6474/15/352213-13$15.00/0.
Learning mechanisms to limit medication administration errors.

PubMed

Drach-Zahavy, Anat; Pud, Dorit

2010-04-01

This paper is a report of a study conducted to identify and test the effectiveness of learning mechanisms applied by the nursing staff of hospital wards as a means of limiting medication administration errors. Since the influential report ;To Err Is Human', research has emphasized the role of team learning in reducing medication administration errors. Nevertheless, little is known about the mechanisms underlying team learning. Thirty-two hospital wards were randomly recruited. Data were collected during 2006 in Israel by a multi-method (observations, interviews and administrative data), multi-source (head nurses, bedside nurses) approach. Medication administration error was defined as any deviation from procedures, policies and/or best practices for medication administration, and was identified using semi-structured observations of nurses administering medication. Organizational learning was measured using semi-structured interviews with head nurses, and the previous year's reported medication administration errors were assessed using administrative data. The interview data revealed four learning mechanism patterns employed in an attempt to learn from medication administration errors: integrated, non-integrated, supervisory and patchy learning. Regression analysis results demonstrated that whereas the integrated pattern of learning mechanisms was associated with decreased errors, the non-integrated pattern was associated with increased errors. Supervisory and patchy learning mechanisms were not associated with errors. Superior learning mechanisms are those that represent the whole cycle of team learning, are enacted by nurses who administer medications to patients, and emphasize a system approach to data analysis instead of analysis of individual cases.
Procedural learning: A developmental study of motor sequence learning and probabilistic classification learning in school-aged children.

PubMed

Mayor-Dubois, Claire; Zesiger, Pascal; Van der Linden, Martial; Roulet-Perez, Eliane

2016-01-01

In this study, we investigated motor and cognitive procedural learning in typically developing children aged 8-12 years with a serial reaction time (SRT) task and a probabilistic classification learning (PCL) task. The aims were to replicate and extend the results of previous SRT studies, to investigate PCL in school-aged children, to explore the contribution of declarative knowledge to SRT and PCL performance, to explore the strategies used by children in the PCL task via a mathematical model, and to see whether performances obtained in motor and cognitive tasks correlated. The results showed similar learning effects in the three age groups in the SRT and in the first half of the PCL tasks. Participants did not develop explicit knowledge in the SRT task whereas declarative knowledge of the cue-outcome associations correlated with the performances in the second half of the PCL task, suggesting a participation of explicit knowledge after some time of exposure in PCL. An increasing proportion of the optimal strategy use with increasing age was observed in the PCL task. Finally, no correlation appeared between cognitive and motor performance. In conclusion, we extended the hypothesis of age invariance from motor to cognitive procedural learning, which had not been done previously. The ability to adopt more efficient learning strategies with age may rely on the maturation of the fronto-striatal loops. The lack of correlation between performance in the SRT task and the first part of the PCL task suggests dissociable developmental trajectories within the procedural memory system.
Adult Age Differences in Learning from Positive and Negative Probabilistic Feedback

PubMed Central

Simon, Jessica R.; Howard, James H.; Howard, Darlene V.

2010-01-01

Objective Past research has investigated age differences in frontal-based decision making, but few studies have focused on the behavioral effects of striatal-based changes in healthy aging. Feedback learning has been found to vary with dopamine levels; increases in dopamine facilitate learning from positive feedback, whereas decreases facilitate learning from negative feedback. Given previous evidence of striatal dopamine depletion in healthy aging, we investigated behavioral differences between college-aged and healthy old adults using a feedback learning task that is sensitive to both frontal and striatal processes. Method Seventeen college-aged (M = 18.9 years) and 24 healthy, older adults (M = 70.3 years) completed the Probabilistic selection task, in which participants are trained on probabilistic stimulus-outcome information and then tested to determine whether they learned more from positive or negative feedback. Results As a group, the old adults learned equally well from positive and negative feedback, whereas the college-aged group learned more from positive than negative feedback, F(1, 39) = 4.10, p < .05, reffect = .3. However, these group differences were not due to the older individuals being more balanced learners. Most individuals of both ages were balanced learners, but while all of the remaining young learners had a positive bias, the remaining older learners were split between those with positive and negative learning biases (χ2(2) = 6.12, p<.047). Conclusions These behavioral results are consistent with the dopamine theory of striatal aging, and suggest there might be adult age differences in the kinds of information people use when faced with a current choice. PMID:20604627
Learning facts during aging: the benefits of curiosity.

PubMed

Galli, Giulia; Sirota, Miroslav; Gruber, Matthias J; Ivanof, Bianca Elena; Ganesh, Janani; Materassi, Maurizio; Thorpe, Alistair; Loaiza, Vanessa; Cappelletti, Marinella; Craik, Fergus I M

2018-05-22

Background/study context: Recent studies have shown that young adults better remember factual information they are curious about. It is not entirely clear, however, whether this effect is retained during aging. Here, the authors investigated curiosity-driven memory benefits in young and elderly individuals. In two experiments, young (age range 18-26) and older (age range 65-89) adults read trivia questions and rated their curiosity to find out the answer. They also attended to task-irrelevant faces presented between the trivia question and the answer. The authors then administered a surprise memory test to assess recall accuracy for trivia answers and recognition memory performance for the incidentally learned faces. In both young and elderly adults, recall performance was higher for answers to questions that elicited high levels of curiosity. In Experiment 1, the authors also found that faces presented in temporal proximity to curiosity-eliciting trivia questions were better recognized, indicating that the beneficial effects of curiosity extended to the encoding of task-irrelevant material. These findings show that elderly individuals benefit from the memory-enhancing effects of curiosity. This may lead to the implementation of learning strategies that target and stimulate curiosity in aging.
Age-related differences in perceptuomotor procedural learning in children.

PubMed

Lejeune, Caroline; Catale, Corinne; Schmitz, Xavier; Quertemont, Etienne; Meulemans, Thierry

2013-10-01

Procedural learning is generally considered to proceed in a series of phases, with cognitive resources playing an important role during the initial step. From a developmental perspective, little is known about the development of procedural learning or the role played by explicit cognitive processes during learning. The main objectives of this study were (a) to determine whether procedural learning performance improves with age by comparing groups of 7-year-old children, 10-year-old children, and adults and (b) to investigate the role played by executive functions during the acquisition in these three age groups. The 76 participants were assessed on a computerized adaptation of the mirror tracing paradigm. Results revealed that the youngest children had more difficulty in adapting to the task (they were slower and committed more errors at the beginning of the learning process) than 10-year-olds, but despite this age effect observed at the outset, all children improved performance across trials and transferred their skill to a different figure as well as adults. Correlational analyses showed that inhibition abilities play a key role in the performance of 10-year-olds and adults at the beginning of the learning but not in that of 7-year-olds. Overall, our results suggest that the age-related differences observed in our procedural learning task are at least partly due to the differential involvement of inhibition abilities, which may facilitate learning (so long as they are sufficiently developed) during the initial steps of the learning process; however, they would not be a necessary condition for skill learning to occur. Copyright © 2013 Elsevier Inc. All rights reserved.
Enhancing Care of Aged and Dying Prisoners: Is e-Learning a Feasible Approach?

PubMed

Loeb, Susan J; Penrod, Janice; Myers, Valerie H; Baney, Brenda L; Strickfaden, Sophia M; Kitt-Lewis, Erin; Wion, Rachel K

Prisons and jails are facing sharply increased demands in caring for aged and dying inmates. Our Toolkit for Enhancing End-of-life Care in Prisons effectively addressed end-of-life (EOL) care; however, geriatric content was limited, and the product was not formatted for broad dissemination. Prior research adapted best practices in EOL care and aging; but, delivery methods lacked emerging technology-focused learning and interactivity. Our purposes were to uncover current training approaches and preferences and to ascertain the technological capacity of correctional settings to deliver computer-based and other e-learning training. An environmental scan was conducted with 11 participants from U.S. prisons and jails to ensure proper fit, in terms of content and technology capacity, between an envisioned computer-based training product and correctional settings. Environmental scan findings focused on content of training, desirable qualities of training, prominence of "homegrown" products, and feasibility of commercial e-learning. This study identified qualities of training programs to adopt and pitfalls to avoid and revealed technology-related issues to be mindful of when designing computer-based training for correctional settings, and participants spontaneously expressed an interest in geriatrics and EOL training using this learning modality as long as training allowed for tailoring of materials.
THE LIMITED EFFECT OF COINCIDENT ORIENTATION ON THE CHOICE OF INTRINSIC AXIS (.).

PubMed

Li, Jing; Su, Wei

2015-06-01

The allocentric system computes and represents general object-to-object spatial relationships to provide a spatial frame of reference other than the egocentric system. The intrinsic frame-of-reference system theory, which suggests people learn the locations of objects based upon an intrinsic axis, is important in research about the allocentric system. The purpose of the current study was to determine whether the effect of coincident orientation on the choice of intrinsic axis was limited. Two groups of participants (24 men, 24 women; M age = 24 yr., SD = 2) encoded different spatial layouts in which the objects shared the coincident orientation of 315° and 225° separately at learning perspective (0°). The response pattern of partial-scene-recognition task following learning reflected different strategies for choosing the intrinsic axis under different conditions. Under the 315° object-orientation condition, the objects' coincident orientation was as important as the symmetric axis in the choice of the intrinsic axis. However, participants were more likely to choose the symmetric axis as the intrinsic axis under the 225° object-orientation condition. The results suggest the effect of coincident orientation on the choice of intrinsic axis is limited.
Lifelong learning in active ageing discourse: its conserving effect on wellbeing, health and vulnerability.

PubMed

Narushima, Miya; Liu, Jian; Diestelkamp, Naomi

2018-04-01

The Active Ageing Framework has been adapted as a global strategy in ageing policies, practices and research over the last decade. Lifelong learning, however, has not been fully integrated into this discourse. Using survey data provided by 416 adults (aged 60 years and above) enrolled in non-formal general-interest courses in a public continuing education programme in Canada, this study examined the association between older adults' duration of participation in the courses and their level of psychological wellbeing, while taking their age, gender, self-rated health and vulnerability level into consideration. An analytical framework was developed based on the literature of old-age vulnerabilities and the benefits of lifelong learning. Two logistic regression and trend analyses were conducted. The results indicate that older adults' participation is independently and positively associated with their psychological wellbeing, even among those typically classified as 'vulnerable'. This result provides additional evidence that suggests the continuous participation in non-formal lifelong learning may help sustain older adults' psychological wellbeing. It provides older learners, even those who are most vulnerable, with a compensatory strategy to strengthen their reserve capacities, allowing them to be autonomous and fulfilled in their everyday life. The result of this study highlights the value of the strategic and unequivocal promotion of community-based non-formal lifelong learning opportunities for developing inclusive, equitable and caring active ageing societies.
Learners' Starting Age of Learning EFL and Use of Language Learning Strategies

ERIC Educational Resources Information Center

Sadeghi, Karim; Khonbi, Zainab Abolfazli

2013-01-01

This study investigated the use of language learning strategies (LLS) and reasons for learning English among Iranian EFL students who began learning English at different ages. The participants (N = 33, both male and female) were divided into two groups of younger beginners (who began learning English before age 9; N = 16) and older beginners (who…
A pilot project of an online cross-age tutoring program: crescent school virtual learning (vLearning).

PubMed

Chow, Ronald

2016-11-01

Traditional classroom teaching is the standard of education. However, there may be some students who feel uncomfortable approaching their teachers and may feel more at ease if they ask for assistance from their peers. There are two types of student-to-student tutoring methods that are supplements to classroom learning: peer tutoring between same-age students and cross-age tutoring between different-age children. Cross-age tutoring programs in which the tutor is 2-3 years older than the tutee have been reported to be more effective than those between same-age students in promoting student responsibility, empowerment and academic performance. A pilot online cross-age tutoring program was launched in September 2014 at Crescent School. A new website was designed, created and implemented with the permission and regular monitoring of the Student Services faculty for the online program - Crescent School Virtual Learning (vLearning). The program was well received and will undergo evaluation in the future.
The Emergence of the Teaching/Learning Process in Preschoolers: Theory of Mind and Age Effect

ERIC Educational Resources Information Center

Bensalah, Leila

2011-01-01

This study analysed the gradual emergence of the teaching/learning process by examining theory of mind (ToM) acquisition and age effects in the preschool period. We observed five dyads performing a jigsaw task drawn from a previous study. Three stages were identified. In the first one, the teacher focuses on the execution of her/his own task…
Age Limit of Pediatrics.

PubMed

Hardin, Amy Peykoff; Hackell, Jesse M

2017-09-01

Pediatrics is a multifaceted specialty that encompasses children's physical, psychosocial, developmental, and mental health. Pediatric care may begin periconceptionally and continues through gestation, infancy, childhood, adolescence, and young adulthood. Although adolescence and young adulthood are recognizable phases of life, an upper age limit is not easily demarcated and varies depending on the individual patient. The establishment of arbitrary age limits on pediatric care by health care providers should be discouraged. The decision to continue care with a pediatrician or pediatric medical or surgical subspecialist should be made solely by the patient (and family, when appropriate) and the physician and must take into account the physical and psychosocial needs of the patient and the abilities of the pediatric provider to meet these needs. Copyright © 2017 by the American Academy of Pediatrics.
[Use of nondeclarative and automatic memory processes in motor learning: how to mitigate the effects of aging].

PubMed

Chauvel, Guillaume; Maquestiaux, François; Didierjean, André; Joubert, Sven; Dieudonné, Bénédicte; Verny, Marc

2011-12-01

Does normal aging inexorably lead to diminished motor learning abilities? This article provides an overview of the literature on the question, with particular emphasis on the functional dissociation between two sets of memory processes: declarative, effortful processes, and non-declarative, automatic processes. There is abundant evidence suggesting that aging does impair learning when past memories of former actions are required (episodic memory) and recollected through controlled processing (working memory). However, other studies have shown that aging does not impair learning when motor actions are performed non verbally and automatically (tapping procedural memory). These findings led us to hypothesize that one can minimize the impact of aging on the ability to learn new motor actions by favouring procedural learning. Recent data validating this hypothesis are presented. Our findings underline the importance of developing new motor learning strategies, which "bypass" declarative, effortful memory processes.
Is "Learning without Limits" a Framework of Values?

ERIC Educational Resources Information Center

Booth, Tony

2015-01-01

In this article the author connects his own work with Brian Simon's writing on IQ (intelligence quotient) testing and selection and with the Learning without Limits project. He discusses the significance he gives to a values framework in the development of education and asks whether "Learning without Limits," in part, stands for a…
Interindividual Differences in Learning Performance: The Effects of Age, Intelligence, and Strategic Task Approach

ERIC Educational Resources Information Center

Kliegel, Matthias; Altgassen, Mareike

2006-01-01

The present study investigated fluid and crystallized intelligence as well as strategic task approaches as potential sources of age-related differences in adult learning performance. Therefore, 45 young and 45 old adults were asked to learn pictured objects. Overall, young participants outperformed old participants in this learning test. However,…

The Effect of Aging on the Accuracy of New Friction-Style Mechanical Torque Limiting Devices for Dental Implants

PubMed Central

Saboury, Aboulfazl; Sadr, Seyed Jalil; Fayaz, Ali; Mahshid, Minoo

2013-01-01

Objective: High variability in delivering the target torque is reported for friction-style mechanical torque limiting devices (F-S MTLDs). The effect of aging (number of use) on the accuracy of these devices is not clear. The purpose of this study was to assess the effect of aging on the accuracy (±10% of the target torque) of F-S MTLDs. Materials and Methods: Fifteen new F-S MTLDs and their appropriate drivers from three different implant manufacturers (Astra Tech, Biohorizon and Dr Idhe), five for each type, were selected. The procedure of peak torque measurement was performed in ten sequences before and after aging. In each sequence, ten repetitions of peak torque values were registered for the aging procedure. To measure the output of each device, a Tohnichi torque gauge was used. Results: Before aging, peak torque measurements of all the devices tested in this study falled within 10% of their preset target values. After aging, a significant difference was seen between raw error values of three groups of MTLDs (P<0.05). More than 50% of all peak torque measurements demonstrated more than 10% difference from their torque values after aging. Conclusion: Within the limitation of this study, aging as an independent factor affects the accuracy of F-S MTLDs. Astra Tech MTLDs presented the most consistent torque output for 25 Ncm target torque. PMID:23724202
Speech Motor Sequence Learning: Effect of Parkinson Disease and Normal Aging on Dual-Task Performance.

PubMed

Whitfield, Jason A; Goberman, Alexander M

2017-06-22

Everyday communication is carried out concurrently with other tasks. Therefore, determining how dual tasks interfere with newly learned speech motor skills can offer insight into the cognitive mechanisms underlying speech motor learning in Parkinson disease (PD). The current investigation examines a recently learned speech motor sequence under dual-task conditions. A previously learned sequence of 6 monosyllabic nonwords was examined using a dual-task paradigm. Participants repeated the sequence while concurrently performing a visuomotor task, and performance on both tasks was measured in single- and dual-task conditions. The younger adult group exhibited little to no dual-task interference on the accuracy and duration of the sequence. The older adult group exhibited variability in dual-task costs, with the group as a whole exhibiting an intermediate, though significant, amount of dual-task interference. The PD group exhibited the largest degree of bidirectional dual-task interference among all the groups. These data suggest that PD affects the later stages of speech motor learning, as the dual-task condition interfered with production of the recently learned sequence beyond the effect of normal aging. Because the basal ganglia is critical for the later stages of motor sequence learning, the observed deficits may result from the underlying neural dysfunction associated with PD.
Teaching and Learning Science with Understanding to Limited English Proficient Students: Excellence through Reform.

ERIC Educational Resources Information Center

Sutman, Francis X.; Guzman, Ana

This paper, which considers effective science teaching and learning for limited English proficient (LEP) students in U.S. schools, is based on the assumption that science and English language can be effectively learned together without excessive emphasis on students' native language, although teachers and aides who have knowledge of LEP students'…
The Effects of Aging on the Neural Basis of Implicit Associative Learning in a Probabilistic Triplets Learning Task

ERIC Educational Resources Information Center

Simon, Jessica R.; Vaidya, Chandan J.; Howard, James H., Jr.; Howard, Darlene V.

2012-01-01

Few studies have investigated how aging influences the neural basis of implicit associative learning, and available evidence is inconclusive. One emerging behavioral pattern is that age differences increase with practice, perhaps reflecting the involvement of different brain regions with training. Many studies report hippocampal involvement early…
Age-related declines of stability in visual perceptual learning.

PubMed

Chang, Li-Hung; Shibata, Kazuhisa; Andersen, George J; Sasaki, Yuka; Watanabe, Takeo

2014-12-15

One of the biggest questions in learning is how a system can resolve the plasticity and stability dilemma. Specifically, the learning system needs to have not only a high capability of learning new items (plasticity) but also a high stability to retain important items or processing in the system by preventing unimportant or irrelevant information from being learned. This dilemma should hold true for visual perceptual learning (VPL), which is defined as a long-term increase in performance on a visual task as a result of visual experience. Although it is well known that aging influences learning, the effect of aging on the stability and plasticity of the visual system is unclear. To address the question, we asked older and younger adults to perform a task while a task-irrelevant feature was merely exposed. We found that older individuals learned the task-irrelevant features that younger individuals did not learn, both the features that were sufficiently strong for younger individuals to suppress and the features that were too weak for younger individuals to learn. At the same time, there was no plasticity reduction in older individuals within the task tested. These results suggest that the older visual system is less stable to unimportant information than the younger visual system. A learning problem with older individuals may be due to a decrease in stability rather than a decrease in plasticity, at least in VPL. Copyright © 2014 Elsevier Ltd. All rights reserved.
Modeling the Cost-Effectiveness of Alternative Upper Age Limits for Breast Cancer Screening in England and Wales.

PubMed

Rafia, Rachid; Brennan, Alan; Madan, Jason; Collins, Karen; Reed, Malcolm W R; Lawrence, Gill; Robinson, Thompson; Greenberg, David; Wyld, Lynda

2016-06-01

Currently in the United Kingdom, the National Health Service (NHS) Breast Screening Programme invites all women for triennial mammography between the ages of 47 and 73 years (the extension to 47-50 and 70-73 years is currently examined as part of a randomized controlled trial). The benefits and harms of screening in women 70 years and older, however, are less well documented. The aim of this study was to examine whether extending screening to women older than 70 years would represent a cost-effective use of NHS resources and to identify the upper age limit at which screening mammography should be extended in England and Wales. A mathematical model that allows the impact of screening policies on cancer diagnosis and subsequent management to be assessed was built. The model has two parts: a natural history model of the progression of breast cancer up to discovery and a postdiagnosis model of treatment, recurrence, and survival. The natural history model was calibrated to available data and compared against published literature. The management of breast cancer at diagnosis was taken from registry data and valued using official UK tariffs. The model estimated that screening would lead to overdiagnosis in 6.2% of screen-detected women at the age of 72 years, increasing up to 37.9% at the age of 90 years. Under commonly quoted willingness-to-pay thresholds in the United Kingdom, our study suggests that an extension to screening up to the age of 78 years represents a cost-effective strategy. This study provides encouraging findings to support the extension of the screening program to older ages and suggests that further extension of the UK NHS Breast Screening Programme up to age 78 years beyond the current upper age limit of 73 years could be potentially cost-effective according to current NHS willingness-to-pay thresholds. Copyright © 2016 International Society for Pharmacoeconomics and Outcomes Research (ISPOR). Published by Elsevier Inc. All rights reserved.
Teaching and Learning in the Digital Age

ERIC Educational Resources Information Center

Starkey, Louise

2012-01-01

"Teaching and Learning in the Digital Age" is for all those interested in considering the impact of emerging digital technologies on teaching and learning. It explores the concept of a digital age and perspectives of knowledge, pedagogy and practice within a digital context. By examining teaching with digital technologies through new learning…
Setting Age Limits for TT-OSL Dating - the Local Effect

NASA Astrophysics Data System (ADS)

Faershtein, G.; Porat, N.; Guralnik, B.; Matmon, A.

2017-12-01

Luminescence dating techniques, especially Optically Stimulated Luminescence (OSL) on quartz, are widely used for dating middle Pleistocene to late Holocene sediments from different geological settings. The dating limit of a particular luminescence method depends on signal saturation and its thermal stability. The OSL signal saturates at doses of 200 Gy, equivalent to ages of 150-300 ka. Thermally Transferred OSL (TT-OSL) is a developmental technique, which potentially extends the luminescence dating range up to 1000 ka. For the Chinese Loess Plateau, experiments have shown that the natural TT-OSL signal saturates at 2200 Gy (Chapot et al., 2016). Regarding thermal stability, different studies report a wide range of estimates (0.24-861 Ma), suggesting that the thermal lifetime of TT-OSL is (i) currently poorly constrained, and (ii) may vary both by sample and region. Here, we investigated the dating limit of TT-OSL, using quartz of Nilotic origin (Israel), obtained from two sediment sections of similar depth but different dose rates. Natural dose response curves (DRC) of the TT-OSL signal were constructed for each section separately. In both sections, luminescence intensity grows sub-linearly up to 450 Gy, beyond which it remains constant with depth. The absence of equivalent doses (De) over 600 Gy, at both sections (as well as elsewhere regionally), suggest that TT-OSL signal saturation may be an intrinsic property, related to quartz provenance, and independent of the specific ionizing dose rate at each section. The thermal stability of TT-OSL was investigated on a modern sample from one section, using a combination of analytical techniques (varying heating rates, and isothermal storage). The obtained TT-OSL lifetimes range between 105-107 ka, and reinforce a significant inter sample variability. A synthesis of our results suggests that TT-OSL ages of Nilotic quartz derived from De values over 450 Gy, are likely underestimates, and should be treated as minimum
Learn with the Classics: Using Music To Study Smart at Any Age.

ERIC Educational Resources Information Center

Andersen, Ole; Marsh, Marcy; Harvey, Arthur

This book, accompanied by a musical CD-ROM, provides information on how to enhance learning through music at any age. Sections include: (1) "Let Music Prime Your Brain For Learning," which teaches how important it is to prime the brain for learning through music; (2) "Study Smart," which demonstrates highly effective studying techniques devised by…
Aging Affects Motor Learning but Not Savings at Transfer of Learning

ERIC Educational Resources Information Center

Seidler, Rachael D.

2007-01-01

Two important components of skill learning are the learning process itself (motor acquisition) and the ability to transfer what has been learned to new task variants (motor transfer). Many studies have documented age-related declines in the ability to learn new manual motor skills. In this study, I tested whether the degree of savings at transfer…
Functional aging impairs the role of feedback in motor learning.

PubMed

Liu, Yu; Cao, Chunmei; Yan, Jin H

2013-10-01

Optimal motor skill acquisition frequently requires augmented feedback or knowledge of results (KR). However, the effect of functional declines on the benefits of KR remains to be determined. The objective of this research was to examine how cognitive and motor deficits of older adults influence the use of KR for motor skill learning. A total of 57 older adults (mean 73.1 years; SD 4.2) received both cognitive and eye-hand coordination assessments, whereas 55 young controls (mean 25.8 years; SD 3.8) took only the eye-hand coordination test. All young and older participants learned a time-constrained arm movement through KR in three pre-KR and post-KR intervals. In the subsequent no-KR skill retests, absolute and variable time errors were not significantly reduced for the older learners who had KR during skill practice, especially for those with cognitive and motor dysfunctions. The finding suggests that KR results in no measureable improvement for older adults with cognitive and motor functional deficiencies. More importantly, for the older adults, longer post-KR intervals showed greater detrimental effects on feedback-based motor learning than shorter pauses after KR delivery. The findings support the hypothesis about the effects of cognitive and motor deficits on KR in motor skill learning of older adults. The dynamics of cognitive and motor aging, external feedback and internal control mechanisms collectively explain the deterioration in the sensory-motor learning of older adults. The theoretical implications and practical relevance of functional aging for motor skill learning are discussed. © 2013 Japan Geriatrics Society.
Sexuality & Dementia: An eLearning Resource to Improve Knowledge and Attitudes of Aged-Care Staff

ERIC Educational Resources Information Center

Jones, Cindy; Moyle, Wendy

2016-01-01

Expression of sexuality by older people, particularly those with dementia, can be challenging and confronting for aged-care staff. Education on this topic is often a low priority area for aged-care organizations, and there appears to be limited training programs available. Results from our study highlighted the value of an eLearning education…
Obesity history as a predictor of walking limitation at old age.

PubMed

Stenholm, Sari; Rantanen, Taina; Alanen, Erkki; Reunanen, Antti; Sainio, Päivi; Koskinen, Seppo

2007-04-01

To study whether walking limitation at old age is determined by obesity history. In a retrospective longitudinal study based on a representative sample of the Finnish population of 55 years and older (2055 women and 1337 men), maximal walking speed, body mass, and body height were measured in a health examination. Walking limitation was defined as walking speed<1.2 m/s or difficulty in walking 0.5 km. Recalled height at 20 years of age and recalled weight at 20, 30, 40, and 50 years of age were recorded. Subjects who had been obese at the age of 30, 40, or 50 years had almost a 4-fold higher risk of walking limitation compared to non-obese. Obesity duration increased the age- and gender-adjusted risk of walking limitation among those who had been obese since the age of 50 (odds ratio, 4.33; 95% confidence interval, 2.59 to 7.23, n=114), among the obese since the age of 40 [6.01 (2.55 to 14.14), n=39], and among the obese since the age of 30 [8.97 (3.06 to 26.29), n=14]. The risk remained elevated even among those who had previously been obese but lost weight during their midlife or late adulthood [3.15 (1.63 to 6.11), n=71]. Early onset of obesity and obesity duration increased the risk of walking limitation, and the effect was only partially mediated through current BMI and higher risk of obesity-related diseases. Preventing excess weight gain throughout one's life course is an important goal in order to promote good health and functioning in older age.
Developmental song learning as a model to understand neural mechanisms that limit and promote the ability to learn.

PubMed

London, Sarah E

2017-11-20

Songbirds famously learn their vocalizations. Some species can learn continuously, others seasonally, and still others just once. The zebra finch (Taeniopygia guttata) learns to sing during a single developmental "Critical Period," a restricted phase during which a specific experience has profound and permanent effects on brain function and behavioral patterns. The zebra finch can therefore provide fundamental insight into features that promote and limit the ability to acquire complex learned behaviors. For example, what properties permit the brain to come "on-line" for learning? How does experience become encoded to prevent future learning? What features define the brain in receptive compared to closed learning states? This piece will focus on epigenomic, genomic, and molecular levels of analysis that operate on the timescales of development and complex behavioral learning. Existing data will be discussed as they relate to Critical Period learning, and strategies for future studies to more directly address these questions will be considered. Birdsong learning is a powerful model for advancing knowledge of the biological intersections of maturation and experience. Lessons from its study not only have implications for understanding developmental song learning, but also broader questions of learning potential and the enduring effects of early life experience on neural systems and behavior. Copyright © 2017. Published by Elsevier B.V.
The effects of age, rank and neophobia on social learning in horses.

PubMed

Krueger, Konstanze; Farmer, Kate; Heinze, Jürgen

2014-05-01

Social learning is said to meet the demands of complex environments in which individuals compete over resources and cooperate to share resources. Horses (Equus caballus) were thought to lack social learning skills because they feed on homogenously distributed resources with few reasons for conflict. However, the horse's social environment is complex, which raises the possibility that its capacity for social transfer of feeding behaviour has been underestimated. We conducted a social learning experiment using 30 socially kept horses of different ages. Five horses, one from each group, were chosen as demonstrators, and the remaining 25 horses were designated observers. Observers from each group were allowed to watch their group demonstrator opening a feeding apparatus. We found that young, low-ranking and more exploratory horses learned by observing older members of their own group, and the older the horse, the more slowly it appeared to learn. Social learning may be an adaptive specialisation to the social environment. Older animals may avoid the potential costs of acquiring complex and potentially disadvantageous feeding behaviours from younger group members. We argue that horses show social learning in the context of their social ecology and that research procedures must take such contexts into account. Misconceptions about the horse's sociality may have hampered earlier studies.
Rapid word-learning in normal-hearing and hearing-impaired children: effects of age, receptive vocabulary, and high-frequency amplification.

PubMed

Pittman, A L; Lewis, D E; Hoover, B M; Stelmachowicz, P G

2005-12-01

This study examined rapid word-learning in 5- to 14-year-old children with normal and impaired hearing. The effects of age and receptive vocabulary were examined as well as those of high-frequency amplification. Novel words were low-pass filtered at 4 kHz (typical of current amplification devices) and at 9 kHz. It was hypothesized that (1) the children with normal hearing would learn more words than the children with hearing loss, (2) word-learning would increase with age and receptive vocabulary for both groups, and (3) both groups would benefit from a broader frequency bandwidth. Sixty children with normal hearing and 37 children with moderate sensorineural hearing losses participated in this study. Each child viewed a 4-minute animated slideshow containing 8 nonsense words created using the 24 English consonant phonemes (3 consonants per word). Each word was repeated 3 times. Half of the 8 words were low-pass filtered at 4 kHz and half were filtered at 9 kHz. After viewing the story twice, each child was asked to identify the words from among pictures in the slide show. Before testing, a measure of current receptive vocabulary was obtained using the Peabody Picture Vocabulary Test (PPVT-III). The PPVT-III scores of the hearing-impaired children were consistently poorer than those of the normal-hearing children across the age range tested. A similar pattern of results was observed for word-learning in that the performance of the hearing-impaired children was significantly poorer than that of the normal-hearing children. Further analysis of the PPVT and word-learning scores suggested that although word-learning was reduced in the hearing-impaired children, their performance was consistent with their receptive vocabularies. Additionally, no correlation was found between overall performance and the age of identification, age of amplification, or years of amplification in the children with hearing loss. Results also revealed a small increase in performance for both
[Effects of chrysalis oil on learning, memory and oxidative stress in D-galactose-induced ageing model of mice].

PubMed

Chen, Weiping; Yang, Qiongjie; Wei, Xing

2013-11-01

To investigate the effects of chrysalis oil on learning, memory and oxidative stress in D-galactose-induced ageing model of mice. Mice were injected intraperitoneally with D-galactose daily and received chrysalis oil intragastrically simultaneously for 30 d. Then mice underwent space navigation test and spatial probe test, superoxide dismutase (SOD), glutathione peroxidase (GSH-PX) activity and malondialdehyde (MDA) contents in mouse brain were measured. Compared to model group, escape latency in mice treated with 6 ml/kg*d chrysalis oil was significantly shorter (P<0.05), crossing times in 12 ml/kg*d group and 6 ml/kg*d group treated with chrysalis oil were significantly increased (P<0.05). Chrysalis oil treatment (12ml/kg*d) significantly increased SOD and GSH-PX activity and reduced MDA contents in brain of D-galactose-induced aging mice. Chrysalis oil can improve the ability of learning and memory in D-galactose-induced aging mice, and inhibit peroxidation in brain tissue.
Learning to Read in the Digital Age

ERIC Educational Resources Information Center

Rose, David; Dalton, Bridget

2009-01-01

The digital age offers transformative opportunities for individualization of learning. First, modern imaging technologies have changed our understanding of learning and the sources and ranges of its diversity. Second, digital technologies make it possible to design learning environments that are responsive to individual differences. We draw on…
Learning Building Layouts with Non-geometric Visual Information: The Effects of Visual Impairment and Age

PubMed Central

Kalia, Amy A.; Legge, Gordon E.; Giudice, Nicholas A.

2009-01-01

Previous studies suggest that humans rely on geometric visual information (hallway structure) rather than non-geometric visual information (e.g., doors, signs and lighting) for acquiring cognitive maps of novel indoor layouts. This study asked whether visual impairment and age affect reliance on non-geometric visual information for layout learning. We tested three groups of participants—younger (< 50 years) normally sighted, older (50–70 years) normally sighted, and low vision (people with heterogeneous forms of visual impairment ranging in age from 18–67). Participants learned target locations in building layouts using four presentation modes: a desktop virtual environment (VE) displaying only geometric cues (Sparse VE), a VE displaying both geometric and non-geometric cues (Photorealistic VE), a Map, and a Real building. Layout knowledge was assessed by map drawing and by asking participants to walk to specified targets in the real space. Results indicate that low-vision and older normally-sighted participants relied on additional non-geometric information to accurately learn layouts. In conclusion, visual impairment and age may result in reduced perceptual and/or memory processing that makes it difficult to learn layouts without non-geometric visual information. PMID:19189732
Active Ageing, Active Learning: Policy and Provision in Hong Kong

ERIC Educational Resources Information Center

Tam, M.

2011-01-01

This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realizing that learning is vital to active ageing, the Hong Kong government has implemented policies and…

The Effects of Attentional Engagement on Route Learning Performance in a Virtual Environment: An Aging Study

PubMed Central

Hartmeyer, Steffen; Grzeschik, Ramona; Wolbers, Thomas; Wiener, Jan M.

2017-01-01

Route learning is a common navigation task affected by cognitive aging. Here we present a novel experimental paradigm to investigate whether age-related declines in executive control of attention contributes to route learning deficits. A young and an older participant group was repeatedly presented with a route through a virtual maze comprised of 12 decision points (DP) and non-decision points (non-DP). To investigate attentional engagement with the route learning task, participants had to respond to auditory probes at both DP and non-DP. Route knowledge was assessed by showing participants screenshots or landmarks from DPs and non-DPs and asking them to indicate the movement direction required to continue the route. Results demonstrate better performance for DPs than for non-DPs and slower responses to auditory probes at DPs compared to non-DPs. As expected we found slower route learning and slower responses to the auditory probes in the older participant group. Interestingly, differences in response times to the auditory probes between DPs and non-DPs can predict the success of route learning in both age groups and may explain slower knowledge acquisition in the older participant group. PMID:28775689
Mobile Learning and Early Age Mathematics

ERIC Educational Resources Information Center

Peled, Shir; Schocken, Shimon

2014-01-01

The ability to develop engaging simulations and constructive learning experiences using mobile devices is unprecedented, presenting a disruption in educational practices of historical proportions. In this paper we describe some of the unique virtues that mobile learning hold for early age mathematics education. In particular, we describe how…
Learning Needs and Activity Limitations of Elderly Japanese with Physical Disabilities.

ERIC Educational Resources Information Center

Hori, Shigeo; Fujiwara, Mizuho

2003-01-01

A survey of 364 Japanese adults over 60 with physical disabilities found that 87% have learning needs in the areas of health care, communication, and leisure activities. Instrumental/social learning ranked higher among those with serious activity limitations. Expressive/communicative learning was more important for those with moderate limitations.…
Chronological age and its impact on associative learning proficiency and brain structure in middle adulthood.

PubMed

Diwadkar, Vaibhav A; Bellani, Marcella; Ahmed, Rizwan; Dusi, Nicola; Rambaldelli, Gianluca; Perlini, Cinzia; Marinelli, Veronica; Ramaseshan, Karthik; Ruggeri, Mirella; Bambilla, Paolo

2016-01-15

The rate of biological change in middle-adulthood is relatively under-studied. Here, we used behavioral testing in conjunction with structural magnetic resonance imaging to examine the effects of chronological age on associative learning proficiency and on brain regions that previous functional MRI studies have closely related to the domain of associative learning. Participants (n=66) completed a previously established associative learning paradigm, and consented to be scanned using structural magnetic resonance imaging. Age-related effects were investigated both across sub-groups in the sample (younger vs. older) and across the entire sample (using regression approaches). Chronological age had substantial effects on learning proficiency (independent of IQ and Education Level), with older adults showing a decrement compared to younger adults. In addition, decreases in estimated gray matter volume were observed in multiple brain regions including the hippocampus and the dorsal prefrontal cortex, both of which are strongly implicated in associative learning. The results suggest that middle adulthood may be a more dynamic period of life-span change than previously believed. The conjunctive application of narrowly focused tasks, with conjointly acquired structural MRI data may allow us to enrich the search for, and the interpretation of, age-related changes in cross-sectional samples. Copyright © 2015 Elsevier B.V. All rights reserved.
Effectiveness of E-learning in pharmacy education.

PubMed

Salter, Sandra M; Karia, Ajay; Sanfilippo, Frank M; Clifford, Rhonda M

2014-05-15

Over the past 2 decades, e-learning has evolved as a new pedagogy within pharmacy education. As learners and teachers increasingly seek e-learning opportunities for an array of educational and individual benefits, it is important to evaluate the effectiveness of these programs. This systematic review of the literature examines the quality of e-learning effectiveness studies in pharmacy, describes effectiveness measures, and synthesizes the evidence for each measure. E-learning in pharmacy education effectively increases knowledge and is a highly acceptable instructional format for pharmacists and pharmacy students. However, there is limited evidence that e-learning effectively improves skills or professional practice. There is also no evidence that e-learning is effective at increasing knowledge long term; thus, long-term follow-up studies are required. Translational research is also needed to evaluate the benefits of e-learning at patient and organizational levels.
Learning to choose: Cognitive aging and strategy selection learning in decision making.

PubMed

Mata, Rui; von Helversen, Bettina; Rieskamp, Jörg

2010-06-01

Decision makers often have to learn from experience. In these situations, people must use the available feedback to select the appropriate decision strategy. How does the ability to select decision strategies on the basis of experience change with age? We examined younger and older adults' strategy selection learning in a probabilistic inference task using a computational model of strategy selection learning. Older adults showed poorer decision performance compared with younger adults. In particular, older adults performed poorly in an environment favoring the use of a more cognitively demanding strategy. The results suggest that the impact of cognitive aging on strategy selection learning depends on the structure of the decision environment. (c) 2010 APA, all rights reserved
The Cost of Learning: Interference Effects in Memory Development

PubMed Central

Darby, Kevin P.; Sloutsky, Vladimir M.

2015-01-01

Learning often affects future learning and memory for previously learned information by exerting either facilitation or interference effects. Several theoretical accounts of interference effects have been proposed, each making different developmental predictions. This research examines interference effects across development, with the goal of better understanding mechanisms of interference and of memory development. Preschool-aged children and adults participated in a three-phased associative learning paradigm containing stimuli that were either unique or repeated across phases. Both age groups demonstrated interference effects, but only for repeated items. Whereas proactive interference effects were comparable across age groups, retroactive interference reached catastrophic-like levels in children. Additionally, retroactive interference increased in adults when contextual differences between phases were minimized (Experiment 2), and decreased in adults who were more successful at encoding repeated pairs of stimuli during a training phase (Experiment 3). These results are discussed with respect to theories of memory and memory development. PMID:25688907
Word Learning during Reading: Effects of Language Ability in School-Age Children

ERIC Educational Resources Information Center

Hill, Margaret S.; Wagovich, Stacy A.; Manfra, Louis

2017-01-01

Most vocabulary growth during the school-age years occurs incidentally. However, little is understood about the influence of language skills on word knowledge growth during reading. Using a pretest-posttest quasi-experimental design, we examined incidental word learning through reading, considering the presence/absence of supportive context and…
A review of supervised machine learning applied to ageing research.

PubMed

Fabris, Fabio; Magalhães, João Pedro de; Freitas, Alex A

2017-04-01

Broadly speaking, supervised machine learning is the computational task of learning correlations between variables in annotated data (the training set), and using this information to create a predictive model capable of inferring annotations for new data, whose annotations are not known. Ageing is a complex process that affects nearly all animal species. This process can be studied at several levels of abstraction, in different organisms and with different objectives in mind. Not surprisingly, the diversity of the supervised machine learning algorithms applied to answer biological questions reflects the complexities of the underlying ageing processes being studied. Many works using supervised machine learning to study the ageing process have been recently published, so it is timely to review these works, to discuss their main findings and weaknesses. In summary, the main findings of the reviewed papers are: the link between specific types of DNA repair and ageing; ageing-related proteins tend to be highly connected and seem to play a central role in molecular pathways; ageing/longevity is linked with autophagy and apoptosis, nutrient receptor genes, and copper and iron ion transport. Additionally, several biomarkers of ageing were found by machine learning. Despite some interesting machine learning results, we also identified a weakness of current works on this topic: only one of the reviewed papers has corroborated the computational results of machine learning algorithms through wet-lab experiments. In conclusion, supervised machine learning has contributed to advance our knowledge and has provided novel insights on ageing, yet future work should have a greater emphasis in validating the predictions.
A comparison of progestins within three classes: Differential effects on learning and memory in the aging surgically menopausal rat.

PubMed

Braden, B Blair; Andrews, Madeline G; Acosta, Jazmin I; Mennenga, Sarah E; Lavery, Courtney; Bimonte-Nelson, Heather A

2017-03-30

For decades, progestins have been included in hormone therapies (HT) prescribed to women to offset the risk of unopposed estrogen-induced endometrial hyperplasia. However, the potential effects on cognition of subcategories of clinically used progestins have been largely unexplored. In two studies, the present investigation evaluated the cognitive effects of norethindrone acetate (NETA), levonorgestrel (LEVO), and medroxyprogesterone acetate (MPA) on the water radial-arm maze (WRAM) and Morris water maze (MM) in middle-aged ovariectomized rats. In Study 1, six-weeks of a high-dose NETA treatment impaired learning and delayed retention on the WRAM, and impaired reference memory on the MM. Low-dose NETA treatment impaired delayed retention on the WRAM. In Study 2, high-dose NETA treatment was reduced to four-weeks and compared to MPA and LEVO. As previously shown, MPA impaired working memory performance during the lattermost portion of testing, at the highest working memory load, impaired delayed retention on the WRAM, and impaired reference memory on the MM. NETA also impaired performance on these WRAM and MM measures. Interestingly, LEVO did not impair performance, but instead enhanced learning on the WRAM. The current study corroborates previous evidence that the most commonly prescribed FDA-approved progestin for HT, MPA, impairs learning and memory in the ovariectomized middle-aged rat. When progestins from two different additional subcategories were investigated, NETA impaired learning and memory similarly to MPA, but LEVO enhanced learning. Future research is warranted to determine LEVO's potential as an ideal progestin for optimal health in women, including for cognition. Copyright © 2016 Elsevier B.V. All rights reserved.
Effectiveness of E-learning in Pharmacy Education

PubMed Central

Karia, Ajay; Sanfilippo, Frank M.; Clifford, Rhonda M.

2014-01-01

Over the past 2 decades, e-learning has evolved as a new pedagogy within pharmacy education. As learners and teachers increasingly seek e-learning opportunities for an array of educational and individual benefits, it is important to evaluate the effectiveness of these programs. This systematic review of the literature examines the quality of e-learning effectiveness studies in pharmacy, describes effectiveness measures, and synthesizes the evidence for each measure. E-learning in pharmacy education effectively increases knowledge and is a highly acceptable instructional format for pharmacists and pharmacy students. However, there is limited evidence that e-learning effectively improves skills or professional practice. There is also no evidence that e-learning is effective at increasing knowledge long term; thus, long-term follow-up studies are required. Translational research is also needed to evaluate the benefits of e-learning at patient and organizational levels. PMID:24850945
Investing in organisational culture: nursing students' experience of organisational learning culture in aged care settings following a program of cultural development.

PubMed

Grealish, Laurie; Henderson, Amanda

2016-10-01

Concerns around organisational learning culture limit nursing student placements in aged care settings to first year experiences. Determine the impact of an extended staff capacity building program on students' experiences of the organisational learning culture in the aged care setting. Pre and post-test design. A convenience sample of first, second and third year Bachelor of Nursing students attending placements at three residential aged care facilities completed the Clinical Learning Organisational Culture Survey. Responses between the group that attended placement before the program (n = 17/44; RR 38%) and the group that attended following the program (n = 33/72; RR 45%) were compared. Improvements were noted in the areas of recognition, accomplishment, and influence, with decreases in dissatisfaction. Organisational investment in building staff capacity can produce a positive learning culture. The aged care sector offers a rich learning experience for students when staff capacity to support learning is developed.
Understanding the developmental dynamics of subject omission: the role of processing limitations in learning.

PubMed

Freudenthal, Daniel; Pine, Julian M; Gobet, Fernand

2007-02-01

P. Bloom's (1990) data on subject omission are often taken as strong support for the view that child language can be explained in terms of full competence coupled with processing limitations in production. This paper examines whether processing limitations in learning may provide a more parsimonious explanation of the data without the need to assume full competence. We extended P. Bloom's study by using a larger sample (12 children) and measuring subject omission phenomena in three developmental phases. The results revealed a Verb Phrase-length effect consistent with that reported by P. Bloom. However, contrary to the predictions of the processing limitations account, the proportion of overt subjects that were pronominal increased with developmental phase. The data were simulated with MOSAIC, a computational model that learns to produce progressively longer utterances as a function of training. MOSAIC was able to capture all of the effects reported by P. Bloom through a resource-limited distributional analysis of child-directed speech. Since MOSAIC does not have any built-in linguistic knowledge, these results show that the phenomena identified by P. Bloom do not constitute evidence for underlying competence on the part of the child. They also underline the need to develop more empirically grounded models of the way that processing limitations in learning might influence the language acquisition process.
The Impact of Age on Using Language Learning Strategies

ERIC Educational Resources Information Center

Sepasdar, Mansoreh; Soori, Afshin

2014-01-01

Since age plays an important role in learning a second or foreign language, the present study investigated how different students in different age groups used language learning strategies. The participants of this study were 94 Iranian EFL students from four educational levels and different age groups as, primary (10-12), guidance (13-15), high…
Teaching and Learning about Sexuality and Aging.

ERIC Educational Resources Information Center

Steffl, Bernita M.; Kelly, James J.

1979-01-01

Describes an experience in developing teaching and learning content on aging and sexuality. Suggestions for a course outline and experiential learning for students and a summary of findings, which has implications for educators in gerontology, are included. (Author)
Learned Helplessness and Psychological Adjustment: Effects of Age, Gender and Academic Achievement.

ERIC Educational Resources Information Center

Valas, Harald

2001-01-01

Studied the relationships among academic achievement, learned helplessness, and psychological adjustment (self-esteem and depression), controlled for gender and age, for 1,580 students with data collected in grades 3 and 4, 6 and 7, and 8 and 9. Results show that academic achievement is directly and indirectly related to the pattern of…
Cost-Sensitive Local Binary Feature Learning for Facial Age Estimation.

PubMed

Lu, Jiwen; Liong, Venice Erin; Zhou, Jie

2015-12-01

In this paper, we propose a cost-sensitive local binary feature learning (CS-LBFL) method for facial age estimation. Unlike the conventional facial age estimation methods that employ hand-crafted descriptors or holistically learned descriptors for feature representation, our CS-LBFL method learns discriminative local features directly from raw pixels for face representation. Motivated by the fact that facial age estimation is a cost-sensitive computer vision problem and local binary features are more robust to illumination and expression variations than holistic features, we learn a series of hashing functions to project raw pixel values extracted from face patches into low-dimensional binary codes, where binary codes with similar chronological ages are projected as close as possible, and those with dissimilar chronological ages are projected as far as possible. Then, we pool and encode these local binary codes within each face image as a real-valued histogram feature for face representation. Moreover, we propose a cost-sensitive local binary multi-feature learning method to jointly learn multiple sets of hashing functions using face patches extracted from different scales to exploit complementary information. Our methods achieve competitive performance on four widely used face aging data sets.
Hayflick, his limit, and cellular ageing.

PubMed

Shay, J W; Wright, W E

2000-10-01

Almost 40 years ago, Leonard Hayflick discovered that cultured normal human cells have limited capacity to divide, after which they become senescent -- a phenomenon now known as the 'Hayflick limit'. Hayflick's findings were strongly challenged at the time, and continue to be questioned in a few circles, but his achievements have enabled others to make considerable progress towards understanding and manipulating the molecular mechanisms of ageing.
Environmental impoverishment and aging alter object recognition, spatial learning, and dentate gyrus astrocytes.

PubMed

Diniz, Daniel G; Foro, César A R; Rego, Carla M D; Gloria, David A; de Oliveira, Fabio R R; Paes, Juliana M P; de Sousa, Aline A; Tokuhashi, Tatyana P; Trindade, Lucas S; Turiel, Maíra C P; Vasconcelos, Erick G R; Torres, João B; Cunnigham, Colm; Perry, Victor H; Vasconcelos, Pedro F da Costa; Diniz, Cristovam W P

2010-08-01

Environmental and age-related effects on learning and memory were analysed and compared with changes observed in astrocyte laminar distribution in the dentate gyrus. Aged (20 months) and young (6 months) adult female albino Swiss mice were housed from weaning either in impoverished conditions or in enriched conditions, and tested for episodic-like and water maze spatial memories. After these behavioral tests, brain hippocampal sections were immunolabeled for glial fibrillary acid protein to identify astrocytes. The effects of environmental enrichment on episodic-like memory were not dependent on age, and may protect water maze spatial learning and memory from declines induced by aging or impoverished environment. In the dentate gyrus, the number of astrocytes increased with both aging and enriched environment in the molecular layer, increased only with aging in the polymorphic layer, and was unchanged in the granular layer. We suggest that long-term experience-induced glial plasticity by enriched environment may represent at least part of the circuitry groundwork for improvements in behavioral performance in the aged mice brain.
Age-related changes in learning across early childhood: a new imitation task.

PubMed

Dickerson, Kelly; Gerhardstein, Peter; Zack, Elizabeth; Barr, Rachel

2013-11-01

Imitation plays a critical role in social and cognitive development, but the social learning mechanisms contributing to the development of imitation are not well understood. We developed a new imitation task designed to examine social learning mechanisms across the early childhood period. The new task involves assembly of abstract-shaped puzzle pieces in an arbitrary sequence on a magnet board. Additionally, we introduce a new scoring system that extends traditional goal-directed imitation scoring to include measures of both children's success at copying gestures (sliding the puzzle pieces) and goals (connecting the puzzle pieces). In Experiment 1, we demonstrated an age-invariant baseline from 1.5 to 3.5 years of age, accompanied by age-related changes in success at copying goals and gestures from a live demonstrator. In Experiment 2, we applied our new task to learning following a video demonstration. Imitation performance in the video demonstration group lagged behind that of the live demonstration group, showing a protracted video deficit effect. Across both experiments, children were more likely to copy gestures at earlier ages, suggesting mimicry, and only later copy both goals and gestures, suggesting imitation. Taken together, the findings suggest that different social learning strategies may predominate in imitation learning dependent upon the degree of object affordance, task novelty, and task complexity. © 2012 Wiley Periodicals, Inc.

Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.

PubMed

Dunlosky, John; Rawson, Katherine A; Marsh, Elizabeth J; Nathan, Mitchell J; Willingham, Daniel T

2013-01-01

monograph is rather lengthy. However, we also wrote the monograph in a modular fashion, so it is easy to use. In particular, each review is divided into the following sections: General description of the technique and why it should work How general are the effects of this technique? 2a. Learning conditions 2b. Student characteristics 2c. Materials 2d. Criterion tasks Effects in representative educational contexts Issues for implementation Overall assessment The review for each technique can be read independently of the others, and particular variables of interest can be easily compared across techniques. To foreshadow our final recommendations, the techniques vary widely with respect to their generalizability and promise for improving student learning. Practice testing and distributed practice received high utility assessments because they benefit learners of different ages and abilities and have been shown to boost students' performance across many criterion tasks and even in educational contexts. Elaborative interrogation, self-explanation, and interleaved practice received moderate utility assessments. The benefits of these techniques do generalize across some variables, yet despite their promise, they fell short of a high utility assessment because the evidence for their efficacy is limited. For instance, elaborative interrogation and self-explanation have not been adequately evaluated in educational contexts, and the benefits of interleaving have just begun to be systematically explored, so the ultimate effectiveness of these techniques is currently unknown. Nevertheless, the techniques that received moderate-utility ratings show enough promise for us to recommend their use in appropriate situations, which we describe in detail within the review of each technique. Five techniques received a low utility assessment: summarization, highlighting, the keyword mnemonic, imagery use for text learning, and rereading. These techniques were rated as low utility for
Successive and discrete spaced conditioning in active avoidance learning in young and aged zebrafish.

PubMed

Yang, Peng; Kajiwara, Riki; Tonoki, Ayako; Itoh, Motoyuki

2018-05-01

We designed an automated device to study active avoidance learning abilities of zebrafish. Open source tools were used for the device control, statistical computing, and graphic outputs of data. Using the system, we developed active avoidance tests to examine the effects of trial spacing and aging on learning. Seven-month-old fish showed stronger avoidance behavior as measured by color preference index with discrete spaced training as compared to successive spaced training. Fifteen-month-old fish showed a similar trend, but with reduced cognitive abilities compared with 7-month-old fish. Further, in 7-month-old fish, an increase in learning ability during trials was observed with discrete, but not successive, spaced training. In contrast, 15-month-old fish did not show increase in learning ability during trials. Therefore, these data suggest that discrete spacing is more effective for learning than successive spacing, with the zebrafish active avoidance paradigm, and that the time course analysis of active avoidance using discrete spaced training is useful to detect age-related learning impairment. Copyright © 2017 Elsevier Ireland Ltd and Japan Neuroscience Society. All rights reserved.
Age Effects in Information Processing.

ERIC Educational Resources Information Center

Furukawa, James M.; And Others

Attempts to modify or ameliorate the effects of declining cognitive abilities of the elderly have met with limited success. To focus on the effects of age in cognitive processing capacity (CPC), Furukawa's (1977) CPC test was administered individually to 3 age groups (16-30, 31-45, and 45-60) of 15 subjects each. Speed of processing old and new…
Focus of Attention in Children's Motor Learning: Examining the Role of Age and Working Memory.

PubMed

Brocken, J E A; Kal, E C; van der Kamp, J

2016-01-01

The authors investigated the relative effectiveness of different attentional focus instructions on motor learning in primary school children. In addition, we explored whether the effect of attentional focus on motor learning was influenced by children's age and verbal working memory capacity. Novice 8-9-year old children (n = 30) and 11-12-year-old children (n = 30) practiced a golf putting task. For each age group, half the participants received instructions to focus (internally) on the swing of their arm, while the other half was instructed to focus (externally) on the swing of the club. Children's verbal working memory capacity was assessed with the Automated Working Memory Assessment. Consistent with many reports on adult's motor learning, children in the external groups demonstrated greater improvements in putting accuracy than children who practiced with an internal focus. This effect was similar across age groups. Verbal working memory capacity was not found to be predictive of motor learning, neither for children in the internal focus groups nor for children in the external focus groups. In conclusion, primary school children's motor learning is enhanced by external focus instructions compared to internal focus instructions. The purported modulatory roles of children's working memory, attentional capacity, or focus preferences require further investigation.
Aging: Learning to Live a Finite Life.

PubMed

Baars, Jan

2017-10-01

Although biodemographic research informs us that life expectancies have risen impressively during the last century, this has not led to much interest in these new horizons of aging. The instrumentalist culture of late modern societies, including its health cure system, has clearly difficulties to relate to the elusive but inevitable limitations of finite life. Moreover, as most people can be expected to survive into old age, thinking about finitude is easily postponed and reserved for those who are "really old." Indeed, a meaningful and realistic understanding of aging needs to include a confrontation with the finitude of life. Instead of reducing aging to the opposite or continuation of vital adulthood, it should be seen as something with a potentially broad and deep significance: a process of learning to live a finite life. As a contribution to this cultural repositioning of aging, the article presents a philosophical exploration of finitude and finite life. Among the discussed topics are the Stoic and Epicurean ways of living with death but also the necessity to expand the meaning of "finitude" beyond mortality. Aging is foremost a process of living through changes that are largely beyond our control although they require active responding. Next, individualistic or existentialist interpretations are criticized because finite lives presuppose a social world in which they emerge and on which they depend. Unfortunately, aging, the most important experiential source of knowledge about what it is to live a finite life, is neglected by the same culture that needs its wisdom. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Teaching and Learning About Aging. Evaluation Report.

ERIC Educational Resources Information Center

Peters, Eileen

This evaluation study determined the extent to which teachers and students involved with the Teaching and Learning About Aging (TLA) project experienced cognitive growth and attitudinal change. The major purpose of the TLA project was to help students understand aging and related issues and to foster more positive attitudes toward aging and older…
Effects of nimodipine on learning in normotensive and spontaneously hypertensive rats.

PubMed

Meneses, A; Terrón, J A; Ibarra, M; Hong, E

1997-04-01

It is well known that the calcium channel blocker, nimodipine, has beneficial effects on learning in either aged or hypertensive animals and humans. However, no attempts have been made to investigate if nimodipine can reverse the synergistic deleterious effects of aging and hypertension in the same subject. Therefore, this study investigated the effects of stable infusions of nimodipine in the autoshaping learning task using middle-aged normotensive (WKY) and hypertensive (SHR) rats. WKY and SHR of 12 months of age were implanted with osmotic minipumps releasing either vehicle or nimodipine (0.4 mg/kg/day). After 3 weeks of treatment, the animals received autoshaping training sessions during 4 consecutive days. The WKY animals treated with nimodipine exhibited the highest levels of learning during the last session, the rank order being WKY-nimodipine > SHR-nimodipine > WKY-vehicle > SHR-vehicle. These results confirm that nimodipine can reverse the impairing effects of either aging or hypertension on learning; the presence of both conditions, however, might produce more severe dysfunctional changes that cannot be totally reversed by nimodipine.
Hippocampal and prefrontal cortex contributions to learning and memory: analysis of lesion and aging effects on maze learning in rats.

PubMed

Winocur, G; Moscovitch, M

1990-08-01

Young adult rats with bilateral lesions to the hippocampus or prefrontal cortex, young operated controls, and normal old rats were tested on two complex mazes in the Hebb-Williams series. Approximately half the animals were previously trained on one of the mazes; the remainder received no previous training. The trained hippocampal rats showed sparing of memory for the general skill of maze learning but poor recall of the specific maze on which they had been previously trained. The opposite pattern was observed in trained prefrontal rats. In contrast, the aged rats' memory for maze-specific and maze-general information was impaired. The results confirmed the importance of the hippocampus for recalling highly specific information and pointed to a possible role for the frontal lobes in learning and remembering nonspecific skill-related information. The generalized deficit of the aged rats indicates that both types of memory were compromised and offers further evidence of frontal lobe and hippocampal dysfunction in normal aging.
Frontostriatal white matter integrity mediates adult age differences in probabilistic reward learning.

PubMed

Samanez-Larkin, Gregory R; Levens, Sara M; Perry, Lee M; Dougherty, Robert F; Knutson, Brian

2012-04-11

Frontostriatal circuits have been implicated in reward learning, and emerging findings suggest that frontal white matter structural integrity and probabilistic reward learning are reduced in older age. This cross-sectional study examined whether age differences in frontostriatal white matter integrity could account for age differences in reward learning in a community life span sample of human adults. By combining diffusion tensor imaging with a probabilistic reward learning task, we found that older age was associated with decreased reward learning and decreased white matter integrity in specific pathways running from the thalamus to the medial prefrontal cortex and from the medial prefrontal cortex to the ventral striatum. Further, white matter integrity in these thalamocorticostriatal paths could statistically account for age differences in learning. These findings suggest that the integrity of frontostriatal white matter pathways critically supports reward learning. The findings also raise the possibility that interventions that bolster frontostriatal integrity might improve reward learning and decision making.
Finding Uncertainties that Cause the Age Dependence of Dose Limits to Be Immature

NASA Technical Reports Server (NTRS)

Cucinotta, Francis A.

2007-01-01

Space radiation permissible exposure limits (PEL) are intended to set acceptable levels of cancer risks, and avoid any clinical significant non-cancer effects. The 1989 recommendation of the National Council of Radiation Protection and Measurements (NCRP) recommended a strong age dependence of dose limits that departed drastically from the then mature 1970 dose limits recommendations from the National Academy of Science, which were independent of age. In 2000, the NCRP recommended revised limits that showed a similar trend of risk with age to the 1989 report. In this model, the cancer risk per Sv varies by more than 2-fold for ages between 30- and 50-yr. Therefore for galactic cosmic rays exposure, astronaut age has a larger influence on risk then radiation shielding mass or material composition, vehicle propulsion method, or position in the solar cycle. For considering the control of mission costs and resources, the possibility of using astronaut age as a trade variable in mission design could be considered. However, the uncertainties in describing the age dependence on risk have not been fully explored. We discuss biological factors that influence the age dependence of radiation risks, including susceptibility, expression and latency, and radiation quality. These factors depend not only on the individual s age, but also their genetic sensitivity and interaction with other environmental factors. Epidemiological data is limited in describing the age dependence on risk. The 2005, BEIR VII report recommends an age dependence for cancer risk attributable solely to the life-table disagreeing strongly with the NCRP model. However, BEIR VII also noted the limited power of human data for concomitantly describing both age and age after exposure dependences of cancer risks. Many experimental studies have shown that high LET radiation (e.g., high charge and energy (HZE) nuclei and neutrons) display reduced latency compared to low LET radiation, suggesting distinct biological
A lower limit on the age of the universe

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chaboyer, B.; Demarque, P.; Kernan, P.J.

1996-02-16

A detailed numerical study was designed and conducted to estimate the absolute age and the uncertainty in age (with confidence limits) of the oldest globular clusters in our galaxy, and hence to put a robust lower bound on the age of the universe. Estimates of the uncertainty range and distribution in the input parameters of stellar evolution codes were used to produce 1000 Monte Carlo realizations of stellar isochrones, which were then used to derive ages for the 17 oldest globular clusters. A probability distribution for the mean age of these systems was derived by incorporating the observational uncertainties inmore » chrones. The dominant contribution to the width of the distribution (approximately {sup +}{sub -}5) magnitudes. Subdominant contributions came from the choice of the color table used to translate theoretical luminosities and temperatures to observed magnitudes and colors, as well as from theoretical uncertainties in heavy element abundances and mixing length. The one-sided 95 percent confidence limit lower bound for this distribution occurs at an age of 12.07 X 10{sup 9} years, and the median age for the distribution is 14.56 X 10{sup 9} years. These age limits, when compared with the Hubble age estimate, put powerful constraints on cosmology. 41 refs., 2 figs.« less
Cholinesterase Inhibitors Improve Both Memory and Complex Learning in Aged Beagle Dogs

PubMed Central

Araujo, Joseph A.; Greig, Nigel H.; Ingram, Donald K.; Sandin, Johan; de Rivera, Christina; Milgram, Norton W.

2016-01-01

Similar to patients with Alzheimer’s disease (AD), dogs exhibit age-dependent cognitive decline, amyloid-β (Aβ) pathology, and evidence of cholinergic hypofunction. The present study sought to further investigate the role of cholinergic hypofunction in the canine model by examining the effect of the cholinesterase inhibitors phenserine and donepezil on performance of two tasks, a delayed non-matching-to-position task (DNMP) designed to assess working memory, and an oddity discrimination learning task designed to assess complex learning, in aged dogs. Phenserine (0.5 mg/kg; PO) significantly improved performance on the DNMP at the longest delay compared to wash-out and partially attenuated scopolamine-induced deficits (15 μg/kg; SC). Phenserine also improved learning on a difficult version of an oddity discrimination task compared to placebo, but had no effect on an easier version. We also examined the effects of three doses of donepezil (0.75, 1.5, and 6 mg/kg; PO) on performance of the DNMP. Similar to the results with phenserine, 1.5 mg/kg of donepezil improved performance at the longest delay compared to baseline and wash-out, indicative of memory enhancement. These results further extend the findings of cholinergic hypofunction in aged dogs and provide pharmacological validation of the canine model with a cholinesterase inhibitor approved for use in AD. Collectively, these studies support utilizing the aged dog in future screening of therapeutics for AD, as well as for investigating the links among cholinergic function, Aβ pathology, and cognitive decline. PMID:21593569
Supporting Lifelong Learning in the Information Age

ERIC Educational Resources Information Center

Zhou, Wei; Yasuda, Takami; Yokoi, Shigeki

2007-01-01

Many countries are considering lifelong learning, which is becoming an important education goal, and promoting lifelong learning in the information age. With the development of Information and Communications Technology (ICT), digital divides have become a major concern in the world. In this study, we focus on three dimensions of digital divides in…
Aging in Sensory and Motor Neurons Results in Learning Failure in Aplysia californica.

PubMed

Kempsell, Andrew T; Fieber, Lynne A

2015-01-01

The physiological and molecular mechanisms of age-related memory loss are complicated by the complexity of vertebrate nervous systems. This study takes advantage of a simple neural model to investigate nervous system aging, focusing on changes in learning and memory in the form of behavioral sensitization in vivo and synaptic facilitation in vitro. The effect of aging on the tail withdrawal reflex (TWR) was studied in Aplysia californica at maturity and late in the annual lifecycle. We found that short-term sensitization in TWR was absent in aged Aplysia. This implied that the neuronal machinery governing nonassociative learning was compromised during aging. Synaptic plasticity in the form of short-term facilitation between tail sensory and motor neurons decreased during aging whether the sensitizing stimulus was tail shock or the heterosynaptic modulator serotonin (5-HT). Together, these results suggest that the cellular mechanisms governing behavioral sensitization are compromised during aging, thereby nearly eliminating sensitization in aged Aplysia.
The Effects of Age, IQ, and Sentence Mediation Strategy Training on Paired-Associates Learning. Studies in Learning Potential, Volume 3, Number 43.

ERIC Educational Resources Information Center

Stein, Joan Lerner; Budoff, Milton

Compared were performances of 39 educable mentally retarded (EMR) Ss, mean chronological age (CA) 11 1/2 years, mean mental age (MA) 7 3/4 years; 25 fifth graders matched on CA; and 27 second graders matched on MA to determine whether children of different ages and IQ spontaneously demonstrate learning strategies after repeated practice with…
The Effects of Learning Disabilities on a Child's Self-Concept.

ERIC Educational Resources Information Center

Avazian, Karyn Lorraine Wood

The review of the literature focuses on research assessing the effects of learning disabilities on a child's self-concept. After an introduction, definitions of "learning disabilities" and "self-concept" are offered. The literature on effects of learning disabilities on self-concept in elementary, middle, and high school age children is then…
People with Learning Disabilities and "Active Ageing"

ERIC Educational Resources Information Center

Foster, Liam; Boxall, Kathy

2015-01-01

Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…
Learning cooking skills at different ages: a cross-sectional study.

PubMed

Lavelle, Fiona; Spence, Michelle; Hollywood, Lynsey; McGowan, Laura; Surgenor, Dawn; McCloat, Amanda; Mooney, Elaine; Caraher, Martin; Raats, Monique; Dean, Moira

2016-11-14

Cooking skills are increasingly included in strategies to prevent and reduce chronic diet-related diseases and obesity. While cooking interventions target all age groups (Child, Teen and Adult), the optimal age for learning these skills on: 1) skills retention, 2) cooking practices, 3) cooking attitudes, 4) diet quality and 5) health is unknown. Similarly, although the source of learning cooking skills has been previously studied, the differences in learning from these different sources has not been considered. This research investigated the associations of the age and source of learning with the aforementioned five factors. A nationally representative (Northern/Republic of Ireland) cross-sectional survey was undertaken with 1049 adults aged between 20-60 years. The survey included both measures developed and tested by the researchers as well as validated measures of cooking (e.g. chopping) and food skills (e.g. budgeting), cooking practices (e.g. food safety), cooking attitudes, diet quality and health. Respondents also stated when they learnt the majority of their skills and their sources of learning. The data was analysed using ANOVAs with post-hoc analysis and Chi 2 crosstabs with a significance level of 0.05. Results showed that child (<12 years) and/or teen (13-18 years) learners had significantly greater numbers of, and confidence in, their cooking and food skills, cooking practices, cooking attitudes, diet quality (with the exception of fibre intake where adult learners were higher) and health. Mother was the primary source of learning and those who learnt only from this source had significantly better outcomes on 12 of the 23 measures. This research highlights the importance of learning cooking skills at an early age for skill retention, confidence, cooking practices, cooking attitude and diet quality. Mother remained the primary source of learning, however, as there is a reported deskilling of domestic cooks, mothers may no longer have the ability to
Perceptual Learning and Attention: Reduction of Object Attention Limitations with Practice

PubMed Central

Dosher, Barbara Anne; Han, Songmei; Lu, Zhong-Lin

2012-01-01

Perceptual learning has widely been claimed to be attention driven; attention assists in choosing the relevant sensory information and attention may be necessary in many cases for learning. In this paper, we focus on the interaction of perceptual learning and attention – that perceptual learning can reduce or eliminate the limitations of attention, or, correspondingly, that perceptual learning depends on the attention condition. Object attention is a robust limit on performance. Two attributes of a single attended object may be reported without loss, while the same two attributes of different objects can exhibit a substantial dual-report deficit due to the sharing of attention between objects. The current experiments document that this fundamental dual-object report deficit can be reduced, or eliminated, through perceptual learning that is partially specific to retinal location. This suggests that alternative routes established by practice may reduce the competition between objects for processing resources. PMID:19796653
Aging and Retrospective Revaluation of Causal Learning

PubMed Central

Mutter, Sharon A.; Atchley, Anthony R.; Plumlee, Leslie M.

2011-01-01

In a two-stage causal learning task, young and older participants first learned which foods presented in compound were followed by an allergic reaction (e.g., STEAK - BEANS → REACTION) and then the causal efficacy of one food from these compounds was revalued (e.g., BEANS → NO REACTION). In Experiment 1, unrelated food pairs were used and although there were no age differences in compound or single cue – outcome learning, older adults did not retrospectively revalue the causal efficacy of the absent target cues (e.g. STEAK). However, they had weaker within – compound associations for the unrelated foods and this may have prevented them from retrieving the representations of these cues. In Experiment 2, older adults still showed no retrospective revaluation of absent cues even though compound food cues with pre-existing associations were used (e.g., STEAK - POTATO) and they received additional learning trials. Finally, in Experiment 3, older adults revalued the causal efficacy of the target cues when small, unobtrusive icons of these cues were present during single cue revaluation. These findings suggest that age – related deficits in causal learning for absent cues are due to ineffective associative binding and reactivation processes. PMID:21843025

The Effects of Age on Second Language Grammar and Speech Production

ERIC Educational Resources Information Center

Huang, Becky H.

2014-01-01

The current study examined the age of learning effect on second language (L2) acquisition. The research goals of the study were twofold: to test whether there is an independent age effect controlling for other potentially confounding variables, and to clarify the age effect across L2 grammar and speech production domains. The study included 118…
Limits to Self-Organising Systems of Learning--The Kalikuppam Experiment

ERIC Educational Resources Information Center

Mitra, Sugata; Dangwal, Ritu

2010-01-01

What and how much can children learn without subject teachers? In an attempt to find a limit to self organized learning, we explored the capacity of 10-14 year old Tamil-speaking children in a remote Indian village to learn basic molecular biology, initially on their own with a Hole-in-the-Wall public computer facility, and later with the help of…
Are There Age-Related Differences in the Ability to Learn Configural Responses?

PubMed Central

Clark, Rachel; Freedberg, Michael; Hazeltine, Eliot; Voss, Michelle W.

2015-01-01

Age is often associated with a decline in cognitive abilities that are important for maintaining functional independence, such as learning new skills. Many forms of motor learning appear to be relatively well preserved with age, while learning tasks that involve associative binding tend to be negatively affected. The current study aimed to determine whether age differences exist on a configural response learning task, which includes aspects of motor learning and associative binding. Young (M = 24 years) and older adults (M = 66.5 years) completed a modified version of a configural learning task. Given the requirement of associative binding in the configural relationships between responses, we predicted older adults would show significantly less learning than young adults. Older adults demonstrated lower performance (slower reaction time and lower accuracy). However, contrary to our prediction, older adults showed similar rates of learning as indexed by a configural learning score compared to young adults. These results suggest that the ability to acquire knowledge incidentally about configural response relationships is largely unaffected by cognitive aging. The configural response learning task provides insight into the task demands that constrain learning abilities in older adults. PMID:26317773
The Aging Mind: Potential and Limits.

ERIC Educational Resources Information Center

Baltes, Paul B.

1993-01-01

Notes that research on aging mind has moved from simple growth versus decline view to conception of joint consideration of potential and limits. Sees this development illustrated by research on two categories of cognitive functioning: the cognitive mechanics (comparable to fluid intelligence) and cognitive pragmatics (comparable to crystallized…
The effect of age-at-testing on verbal memory among children following severe traumatic brain injury.

PubMed

Silberg, Tamar; Ahonniska-Assa, Jaana; Levav, Miriam; Eliyahu, Roni; Peleg-Pilowsky, Tamar; Brezner, Amichai; Vakil, Eli

2016-01-01

Memory deficits are a common sequelae following childhood traumatic brain injury (TBI), which often have serious implications on age-related academic skills. The current study examined verbal memory performance using the Rey Auditory Verbal Learning Test (RAVLT) in a pediatric TBI sample. Verbal memory abilities as well as the effect of age at-testing on performance were examined. A sample of 67 children following severe TBI (age average = 12.3 ± 2.74) and 67 matched controls were evaluated using the RAVLT. Age effect at assessment was examined using two age groups: above and below 12 years of age during evaluation. Differences between groups were examined via the 9 RAVLT learning trials and the 7 composite scores conducted out of them. Children following TBI recalled significantly less words than controls on all RAVLT trials and had significantly lower scores on all composite scores. However, all of these scores fell within the low average range. Further analysis revealed significantly lower than average performance among the older children (above 12 years), while scores of the younger children following TBI fell within average limits. To conclude, verbal memory deficits among children following severe TBI demonstrate an age-at-testing effect with more prominent problems occurring above 12 years at the time of evaluation. Yet, age-appropriate performance among children below 12 years of age may not accurately describe memory abilities at younger ages following TBI. It is therefore recommended that clinicians address child's age at testing and avoid using a single test as an indicator of verbal memory functioning post TBI.
Analytical reasoning task reveals limits of social learning in networks.

PubMed

Rahwan, Iyad; Krasnoshtan, Dmytro; Shariff, Azim; Bonnefon, Jean-François

2014-04-06

Social learning-by observing and copying others-is a highly successful cultural mechanism for adaptation, outperforming individual information acquisition and experience. Here, we investigate social learning in the context of the uniquely human capacity for reflective, analytical reasoning. A hallmark of the human mind is its ability to engage analytical reasoning, and suppress false associative intuitions. Through a set of laboratory-based network experiments, we find that social learning fails to propagate this cognitive strategy. When people make false intuitive conclusions and are exposed to the analytic output of their peers, they recognize and adopt this correct output. But they fail to engage analytical reasoning in similar subsequent tasks. Thus, humans exhibit an 'unreflective copying bias', which limits their social learning to the output, rather than the process, of their peers' reasoning-even when doing so requires minimal effort and no technical skill. In contrast to much recent work on observation-based social learning, which emphasizes the propagation of successful behaviour through copying, our findings identify a limit on the power of social networks in situations that require analytical reasoning.
Choosing the Most Effective Pattern Classification Model under Learning-Time Constraint.

PubMed

Saito, Priscila T M; Nakamura, Rodrigo Y M; Amorim, Willian P; Papa, João P; de Rezende, Pedro J; Falcão, Alexandre X

2015-01-01

Nowadays, large datasets are common and demand faster and more effective pattern analysis techniques. However, methodologies to compare classifiers usually do not take into account the learning-time constraints required by applications. This work presents a methodology to compare classifiers with respect to their ability to learn from classification errors on a large learning set, within a given time limit. Faster techniques may acquire more training samples, but only when they are more effective will they achieve higher performance on unseen testing sets. We demonstrate this result using several techniques, multiple datasets, and typical learning-time limits required by applications.
Enhancement of learning capacity and cholinergic synaptic function by carnitine in aging rats.

PubMed

Ando, S; Tadenuma, T; Tanaka, Y; Fukui, F; Kobayashi, S; Ohashi, Y; Kawabata, T

2001-10-15

The effects of a carnitine derivative, acetyl-L-carnitine (ALCAR), on the cognitive and cholinergic activities of aging rats were examined. Rats were given ALCAR (100 mg/kg) per os for 3 months and were subjected to the Hebb-Williams tasks and a new maze task, AKON-1, to assess their learning capacity. The learning capacity of the ALCAR-treated group was superior to that of the control. Cholinergic activities were determined with synaptosomes isolated from the cortices. The high-affinity choline uptake by synaptosomes, acetylcholine synthesis in synaptosomes, and acetylcholine release from synaptosomes on membrane depolarization were all enhanced in the ALCAR group. This study indicates that chronic administration of ALCAR increases cholinergic synaptic transmission and consequently enhances learning capacity as a cognitive function in aging rats. Copyright 2001 Wiley-Liss, Inc.
Why do organizations not learn from incidents? Bottlenecks, causes and conditions for a failure to effectively learn.

PubMed

Drupsteen, Linda; Hasle, Peter

2014-11-01

If organizations would be able to learn more effectively from incidents that occurred in the past, future incidents and consequential injury or damage can be prevented. To improve learning from incidents, this study aimed to identify limiting factors, i.e. the causes of the failure to effectively learn. In seven organizations focus groups were held to discuss factors that according to employees contributed to the failure to learn. By use of a model of the learning from incidents process, the steps, where difficulties for learning arose, became visible, and the causes for these difficulties could be studied. Difficulties were identified in multiple steps of the learning process, but most difficulties became visible when planning actions, which is the phase that bridges the gap from incident investigation to actions for improvement. The main causes for learning difficulties, which were identified by the participants in this study, were tightly related to the learning process, but some indirect causes - or conditions - such as lack of ownership and limitations in expertise were also mentioned. The results illustrate that there are two types of causes for the failure to effectively learn: direct causes and indirect causes, here called conditions. By actively and systematically studying learning, more conditions might be identified and indicators for a successful learning process may be determined. Studying the learning process does, however, require a shift from learning from incidents to learning to learn. Copyright © 2014 Elsevier Ltd. All rights reserved.
The Role of Age and Executive Function in Auditory Category Learning

PubMed Central

Reetzke, Rachel; Maddox, W. Todd; Chandrasekaran, Bharath

2015-01-01

Auditory categorization is a natural and adaptive process that allows for the organization of high-dimensional, continuous acoustic information into discrete representations. Studies in the visual domain have identified a rule-based learning system that learns and reasons via a hypothesis-testing process that requires working memory and executive attention. The rule-based learning system in vision shows a protracted development, reflecting the influence of maturing prefrontal function on visual categorization. The aim of the current study is two-fold: (a) to examine the developmental trajectory of rule-based auditory category learning from childhood through adolescence, into early adulthood; and (b) to examine the extent to which individual differences in rule-based category learning relate to individual differences in executive function. Sixty participants with normal hearing, 20 children (age range, 7–12), 21 adolescents (age range, 13–19), and 19 young adults (age range, 20–23), learned to categorize novel dynamic ripple sounds using trial-by-trial feedback. The spectrotemporally modulated ripple sounds are considered the auditory equivalent of the well-studied Gabor patches in the visual domain. Results revealed that auditory categorization accuracy improved with age, with young adults outperforming children and adolescents. Computational modeling analyses indicated that the use of the task-optimal strategy (i.e. a conjunctive rule-based learning strategy) improved with age. Notably, individual differences in executive flexibility significantly predicted auditory category learning success. The current findings demonstrate a protracted development of rule-based auditory categorization. The results further suggest that executive flexibility coupled with perceptual processes play important roles in successful rule-based auditory category learning. PMID:26491987
An adult learner's learning style should inform but not limit educational choices

NASA Astrophysics Data System (ADS)

Barry, Margot; Egan, Arlene

2017-12-01

Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both course providers and learners to optimise learning outcomes. The evaluation of these questionnaires measures learning styles using indicators developed for this purpose, but the results are not conclusive and their utility is therefore questionable. This narrative review critically examines some of the research which explores the usefulness of considering students' learning styles in adult education. The authors present a discussion - which remains hypothetical - on why the use of learning styles measures continues to be popular despite the absence of rigorous research findings to support this practice. Factors discussed by the authors include confirmation bias (making choices which confirm our prejudices) and user qualification (limiting availability to trained users, e.g. psychologists) as well as limited resources and skills in evaluating research, paired with educators' quest to implement evidence-focused techniques. The authors conclude that while learning styles assessments can be useful for the purpose of reflection on strengths and weaknesses, they should play a limited role in educational choices.
An adult learner's learning style should inform but not limit educational choices

NASA Astrophysics Data System (ADS)

Barry, Margot; Egan, Arlene

2018-02-01

Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both course providers and learners to optimise learning outcomes. The evaluation of these questionnaires measures learning styles using indicators developed for this purpose, but the results are not conclusive and their utility is therefore questionable. This narrative review critically examines some of the research which explores the usefulness of considering students' learning styles in adult education. The authors present a discussion - which remains hypothetical - on why the use of learning styles measures continues to be popular despite the absence of rigorous research findings to support this practice. Factors discussed by the authors include confirmation bias (making choices which confirm our prejudices) and user qualification (limiting availability to trained users, e.g. psychologists) as well as limited resources and skills in evaluating research, paired with educators' quest to implement evidence-focused techniques. The authors conclude that while learning styles assessments can be useful for the purpose of reflection on strengths and weaknesses, they should play a limited role in educational choices.
Effective Trust-Aware E-learning Recommender System Based on Learning Styles and Knowledge Levels

ERIC Educational Resources Information Center

Dwivedi, Pragya; Bharadwaj, Kamal K.

2013-01-01

In the age of information explosion, e-learning recommender systems (ELRSs) have emerged as the most essential tool to deliver personalized learning resources to learners. Due to enormous amount of information on the web, learner faces problem in searching right information. ELRSs deal with the problem of information overload effectively and…
Learning to rank image tags with limited training examples.

PubMed

Songhe Feng; Zheyun Feng; Rong Jin

2015-04-01

With an increasing number of images that are available in social media, image annotation has emerged as an important research topic due to its application in image matching and retrieval. Most studies cast image annotation into a multilabel classification problem. The main shortcoming of this approach is that it requires a large number of training images with clean and complete annotations in order to learn a reliable model for tag prediction. We address this limitation by developing a novel approach that combines the strength of tag ranking with the power of matrix recovery. Instead of having to make a binary decision for each tag, our approach ranks tags in the descending order of their relevance to the given image, significantly simplifying the problem. In addition, the proposed method aggregates the prediction models for different tags into a matrix, and casts tag ranking into a matrix recovery problem. It introduces the matrix trace norm to explicitly control the model complexity, so that a reliable prediction model can be learned for tag ranking even when the tag space is large and the number of training images is limited. Experiments on multiple well-known image data sets demonstrate the effectiveness of the proposed framework for tag ranking compared with the state-of-the-art approaches for image annotation and tag ranking.
Learning Non-Adjacent Regularities at Age 0 ; 7

ERIC Educational Resources Information Center

Gervain, Judit; Werker, Janet F.

2013-01-01

One important mechanism suggested to underlie the acquisition of grammar is rule learning. Indeed, infants aged 0 ; 7 are able to learn rules based on simple identity relations (adjacent repetitions, ABB: "wo fe fe" and non-adjacent repetitions, ABA: "wo fe wo", respectively; Marcus et al., 1999). One unexplored issue is…
Strategic Decision-Making Learning from Label Distributions: An Approach for Facial Age Estimation.

PubMed

Zhao, Wei; Wang, Han

2016-06-28

Nowadays, label distribution learning is among the state-of-the-art methodologies in facial age estimation. It takes the age of each facial image instance as a label distribution with a series of age labels rather than the single chronological age label that is commonly used. However, this methodology is deficient in its simple decision-making criterion: the final predicted age is only selected at the one with maximum description degree. In many cases, different age labels may have very similar description degrees. Consequently, blindly deciding the estimated age by virtue of the highest description degree would miss or neglect other valuable age labels that may contribute a lot to the final predicted age. In this paper, we propose a strategic decision-making label distribution learning algorithm (SDM-LDL) with a series of strategies specialized for different types of age label distribution. Experimental results from the most popular aging face database, FG-NET, show the superiority and validity of all the proposed strategic decision-making learning algorithms over the existing label distribution learning and other single-label learning algorithms for facial age estimation. The inner properties of SDM-LDL are further explored with more advantages.
Strategic Decision-Making Learning from Label Distributions: An Approach for Facial Age Estimation

PubMed Central

Zhao, Wei; Wang, Han

2016-01-01

Nowadays, label distribution learning is among the state-of-the-art methodologies in facial age estimation. It takes the age of each facial image instance as a label distribution with a series of age labels rather than the single chronological age label that is commonly used. However, this methodology is deficient in its simple decision-making criterion: the final predicted age is only selected at the one with maximum description degree. In many cases, different age labels may have very similar description degrees. Consequently, blindly deciding the estimated age by virtue of the highest description degree would miss or neglect other valuable age labels that may contribute a lot to the final predicted age. In this paper, we propose a strategic decision-making label distribution learning algorithm (SDM-LDL) with a series of strategies specialized for different types of age label distribution. Experimental results from the most popular aging face database, FG-NET, show the superiority and validity of all the proposed strategic decision-making learning algorithms over the existing label distribution learning and other single-label learning algorithms for facial age estimation. The inner properties of SDM-LDL are further explored with more advantages. PMID:27367691
Age of language learning shapes brain structure: a cortical thickness study of bilingual and monolingual individuals.

PubMed

Klein, Denise; Mok, Kelvin; Chen, Jen-Kai; Watkins, Kate E

2014-04-01

We examined the effects of learning a second language (L2) on brain structure. Cortical thickness was measured in the MRI datasets of 22 monolinguals and 66 bilinguals. Some bilingual subjects had learned both languages simultaneously (0-3 years) while some had learned their L2 after achieving proficiency in their first language during either early (4-7 years) or late childhood (8-13 years). Later acquisition of L2 was associated with significantly thicker cortex in the left inferior frontal gyrus (IFG) and thinner cortex in the right IFG. These effects were seen in the group comparisons of monolinguals, simultaneous bilinguals and early and late bilinguals. Within the bilingual group, significant correlations between age of acquisition of L2 and cortical thickness were seen in the same regions: cortical thickness correlated with age of acquisition positively in the left IFG and negatively in the right IFG. Interestingly, the monolinguals and simultaneous bilinguals did not differ in cortical thickness in any region. Our results show that learning a second language after gaining proficiency in the first language modifies brain structure in an age-dependent manner whereas simultaneous acquisition of two languages has no additional effect on brain development. Copyright © 2013 Elsevier Inc. All rights reserved.
Aging-related limit of exercise efficacy on motor decline

PubMed Central

Arnold, Jennifer C.; Cantu, Mark A.; Kasanga, Ella A.; Nejtek, Vicki A.; Papa, Evan V.; Bugnariu, Nicoleta; Salvatore, Michael F.

2017-01-01

Identifying lifestyle strategies and allied neurobiological mechanisms that reduce aging-related motor impairment is imperative, given the accelerating number of retirees and increased life expectancy. A physically active lifestyle prior to old age can reduce risk of debilitating motor decline. However, if exercise is initiated after motor decline has begun in the lifespan, it is unknown if aging itself may impose a limit on exercise efficacy to decelerate further aging-related motor decline. In Brown-Norway/Fischer 344 F1 hybrid (BNF) rats, locomotor activity begins to decrease in middle age (12–18 months). One mechanism of aging-related motor decline may be decreased expression of GDNF family receptor, GFRα-1, which is decreased in substantia nigra (SN) between 12 and 30 months old. Moderate exercise, beginning at 18 months old, increases nigral GFRα-1 and tyrosine hydroxylase (TH) expression within 2 months. In aged rats, replenishing aging-related loss of GFRα-1 in SN increases TH in SN alone and locomotor activity. A moderate exercise regimen was initiated in sedentary male BNF rats in a longitudinal study to evaluate if exercise could attenuate aging-related motor decline when initiated at two different ages in the latter half of the lifespan (18 or 24 months old). Motor decline was reversed in the 18-, but not 24-month-old, cohort. However, exercise efficacy in the 18-month-old group was reduced as the rats reached 27 months old. GFRα-1 expression was not increased in either cohort. These studies suggest exercise can decelerate motor decline when begun in the latter half of the lifespan, but its efficacy may be limited by age of initiation. Decreased plasticity of GFRα-1 expression following exercise may limit its efficacy to reverse motor decline. PMID:29176896
Aging-related limit of exercise efficacy on motor decline.

PubMed

Arnold, Jennifer C; Cantu, Mark A; Kasanga, Ella A; Nejtek, Vicki A; Papa, Evan V; Bugnariu, Nicoleta; Salvatore, Michael F

2017-01-01

Identifying lifestyle strategies and allied neurobiological mechanisms that reduce aging-related motor impairment is imperative, given the accelerating number of retirees and increased life expectancy. A physically active lifestyle prior to old age can reduce risk of debilitating motor decline. However, if exercise is initiated after motor decline has begun in the lifespan, it is unknown if aging itself may impose a limit on exercise efficacy to decelerate further aging-related motor decline. In Brown-Norway/Fischer 344 F1 hybrid (BNF) rats, locomotor activity begins to decrease in middle age (12-18 months). One mechanism of aging-related motor decline may be decreased expression of GDNF family receptor, GFRα-1, which is decreased in substantia nigra (SN) between 12 and 30 months old. Moderate exercise, beginning at 18 months old, increases nigral GFRα-1 and tyrosine hydroxylase (TH) expression within 2 months. In aged rats, replenishing aging-related loss of GFRα-1 in SN increases TH in SN alone and locomotor activity. A moderate exercise regimen was initiated in sedentary male BNF rats in a longitudinal study to evaluate if exercise could attenuate aging-related motor decline when initiated at two different ages in the latter half of the lifespan (18 or 24 months old). Motor decline was reversed in the 18-, but not 24-month-old, cohort. However, exercise efficacy in the 18-month-old group was reduced as the rats reached 27 months old. GFRα-1 expression was not increased in either cohort. These studies suggest exercise can decelerate motor decline when begun in the latter half of the lifespan, but its efficacy may be limited by age of initiation. Decreased plasticity of GFRα-1 expression following exercise may limit its efficacy to reverse motor decline.

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

NASA Astrophysics Data System (ADS)

Novak, Joseph D.

2002-07-01

The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure. Ausubel's assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning (Ausubel, The psychology of meaningful verbal learning, New York: Grune and Stratton, 1963; Educational psychology: A cognitive view, New York: Holt, Rinehart and Winston, 1968; The acquisition and retention of knowledge, Dordrecht: Kluwer, 2000). Gowin's Vee heuristic has been employed effectively to aid teachers and students in understanding the constructed nature of knowledge (Gowin, Educating, Ithaca, NY: Cornell University Press, 1981). Situated learning occurs when learning is by rote or at a lower level of meaningful learning. Concept mapping has been used effectively to aid meaningful learning with resulting modification of student's knowledge structures. When these knowledge structures are limited or faulty in some way, they may be referred to as Limited or Inappropriate Propositional Hierarchies (LIPH's). Conceptual change, or more accurately conceptual reconstrution, requires meaningful learning to modify LIPH's. Collaborative group learning facilitates meaningful learning and new knowledge construction. World-wide economic changes are forcing major changes in business and industry placing a premium on the power and value of knowledge and new knowledge production. These changes require changes in school and university education that centers on the nature and power of meaningful learning. New computer tools are available to facilitate teaching activities targeted at modifying LIPH's, and aiding meaningful learning in general.
Ageing, Loss, and Learning: Hong Kong and Australian Seniors

ERIC Educational Resources Information Center

Boulton-Lewis, Gillian M.; Pike, Lucinda; Tam, Maureen; Buys, Laurie

2017-01-01

In this article, the discussion of loss and its relationship to learning is based on the analysis of interview data from 39 older adults in Hong Kong and 40 in Australia. The focus of the research was on ageing and learning. The phenomenon of life changes, specifically losses, and their relationship to learning was frequently mentioned, and this…
Factors for Successful E-Learning: Does Age Matter?

ERIC Educational Resources Information Center

Fleming, Julie; Becker, Karen; Newton, Cameron

2017-01-01

Purpose: The purpose of this paper is to examine the factors affecting employees' overall acceptance, satisfaction and future use of e-learning, specifically exploring the impact that age has on the intended future use of e-learning relative to the other potential predictors. Design/Methodology/Approach: The project developed an online survey and…
Ageing and Learning: What Do They Mean to Elders Themselves?

ERIC Educational Resources Information Center

Tam, Maureen; Chui, Ernest

2016-01-01

This paper is about a quantitative study which has examined and elucidated the conceptualizations of ageing and learning by a group of elders in Hong Kong. In more specific terms, the study has investigated how this group of older people understood the meaning of successful ageing and elder learning in the context of their later lives. Based on…
Limited daily feeding and intermittent feeding have different effects on regional brain energy homeostasis during aging.

PubMed

Smiljanic, Kosara; Todorovic, Smilja; Mladenovic Djordjevic, Aleksandra; Vanmierlo, Tim; Lütjohann, Dieter; Ivkovic, Sanja; Kanazir, Selma

2018-04-01

Albeit aging is an inevitable process, the rate of aging is susceptible to modifications. Dietary restriction (DR) is a vigorous nongenetic and nonpharmacological intervention that is known to delay aging and increase healthspan in diverse species. This study aimed to compare the impact of different restricting feeding regimes such as limited daily feeding (LDF, 60% AL) and intermittent feeding (IF) on brain energy homeostasis during aging. The analysis was focused on the key molecules in glucose and cholesterol metabolism in the cortex and hippocampus of middle-aged (12-month-old) and aged (24-month-old) male Wistar rats. We measured the impact of different DRs on the expression levels of AMPK, glucose transporters (GLUT1, GLUT3, GLUT4), and the rate-limiting enzyme in the cholesterol synthesis pathway (HMGCR). Additionally, we assessed the changes in the amounts of cholesterol, its metabolite, and precursors following LDF and IF. IF decreased the levels of AMPK and pAMPK in the cortex while the increased levels were detected in the hippocampus. Glucose metabolism was more affected in the cortex, while cholesterol metabolism was more influenced in the hippocampus. Overall, the hippocampus was more resilient to the DRs, with fewer changes compared to the cortex. We showed that LDF and IF differently affected the brain energy homeostasis during aging and that specific brain regions exhibited distinct vulnerabilities towards DRs. Consequently, special attention should be paid to the DR application among elderly as different phases of aging do not respond equally to altered nutritional regimes.
Respiration and heart rate complexity: Effects of age and gender assessed by band-limited transfer entropy

PubMed Central

Nemati, Shamim; Edwards, Bradley A.; Lee, Joon; Pittman-Polletta, Benjamin; Butler, James P.; Malhotra, Atul

2013-01-01

Aging and disease are accompanied with a reduction of complex variability in the temporal patterns of heart rate. This reduction has been attributed to a break down of the underlying regulatory feedback mechanisms that maintain a homeodynamic state. Previous work has established the utility of entropy as an index of disorder, for quantification of changes in heart rate complexity. However, questions remain regarding the origin of heart rate complexity and the mechanisms involved in its reduction with aging and disease. In this work we use a newly developed technique based on the concept of band-limited transfer entropy to assess the aging-related changes in contribution of respiration and blood pressure to entropy of heart rate at different frequency bands. Noninvasive measurements of heart beat interval, respiration, and systolic blood pressure were recorded from 20 young (21–34 years) and 20 older (68–85 years) healthy adults. Band-limited transfer entropy analysis revealed a reduction in high-frequency contribution of respiration to heart rate complexity (p < 0.001) with normal aging, particularly in men. These results have the potential for dissecting the relative contributions of respiration and blood pressure-related reflexes to heart rate complexity and their degeneration with normal aging. PMID:23811194
Learning ability in aged beagle dogs is preserved by behavioral enrichment and dietary fortification: a two-year longitudinal study.

PubMed

Milgram, N W; Head, E; Zicker, S C; Ikeda-Douglas, C J; Murphey, H; Muggenburg, B; Siwak, C; Tapp, D; Cotman, C W

2005-01-01

The effectiveness of two interventions, dietary fortification with antioxidants and a program of behavioral enrichment, was assessed in a longitudinal study of cognitive aging in beagle dogs. A baseline protocol of cognitive testing was used to select four cognitively equivalent groups: control food-control experience (C-C), control food-enriched experience (C-E), antioxidant fortified food-control experience (A-C), and antioxidant fortified food-enriched experience(A-E). We also included two groups of young behaviorally enriched dogs, one receiving the control food and the other the fortified food. Discrimination learning and reversal was assessed after one year of treatment with a size discrimination task, and again after two years with a black/white discrimination task. The four aged groups were comparable at baseline. At one and two years, the aged combined treatment group showed more accurate learning than the other aged groups. Discrimination learning was significantly improved by behavioral enrichment. Reversal learning was improved by both behavioral enrichment and dietary fortification. By contrast, the fortified food had no effect on the young dogs. These results suggest that behavioral enrichment or dietary fortification with antioxidants over a long-duration can slow age-dependent cognitive decline, and that the two treatments together are more effective than either alone in older dogs.
Analytical reasoning task reveals limits of social learning in networks

PubMed Central

Rahwan, Iyad; Krasnoshtan, Dmytro; Shariff, Azim; Bonnefon, Jean-François

2014-01-01

Social learning—by observing and copying others—is a highly successful cultural mechanism for adaptation, outperforming individual information acquisition and experience. Here, we investigate social learning in the context of the uniquely human capacity for reflective, analytical reasoning. A hallmark of the human mind is its ability to engage analytical reasoning, and suppress false associative intuitions. Through a set of laboratory-based network experiments, we find that social learning fails to propagate this cognitive strategy. When people make false intuitive conclusions and are exposed to the analytic output of their peers, they recognize and adopt this correct output. But they fail to engage analytical reasoning in similar subsequent tasks. Thus, humans exhibit an ‘unreflective copying bias’, which limits their social learning to the output, rather than the process, of their peers’ reasoning—even when doing so requires minimal effort and no technical skill. In contrast to much recent work on observation-based social learning, which emphasizes the propagation of successful behaviour through copying, our findings identify a limit on the power of social networks in situations that require analytical reasoning. PMID:24501275
Inter-individual differences in how presentation modality affects verbal learning performance in children aged 5 to 16.

PubMed

Meijs, Celeste; Hurks, Petra P M; Wassenberg, Renske; Feron, Frans J M; Jolles, Jelle

2016-01-01

This study examines inter-individual differences in how presentation modality affects verbal learning performance. Children aged 5 to 16 performed a verbal learning test within one of three presentation modalities: pictorial, auditory, or textual. The results indicated that a beneficial effect of pictures exists over auditory and textual presentation modalities and that this effect increases with age. However, this effect is only found if the information to be learned is presented once (or at most twice) and only in children above the age of 7. The results may be explained in terms of single or dual coding of information in which the phonological loop is involved. Development of the (sub)vocal rehearsal system in the phonological loop is believed to be a gradual process that begins developing around the age of 7. The developmental trajectories are similar for boys and girls. Additionally, auditory information and textual information both seemed to be processed in a similar manner, namely without labeling or recoding, leading to single coding. In contrast, pictures are assumed to be processed by the dual coding of both the visual information and a (verbal) labeling of the pictures.
Effects of Instructions and Stimulus Representation on Children's Selective Learning.

ERIC Educational Resources Information Center

Gottfried, Adele E.

Developmental selective learning processes of elementary school age children were investigated using two types of incidental learning methodologies. The purposes of this study were to: (1) compare the effects of the two types of incidental learning paradigms, and (2) determine the influence of different kinds of stimulus relationships on…
Age-related changes in the cerebral substrates of cognitive procedural learning.

PubMed

Hubert, Valérie; Beaunieux, Hélène; Chételat, Gaël; Platel, Hervé; Landeau, Brigitte; Viader, Fausto; Desgranges, Béatrice; Eustache, Francis

2009-04-01

Cognitive procedural learning occurs in three qualitatively different phases (cognitive, associative, and autonomous). At the beginning of this process, numerous cognitive functions are involved, subtended by distinct brain structures such as the prefrontal and parietal cortex and the cerebellum. As the learning progresses, these cognitive components are gradually replaced by psychomotor abilities, reflected by the increasing involvement of the cerebellum, thalamus, and occipital regions. In elderly subjects, although cognitive studies have revealed a learning effect, performance levels differ during the acquisition of a procedure. The effects of age on the learning of a cognitive procedure have not yet been examined using functional imaging. The aim of this study was therefore to characterize the cerebral substrates involved in the learning of a cognitive procedure, comparing a group of older subjects with young controls. For this purpose, we performed a positron emission tomography activation study using the Tower of Toronto task. A direct comparison of the two groups revealed the involvement of a similar network of brain regions at the beginning of learning (cognitive phase). However, the engagement of frontal and cingulate regions persisted in the older group as learning continued, whereas it ceased in the younger controls. We assume that this additional activation in the older group during the associative and autonomous phases reflected compensatory processes and the fact that some older subjects failed to fully automate the procedure. 2008 Wiley-Liss, Inc.
Is the Role of External Feedback in Auditory Skill Learning Age Dependent?

PubMed

Zaltz, Yael; Roth, Daphne Ari-Even; Kishon-Rabin, Liat

2017-12-20

The purpose of this study is to investigate the role of external feedback in auditory perceptual learning of school-age children as compared with that of adults. Forty-eight children (7-9 years of age) and 64 adults (20-35 years of age) conducted a training session using an auditory frequency discrimination (difference limen for frequency) task, with external feedback (EF) provided for half of them. Data supported the following findings: (a) Children learned the difference limen for frequency task only when EF was provided. (b) The ability of the children to benefit from EF was associated with better cognitive skills. (c) Adults showed significant learning whether EF was provided or not. (d) In children, within-session learning following training was dependent on the provision of feedback, whereas between-sessions learning occurred irrespective of feedback. EF was found beneficial for auditory skill learning of 7-9-year-old children but not for young adults. The data support the supervised Hebbian model for auditory skill learning, suggesting combined bottom-up internal neural feedback controlled by top-down monitoring. In the case of immature executive functions, EF enhanced auditory skill learning. This study has implications for the design of training protocols in the auditory modality for different age groups, as well as for special populations.
Neural correlates of the age-related changes in motor sequence learning and motor adaptation in older adults

PubMed Central

King, Bradley R.; Fogel, Stuart M.; Albouy, Geneviève; Doyon, Julien

2013-01-01

As the world's population ages, a deeper understanding of the relationship between aging and motor learning will become increasingly relevant in basic research and applied settings. In this context, this review aims to address the effects of age on motor sequence learning (MSL) and motor adaptation (MA) with respect to behavioral, neurological, and neuroimaging findings. Previous behavioral research investigating the influence of aging on motor learning has consistently reported the following results. First, the initial acquisition of motor sequences is not altered, except under conditions of increased task complexity. Second, older adults demonstrate deficits in motor sequence memory consolidation. And, third, although older adults demonstrate deficits during the exposure phase of MA paradigms, the aftereffects following removal of the sensorimotor perturbation are similar to young adults, suggesting that the adaptive ability of older adults is relatively intact. This paper will review the potential neural underpinnings of these behavioral results, with a particular emphasis on the influence of age-related dysfunctions in the cortico-striatal system on motor learning. PMID:23616757
Digital Games for Learning Mathematics: Possibilities and Limitations

ERIC Educational Resources Information Center

Jorgensen, Robyn; Lowrie, Tom

2012-01-01

Drawing from Gee's learning principles developed from the digital games environment, we provide a critical analysis of the difference between using these principles in a literacy environment as opposed to a mathematical environment. Using stimulated recall, primary school-aged students played with a number of contemporary digital games. Feedback…
Influence of Cognitive Functioning on Age-Related Performance Declines in Visuospatial Sequence Learning.

PubMed

Krüger, Melanie; Hinder, Mark R; Puri, Rohan; Summers, Jeffery J

2017-01-01

Objectives: The aim of this study was to investigate how age-related performance differences in a visuospatial sequence learning task relate to age-related declines in cognitive functioning. Method: Cognitive functioning of 18 younger and 18 older participants was assessed using a standardized test battery. Participants then undertook a perceptual visuospatial sequence learning task. Various relationships between sequence learning and participants' cognitive functioning were examined through correlation and factor analysis. Results: Older participants exhibited significantly lower performance than their younger counterparts in the sequence learning task as well as in multiple cognitive functions. Factor analysis revealed two independent subsets of cognitive functions associated with performance in the sequence learning task, related to either the processing and storage of sequence information (first subset) or problem solving (second subset). Age-related declines were only found for the first subset of cognitive functions, which also explained a significant degree of the performance differences in the sequence learning task between age-groups. Discussion: The results suggest that age-related performance differences in perceptual visuospatial sequence learning can be explained by declines in the ability to process and store sequence information in older adults, while a set of cognitive functions related to problem solving mediates performance differences independent of age.
Age differences in learning emerge from an insufficient representation of uncertainty in older adults

PubMed Central

Nassar, Matthew R.; Bruckner, Rasmus; Gold, Joshua I.; Li, Shu-Chen; Heekeren, Hauke R.; Eppinger, Ben

2016-01-01

Healthy aging can lead to impairments in learning that affect many laboratory and real-life tasks. These tasks often involve the acquisition of dynamic contingencies, which requires adjusting the rate of learning to environmental statistics. For example, learning rate should increase when expectations are uncertain (uncertainty), outcomes are surprising (surprise) or contingencies are more likely to change (hazard rate). In this study, we combine computational modelling with an age-comparative behavioural study to test whether age-related learning deficits emerge from a failure to optimize learning according to the three factors mentioned above. Our results suggest that learning deficits observed in healthy older adults are driven by a diminished capacity to represent and use uncertainty to guide learning. These findings provide insight into age-related cognitive changes and demonstrate how learning deficits can emerge from a failure to accurately assess how much should be learned. PMID:27282467
Fast but fleeting: adaptive motor learning processes associated with aging and cognitive decline.

PubMed

Trewartha, Kevin M; Garcia, Angeles; Wolpert, Daniel M; Flanagan, J Randall

2014-10-01

Motor learning has been shown to depend on multiple interacting learning processes. For example, learning to adapt when moving grasped objects with novel dynamics involves a fast process that adapts and decays quickly-and that has been linked to explicit memory-and a slower process that adapts and decays more gradually. Each process is characterized by a learning rate that controls how strongly motor memory is updated based on experienced errors and a retention factor determining the movement-to-movement decay in motor memory. Here we examined whether fast and slow motor learning processes involved in learning novel dynamics differ between younger and older adults. In addition, we investigated how age-related decline in explicit memory performance influences learning and retention parameters. Although the groups adapted equally well, they did so with markedly different underlying processes. Whereas the groups had similar fast processes, they had different slow processes. Specifically, the older adults exhibited decreased retention in their slow process compared with younger adults. Within the older group, who exhibited considerable variation in explicit memory performance, we found that poor explicit memory was associated with reduced retention in the fast process, as well as the slow process. These findings suggest that explicit memory resources are a determining factor in impairments in the both the fast and slow processes for motor learning but that aging effects on the slow process are independent of explicit memory declines. Copyright © 2014 the authors 0270-6474/14/3413411-11$15.00/0.
Sensory Changes with Age: Implications for Learning and Research.

ERIC Educational Resources Information Center

Carter, Phillip Dean

1982-01-01

Hearing loss, vision loss, and other physical impairments which are natural parts of the aging process can be compensated for in planning learning for older adults. Such impairments should not be taken as restrictions on the older adult's ability or desire to learn. (SK)
Unanticipated Effects of Children with Learning Disabilities on Their Families

ERIC Educational Resources Information Center

Dyson, Lily

2010-01-01

This study examined the unanticipated effects that children with learning disabilities have on the life of their families. Eleven parents of students aged 8 to 16 years old participated in two separate focus group interviews. Findings showed that children with learning disabilities had a range of effects on their families. These included family…
Reduction in the retinotopic early visual cortex with normal aging and magnitude of perceptual learning.

PubMed

Chang, Li-Hung; Yotsumoto, Yuko; Salat, David H; Andersen, George J; Watanabe, Takeo; Sasaki, Yuka

2015-01-01

Although normal aging is known to reduce cortical structures globally, the effects of aging on local structures and functions of early visual cortex are less understood. Here, using standard retinotopic mapping and magnetic resonance imaging morphologic analyses, we investigated whether aging affects areal size of the early visual cortex, which were retinotopically localized, and whether those morphologic measures were associated with individual performance on visual perceptual learning. First, significant age-associated reduction was found in the areal size of V1, V2, and V3. Second, individual ability of visual perceptual learning was significantly correlated with areal size of V3 in older adults. These results demonstrate that aging changes local structures of the early visual cortex, and the degree of change may be associated with individual visual plasticity. Copyright © 2015 Elsevier Inc. All rights reserved.

S61. THE ASSOCIATION OF VERBAL LEARNING DEFICITS WITH AGE AND SYMPTOMS IN SCHIZOPHRENIA

PubMed Central

Kontis, Dimitrios; Giannakopoulou, Alexandra; Theochari, Eirini; Andreopoulou, Angeliki; Vassilouli, Spyridoula; Giannakopoulou, Dimitra; Siettou, Eleni; Tsaltas, Eleftheria

2018-01-01

Abstract Background The relationship of age and symptoms with the performance on verbal learning and memory tasks in schizophrenia could provide useful information for optimizing and individualizing the efforts to remediate the cognitive impairments of patients. Methods During a cross-sectional study, 97 medicated and stabilized patients with chronic schizophrenia (61 males and 36 females, mean age=43.74 years, standard deviation-SD=11.59), which were consecutively referred to our Unit, were assessed using the Hopkins Verbal Learning Test (HVLT) and the Positive and Negative Syndrome Scale (PANSS). A linear regression analysis was conducted in order to investigate the effect of symptoms and age on HVLT performance. Results Increased age and total PANSS symptoms were associated with worse total recall (raw scores) (B=-0.109. 95% confidence interval-C.I.- =-0.18, -0.038, t=-3.038, df=90 p=0.003 and B=-0.053, 95%CI=-0.097, -0.008, t=-2.356, df=90, p=0.021, respectively). The effect of symptoms on HVLT total recall was significant for positive (B=-0.166, 95%CI=-0.316, -0.015, t=-2.189, df=90, p=0.031), negative (B=-0.167, 95%CI=-0.279, -0.054, t=-2.949, df=90, p=0.004), but not for general psychopathology symptoms (B=-0.05, 95%CI=-0.129, 0.03, t=-1.247, df=90, p=0.216). Further analyses revealed the significant negative correlations of total symptoms with the performance in immediate recall during the first HVLT trial (B=-0.021, 95% CI=-0.036, -0.005, df=89, p=0.011), and age during the second (B=-0.046, 95%CI=-0.076,-0.017, p=0.003) and third (B=-0.048, 95%CI=-0.083, -0.014, df=89, p=0.007) HVLT immediate recall trials. Both total symptoms and age were significantly negatively correlated with the performance in recognition discrimination (raw scores) (symptoms: B=-0.199, 95%CI=-0.363, -0.035, df=87, t=-2.415, p=0.017 and age: B=-0.357, 95%CI=-0.617, -0.098, df=87, t=-2.737, p=0.008). We failed to find any significant correlation between either age or symptoms with
No evidence of carbon limitation with tree age and height in Nothofagus pumilio under Mediterranean and temperate climate conditions

PubMed Central

Piper, Frida I.; Fajardo, Alex

2011-01-01

Background and Aims Trees universally decrease their growth with age. Most explanations for this trend so far support the hypothesis that carbon (C) gain becomes limited with age; though very few studies have directly assessed the relative reductions of C gain and C demand with tree age. It has also been suggested that drought enhances the effect of C gain limitation in trees. Here tests were carried out to determine whether C gain limitation is causing the growth decay with tree age, and whether drought accentuates its effect. Methods The balance between C gain and C demand across tree age and height ranges was estimated. For this, the concentration of non-structural carbohydrates (NSCs) in stems and roots of trees of different ages and heights was measured in the deciduous temperate species Nothofagus pumilio. An ontogenetic decrease in NSCs indicates support for C limitation. Furthermore, the importance of drought in altering the C balance with ontogeny was assessed by sampling the same species in Mediterranean and humid climate locations in the southern Andes of Chile. Wood density (WD) and stable carbon isotope ratios (δ13C) were also determined to examine drought constraints on C gain. Key Results At both locations, it was effectively found that tree growth ultimately decreased with tree age and height. It was found, however, that NSC concentrations did not decrease with tree age or height when WD was considered, suggesting that C limitation is not the ultimate mechanism causing the age/height-related declining tree growth. δ13C decreased with tree age/height at the Mediterranean site only; drought effect increased with tree age/height, but this pattern was not mirrored by the levels of NSCs. Conclusions The results indicate that concentrations of C storage in N. pumilio trees do not decrease with tree age or height, and that reduced C assimilation due to summer drought does not alter this pattern. PMID:21852277
Rule-Based and Information-Integration Category Learning in Normal Aging

ERIC Educational Resources Information Center

Maddox, W. Todd; Pacheco, Jennifer; Reeves, Maia; Zhu, Bo; Schnyer, David M.

2010-01-01

The basal ganglia and prefrontal cortex play critical roles in category learning. Both regions evidence age-related structural and functional declines. The current study examined rule-based and information-integration category learning in a group of older and younger adults. Rule-based learning is thought to involve explicit, frontally mediated…
Age and gender classification in the wild with unsupervised feature learning

NASA Astrophysics Data System (ADS)

Wan, Lihong; Huo, Hong; Fang, Tao

2017-03-01

Inspired by unsupervised feature learning (UFL) within the self-taught learning framework, we propose a method based on UFL, convolution representation, and part-based dimensionality reduction to handle facial age and gender classification, which are two challenging problems under unconstrained circumstances. First, UFL is introduced to learn selective receptive fields (filters) automatically by applying whitening transformation and spherical k-means on random patches collected from unlabeled data. The learning process is fast and has no hyperparameters to tune. Then, the input image is convolved with these filters to obtain filtering responses on which local contrast normalization is applied. Average pooling and feature concatenation are then used to form global face representation. Finally, linear discriminant analysis with part-based strategy is presented to reduce the dimensions of the global representation and to improve classification performances further. Experiments on three challenging databases, namely, Labeled faces in the wild, Gallagher group photos, and Adience, demonstrate the effectiveness of the proposed method relative to that of state-of-the-art approaches.
Age Integrated Learning: A Theoretical Model.

ERIC Educational Resources Information Center

Heckenmueller, Jerome P.; Keller, Ann

The concept of age integrated learning (AIL) can be derived from Erikson's theory of psychosocial development. Two emphases in his theory that are less well recognized than others are central to Erikson's theory and are the cornerstone of a rationale for AIL. The first is his emphasis on the interdependence of generations for optimal crisis…
Gene Network Construction from Microarray Data Identifies a Key Network Module and Several Candidate Hub Genes in Age-Associated Spatial Learning Impairment

PubMed Central

Uddin, Raihan; Singh, Shiva M.

2017-01-01

As humans age many suffer from a decrease in normal brain functions including spatial learning impairments. This study aimed to better understand the molecular mechanisms in age-associated spatial learning impairment (ASLI). We used a mathematical modeling approach implemented in Weighted Gene Co-expression Network Analysis (WGCNA) to create and compare gene network models of young (learning unimpaired) and aged (predominantly learning impaired) brains from a set of exploratory datasets in rats in the context of ASLI. The major goal was to overcome some of the limitations previously observed in the traditional meta- and pathway analysis using these data, and identify novel ASLI related genes and their networks based on co-expression relationship of genes. This analysis identified a set of network modules in the young, each of which is highly enriched with genes functioning in broad but distinct GO functional categories or biological pathways. Interestingly, the analysis pointed to a single module that was highly enriched with genes functioning in “learning and memory” related functions and pathways. Subsequent differential network analysis of this “learning and memory” module in the aged (predominantly learning impaired) rats compared to the young learning unimpaired rats allowed us to identify a set of novel ASLI candidate hub genes. Some of these genes show significant repeatability in networks generated from independent young and aged validation datasets. These hub genes are highly co-expressed with other genes in the network, which not only show differential expression but also differential co-expression and differential connectivity across age and learning impairment. The known function of these hub genes indicate that they play key roles in critical pathways, including kinase and phosphatase signaling, in functions related to various ion channels, and in maintaining neuronal integrity relating to synaptic plasticity and memory formation. Taken
Gene Network Construction from Microarray Data Identifies a Key Network Module and Several Candidate Hub Genes in Age-Associated Spatial Learning Impairment.

PubMed

Uddin, Raihan; Singh, Shiva M

2017-01-01

As humans age many suffer from a decrease in normal brain functions including spatial learning impairments. This study aimed to better understand the molecular mechanisms in age-associated spatial learning impairment (ASLI). We used a mathematical modeling approach implemented in Weighted Gene Co-expression Network Analysis (WGCNA) to create and compare gene network models of young (learning unimpaired) and aged (predominantly learning impaired) brains from a set of exploratory datasets in rats in the context of ASLI. The major goal was to overcome some of the limitations previously observed in the traditional meta- and pathway analysis using these data, and identify novel ASLI related genes and their networks based on co-expression relationship of genes. This analysis identified a set of network modules in the young, each of which is highly enriched with genes functioning in broad but distinct GO functional categories or biological pathways. Interestingly, the analysis pointed to a single module that was highly enriched with genes functioning in "learning and memory" related functions and pathways. Subsequent differential network analysis of this "learning and memory" module in the aged (predominantly learning impaired) rats compared to the young learning unimpaired rats allowed us to identify a set of novel ASLI candidate hub genes. Some of these genes show significant repeatability in networks generated from independent young and aged validation datasets. These hub genes are highly co-expressed with other genes in the network, which not only show differential expression but also differential co-expression and differential connectivity across age and learning impairment. The known function of these hub genes indicate that they play key roles in critical pathways, including kinase and phosphatase signaling, in functions related to various ion channels, and in maintaining neuronal integrity relating to synaptic plasticity and memory formation. Taken together, they
Approaches to Learning and Age in Predicting College Students' Academic Achievement

ERIC Educational Resources Information Center

Cetin, Baris

2016-01-01

The aim of this study is to determine whether the approaches to learning and age are significantly correlated to grade point average (GPA) in early childhood education students. In addition, another purpose of this study is to determine whether approaches to learning and age predicted students' GPAs in the Early Childhood Education Department. The…
Effects of Error Experience When Learning to Simulate Hypernasality

ERIC Educational Resources Information Center

Wong, Andus W.-K.; Tse, Andy C.-Y.; Ma, Estella P.-M.; Whitehill, Tara L.; Masters, Rich S. W.

2013-01-01

Purpose: The purpose of this study was to evaluate the effects of error experience on the acquisition of hypernasal speech. Method: Twenty-eight healthy participants were asked to simulate hypernasality in either an "errorless learning" condition (in which the possibility for errors was limited) or an "errorful learning"…
Learning effect of computerized cognitive tests in older adults

PubMed Central

de Oliveira, Rafaela Sanches; Trezza, Beatriz Maria; Busse, Alexandre Leopold; Jacob-Filho, Wilson

2014-01-01

ABSTRACT Objective: To evaluate the learning effect of computerized cognitive testing in the elderly. Methods: Cross-sectional study with 20 elderly, 10 women and 10 men, with average age of 77.5 (±4.28) years. The volunteers performed two series of computerized cognitive tests in sequence and their results were compared. The applied tests were: Trail Making A and B, Spatial Recognition, Go/No Go, Memory Span, Pattern Recognition Memory and Reverse Span. Results: Based on the comparison of the results, learning effects were observed only in the Trail Making A test (p=0.019). Other tests performed presented no significant performance improvements. There was no correlation between learning effect and age (p=0.337) and education (p=0.362), as well as differences between genders (p=0.465). Conclusion: The computerized cognitive tests repeated immediately afterwards, for elderly, revealed no change in their performance, with the exception of the Trail Making test, demonstrating high clinical applicability, even in short intervals. PMID:25003917
Systematic review of effectiveness of situated e-learning on medical and nursing education.

PubMed

Feng, Jui-Ying; Chang, Yi-Ting; Chang, Hsin-Yi; Erdley, William Scott; Lin, Chyi-Her; Chang, Ying-Ju

2013-08-01

Because of the complexity of clinical situations, traditional didactic education is limited in providing opportunity for student-patient interaction. Situated e-learning can enhance learners' knowledge and associated abilities through a variety of activities. Healthcare providers who interact with virtual patients in designed situations may avoid unnecessary risks and encounters with real patients. However, the effectiveness of situated e-learning is inconsistent. The purpose of this study is to determine the effectiveness of situated e-learning in prelicensure and postlicensure medical and nursing education. Literature databases of PubMed, Medline, CINAHL, ERIC, and Cochrane Library were searched. The study eligibility criteria included articles published in English, which examined the effectiveness of situated e-learning on the outcomes of knowledge and performance for clinicians or students in medicine and nursing. Effect sizes were calculated with 95% confidence intervals. Fourteen articles were included for meta-analysis. Situated e-learning could effectively enhance learners' knowledge and performance when the control group received no training. Compared to traditional learning, the effectiveness of situated e-learning on performance diminished but still remained significant whereas the effect become insignificant on knowledge. The subgroup analyses indicate the situated e-learning program significantly improved students' clinical performance but not for clinicians. Situated e-learning is an effective method to improve novice learners' performance. The effect of situated e-learning on the improvement of cognitive ability is limited when compared to traditional learning. Situated e-learning is a useful adjunct to traditional learning for medical and nursing students. © 2013 Sigma Theta Tau International.
The effect of surgical and psychological stress on learning and memory function in aged C57BL/6 mice.

PubMed

Zhang, C; Li, C; Xu, Z; Zhao, S; Li, P; Cao, J; Mi, W

2016-04-21

Postoperative cognitive dysfunction (POCD) is an important complication following major surgery and general anesthesia in older patients. However, the etiology of POCD remains largely to be determined. It is unknown how surgical stress and psychological stress affect the postoperative learning and memory function in geriatric patients. We therefore established a pre-clinical model in aged C57BL/6 mice and aimed to investigate the effects of surgical stress and psychological stress on learning and memory function and the possible roles of the protein kinase B/mammalian target of rapamycin (AKT/mTOR) pathway. The surgical stress was induced by abdominal surgery under local anesthesia, and the psychological stress was induced by a communication box. Cognitive functions and markers of the AKT/mTOR pathway were assessed at 1, 3 and 7 days following the stress. The impairments of learning and memory function existed for up to 7 days following surgical stress and surgical stress plus psychological stress, whereas the psychological stress did not affect the cognitive function alone or combined with surgical stress. Analysis of brain tissue revealed a significant involvement of the AKT/mTOR pathway in the impairment of cognition. These data suggested that surgical stress could induce cognitive impairment in aged mice and perioperative psychological stress is not a constitutive factor of POCD. The AKT/mTOR pathway is likely involved as one of the underlying mechanisms of the development of POCD. Copyright © 2016 IBRO. Published by Elsevier Ltd. All rights reserved.
Learning Disabilities in Extremely Low Birth Weight Children and Neurodevelopmental Profiles at Preschool Age.

PubMed

Squarza, Chiara; Picciolini, Odoardo; Gardon, Laura; Giannì, Maria L; Murru, Alessandra; Gangi, Silvana; Cortinovis, Ivan; Milani, Silvano; Mosca, Fabio

2016-01-01

At school age extremely low birth weight (ELBW) and extremely low gestational age (ELGAN) children are more likely to show Learning Disabilities (LDs) and difficulties in emotional regulation. The aim of this study was to investigate the incidence of LDs at school age and to detect neurodevelopmental indicators of risk for LDs at preschool ages in a cohort of ELBW/ELGAN children with broadly average intelligence. All consecutively newborns 2001-2006 admitted to the same Institution entered the study. Inclusion criteria were BW < 1000 g and/or GA < 28 weeks. Exclusion criteria were severe cerebral injuries, neurosensory disabilities, genetic abnormalities, and/or a Developmental Quotient below normal limits (< 1 SD) at 6 years. The presence of learning disabilities at school age was investigated through a parent-report questionnaire at children's age range 9-10 years. Neurodevelopmental profiles were assessed through the Griffiths Mental Development Scales at 1 and 2 years of corrected age and at 3, 4, 5, and 6 years of chronological age and were analyzed comparing two groups of children: those with LDs and those without. At school age 24 on 102 (23.5%) of our ELBW/ELGAN children met criteria for LDs in one or more areas, with 70.8% comorbidity with emotional/attention difficulties. Children with LDs scored significantly lower in the Griffiths Locomotor and Language subscales at 2 years of corrected age and in the Personal-social, Performance and Practical Reasoning subscales at 5 years of chronological age. Our findings suggest that, among the early developmental indicators of adverse school outcome, there is a poor motor experimentation, language delay, and personal-social immaturity. Cognitive rigidity and poor ability to manage practical situations also affect academic attainment. Timely detection of these early indicators of risk is crucial to assist the transition to school.
The Effect of Feedback Delay and Feedback Type on Perceptual Category Learning: The Limits of Multiple Systems

ERIC Educational Resources Information Center

Dunn, John C.; Newell, Ben R.; Kalish, Michael L.

2012-01-01

Evidence that learning rule-based (RB) and information-integration (II) category structures can be dissociated across different experimental variables has been used to support the view that such learning is supported by multiple learning systems. Across 4 experiments, we examined the effects of 2 variables, the delay between response and feedback…
Effects of a Cross-Age Peer Learning Program on the Vocabulary and Comprehension of English Learners and Non-English Learners in Elementary School

ERIC Educational Resources Information Center

Silverman, Rebecca D.; Martin-Beltran, Melinda; Peercy, Megan M.; Hartranft, Anna M.; McNeish, Daniel M.; Artzi, Lauren; Nunn, Stephanie

2017-01-01

This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12…
The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

NASA Astrophysics Data System (ADS)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-08-01

The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.
Using information and communication technology (ICT) to the maximum: learning and teaching biology with limited digital technologies

NASA Astrophysics Data System (ADS)

Van Rooy, Wilhelmina S.

2012-04-01

Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes previously too small, large, slow or fast to be taught. Indeed, much of bioscience can now be effectively taught via digital technology, since its representational and symbolic forms are in digital formats. Purpose: This paper is part of a larger Australian study dealing with the technologies and modalities of learning biology in secondary schools. Sample: The classroom practices of three experienced biology teachers, working in a range of NSW secondary schools, are compared and contrasted to illustrate how the challenges of limited technologies are confronted to seamlessly integrate what is available into a number of molecular genetics lessons to enhance student learning. Design and method: The data are qualitative and the analysis is based on video classroom observations and semi-structured teacher interviews. Results: Findings indicate that if professional development opportunities are provided where the pedagogy of learning and teaching of both the relevant biology and its digital representations are available, then teachers see the immediate pedagogic benefit to student learning. In particular, teachers use ICT for challenging genetic concepts despite limited computer hardware and software availability. Conclusion: Experienced teachers incorporate ICT, however limited, in order to improve the quality of student learning.
Effects of uneven-aged and diameter-limit management on West Virginia tree and wood quality

Treesearch

Michael C. Wiemann; Thomas M. Schuler; John E. Baumgras

2004-01-01

Uneven-aged and diameter-limit management were compared with an unmanaged control on the Fernow Experimental Forest near Parsons, West Virginia, to determine how treatment affects the quality of red oak (Quercus rubra L.), sugar maple (Acer saccharum Marsh.), and yellow-poplar (Liriodendron tulipifera L.). Periodic harvests slightly increased stem lean, which often...
Working Memory Deficits in ADHD: The Contribution of Age, Learning/Language Difficulties, and Task Parameters

ERIC Educational Resources Information Center

Sowerby, Paula; Seal, Simon; Tripp, Gail

2011-01-01

Objective: To further define the nature of working memory (WM) impairments in children with combined-type ADHD. Method: A total of 40 Children with ADHD and an age and gender-matched control group (n = 40) completed two measures of visuo-spatial WM and two measures of verbal WM. The effects of age and learning/language difficulties on performance…
Effective Game Based Citizenship Education in the Age of New Media

ERIC Educational Resources Information Center

Chee, Yam San; Mehrotra, Swati; Liu, Qiang

2013-01-01

Educational systems worldwide are being challenged to respond effectively to the digital revolution and its implications for learning in the 21st century. In the present new media age, educational reforms are desperately needed to support more open and flexible structures of on-demand learning that equip students with competencies required in a…

Aging and the Statistical Learning of Grammatical Form Classes

PubMed Central

Schwab, Jessica F.; Schuler, Kathryn D.; Stillman, Chelsea M.; Newport, Elissa L.; Howard, James H.; Howard, Darlene V.

2016-01-01

Language learners must place unfamiliar words into categories, often with few explicit indicators about when and how that word can be used grammatically. Reeder, Newport, and Aslin (2013) showed that college students can learn grammatical form classes from an artificial language by relying solely on distributional information (i.e., contextual cues in the input). Here, two experiments revealed that healthy older adults also show such statistical learning, though they are poorer than young at distinguishing grammatical from ungrammatical strings. This finding expands knowledge of which aspects of learning vary with aging, with potential implications for second language learning in late adulthood. PMID:27294711
Body weight status and onset of functional limitations in U.S. middle-aged and older adults.

PubMed

An, Ruopeng; Shi, Yuyan

2015-07-01

The sweeping obesity epidemic could further increase the incidence of functional limitations in the U.S. rapidly aging population. To examine the relationship between body weight status and onset of functional limitations in U.S. middle-aged and older adults. Study sample came from 1992 to 2010 waves of the Health and Retirement Study, a nationally representative longitudinal survey of community-dwelling middle-aged and older adults. Body mass index (BMI) was calculated from self-reported height/weight. Functional limitations were classified into physical mobility limitation (PM), large muscle function limitation (LMF), activities of daily living limitation (ADL), gross motor function limitation (GMF), and fine motor function limitation (FMF). Mixed-effect logistic regressions were performed to estimate the relationship between prior-wave body weight status and current-wave onset of functional limitations, adjusted for individual characteristics and survey design. Prior-wave body weight status prospectively predicted onset of functional limitation, and the relationship showed a U-shaped pattern. Compared with their normal weight counterparts, the odds ratios (ORs) in underweight (BMI < 18.5) and obese (BMI ≥ 30) adults were 1.30 (95% confidence interval, 1.05-1.62) and 2.31 (2.11-2.52) for PM, 1.20 (0.96-1.50) and 1.63 (1.49-1.79) for LMF, 2.02 (1.66-2.46) and 1.40 (1.28-1.54) for ADL, 1.96 (1.60-2.39) and 1.77 (1.62-1.93) for GMF, and 1.66 (1.37-2.02) and 1.34 (1.22-1.46) for FMF, respectively. For PM, LMF and GMF, the impact of obesity appeared more pronounced in women, whereas that of underweight more pronounced in men. Proper weight management during aging is crucial in preventing functional limitations in middle-aged and older adults. Copyright © 2015 Elsevier Inc. All rights reserved.
A Conceptual Review of Age Effect on L2 Acquisition

ERIC Educational Resources Information Center

Sang, Yuan

2017-01-01

The importance of age effect on an additional language (L2) acquisition has long been recognized in the field of L2 education. Research was conducted to reveal the influence of age to the rate and ultimate attainment of L2 teaching and learning, yet controversial results were discovered. Consequently, stereotypes and misunderstanding exist among…
Resting-state Functional Connectivity is an Age-dependent Predictor of Motor Learning Abilities.

PubMed

Mary, Alison; Wens, Vincent; Op de Beeck, Marc; Leproult, Rachel; De Tiège, Xavier; Peigneux, Philippe

2017-10-01

This magnetoencephalography study investigates how ageing modulates the relationship between pre-learning resting-state functional connectivity (rsFC) and subsequent learning. Neuromagnetic resting-state activity was recorded 5 min before motor sequence learning in 14 young (19-30 years) and 14 old (66-70 years) participants. We used a seed-based beta-band power envelope correlation approach to estimate rsFC maps, with the seed located in the right primary sensorimotor cortex. In each age group, the relation between individual rsFC and learning performance was investigated using Pearson's correlation analyses. Our results show that rsFC is predictive of subsequent motor sequence learning but involves different cross-network interactions in the two age groups. In young adults, decreased coupling between the sensorimotor network and the cortico-striato-cerebellar network is associated with better motor learning, whereas a similar relation is found in old adults between the sensorimotor, the dorsal-attentional and the DMNs. Additionally, age-related correlational differences were found in the dorsolateral prefrontal cortex, known to subtend attentional and controlled processes. These findings suggest that motor skill learning depends-in an age-dependent manner-on subtle interactions between resting-state networks subtending motor activity on the one hand, and controlled and attentional processes on the other hand. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.
Ageing with a learning disability: Care and support in the context of austerity.

PubMed

Power, Andrew; Bartlett, Ruth

2018-03-17

Recent work in geography has begun to look at the opportunities for care from siblings, friends and neighbours alongside parents and spouses. This paper examines the daily relationships that middle to older age adults with a learning disability have with remaining kin members, friends, and neighbours, within the context of declining formal day services. Adults with learning disabilities are more likely to have different life course experiences and be living on low incomes and in poor housing than the rest of the population as they have had less opportunity to work and save money through their lives. We draw on two qualitative studies with adults with learning disabilities. Findings suggest that friend and kin networks are anything but certain, as opportunities to meet and socialise shrink, and connections with siblings do not necessarily lend themselves to support. The findings raise the possibility of a space of attenuated care to convey the increasingly limited fronts from which support can be derived. Copyright © 2018 Elsevier Ltd. All rights reserved.
Uncovering the Mechanisms Responsible for Why Language Learning May Promote Healthy Cognitive Aging

PubMed Central

Antoniou, Mark; Wright, Sarah M.

2017-01-01

One of the great challenges facing humankind in the 21st century is preserving healthy brain function in our aging population. Individuals over 60 are the fastest growing age group in the world, and by 2050, it is estimated that the number of people over the age of 60 will triple. The typical aging process involves cognitive decline related to brain atrophy, especially in frontal brain areas and regions that subserve declarative memory, loss of synaptic connections, and the emergence of neuropathological symptoms associated with dementia. The disease-state of this age-related cognitive decline is Alzheimer’s disease and other dementias, which may cause older adults to lose their independence and rely on others to live safely, burdening family members and health care systems in the process. However, there are two lines of research that offer hope to those seeking to promote healthy cognitive aging. First, it has been observed that lifestyle variables such as cognitive leisure activities can moderate the risk of Alzheimer’s disease, which has led to the development of plasticity-based interventions for older adults designed to protect against the adverse effects of cognitive decline. Second, there is evidence that lifelong bilingualism acts as a safeguard in preserving healthy brain function, possibly delaying the incidence of dementia by several years. In previous work, we have suggested that foreign language learning programs aimed at older populations are an optimal solution for building cognitive reserve because language learning engages an extensive brain network that is known to overlap with the regions negatively affected by the aging process. Here, we will outline potential future lines of research that may uncover the mechanism responsible for the emergence of language learning related brain advantages, such as language typology, bi- vs. multi-lingualism, age of acquisition, and the elements that are likely to result in the largest gains. PMID:29326636
Uncovering the Mechanisms Responsible for Why Language Learning May Promote Healthy Cognitive Aging.

PubMed

Antoniou, Mark; Wright, Sarah M

2017-01-01

One of the great challenges facing humankind in the 21st century is preserving healthy brain function in our aging population. Individuals over 60 are the fastest growing age group in the world, and by 2050, it is estimated that the number of people over the age of 60 will triple. The typical aging process involves cognitive decline related to brain atrophy, especially in frontal brain areas and regions that subserve declarative memory, loss of synaptic connections, and the emergence of neuropathological symptoms associated with dementia. The disease-state of this age-related cognitive decline is Alzheimer's disease and other dementias, which may cause older adults to lose their independence and rely on others to live safely, burdening family members and health care systems in the process. However, there are two lines of research that offer hope to those seeking to promote healthy cognitive aging. First, it has been observed that lifestyle variables such as cognitive leisure activities can moderate the risk of Alzheimer's disease, which has led to the development of plasticity-based interventions for older adults designed to protect against the adverse effects of cognitive decline. Second, there is evidence that lifelong bilingualism acts as a safeguard in preserving healthy brain function, possibly delaying the incidence of dementia by several years. In previous work, we have suggested that foreign language learning programs aimed at older populations are an optimal solution for building cognitive reserve because language learning engages an extensive brain network that is known to overlap with the regions negatively affected by the aging process. Here, we will outline potential future lines of research that may uncover the mechanism responsible for the emergence of language learning related brain advantages, such as language typology, bi- vs. multi-lingualism, age of acquisition, and the elements that are likely to result in the largest gains.
Limitations in learning: How treatment verifications fail and what to do about it?

PubMed

Richardson, Susan; Thomadsen, Bruce

The purposes of this study were: to provide dialog on why classic incident learning systems have been insufficient for patient safety improvements, discuss failures in treatment verification, and to provide context to the reasons and lessons that can be learned from these failures. Historically, incident learning in brachytherapy is performed via database mining which might include reading of event reports and incidents followed by incorporating verification procedures to prevent similar incidents. A description of both classic event reporting databases and current incident learning and reporting systems is given. Real examples of treatment failures based on firsthand knowledge are presented to evaluate the effectiveness of verification. These failures will be described and analyzed by outlining potential pitfalls and problems based on firsthand knowledge. Databases and incident learning systems can be limited in value and fail to provide enough detail for physicists seeking process improvement. Four examples of treatment verification failures experienced firsthand by experienced brachytherapy physicists are described. These include both underverification and oververification of various treatment processes. Database mining is an insufficient method to affect substantial improvements in the practice of brachytherapy. New incident learning systems are still immature and being tested. Instead, a new method of shared learning and implementation of changes must be created. Copyright © 2017 American Brachytherapy Society. Published by Elsevier Inc. All rights reserved.
The Influence of Learning Context and Age on the Use of L2 Communication Strategies

ERIC Educational Resources Information Center

Montero, Lidia; Serrano, Raquel; Llanes, Àngels

2017-01-01

This study examines the effects of foreign language learning context (three-month study-abroad; versus "at-home" instruction) and age (10-11-year-old children versus university students) on the development of effective foreign language communication strategies (CS) in monologue production. Participants (N = 95) were all Spanish/Catalan…
Third Age Learning: Adapting the Idea to a Thailand Context of Lifelong Learning

ERIC Educational Resources Information Center

Ratana-Ubol, Archanya; Richards, Cameron

2016-01-01

The concept of the university of the third age (U3A) is well established overseas and a key international focus for emerging global networks of senior citizen (i.e. seniors) lifelong learning. However it is yet to become so in Thailand although it too is in the process of becoming an ageing society. Moreover, this is despite the extent to which…
Effects of prolonged agmatine treatment in aged male Sprague-Dawley rats.

PubMed

Rushaidhi, M; Zhang, H; Liu, P

2013-03-27

Increasing evidence suggests that altered arginine metabolism contributes to cognitive decline during ageing. Agmatine, decarboxylated arginine, has a variety of pharmacological effects, including the modulation of behavioural function. A recent study demonstrated the beneficial effects of short-term agmatine treatment in aged rats. The present study investigated how intraperitoneal administration of agmatine (40mg/kg, once daily) over 4-6weeks affected behavioural function and neurochemistry in aged Sprague-Dawley rats. Aged rats treated with saline displayed significantly reduced exploratory activity in the open field, impaired spatial learning and memory in the water maze and object recognition memory relative to young rats. Prolonged agmatine treatment improved animals' performance in the reversal test of the water maze and object recognition memory test, and significantly suppressed age-related elevation in nitric oxide synthase activity in the dentate gyrus of the hippocampus and prefrontal cortex. However, this prolonged supplementation was unable to improve exploratory activity and spatial reference learning and memory in aged rats. These findings further demonstrate that exogenous agmatine selectively improves behavioural function in aged rats. Copyright © 2013 IBRO. Published by Elsevier Ltd. All rights reserved.
Spatial learning and psychomotor performance of C57BL/6 mice: age sensitivity and reliability of individual differences.

PubMed

de Fiebre, Nancyellen C; Sumien, Nathalie; Forster, Michael J; de Fiebre, Christopher M

2006-09-01

Two tests often used in aging research, the elevated path test and the Morris water maze test, were examined for their application to the study of brain aging in a large sample of C57BL/6JNia mice. Specifically, these studies assessed: (1) sensitivity to age and the degree of interrelatedness among different behavioral measures derived from these tests, (2) the effect of age on variation in the measurements, and (3) the reliability of individual differences in performance on the tests. Both tests detected age-related deficits in group performance that occurred independently of each other. However, analysis of data obtained on the Morris water maze test revealed three relatively independent components of cognitive performance. Performance in initial acquisition of spatial learning in the Morris maze was not highly correlated with performance during reversal learning (when mice were required to learn a new spatial location), whereas performance in both of those phases was independent of spatial performance assessed during a single probe trial administered at the end of acquisition training. Moreover, impaired performance during initial acquisition could be detected at an earlier age than impairments in reversal learning. There were modest but significant age-related increases in the variance of both elevated path test scores and in several measures of learning in the Morris maze test. Analysis of test scores of mice across repeated testing sessions confirmed reliability of the measurements obtained for cognitive and psychomotor function. Power calculations confirmed that there are sufficiently large age-related differences in elevated path test performance, relative to within age variability, to render this test useful for studies into the ability of an intervention to prevent or reverse age-related deficits in psychomotor performance. Power calculations indicated a need for larger sample sizes for detection of intervention effects on cognitive components of the
Mixed-Effects Modeling of Neurofeedback Self-Regulation Performance: Moderators for Learning in Children with ADHD.

PubMed

Zuberer, Agnieszka; Minder, Franziska; Brandeis, Daniel; Drechsler, Renate

2018-01-01

Neurofeedback (NF) has gained increasing popularity as a training method for children and adults with attention deficit hyperactivity disorder (ADHD). However, it is unclear to what extent children learn to regulate their brain activity and in what way NF learning may be affected by subject- and treatment-related factors. In total, 48 subjects with ADHD (age 8.5-16.5 years; 16 subjects on methylphenidate (MPH)) underwent 15 double training sessions of NF in either a clinical or a school setting. Four mixed-effects models were employed to analyze learning: training within-sessions, across-sessions, with continuous feedback, and with transfer in which performance feedback is delayed. Age and MPH affected the NF performance in all models. Cross-session learning in the feedback condition was mainly moderated by age and MPH, whereas NF learning in the transfer condition was mainly boosted by MPH. Apart from IQ and task types, other subject-related or treatment-related effects were unrelated to NF learning. This first study analyzing moderators of NF learning in ADHD with a mixed-effects modeling approach shows that NF performance is moderated differentially by effects of age and MPH depending on the training task and time window. Future studies may benefit from using this approach to analyze NF learning and NF specificity. The trial name Neurofeedback and Computerized Cognitive Training in Different Settings for Children and Adolescents With ADHD is registered with NCT02358941.
Relational learning and transitive expression in aging and amnesia

PubMed Central

D'Angelo, Maria C.; Kamino, Daphne; Ostreicher, Melanie; Moses, Sandra N.; Rosenbaum, R. Shayna

2016-01-01

ABSTRACT Aging has been associated with a decline in relational memory, which is critically supported by the hippocampus. By adapting the transitivity paradigm (Bunsey and Eichenbaum (1996) Nature 379:255‐257), which traditionally has been used in nonhuman animal research, this work examined the extent to which aging is accompanied by deficits in relational learning and flexible expression of relational information. Older adults' performance was additionally contrasted with that of amnesic case DA to understand the critical contributions of the medial temporal lobe, and specifically, the hippocampus, which endures structural and functional changes in healthy aging. Participants were required to select the correct choice item (B versus Y) based on the presented sample item (e.g., A). Pairwise relations must be learned (A‐>B, B‐>C, C‐>D) so that ultimately, the correct relations can be inferred when presented with a novel probe item (A‐>C?Z?). Participants completed four conditions of transitivity that varied in terms of the degree to which the stimuli and the relations among them were known pre‐experimentally. Younger adults, older adults, and DA performed similarly when the condition employed all pre‐experimentally known, semantic, relations. Older adults and DA were less accurate than younger adults when all to‐be‐learned relations were arbitrary. However, accuracy improved for older adults when they could use pre‐experimentally known pairwise relations to express understanding of arbitrary relations as indexed through inference judgments. DA could not learn arbitrary relations nor use existing knowledge to support novel inferences. These results suggest that while aging has often been associated with an emerging decline in hippocampal function, prior knowledge can be used to support novel inferences. However, in case DA, significant damage to the hippocampus likely impaired his ability to learn novel relations, while additional damage to
Aging and the statistical learning of grammatical form classes.

PubMed

Schwab, Jessica F; Schuler, Kathryn D; Stillman, Chelsea M; Newport, Elissa L; Howard, James H; Howard, Darlene V

2016-08-01

Language learners must place unfamiliar words into categories, often with few explicit indicators about when and how that word can be used grammatically. Reeder, Newport, and Aslin (2013) showed that college students can learn grammatical form classes from an artificial language by relying solely on distributional information (i.e., contextual cues in the input). Here, 2 experiments revealed that healthy older adults also show such statistical learning, though they are poorer than young at distinguishing grammatical from ungrammatical strings. This finding expands knowledge of which aspects of learning vary with aging, with potential implications for second language learning in late adulthood. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Problem Based Learning (PBL) - An Effective Approach to Improve Learning Outcomes in Medical Teaching.

PubMed

Preeti, Bajaj; Ashish, Ahuja; Shriram, Gosavi

2013-12-01

As the "Science of Medicine" is getting advanced day-by-day, need for better pedagogies & learning techniques are imperative. Problem Based Learning (PBL) is an effective way of delivering medical education in a coherent, integrated & focused manner. It has several advantages over conventional and age-old teaching methods of routine. It is based on principles of adult learning theory, including student's motivation, encouragement to set goals, think critically about decision making in day-to-day operations. Above all these, it stimulates challenge acceptance and learning curiosity among students and creates pragmatic educational program. To measure the effectiveness of the "Problem Based Learning" as compared to conventional theory/didactic lectures based learning. The study was conducted on 72 medical students from Dayanand Medical College & Hospital, Ludhiana. Two modules of problem based sessions designed and delivered. Pre & Post-test score's scientific statistical analysis was done. Student feed-back received based on questionnaire in the five-point Likert scale format. Significant improvement in overall performance observed. Feedback revealed majority agreement that "Problem-based learning" helped them create interest (88.8 %), better understanding (86%) & promotes self-directed subject learning (91.6 %). Substantial improvement in the post-test scores clearly reveals acceptance of PBL over conventional learning. PBL ensures better practical learning, ability to create interest, subject understanding. It is a modern-day educational strategy, an effective tool to objectively improve the knowledge acquisition in Medical Teaching.
On the limits of statistical learning: Intertrial contextual cueing is confined to temporally close contingencies.

PubMed

Thomas, Cyril; Didierjean, André; Maquestiaux, François; Goujon, Annabelle

2018-04-12

Since the seminal study by Chun and Jiang (Cognitive Psychology, 36, 28-71, 1998), a large body of research based on the contextual-cueing paradigm has shown that the cognitive system is capable of extracting statistical contingencies from visual environments. Most of these studies have focused on how individuals learn regularities found within an intratrial temporal window: A context predicts the target position within a given trial. However, Ono, Jiang, and Kawahara (Journal of Experimental Psychology, 31, 703-712, 2005) provided evidence of an intertrial implicit-learning effect when a distractor configuration in preceding trials N - 1 predicted the target location in trials N. The aim of the present study was to gain further insight into this effect by examining whether it occurs when predictive relationships are impeded by interfering task-relevant noise (Experiments 2 and 3) or by a long delay (Experiments 1, 4, and 5). Our results replicated the intertrial contextual-cueing effect, which occurred in the condition of temporally close contingencies. However, there was no evidence of integration across long-range spatiotemporal contingencies, suggesting a temporal limitation of statistical learning.
Learning from FITS: Limitations in use in modern astronomical research

NASA Astrophysics Data System (ADS)

Thomas, B.; Jenness, T.; Economou, F.; Greenfield, P.; Hirst, P.; Berry, D. S.; Bray, E.; Gray, N.; Muna, D.; Turner, J.; de Val-Borro, M.; Santander-Vela, J.; Shupe, D.; Good, J.; Berriman, G. B.; Kitaeff, S.; Fay, J.; Laurino, O.; Alexov, A.; Landry, W.; Masters, J.; Brazier, A.; Schaaf, R.; Edwards, K.; Redman, R. O.; Marsh, T. R.; Streicher, O.; Norris, P.; Pascual, S.; Davie, M.; Droettboom, M.; Robitaille, T.; Campana, R.; Hagen, A.; Hartogh, P.; Klaes, D.; Craig, M. W.; Homeier, D.

2015-09-01

The Flexible Image Transport System (FITS) standard has been a great boon to astronomy, allowing observatories, scientists and the public to exchange astronomical information easily. The FITS standard, however, is showing its age. Developed in the late 1970s, the FITS authors made a number of implementation choices that, while common at the time, are now seen to limit its utility with modern data. The authors of the FITS standard could not anticipate the challenges which we are facing today in astronomical computing. Difficulties we now face include, but are not limited to, addressing the need to handle an expanded range of specialized data product types (data models), being more conducive to the networked exchange and storage of data, handling very large datasets, and capturing significantly more complex metadata and data relationships. There are members of the community today who find some or all of these limitations unworkable, and have decided to move ahead with storing data in other formats. If this fragmentation continues, we risk abandoning the advantages of broad interoperability, and ready archivability, that the FITS format provides for astronomy. In this paper we detail some selected important problems which exist within the FITS standard today. These problems may provide insight into deeper underlying issues which reside in the format and we provide a discussion of some lessons learned. It is not our intention here to prescribe specific remedies to these issues; rather, it is to call attention of the FITS and greater astronomical computing communities to these problems in the hope that it will spur action to address them.
Correlates of Individual, and Age-Related, Differences in Short-Term Learning

ERIC Educational Resources Information Center

Zhang, Zhiyong; Davis, Hasker P.; Salthouse, Timothy A.; Tucker-Drob, Elliot M.

2007-01-01

Latent growth models were applied to data on multitrial verbal and spatial learning tasks from two independent studies. Although significant individual differences in both initial level of performance and subsequent learning were found in both tasks, age differences were found only in mean initial level, and not in mean learning. In neither task…
Income and functional limitations among the aged in Europe: a trend analysis in 16 countries.

PubMed

von dem Knesebeck, Olaf; Vonneilich, Nico; Lüdecke, Daniel

2017-06-01

Analyses are focused on 3 research questions: (1) Are there absolute and relative income-related inequalities in functional limitations among the aged in Europe? (2) Did the absolute and relative income-related inequalities in functional limitations among the aged change between 2002 and 2014? (3) Are there differences in the changes of income-related inequalities between European countries? Data stem from 7 waves (2002-2014) of the European Social Survey. Samples of people aged 60 years or older from 16 European countries were analysed (N=63 024). Inequalities were measured by means of absolute prevalence rate differences and relative prevalence rate ratios of low versus high income. Meta-analyses with random-effect models were used to study the trends of inequalities in functional limitations over time. Functional limitations among people aged 60 years or older declined between 2002 and 2014 in most of the 16 European countries. Older people with a low income had higher rates of functional limitations and elevated rate ratios compared with people with high income. These inequalities were significant in many countries and were more pronounced among men than among women. Overall, absolute and relative income-related inequalities increased between 2002 and 2014, especially in Ireland, the Netherlands and Sweden. High-income groups are more in favour of the observed overall decline in functional limitations than deprived groups. Results point to potential income-related inequalities in compression of morbidity in the recent past in Europe. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Some Psychological Aspects of Aging: Implications for Teaching and Learning.

ERIC Educational Resources Information Center

Lersten, Kenneth C.

This paper reviews psychological literature concerned with aging, and includes brief reviews of (a) motor skill work, (b) the phenomena of "slowing," (c) social psychological findings, (d) sensation and perception, and (e) selected learning characteristics. The following teaching and learning strategies were elicited from this study: (a)…
Better or Worse than Expected? Aging, Learning, and the ERN

ERIC Educational Resources Information Center

Eppinger, Ben; Kray, Jutta; Mock, Barbara; Mecklinger, Axel

2008-01-01

This study examined age differences in error processing and reinforcement learning. We were interested in whether the electrophysiological correlates of error processing, the error-related negativity (ERN) and the feedback-related negativity (FRN), reflect learning-related changes in younger and older adults. To do so, we applied a probabilistic…
Learning effect and test-retest variability of pulsar perimetry.

PubMed

Salvetat, Maria Letizia; Zeppieri, Marco; Parisi, Lucia; Johnson, Chris A; Sampaolesi, Roberto; Brusini, Paolo

2013-03-01

To assess Pulsar Perimetry learning effect and test-retest variability (TRV) in normal (NORM), ocular hypertension (OHT), glaucomatous optic neuropathy (GON), and primary open-angle glaucoma (POAG) eyes. This multicenter prospective study included 43 NORM, 38 OHT, 33 GON, and 36 POAG patients. All patients underwent standard automated perimetry and Pulsar Contrast Perimetry using white stimuli modulated in phase and counterphase at 30 Hz (CP-T30W test). The learning effect and TRV for Pulsar Perimetry were assessed for 3 consecutive visual fields (VFs). The learning effect were evaluated by comparing results from the first session with the other 2. TRV was assessed by calculating the mean of the differences (in absolute value) between retests for each combination of single tests. TRV was calculated for Mean Sensitivity, Mean Defect, and single Mean Sensitivity for each 66 test locations. Influence of age, VF eccentricity, and loss severity on TRV were assessed using linear regression analysis and analysis of variance. The learning effect was not significant in any group (analysis of variance, P>0.05). TRV for Mean Sensitivity and Mean Defect was significantly lower in NORM and OHT (0.6 ± 0.5 spatial resolution contrast units) than in GON and POAG (0.9 ± 0.5 and 1.0 ± 0.8 spatial resolution contrast units, respectively) (Kruskal-Wallis test, P=0.04); however, the differences in NORM among age groups was not significant (Kruskal-Wallis test, P>0.05). Slight significant differences were found for the single Mean Sensitivity TRV among single locations (Duncan test, P<0.05). For POAG, TRV significantly increased with decreasing Mean Sensitivity and increasing Mean Defect (linear regression analysis, P<0.01). The Pulsar Perimetry CP-T30W test did not show significant learning effect in patients with standard automated perimetry experience. TRV for global indices was generally low, and was not related to patient age; it was only slightly affected by VF defect
Enhancing Teaching and Learning Wi-Fi Networking Using Limited Resources to Undergraduates

ERIC Educational Resources Information Center

Sarkar, Nurul I.

2013-01-01

Motivating students to learn Wi-Fi (wireless fidelity) wireless networking to undergraduate students is often difficult because many students find the subject rather technical and abstract when presented in traditional lecture format. This paper focuses on the teaching and learning aspects of Wi-Fi networking using limited hardware resources. It…
Limiting age for the Provo shoreline of Lake Bonneville

USGS Publications Warehouse

Miller, David; Wahl, David B.; McGeehin, John; Rosario, Jose J.; Oviatt, Charles G.; Anderson, Lysanna; Presnetsova, Liubov S.

2015-01-01

Pluvial Lake Bonneville features a prominent shoreline at the Provo level, which has been interpreted as having formed during a period of threshold-stabilized overflow. The timing of Provo shoreline development is important for paleoclimate interpretations and for inferences on geomorphic process rates. Estimates for the timing of the shoreline formation, based on radiocarbon measurements from gastropod shells, are from approximately 18 to 15 cal ka. One key radiocarbon age on plant fragments from Swan Lake, which formed in the threshold spillway after overflow ceased, has been taken as a young limiting age. The conventional age of 12090 ± 300 14C when calibrated at 2σ has large uncertainty (13375–15103 cal BP). We report six new AMS radiocarbon ages recovered from new Swan Lake sediment cores. A twig near the base of lacustrine muds was dated at 11,615 ± 40 14C yr (13,350 to 13,560 cal BP). Age determinations on roots in that interval and deeper in the core are somewhat younger. These ages limit the last overflow of the Provo stand to earlier than ∼13.5 cal ka BP, consistent with the younger bound of the imprecise age reported by Bright. If conservative interpretations of sedimentation rates for the thick well-sorted sand interval below the lacustrine muds are correct and landscape change that resulted in damming of Swan Lake is accounted for, cessation of flow probably occurred before ∼14.5 cal ka BP.
A Longitudinal Examination of the Remediation of Learning Disabilities: IQ, Age at Diagnosis, School SES and Voluntary Transfer

ERIC Educational Resources Information Center

Vandenberg, Brian; Emery, Debra

2009-01-01

This three year longitudinal study examined the effects of IQ, age of diagnosis, school socioeconomic status (SES) and participation in desegregation programs on the remediation of learning disabilities. Participants included 176 children who were diagnosed with a learning disability, 44 of whom were participants in a voluntary transfer program.…
Effects of Pretend Imagery on Learning Dance in Preschool Children

ERIC Educational Resources Information Center

Sacha, Tori J.; Russ, Sandra W.

2006-01-01

Play is important in child development and learning. The intent of this study was to assess the effects of play, using physical movement and pretend imagery, on learning dance. Four preschool dance classes, encompassing 32 children ages 3-6, were randomly divided into pretend imagery groups and traditional teaching groups. The classes were…
Older Women, Deeper Learning, and Greater Satisfaction at University: Age and Gender Predict University Students' Learning Approach and Degree Satisfaction

ERIC Educational Resources Information Center

Rubin, Mark; Scevak, Jill; Southgate, Erica; Macqueen, Suzanne; Williams, Paul; Douglas, Heather

2018-01-01

The present study explored the interactive effect of age and gender in predicting surface and deep learning approaches. It also investigated how these variables related to degree satisfaction. Participants were 983 undergraduate students at a large public Australian university. They completed a research survey either online or on paper. Consistent…
Limitations in the Activity of Mobility at Age 6 Years After Difficult Birth at Term: Prospective Cohort Study.

PubMed

van Iersel, Patricia A M; Algra, Annechien M; Bakker, Saskia C M; Jonker, Arnold J H; Hadders-Algra, Mijna

2016-08-01

A difficult birth at term (DBAT) may manifest as fetal acidosis and low Apgar scores and is often referred to as "perinatal asphyxia," especially when infants show signs of neonatal encephalopathy (NE). In contrast to DBAT resulting in moderate-to-severe NE, which is associated with neurodevelopmental disorders, little is known about the prognosis of less severe forms of DBAT, with or without NE. The purpose of this study was to evaluate the International Classification of Functioning, Disability and Health, Children & Youth Version activity "mobility" and other neurodevelopmental sequelae in infants with DBAT at age 6 years. The index cohort (n=62; 35 boys, 27 girls) consisted of consecutive term infants with DBAT based on clinical criteria in a Dutch nonacademic hospital from 1999 to 2005. Neonatal encephalopathy was assessed according to the Sarnat grading system and excluded infants with severe NE. The matched reference cohort (n=81; 49 boys, 32 girls) consisted of healthy term infants. The primary outcome at 6 years was limited mobility (Movement Assessment Battery for Children score ≤15th percentile). Secondary outcomes included learning and behavioral problems and the presence of minor neurological dysfunction. Three children developed cerebral palsy and were excluded from analyses. Children with DBAT more often had limited mobility than children without DBAT (risk ratio [RR]=2.44; 95% confidence interval [95% CI]=1.16, 5.14). The risk of limited mobility rose with increasing severity of NE (mild NE: RR=3.38; 95% CI=1.40, 8.16; moderate NE: RR=4.00; 95% CI=1.54, 10.40), and manual abilities especially were affected (RR=4.12; 95% CI=1.40, 12.14). Learning problems, need for physical therapy, and complex minor neurological dysfunction were more common in children with DBAT than in children without DBAT. Term infants who develop mild or moderate NE following DBAT are at increased risk for limited mobility at age 6 years. Routine monitoring of neuromotor
The efficiency of multimedia learning into old age.

PubMed

Van Gerven, Pascal W M; Paas, Fred; Van Merriënboer, Jeroen J G; Hendriks, Maaike; Schmidt, Henk G

2003-12-01

On the basis of a multimodal model of working memory, cognitive load theory predicts that a multimedia-based instructional format leads to a better acquisition of complex subject matter than a purely visual instructional format. This study investigated the extent to which age and instructional format had an impact on training efficiency among both young and old adults. It was hypothesised that studying worked examples that are presented as a narrated animation (multimedia condition) is a more efficient means of complex skill training than studying visually presented worked examples (unimodal condition) and solving conventional problems. Furthermore, it was hypothesised that multimedia-based worked examples are especially helpful for elderly learners, who have to deal with a general decline of working-memory resources, because they address both mode-specific working-memory stores. The sample consisted of 60 young (mean age = 15.98 years) and 60 old adults (mean age = 64.48 years). Participants of both age groups were trained in either a conventional, a unimodal, or a multimedia condition. Subsequently, they had to solve a series of test problems. Dependent variables were perceived cognitive load during the training, performance on the test, and efficiency in terms of the ratio between these two variables. Results showed that for both age groups multimedia-based worked examples were more efficient than the other training formats in that less cognitive load led to at least an equal performance level. Although no difference in the beneficial effect of multimedia learning was found between the age groups, multimedia-based instructions seem promising for the elderly.
Perceptions of Successful Ageing and Implications for Late-Life Learning

ERIC Educational Resources Information Center

Tam, Maureen

2013-01-01

This paper draws upon a small-scale investigation to shed light on the perceptions of successful ageing by a group of senior adults in Hong Kong. It also identifies attributes that are associated with ageing well and examines the extent to which education or learning is perceived as important in the ageing process. To this end, the research has…
Overcoming Age Limits in Cancer Clinical Trials

Cancer.gov

Adolescents, young adults, and the elderly lag far behind other age groups when it comes to enrolling in clinical trials. Their participation is critical to advancing effective therapies for these age groups.
Quantitative Machine Learning Analysis of Brain MRI Morphology throughout Aging.

PubMed

Shamir, Lior; Long, Joe

2016-01-01

While cognition is clearly affected by aging, it is unclear whether the process of brain aging is driven solely by accumulation of environmental damage, or involves biological pathways. We applied quantitative image analysis to profile the alteration of brain tissues during aging. A dataset of 463 brain MRI images taken from a cohort of 416 subjects was analyzed using a large set of low-level numerical image content descriptors computed from the entire brain MRI images. The correlation between the numerical image content descriptors and the age was computed, and the alterations of the brain tissues during aging were quantified and profiled using machine learning. The comprehensive set of global image content descriptors provides high Pearson correlation of ~0.9822 with the chronological age, indicating that the machine learning analysis of global features is sensitive to the age of the subjects. Profiling of the predicted age shows several periods of mild changes, separated by shorter periods of more rapid alterations. The periods with the most rapid changes were around the age of 55, and around the age of 65. The results show that the process of brain aging of is not linear, and exhibit short periods of rapid aging separated by periods of milder change. These results are in agreement with patterns observed in cognitive decline, mental health status, and general human aging, suggesting that brain aging might not be driven solely by accumulation of environmental damage. Code and data used in the experiments are publicly available.
The other-race effect in face learning: Using naturalistic images to investigate face ethnicity effects in a learning paradigm.

PubMed

Hayward, William G; Favelle, Simone K; Oxner, Matt; Chu, Ming Hon; Lam, Sze Man

2017-05-01

The other-race effect in face identification has been reported in many situations and by many different ethnicities, yet it remains poorly understood. One reason for this lack of clarity may be a limitation in the methodologies that have been used to test it. Experiments typically use an old-new recognition task to demonstrate the existence of the other-race effect, but such tasks are susceptible to different social and perceptual influences, particularly in terms of the extent to which all faces are equally individuated at study. In this paper we report an experiment in which we used a face learning methodology to measure the other-race effect. We obtained naturalistic photographs of Chinese and Caucasian individuals, which allowed us to test the ability of participants to generalize their learning to new ecologically valid exemplars of a face identity. We show a strong own-race advantage in face learning, such that participants required many fewer trials to learn names of own-race individuals than those of other-race individuals and were better able to identify learned own-race individuals in novel naturalistic stimuli. Since our methodology requires individuation of all faces, and generalization over large image changes, our finding of an other-race effect can be attributed to a specific deficit in the sensitivity of perceptual and memory processes to other-race faces.
Online Quiz Time Limits and Learning Outcomes in Economics

ERIC Educational Resources Information Center

Evans, Brent; Culp, Robert

2015-01-01

In an effort to better understand the impact of timing limits, the authors compare the learning outcomes of students who completed timed quizzes with students who took untimed quizzes in economics principles courses. Students were assigned two online quizzes--one timed and one untimed--and re-tested on the material the following class day. Our…
Riverdale Elementary "Learning Without Limits" 2003-2004 Evaluation Report.

ERIC Educational Resources Information Center

Grant, Michael M.; Ross, Steven M.; Wang, Weiping; Potter, Allison; Wilson, Yola

2004-01-01

This report discusses the findings from an evaluation study of the Learning Without Limits program in the fifth grade at Riverdale Elementary in the Shelby County Schools district, Memphis, Tennessee. The overall purpose of the evaluation was twofold: (a) to provide formative evaluation data to Riverdale School to use as a basis for improvement…
Effective e-learning in surgical education: the core values underpinning effective e-learning environments and how these may be enhanced for future surgical education.

PubMed

Bamford, R; Coulston, J

2016-01-01

e-learning is a valuable tool that has a number of advantages for Surgical Oncology training and education. The rapidly evolving nature of, and limited clinical exposure to oncological practice creates challenges for surgical trainees to stay up to date and engaged. Online learning can be accessed anywhere at any time and allows trainees to develop, apply and be assessed on their learning. To be effective, it must be educationally sound and embrace technology to enhance learners' experience.
Evaluating Learning in the 21st Century: A Digital Age Learning Matrix

ERIC Educational Resources Information Center

Starkey, Louise

2011-01-01

If the purpose of secondary schooling is to educate the upcoming generation to become active participants in society, evaluation of teaching and learning in the information-rich digital age should be underpinned by relevant theories and models. This article describes an evaluation tool developed using emerging ideas about knowledge creation and…
Flight restriction prevents associative learning deficits but not changes in brain protein-adduct formation during honeybee ageing.

PubMed

Tolfsen, Christina C; Baker, Nicholas; Kreibich, Claus; Amdam, Gro V

2011-04-15

Honeybees (Apis mellifera) senesce within 2 weeks after they discontinue nest tasks in favour of foraging. Foraging involves metabolically demanding flight, which in houseflies (Musca domestica) and fruit flies (Drosophila melanogaster) is associated with markers of ageing such as increased mortality and accumulation of oxidative damage. The role of flight in honeybee ageing is incompletely understood. We assessed relationships between honeybee flight activity and ageing by simulating rain that confined foragers to their colonies most of the day. After 15 days on average, flight-restricted foragers were compared with bees with normal (free) flight: one group that foraged for ∼15 days and two additional control groups, for flight duration and chronological age, that foraged for ∼5 days. Free flight over 15 days on average resulted in impaired associative learning ability. In contrast, flight-restricted foragers did as well in learning as bees that foraged for 5 days on average. This negative effect of flight activity was not influenced by chronological age or gustatory responsiveness, a measure of the bees' motivation to learn. Contrasting their intact learning ability, flight-restricted bees accrued the most oxidative brain damage as indicated by malondialdehyde protein adduct levels in crude cytosolic fractions. Concentrations of mono- and poly-ubiquitinated brain proteins were equal between the groups, whereas differences in total protein amounts suggested changes in brain protein metabolism connected to forager age, but not flight. We propose that intense flight is causal to brain deficits in aged bees, and that oxidative protein damage is unlikely to be the underlying mechanism.
Flight restriction prevents associative learning deficits but not changes in brain protein-adduct formation during honeybee ageing

PubMed Central

Tolfsen, Christina C.; Baker, Nicholas; Kreibich, Claus; Amdam, Gro V.

2011-01-01

SUMMARY Honeybees (Apis mellifera) senesce within 2 weeks after they discontinue nest tasks in favour of foraging. Foraging involves metabolically demanding flight, which in houseflies (Musca domestica) and fruit flies (Drosophila melanogaster) is associated with markers of ageing such as increased mortality and accumulation of oxidative damage. The role of flight in honeybee ageing is incompletely understood. We assessed relationships between honeybee flight activity and ageing by simulating rain that confined foragers to their colonies most of the day. After 15 days on average, flight-restricted foragers were compared with bees with normal (free) flight: one group that foraged for ∼15 days and two additional control groups, for flight duration and chronological age, that foraged for ∼5 days. Free flight over 15 days on average resulted in impaired associative learning ability. In contrast, flight-restricted foragers did as well in learning as bees that foraged for 5 days on average. This negative effect of flight activity was not influenced by chronological age or gustatory responsiveness, a measure of the bees' motivation to learn. Contrasting their intact learning ability, flight-restricted bees accrued the most oxidative brain damage as indicated by malondialdehyde protein adduct levels in crude cytosolic fractions. Concentrations of mono- and poly-ubiquitinated brain proteins were equal between the groups, whereas differences in total protein amounts suggested changes in brain protein metabolism connected to forager age, but not flight. We propose that intense flight is causal to brain deficits in aged bees, and that oxidative protein damage is unlikely to be the underlying mechanism. PMID:21430210

Associations between Verbal Learning Slope and Neuroimaging Markers across the Cognitive Aging Spectrum.

PubMed

Gifford, Katherine A; Phillips, Jeffrey S; Samuels, Lauren R; Lane, Elizabeth M; Bell, Susan P; Liu, Dandan; Hohman, Timothy J; Romano, Raymond R; Fritzsche, Laura R; Lu, Zengqi; Jefferson, Angela L

2015-07-01

A symptom of mild cognitive impairment (MCI) and Alzheimer's disease (AD) is a flat learning profile. Learning slope calculation methods vary, and the optimal method for capturing neuroanatomical changes associated with MCI and early AD pathology is unclear. This study cross-sectionally compared four different learning slope measures from the Rey Auditory Verbal Learning Test (simple slope, regression-based slope, two-slope method, peak slope) to structural neuroimaging markers of early AD neurodegeneration (hippocampal volume, cortical thickness in parahippocampal gyrus, precuneus, and lateral prefrontal cortex) across the cognitive aging spectrum [normal control (NC); (n=198; age=76±5), MCI (n=370; age=75±7), and AD (n=171; age=76±7)] in ADNI. Within diagnostic group, general linear models related slope methods individually to neuroimaging variables, adjusting for age, sex, education, and APOE4 status. Among MCI, better learning performance on simple slope, regression-based slope, and late slope (Trial 2-5) from the two-slope method related to larger parahippocampal thickness (all p-values<.01) and hippocampal volume (p<.01). Better regression-based slope (p<.01) and late slope (p<.01) were related to larger ventrolateral prefrontal cortex in MCI. No significant associations emerged between any slope and neuroimaging variables for NC (p-values ≥.05) or AD (p-values ≥.02). Better learning performances related to larger medial temporal lobe (i.e., hippocampal volume, parahippocampal gyrus thickness) and ventrolateral prefrontal cortex in MCI only. Regression-based and late slope were most highly correlated with neuroimaging markers and explained more variance above and beyond other common memory indices, such as total learning. Simple slope may offer an acceptable alternative given its ease of calculation.
Some Effects of a Skill Learned in Youth on Relearning in Later Maturity and Old Age.

ERIC Educational Resources Information Center

Kiss, Rosalia Ann

A study was made of the relative merits of recall and learning in providing older persons with a choice of activity. Data were collected on the knitting performance of 73 subjects. A form of pretest-posttest experimental design with nine subgroups was used. Subjects were grouped by age (45-65 versus 65 and over) experience with knitting (no…
Experience Effect in E-Learning Research

NASA Astrophysics Data System (ADS)

Wu, Bing; Xu, WenXia; Ge, Jun

This study is a productivity review on the literature gleaned from SSCI, SCIE databases concerning experience in E-Learning research. The result indicates that the number of literature productions on experience effect in ELearning research is still growing from 2005. The main research development country is Croatia, and from the analysis of the publication year, the number of papers is increasing to the peaking in 2010. And the main source title is British Journal of Educational Technology. In addition the subject area concentrated on Education & Educational Research. Moreover the research focuses on are mainly survey research and empirical research, in order to explore experience effect in E-Learning research. Also the limitations and future research of these research were discussed, so that the direction for further research work can be exploited
Applying Deep Learning in Medical Images: The Case of Bone Age Estimation.

PubMed

Lee, Jang Hyung; Kim, Kwang Gi

2018-01-01

A diagnostic need often arises to estimate bone age from X-ray images of the hand of a subject during the growth period. Together with measured physical height, such information may be used as indicators for the height growth prognosis of the subject. We present a way to apply the deep learning technique to medical image analysis using hand bone age estimation as an example. Age estimation was formulated as a regression problem with hand X-ray images as input and estimated age as output. A set of hand X-ray images was used to form a training set with which a regression model was trained. An image preprocessing procedure is described which reduces image variations across data instances that are unrelated to age-wise variation. The use of Caffe, a deep learning tool is demonstrated. A rather simple deep learning network was adopted and trained for tutorial purpose. A test set distinct from the training set was formed to assess the validity of the approach. The measured mean absolute difference value was 18.9 months, and the concordance correlation coefficient was 0.78. It is shown that the proposed deep learning-based neural network can be used to estimate a subject's age from hand X-ray images, which eliminates the need for tedious atlas look-ups in clinical environments and should improve the time and cost efficiency of the estimation process.
The Hayflick Limit and Age-Related Adaptive Immune Deficiency.

PubMed

Gill, Zoe; Nieuwoudt, Martin; Ndifon, Wilfred

2018-01-01

The adaptive immune system (AIS) acquires significant deficiency during chronological ageing, making older individuals more susceptible to infections and less responsive to vaccines compared to younger individuals. At the cellular level, one of the most striking features of this ageing-related immune deficiency is the dramatic loss of T-cell diversity that occurs in elderly humans. After the age of 70 years, there is a sharp decline in the diversity of naïve T cells, including a >10-fold decrease in the CD4+ compartment and a >100-fold decrease in the CD8+ compartment. Such changes are detrimental because the AIS relies on a diverse naïve T-cell pool to respond to novel pathogens. Recent work suggests that this collapse of naïve T-cell diversity results from T cells reaching the Hayflick limit and being eliminated through both antigen-dependent and -independent pathways. The progressive attrition of telomeres is the molecular mechanism that underlies this Hayflick limit. Therefore, we propose that by measuring the telomere lengths of T cells with high resolution, it is possible to develop a unique biomarker of immune deficiency, potentially much better correlated with individual susceptibility to diseases compared to chronological age alone. © 2017 S. Karger AG, Basel.
EFL Students' Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement

ERIC Educational Resources Information Center

Al Zumor, Abdul Wahed Q.; Al Refaai, Ismail K.; Eddin, Eyhab A. Bader; Al-Rahman, Farouq H. Aziz

2013-01-01

This study explores King Khalid University English as Foreign Language (EFL) students' views regarding the advantages and limitations of merging the features of face-to-face language instruction and online language learning via the Blackboard learning management system in a new pedagogical approach called Blended Learning. The study also examines…
Utterance-final position and pitch marking aid word learning in school-age children

PubMed Central

Laaha, Sabine; Fitch, W. Tecumseh

2017-01-01

We investigated the effects of word order and prosody on word learning in school-age children. Third graders viewed photographs belonging to one of three semantic categories while hearing four-word nonsense utterances containing a target word. In the control condition, all words had the same pitch and, across trials, the position of the target word was varied systematically within each utterance. The only cue to word–meaning mapping was the co-occurrence of target words and referents. This cue was present in all conditions. In the Utterance-final condition, the target word always occurred in utterance-final position, and at the same fundamental frequency as all the other words of the utterance. In the Pitch peak condition, the position of the target word was varied systematically within each utterance across trials, and produced with pitch contrasts typical of infant-directed speech (IDS). In the Pitch peak + Utterance-final condition, the target word always occurred in utterance-final position, and was marked with a pitch contrast typical of IDS. Word learning occurred in all conditions except the control condition. Moreover, learning performance was significantly higher than that observed with simple co-occurrence (control condition) only for the Pitch peak + Utterance-final condition. We conclude that, for school-age children, the combination of words' utterance-final alignment and pitch enhancement boosts word learning. PMID:28878961
Utterance-final position and pitch marking aid word learning in school-age children.

PubMed

Filippi, Piera; Laaha, Sabine; Fitch, W Tecumseh

2017-08-01

We investigated the effects of word order and prosody on word learning in school-age children. Third graders viewed photographs belonging to one of three semantic categories while hearing four-word nonsense utterances containing a target word. In the control condition, all words had the same pitch and, across trials, the position of the target word was varied systematically within each utterance. The only cue to word-meaning mapping was the co-occurrence of target words and referents. This cue was present in all conditions. In the Utterance-final condition, the target word always occurred in utterance-final position, and at the same fundamental frequency as all the other words of the utterance. In the Pitch peak condition, the position of the target word was varied systematically within each utterance across trials, and produced with pitch contrasts typical of infant-directed speech (IDS). In the Pitch peak + Utterance-final condition, the target word always occurred in utterance-final position, and was marked with a pitch contrast typical of IDS. Word learning occurred in all conditions except the control condition. Moreover, learning performance was significantly higher than that observed with simple co-occurrence ( control condition) only for the Pitch peak + Utterance-final condition. We conclude that, for school-age children, the combination of words' utterance-final alignment and pitch enhancement boosts word learning.
Age and sex differences of risk factors of activity limitations in Japanese older adults.

PubMed

Monma, Takafumi; Takeda, Fumi; Noguchi, Haruko; Tamiya, Nanako

2016-06-01

The objective of the present study was to verify how socioeconomic and physical/mental health status would be associated with activity limitations by age and sex among older adults, using nationally representative cross-sectional data in Japan. The present study focused on 8373 older adults aged 65 years or older extracted from the Comprehensive Survey of Living Conditions conducted in 2007 by the Japanese Ministry of Health, Labor and Welfare. Univariate and multiple logistic regression analyses and population-attributable risk were applied to validate the relationships of socioeconomic and physical/mental health status with activity limitations among the total population, and by age groups (young-old or old-old) and sex. Mental health showed the highest odds ratio and population-attributable risk in the total population. In addition, low back pain was associated with activity limitations regardless of age and sex. Other musculoskeletal diseases, such as arthropathy and osteoporosis, were related to activity limitations for women, regardless of age, whereas cardiovascular diseases, including angina pectoris/myocardial infarction and cerebral stroke, were associated with activity limitations for men in any age group. There were no statistically significant correlations between socioeconomic status and activity limitations in any groups. Mental health was the most important factor of activity limitations in Japanese older adults. Furthermore, low back pain regardless of age and sex, other musculoskeletal diseases only for women and cardiovascular diseases mainly for men could also be significant risk factors to activity limitations. Therefore, preventive approaches of activity limitations considering sex differences are important for older adults in Japan. Geriatr Gerontol Int 2015; ●●: ●●-●●. © 2015 Japan Geriatrics Society.
Effectiveness of Vocabulary Learning via Mobile Phone

ERIC Educational Resources Information Center

Lu, M.

2008-01-01

Whereas the penetration of mobile phones in Asian countries keeps climbing, little research has explored the application of the short message service (SMS) in second language learning. This study aims to examine the effectiveness of SMS vocabulary lessons of limited lexical information on the small screens of mobile phones. Thirty high school…
Beyond the rhetoric of problem-based learning: emancipatory limits and links with andragogy.

PubMed

Milligan, F

1999-10-01

Problem-based learning (PBL), sometimes referred to as enquiry-based learning, is an approach to education that has gained increasing usage within health care in recent years. Its origins very much lie within medical education. The bulk of literature on PBL is optimistic about its potential, especially in relation to nurse education. It is argued here that the benefits of PBL are that it moves toward student-centred education and process-oriented methods that have been taking place for at least 16 years. There are clear links with andragogy although this is not always acknowledged, but the potential move away from emancipatory education inherent in PBL if used without reflection, is inconsistent with andragogy. This article takes a more critical view of the concept and argues that there are significant limits which need to be considered carefully. Apart from the possible move away from the emancipatory aims of education, there is commonly an implicit support of the medical model within PBL which is inappropriate at a time when the limits of medicine are becoming increasingly clear. It is concluded that further debate and research on the approach is necessary, but that as a facilitative strategy PBL does hold some promise. However, it would be inappropriate to use it as a curriculum model if only because it lacks the diversity required of a postmodern curriculum and would not respond effectively to differing student learning styles.
Correlates of individual, and age-related, differences in short-term learning.

PubMed

Zhang, Zhiyong; Davis, Hasker P; Salthouse, Timothy A; Tucker-Drob, Elliot M

2007-07-01

Latent growth models were applied to data on multitrial verbal and spatial learning tasks from two independent studies. Although significant individual differences in both initial level of performance and subsequent learning were found in both tasks, age differences were found only in mean initial level, and not in mean learning. In neither task was fluid or crystallized intelligence associated with learning. Although there were moderate correlations among the level parameters across the verbal and spatial tasks, the learning parameters were not significantly correlated with one another across task modalities. These results are inconsistent with the existence of a general (e.g., material-independent) learning ability.
Effective e-learning in surgical education: the core values underpinning effective e-learning environments and how these may be enhanced for future surgical education

PubMed Central

Bamford, R; Coulston, J

2016-01-01

e-learning is a valuable tool that has a number of advantages for Surgical Oncology training and education. The rapidly evolving nature of, and limited clinical exposure to oncological practice creates challenges for surgical trainees to stay up to date and engaged. Online learning can be accessed anywhere at any time and allows trainees to develop, apply and be assessed on their learning. To be effective, it must be educationally sound and embrace technology to enhance learners’ experience. PMID:26913075
Automatic spin-chain learning to explore the quantum speed limit

NASA Astrophysics Data System (ADS)

Zhang, Xiao-Ming; Cui, Zi-Wei; Wang, Xin; Yung, Man-Hong

2018-05-01

One of the ambitious goals of artificial intelligence is to build a machine that outperforms human intelligence, even if limited knowledge and data are provided. Reinforcement learning (RL) provides one such possibility to reach this goal. In this work, we consider a specific task from quantum physics, i.e., quantum state transfer in a one-dimensional spin chain. The mission for the machine is to find transfer schemes with the fastest speeds while maintaining high transfer fidelities. The first scenario we consider is when the Hamiltonian is time independent. We update the coupling strength by minimizing a loss function dependent on both the fidelity and the speed. Compared with a scheme proven to be at the quantum speed limit for the perfect state transfer, the scheme provided by RL is faster while maintaining the infidelity below 5 ×10-4 . In the second scenario where a time-dependent external field is introduced, we convert the state transfer process into a Markov decision process that can be understood by the machine. We solve it with the deep Q-learning algorithm. After training, the machine successfully finds transfer schemes with high fidelities and speeds, which are faster than previously known ones. These results show that reinforcement learning can be a powerful tool for quantum control problems.
MILS in a general surgery unit: learning curve, indications, and limitations.

PubMed

Patriti, Alberto; Marano, Luigi; Casciola, Luciano

2015-06-01

Minimally invasive liver surgery (MILS) is going to be a method with a wide diffusion even in general surgery units. Organization, learning curve effect, and the environment are crucial issues to evaluate before starting a program of minimally invasive liver resections. Analysis of a consecutive series of 70 patients has been used to define advantages and limits of starting a program of MILS in a general surgery unit. Seventeen MILS have been calculated with the cumulative sum method as the number of cases to complete the learning curve. Operative times [270 (60-480) vs. 180 (15-550) min; p 0.01] and rate of conversion (6/17 vs. 5/53; p 0.018) decrease after this number of cases. More complex cases can be managed after a proper optimization of all steps of liver resection. When a high confidence of the medical and nurse staff with MILS is reached, economical and strategic issues should be evaluated in order to establish a multidisciplinary hepatobiliary unit independent from the general surgery unit to manage more complex cases.
A Narrative Review of Problem-Based Learning with School-Aged Children: Implementation and Outcomes

ERIC Educational Resources Information Center

Jerzembek, Gabi; Murphy, Simon

2013-01-01

This paper reviews empirical studies that have evaluated the impact of problem-based learning (PBL) on school-aged pupils, in order to summarise how it has been implemented and to assess its effects on academic and personal development. Following electronic searches of PsychINFO, the British Education Index and the Cochrane review database, six…
Radiation-Related Treatment Effects across the Age Spectrum: Differences and Similarities or What The Old and Young Can Learn From Each Other

PubMed Central

Krasin, Matthew J.; Constine, Louis S.; Friedman, Debra; Marks, Lawrence B.

2010-01-01

Radiation related effects in children and adults limit the delivery of effective radiation doses and result in long-term morbidity affecting function and quality of life. Improvements in our understanding of the etiology and biology of these effects, including the influence of clinical variables, dosimetric factors, and the underlying biologic processes has made treatment safer and more efficacious. However, the approach to studying and understanding these effects differs between children and adults. By using the pulmonary and skeletal organ systems as examples, comparisons are made across the age spectrum for radiation related effects including pneumonitis, pulmonary fibrosis, osteonecrosis and fracture. Methods for dosimetric analysis, incorporation of imaging and biology as well a length of follow-up are compared, contrasted and discussed for both organ systems in children and adults. Better understanding of each age specific approach and how it differs may improve our ability to study late effects of radiation across the ages PMID:19959028
Effects of Illustrations on Reading Comprehension of Learning Disabled Students.

ERIC Educational Resources Information Center

Rose, Terry L.

1986-01-01

The effects of illustrations on comprehension were investigated with 32 learning disabled elementary-aged students. Results showed significantly more correct responses to comprehension questions following the non-illustrated passages. (Author)
Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes

ERIC Educational Resources Information Center

Kidd, Terry T., Ed.; Keengwe, Jared, Ed.

2010-01-01

As instructors move further into the incorporation of 21st century technologies in adult education, a new paradigm of digitally-enriched mediated learning has emerged. This book provides a comprehensive framework of trends and issues related to adult learning for the facilitation of authentic learning in the age of digital technology. This…
The Learning Projects of Rural Third Age Women: Enriching a Valuable Community Resource

ERIC Educational Resources Information Center

Lear, Glenna

2011-01-01

As a third age PhD candidate with a passion for learning, I wanted to explore the learning of other rural third age women who live on the Lower Eyre Peninsula (LEP) of South Australia. This reflects the methodological stance of heuristic inquiry, which requires the researcher to have a passionate interest in the phenomena under investigation, and…

Ageing and learning as conceptualized by senior adults in two cultures: Hong Kong and Australia.

PubMed

Tam, Maureen; Aird, Rosemary; Boulton-Lewis, Gillian; Buys, Laurie

2016-01-01

This paper is about a study aimed to understand what successful ageing and later life learning mean to older adults in two cultures: Hong Kong and Australia. It aims to shed light on (1) the meaning of ageing and learning as conceptualized by elders in Hong Kong and Australia; (2) the reasons for participation in later life learning, as well as, barriers for non-participation; (3) their learning interests and instructional preferences; and (4) the correlation between learning and successful ageing, and between learning and other well-being variables, including health, happiness and satisfaction. Two large samples of elders from Hong Kong (n=519) and Australia (n=421) participated in the study. A self-developed questionnaire, called the "Learning and Ageing Survey 2013", was used. It included a total of 108 structured questions in three sections. Within group analysis of the data from the two locations indicated that there are more similarities, rather than differences, between elders in Hong Kong and Australia with respect to background characteristics, meanings of ageing and learning, reasons for participation, barriers for nonparticipation, learning interests and instructional preferences. The fact that there are more commonalities, rather than differences, between the two samples of elders from two different cultures supports the claim that cultures very often overlap and coincide, and need not be seen as polarized, where becoming bi-cultural is possible. It is therefore important for cross-cultural comparative research to identify cultural differences, while at the same time, to recognize the existence of similarities between cultures.
Daily supplementation with GrandFusion® improves memory and learning in aged rats.

PubMed

Yu, Jin; Zhu, Hong; Perry, Stephen; Taheri, Saeid; Kindy, Mark S

2017-03-24

Studies have shown that supplementation with extracts from various sources, including fruits and vegetables reverse the age-related changes in movement and cognition. We hypothesized that these beneficial effects result from the presence of anti-oxidants and anti-inflammatory compounds in the fruits and vegetables that contribute to reduced oxidative stress, inflammation and cell death while potentially enhancing neurogenesis. The present study was performed to determine the impact of supplementation with GrandFusion ® (GF) to aged Fisher 344 rats for 4 months to determine the impact on attenuation or reversal of the age-related deficits. When the aged rats consumed a diet enriched with the extracts the results showed an improved motor performance, and enhanced cognitive functions. In addition, the rats showed reduced oxidative stress and inflammation, and enhanced neurogenesis, Nrf2 and anti-oxidant expression. The effect of GF extracts on the augmentation of memory and learning is significant and may function through the modulation of antioxidant enzymes, signaling pathways and additional mechanisms to improve the aging process. These studies further support the recommendation of USDA for the consumption of fruits and vegetables to improve healthy aging.
Naming and verbal learning in adults with Alzheimer's disease, mild cognitive impairment and in healthy aging, with low educational levels.

PubMed

Hübner, Lilian Cristine; Loureiro, Fernanda; Tessaro, Bruna; Siqueira, Ellen Cristina Gerner; Jerônimo, Gislaine Machado; Gomes, Irênio; Schilling, Lucas Porcello

2018-02-01

Language assessment seems to be an effective tool to differentiate healthy and cognitively impaired aging groups. This article discusses the impact of educational level on a naming task, on a verbal learning with semantic cues task and on the MMSE in healthy aging adults at three educational levels (very low, low and high) as well as comparing two clinical groups of very low (0-3 years) and low education (4-7 years) patients with Alzheimer's disease (AD) and mild cognitive impairment (MCI) with healthy controls. The participants comprised 101 healthy controls, 17 patients with MCI and 19 with AD. Comparisons between the healthy groups showed an education effect on the MMSE, but not on naming and verbal learning. However, the clinical groups were differentiated in both the naming and verbal learning assessment. The results support the assumption that the verbal learning with semantic cues task is a valid tool to diagnose MCI and AD patients, with no influence from education.
Teaching Diversity and Aging through Active Learning Strategies: An Annotated Bibliography.

ERIC Educational Resources Information Center

Fried, Stephen B.; Mehrotra, Chandra M.

Covering 10 topical areas, this annotated bibliography offers a guide to journal articles, book chapters, monographs, and books useful for teaching diversity and aging through active learning. Active learning experiences may help expand students' awareness of elements of their own diversity, broaden their world view, and enhance their culturally…
Mobile learning for HIV/AIDS healthcare worker training in resource-limited settings

PubMed Central

2010-01-01

Background We present an innovative approach to healthcare worker (HCW) training using mobile phones as a personal learning environment. Twenty physicians used individual Smartphones (Nokia N95 and iPhone), each equipped with a portable solar charger. Doctors worked in urban and peri-urban HIV/AIDS clinics in Peru, where almost 70% of the nation's HIV patients in need are on treatment. A set of 3D learning scenarios simulating interactive clinical cases was developed and adapted to the Smartphones for a continuing medical education program lasting 3 months. A mobile educational platform supporting learning events tracked participant learning progress. A discussion forum accessible via mobile connected participants to a group of HIV specialists available for back-up of the medical information. Learning outcomes were verified through mobile quizzes using multiple choice questions at the end of each module. Methods In December 2009, a mid-term evaluation was conducted, targeting both technical feasibility and user satisfaction. It also highlighted user perception of the program and the technical challenges encountered using mobile devices for lifelong learning. Results With a response rate of 90% (18/20 questionnaires returned), the overall satisfaction of using mobile tools was generally greater for the iPhone. Access to Skype and Facebook, screen/keyboard size, and image quality were cited as more troublesome for the Nokia N95 compared to the iPhone. Conclusions Training, supervision and clinical mentoring of health workers are the cornerstone of the scaling up process of HIV/AIDS care in resource-limited settings (RLSs). Educational modules on mobile phones can give flexibility to HCWs for accessing learning content anywhere. However lack of softwares interoperability and the high investment cost for the Smartphones' purchase could represent a limitation to the wide spread use of such kind mLearning programs in RLSs. PMID:20825677
Mobile learning for HIV/AIDS healthcare worker training in resource-limited settings.

PubMed

Zolfo, Maria; Iglesias, David; Kiyan, Carlos; Echevarria, Juan; Fucay, Luis; Llacsahuanga, Ellar; de Waard, Inge; Suàrez, Victor; Llaque, Walter Castillo; Lynen, Lutgarde

2010-09-08

We present an innovative approach to healthcare worker (HCW) training using mobile phones as a personal learning environment.Twenty physicians used individual Smartphones (Nokia N95 and iPhone), each equipped with a portable solar charger. Doctors worked in urban and peri-urban HIV/AIDS clinics in Peru, where almost 70% of the nation's HIV patients in need are on treatment. A set of 3D learning scenarios simulating interactive clinical cases was developed and adapted to the Smartphones for a continuing medical education program lasting 3 months. A mobile educational platform supporting learning events tracked participant learning progress. A discussion forum accessible via mobile connected participants to a group of HIV specialists available for back-up of the medical information. Learning outcomes were verified through mobile quizzes using multiple choice questions at the end of each module. In December 2009, a mid-term evaluation was conducted, targeting both technical feasibility and user satisfaction. It also highlighted user perception of the program and the technical challenges encountered using mobile devices for lifelong learning. With a response rate of 90% (18/20 questionnaires returned), the overall satisfaction of using mobile tools was generally greater for the iPhone. Access to Skype and Facebook, screen/keyboard size, and image quality were cited as more troublesome for the Nokia N95 compared to the iPhone. Training, supervision and clinical mentoring of health workers are the cornerstone of the scaling up process of HIV/AIDS care in resource-limited settings (RLSs). Educational modules on mobile phones can give flexibility to HCWs for accessing learning content anywhere. However lack of softwares interoperability and the high investment cost for the Smartphones' purchase could represent a limitation to the wide spread use of such kind mLearning programs in RLSs.
Ageing and People with Learning Disabilities: In Search of Evidence

ERIC Educational Resources Information Center

Walker, Carol

2015-01-01

Background: Growing numbers of people with learning disabilities are now living into older age. This study aims to examine the state of knowledge about their lives and the challenges that ageing has for both family carers and policymakers and practitioners. Materials and Methods: The article synthesises existing research in the fields of learning…
Conserving Limited Resources. Secondary Learning Guide 14. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on conserving limited resources is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…
Life Strain, Social Control, Social Learning, and Delinquency: The Effects of Gender, Age, and Family SES Among Chinese Adolescents.

PubMed

Bao, Wan-Ning; Haas, Ain; Xie, Yunping

2016-09-01

Very few studies have examined the pathways to delinquency and causal factors for demographic subgroups of adolescents in a different culture. This article explores the effects of gender, age, and family socioeconomic status (SES) in an integrated model of strain, social control, social learning, and delinquency among a sample of Chinese adolescents. ANOVA is used to check for significant differences between categories of demographic groups on the variables in the integrated model, and the differential effects of causal factors in the theoretical path models are examined. Further tests of interaction effects are conducted to compare path coefficients between "high-risk" youths (i.e., male, mid-teen, and low family SES adolescents) and other subgroups. The findings identified similar pathways to delinquency across subgroups and clarified the salience of causal factors for male, mid-teen, and low SES adolescents in a different cultural context. © The Author(s) 2015.
Exploring the Connection between Age and Strategies for Learning New Technology Related Tasks

ERIC Educational Resources Information Center

Meiselwitz, Gabriele; Chakraborty, Suranjan

2011-01-01

This paper discusses the connection between age and strategies for learning new technology related tasks. Many users have to learn about new devices and applications on a frequent basis and use a variety of strategies to accomplish this learning process. Approaches to learning new technology related tasks vary and can contribute to a user's…
Effects of immediate feedback and errorless learning on recognition memory processing in young and older adults.

PubMed

da Silva, Luisa; Sunderland, Alan

2010-01-01

Age-related memory decline appears to be due to impaired recollection whereas familiarity may be intact. An intervention was therefore designed with the aim of optimising use of this intact sense of familiarity. A continuous face recognition paradigm was used which required detection of repeats in a long series. The experimental intervention consisted of immediate feedback on response accuracy and avoidance of errors by discouraging guessing. Experimental and control interventions were compared by recruiting 40 people aged under 30 years or over 60 years for six 45-minute training sessions. The elderly participants initially showed a more lax response criterion than young people but the experimental intervention reversed this effect so that by the end of training the elderly participants were less prone to false alarms than the younger participants. However, there was only limited evidence of generalisation of this training effect to other memory tasks and no effect on recognition sensitivity. This study demonstrates that combined feedback and errorless learning allow elderly people to adjust their response criterion during recognition memory tasks. Taken together with previous encouraging studies, it seems that this training approach might have potential as a therapy for age-related memory impairment. However this would require development of additional methods to enhance generalisation beyond trained tasks and to elicit improvements in sensitivity as well as reduction of false alarms. The separate contributions of feedback and errorless learning also need to be investigated.
Age-dependent loss of cholinergic neurons in learning and memory-related brain regions and impaired learning in SAMP8 mice with trigeminal nerve damage.

PubMed

He, Yifan; Zhu, Jihong; Huang, Fang; Qin, Liu; Fan, Wenguo; He, Hongwen

2014-11-15

The tooth belongs to the trigeminal sensory pathway. Dental damage has been associated with impairments in the central nervous system that may be mediated by injury to the trigeminal nerve. In the present study, we investigated the effects of damage to the inferior alveolar nerve, an important peripheral nerve in the trigeminal sensory pathway, on learning and memory behaviors and structural changes in related brain regions, in a mouse model of Alzheimer's disease. Inferior alveolar nerve transection or sham surgery was performed in middle-aged (4-month-old) or elderly (7-month-old) senescence-accelerated mouse prone 8 (SAMP8) mice. When the middle-aged mice reached 8 months (middle-aged group 1) or 11 months (middle-aged group 2), and the elderly group reached 11 months, step-down passive avoidance and Y-maze tests of learning and memory were performed, and the cholinergic system was examined in the hippocampus (Nissl staining and acetylcholinesterase histochemistry) and basal forebrain (choline acetyltransferase immunohistochemistry). In the elderly group, animals that underwent nerve transection had fewer pyramidal neurons in the hippocampal CA1 and CA3 regions, fewer cholinergic fibers in the CA1 and dentate gyrus, and fewer cholinergic neurons in the medial septal nucleus and vertical limb of the diagonal band, compared with sham-operated animals, as well as showing impairments in learning and memory. Conversely, no significant differences in histology or behavior were observed between middle-aged group 1 or group 2 transected mice and age-matched sham-operated mice. The present findings suggest that trigeminal nerve damage in old age, but not middle age, can induce degeneration of the septal-hippocampal cholinergic system and loss of hippocampal pyramidal neurons, and ultimately impair learning ability. Our results highlight the importance of active treatment of trigeminal nerve damage in elderly patients and those with Alzheimer's disease, and indicate that
Medications for School-Age Children: Effects on Learning and Behavior.

ERIC Educational Resources Information Center

Brown, Ronald T.; Sawyer, Michael G.

Use of medications that target specific behaviors affecting learning and social development has been the most extensively studied form of intervention available to children with behavioral and learning problems. Drawing from extensive research literature spanning the past 30 years, this guide for psychologists and other professionals who work with…
Distance Learning and Libraries in the Cyberspace Age.

ERIC Educational Resources Information Center

Erazo, Edward; Derlin, Roberta L.

The growth of telecommunications technology for distance learning in the Cyberspace Age has opened many options for studying off-campus from home or office from remote and sparsely populated communities. Higher education is exploring this modern version of correspondence courses with the goal of increasing their student enrollment as well as…
Formal Reasoning Skills of Secondary School Students as Related to Gender, Age, School Type and Learning Abilities.

ERIC Educational Resources Information Center

Shemesh, Michal; Lazarowitz, Reuven

This study investigated: (1) whether boys and girls master formal reasoning tasks to the same degree at the same age; (2) if the variance of boys' and girls' performance in formal tasks could be predicted by the same cognitive learning abilities; and (3) what are the main and interactional effects of age, sex, and school type on the variance of…
Learning Analytics: Challenges and Limitations

ERIC Educational Resources Information Center

Wilson, Anna; Watson, Cate; Thompson, Terrie Lynn; Drew, Valerie; Doyle, Sarah

2017-01-01

Learning analytic implementations are increasingly being included in learning management systems in higher education. We lay out some concerns with the way learning analytics--both data and algorithms--are often presented within an unproblematized Big Data discourse. We describe some potential problems with the often implicit assumptions about…
Neuromodulation of reward-based learning and decision making in human aging

PubMed Central

Eppinger, Ben; Hämmerer, Dorothea; Li, Shu-Chen

2013-01-01

In this paper, we review the current literature to highlight relations between age-associated declines in dopaminergic and serotonergic neuromodulation and adult age differences in adaptive goal-directed behavior. Specifically, we focus on evidence suggesting that deficits in neuromodulation contribute to older adults’ behavioral disadvantages in learning and decision making. These deficits are particularly pronounced when reward information is uncertain or the task context requires flexible adaptations to changing stimulus–reward contingencies. Moreover, emerging evidence points to age-related differences in the sensitivity to rewarding and aversive outcomes during learning and decision making if the acquisition of behavior critically depends on outcome processing. These age-related asymmetries in outcome valuation may be explained by age differences in the interplay of dopaminergic and serotonergic neuromodulation. This hypothesis is based on recent neurocomputational and psychopharmacological approaches, which suggest that dopamine and serotonin serve opponent roles in regulating the balance between approach behavior and inhibitory control. Studying adaptive regulation of behavior across the adult life span may shed new light on how the aging brain changes functionally in response to its diminishing resources. PMID:22023564
Chronic Ampakine Treatments Stimulate Dendritic Growth and Promote Learning in Middle-Aged Rats

PubMed Central

Lauterborn, Julie C.; Palmer, Linda C.; Jia, Yousheng; Pham, Danielle T.; Hou, Bowen; Wang, Weisheng; Trieu, Brian H.; Cox, Conor D.; Kantorovich, Svetlana

2016-01-01

Positive allosteric modulators of AMPA-type glutamate receptors (ampakines) have been shown to rescue synaptic plasticity and reduce neuropathology in rodent models of cognitive disorders. Here we tested whether chronic ampakine treatment offsets age-related dendritic retraction in middle-aged (MA) rats. Starting at 10 months of age, rats were housed in an enriched environment and given daily treatment with a short half-life ampakine or vehicle for 3 months. Dendritic branching and spine measures were collected from 3D reconstructions of Lucifer yellow-filled CA1 pyramidal cells. There was a substantial loss of secondary branches, relative to enriched 2.5-month-old rats, in apical and basal dendritic fields of vehicle-treated, but not ampakine-treated, 13-month-old rats. Baseline synaptic responses in CA1 were only subtly different between the two MA groups, but long-term potentiation was greater in ampakine-treated rats. Unsupervised learning of a complex environment was used to assess treatment effects on behavior. Vehicle- and drug-treated rats behaved similarly during a first 30 min session in the novel environment but differed markedly on subsequent measures of long-term memory. Markov sequence analysis uncovered a clear increase in the predictability of serial movements between behavioral sessions 2 and 3 in the ampakine, but not vehicle, group. These results show that a surprising degree of dendritic retraction occurs by middle age and that this can be mostly offset by pharmacological treatments without evidence for unwanted side effects. The functional consequences of rescue were prominent with regard to memory but also extended to self-organization of behavior. SIGNIFICANCE STATEMENT Brain aging is characterized by a progressive loss of dendritic arbors and the emergence of impairments to learning-related synaptic plasticity. The present studies show that dendritic losses are evident by middle age despite housing in an enriched environment and can be
Effects of nicergoline on age-related decrements in radial maze performance and acetylcholine levels.

PubMed

McArthur, R A; Carfagna, N; Banfi, L; Cavanus, S; Cervini, M A; Fariello, R; Post, C

1997-01-01

The effects of chronic oral administration of nicergoline (5.0 mg/kg; bid) on locomotor activity, eight-arm radial maze performance plus striatal, cortical, and hippocampal acetylcholine (ACh) levels were examined in young and aged Wistar rats. Chronic nicergoline administration did not modify either the locomotor activity or radial maze learning in young rats. Young rats learned the radial maze procedure rapidly and improved their performance throughout the successive training sessions. Radial maze performance in young rats was characterised by very few arm reentries. Aged rats were hypoactive and did not explore or enter the radial maze arms, and consequently performed poorly in the radial maze throughout the training sessions. Nicergoline treatment did not significantly modify locomotor activity in aged rats. Aged rats treated with nicergoline also performed poorly initially but improved with repeated training in the radial maze. This improvement was associated with an increasing number of arms being entered and very few arm reentries. Reduced acetylcholine (ACh) levels were also associated with age. Aged rats had significantly reduced levels of ACh in the straitum and cortex, but not the hippocampus as compared to young rats. Nicergoline treatment did not change ACh levels in young rats, but substantially restored the reduced ACh levels in aged rats. These results indicate that nicergoline is an effective cognitive enhancer in a learning model of age-related deficits and that these results may be related to changes in the cholinergic system.
Chronic antioxidant and mitochondrial cofactor administration improves discrimination learning in aged but not young dogs.

PubMed

Siwak, Christina T; Tapp, P Dwight; Head, Elizabeth; Zicker, Steven C; Murphey, Heather L; Muggenburg, Bruce A; Ikeda-Douglas, Candace J; Cotman, Carl W; Milgram, Norton W

2005-03-01

The present experiment was part of a 3-year longitudinal study examining the effects of age and antioxidant treatment on cognitive decline in beagles. Two size-concept tasks were administered following pretraining on a series of two-choice (six subtests) and three-choice size discrimination tasks. Thirty-nine young and aged dogs were matched for age and cognitive ability then divided into four treatment groups. A combined antioxidant-mitochondrial cofactor treatment led to significantly improved performance in aged dogs on the first subtest of the two-choice size discrimination series. Treated aged dogs did not significantly differ from the young. Aged dogs on the antioxidant diet continued to perform better than aged controls on the second and third subtests, but these effects did not achieve significance. Young dogs performed significantly better than the aged dogs on the second and third subtests. The remaining two-choice tasks of the discrimination series were comparatively easy, leading to a floor effect. The antioxidant animals performed better on the three-choice size discrimination, but not on the two size-concept tasks. Antioxidants improved the performance of aged dogs on the initial learning tests, suggesting a selective improvement of factors related to the aging process and specific cognitive processes rather than general cognitive enhancement.

Learning through the Ages? Generational Inequalities and Inter-Generational Dynamics of Lifelong Learning

ERIC Educational Resources Information Center

Field, John

2013-01-01

This exploratory paper considers the concept of generation in the context of learning across the life course. Although researchers have often found considerable inequalities in participation by age, as well as strongly articulated attitudinal differences, there have so far been only a handful of studies that have explored these patterns through…
Learning Temporal Statistics for Sensory Predictions in Aging.

PubMed

Luft, Caroline Di Bernardi; Baker, Rosalind; Goldstone, Aimee; Zhang, Yang; Kourtzi, Zoe

2016-03-01

Predicting future events based on previous knowledge about the environment is critical for successful everyday interactions. Here, we ask which brain regions support our ability to predict the future based on implicit knowledge about the past in young and older age. Combining behavioral and fMRI measurements, we test whether training on structured temporal sequences improves the ability to predict upcoming sensory events; we then compare brain regions involved in learning predictive structures between young and older adults. Our behavioral results demonstrate that exposure to temporal sequences without feedback facilitates the ability of young and older adults to predict the orientation of an upcoming stimulus. Our fMRI results provide evidence for the involvement of corticostriatal regions in learning predictive structures in both young and older learners. In particular, we showed learning-dependent fMRI responses for structured sequences in frontoparietal regions and the striatum (putamen) for young adults. However, for older adults, learning-dependent activations were observed mainly in subcortical (putamen, thalamus) regions but were weaker in frontoparietal regions. Significant correlations of learning-dependent behavioral and fMRI changes in these regions suggest a strong link between brain activations and behavioral improvement rather than general overactivation. Thus, our findings suggest that predicting future events based on knowledge of temporal statistics engages brain regions involved in implicit learning in both young and older adults.
The Role of Age and Occupational Future Time Perspective in Workers' Motivation to Learn

ERIC Educational Resources Information Center

Kochoian, Nané; Raemdonck, Isabel; Frenay, Mariane; Zacher, Hannes

2017-01-01

The purpose of this paper is to better understand the relationship between employees' chronological age and their motivation to learn, by adopting a lifespan perspective. Based on socioemotional selectivity theory, we suggest that occupational future time perspective mediates the relationship between age and motivation to learn. In accordance with…
Distributed Learning: Revitalizing Anesthesiology Training in Resource-Limited Ethiopia.

PubMed

Patel, Krupa B; Dooley, Morgan; Abate, Ananya; Moll, Vanessa

2017-01-01

Ethiopia has a significant paucity of available health-care workers. Despite the increasing number of medical schools, there are not enough physician instructors. Furthermore, availability and standardization of postgraduate training are lacking. Modalities of e-learning have been shown to be successful when used to impart medical education in other resource-limited countries. The Emory University and Addis Ababa University (AAU) Departments of Anesthesiology have formed a collaboration with the intent of improving the AAU Anesthesiology residency program, one of two postgraduate training programs for anesthesiology in Ethiopia. An initial educational needs assessment identified areas in the existing training program that required improvement. In this pilot study, we describe how the current classroom-based curriculum is augmented by the introduction of interactive educational sessions and distributed learning in the form of video lectures. Video lectures covered topics based on areas identified by Ethiopian residents and faculty. Interactive sessions included hands-on ultrasound workshops and epidural placement practicums, a journal club, problem-based learning sessions, and a mock code simulation. Assessment of the additions of the newly introduced blended learning technique was conducted via pre- and posttests on the topics presented. Pre- to posttest score averages increased from 54.5% to 83.6%. An expansion of educational resources and modes of didactics are needed to fill the gaps that exist in Ethiopian anesthesiology training. Incorporating distributed learning into the existing didactic structure may lead to more efficacious instruction resulting in a higher retention rate of information.
Fourfold increased detection of Lynch syndrome by raising age limit for tumour genetic testing from 50 to 70 years is cost-effective.

PubMed

Sie, A S; Mensenkamp, A R; Adang, E M M; Ligtenberg, M J L; Hoogerbrugge, N

2014-10-01

Recognising colorectal cancer (CRC) patients with Lynch syndrome (LS) can increase life expectancy of these patients and their close relatives. To improve identification of this under-diagnosed disease, experts suggested raising the age limit for CRC tumour genetic testing from 50 to 70 years. The present study evaluates the efficacy and cost-effectiveness of this strategy. Probabilistic efficacy and cost-effectiveness analyses were carried out comparing tumour genetic testing of CRC diagnosed at age 70 or below (experimental strategy) versus CRC diagnosed at age 50 or below (current practice). The proportions of LS patients identified and cost-effectiveness including cascade screening of relatives, were calculated by decision analytic models based on real-life data. Using the experimental strategy, four times more LS patients can be identified among CRC patients when compared with current practice. Both the costs to detect one LS patient (€9437/carrier versus €4837/carrier), and the number needed to test for detecting one LS patient (42 versus 19) doubled. When family cascade screening was included, the experimental strategy was found to be highly cost-effective according to Dutch standards, resulting in an overall ratio of €2703 per extra life-year gained in additionally tested patients. Testing all CRC tumours diagnosed at or below age 70 for LS is cost-effective. Implementation is important as relatives from the large number of LS patients that are missed by current practice, can benefit from life-saving surveillance. © The Author 2014. Published by Oxford University Press on behalf of the European Society for Medical Oncology. All rights reserved. For permissions, please email: journals.permissions@oup.com.
The brain ages optimally to model its environment: evidence from sensory learning over the adult lifespan.

PubMed

Moran, Rosalyn J; Symmonds, Mkael; Dolan, Raymond J; Friston, Karl J

2014-01-01

The aging brain shows a progressive loss of neuropil, which is accompanied by subtle changes in neuronal plasticity, sensory learning and memory. Neurophysiologically, aging attenuates evoked responses--including the mismatch negativity (MMN). This is accompanied by a shift in cortical responsivity from sensory (posterior) regions to executive (anterior) regions, which has been interpreted as a compensatory response for cognitive decline. Theoretical neurobiology offers a simpler explanation for all of these effects--from a Bayesian perspective, as the brain is progressively optimized to model its world, its complexity will decrease. A corollary of this complexity reduction is an attenuation of Bayesian updating or sensory learning. Here we confirmed this hypothesis using magnetoencephalographic recordings of the mismatch negativity elicited in a large cohort of human subjects, in their third to ninth decade. Employing dynamic causal modeling to assay the synaptic mechanisms underlying these non-invasive recordings, we found a selective age-related attenuation of synaptic connectivity changes that underpin rapid sensory learning. In contrast, baseline synaptic connectivity strengths were consistently strong over the decades. Our findings suggest that the lifetime accrual of sensory experience optimizes functional brain architectures to enable efficient and generalizable predictions of the world.
The effects of limited bandwidth and noise on verbal processing time and word recall in normal-hearing children.

PubMed

McCreery, Ryan W; Stelmachowicz, Patricia G

2013-09-01

Understanding speech in acoustically degraded environments can place significant cognitive demands on school-age children who are developing the cognitive and linguistic skills needed to support this process. Previous studies suggest the speech understanding, word learning, and academic performance can be negatively impacted by background noise, but the effect of limited audibility on cognitive processes in children has not been directly studied. The aim of the present study was to evaluate the impact of limited audibility on speech understanding and working memory tasks in school-age children with normal hearing. Seventeen children with normal hearing between 6 and 12 years of age participated in the present study. Repetition of nonword consonant-vowel-consonant stimuli was measured under conditions with combinations of two different signal to noise ratios (SNRs; 3 and 9 dB) and two low-pass filter settings (3.2 and 5.6 kHz). Verbal processing time was calculated based on the time from the onset of the stimulus to the onset of the child's response. Monosyllabic word repetition and recall were also measured in conditions with a full bandwidth and 5.6 kHz low-pass cutoff. Nonword repetition scores decreased as audibility decreased. Verbal processing time increased as audibility decreased, consistent with predictions based on increased listening effort. Although monosyllabic word repetition did not vary between the full bandwidth and 5.6 kHz low-pass filter condition, recall was significantly poorer in the condition with limited bandwidth (low pass at 5.6 kHz). Age and expressive language scores predicted performance on word recall tasks, but did not predict nonword repetition accuracy or verbal processing time. Decreased audibility was associated with reduced accuracy for nonword repetition and increased verbal processing time in children with normal hearing. Deficits in free recall were observed even under conditions where word repetition was not affected
Normal limits in relation to age, body size and gender of two-dimensional echocardiographic aortic root dimensions in persons ≥15 years of age.

PubMed

Devereux, Richard B; de Simone, Giovanni; Arnett, Donna K; Best, Lyle G; Boerwinkle, Eric; Howard, Barbara V; Kitzman, Dalane; Lee, Elisa T; Mosley, Thomas H; Weder, Alan; Roman, Mary J

2012-10-15

Nomograms to predict normal aortic root diameter for body surface area (BSA) in broad ranges of age have been widely used but are limited by lack of consideration of gender effects, jumps in upper limits of aortic diameter among age strata, and data from older teenagers. Sinus of Valsalva diameter was measured by American Society of Echocardiography convention in normal-weight, nonhypertensive, nondiabetic subjects ≥15 years old without aortic valve disease from clinical or population-based samples. Analyses of covariance and linear regression with assessment of residuals identified determinants and developed predictive models for normal aortic root diameter. In 1,207 apparently normal subjects ≥15 years old (54% women), aortic root diameter was 2.1 to 4.3 cm. Aortic root diameter was strongly related to BSA and height (r = 0.48 for the 2 comparisons), age (r = 0.36), and male gender (+2.7 mm adjusted for BSA and age, p <0.001 for all comparisons). Multivariable equations using age, gender, and BSA or height predicted aortic diameter strongly (R = 0.674 for the 2 comparisons, p <0.001) with minimal relation of residuals to age or body size: for BSA 2.423 + (age [years] × 0.009) + (BSA [square meters] × 0.461) - (gender [1 = man, 2 = woman] × 0.267), SEE 0.261 cm; for height 1.519 + (age [years] × 0.010) + (height [centimeters] × 0.010) - (gender [1 = man, 2 = woman] × 0.247), SEE 0.215 cm. In conclusion, aortic root diameter is larger in men and increases with body size and age. Regression models incorporating body size, age, and gender are applicable to adolescents and adults without limitations of previous nomograms. Copyright © 2012 Elsevier Inc. All rights reserved.
The effects of driving age, driver education, and curfew laws on traffic fatalities of 15-17 year olds.

PubMed

Levy, D T

1988-12-01

This study examines the effect of state driving age, learning permit, driver's education, and curfew laws on 15-17-year-old driver fatality rates. A multivariate regression model is estimated for 47 states and nine years. The minimum legal driving age and curfew laws are found to be important determinants of fatalities. Driver's education and learning permits have smaller effects. The relationship between rates of licensure and driving age, education, and curfew laws is also examined. In each case, a more restrictive policy is found to reduce licensure of 15-17 year olds. The results suggest that the imposition of curfew laws and higher minimum driving ages are particularly effective traffic safety policies.
Risk Factors for Learning-Related Behavior Problems at 24 Months of Age: Population-Based Estimates

ERIC Educational Resources Information Center

Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steven

2009-01-01

We used a large sample of singleton children to estimate the effects of socioeconomic status (SES), race/ethnicity, gender, additional socio-demographics, gestational and birth factors, and parenting on children's risk for learning-related behavior problems at 24 months of age. We investigated to what extent these factors increased a child's risk…
Out of sight, out of mind: Categorization learning and normal aging.

PubMed

Schenk, Sabrina; Minda, John P; Lech, Robert K; Suchan, Boris

2016-10-01

The present combined EEG and eye tracking study examined the process of categorization learning at different age ranges and aimed to investigate to which degree categorization learning is mediated by visual attention and perceptual strategies. Seventeen young subjects and ten elderly subjects had to perform a visual categorization task with two abstract categories. Each category consisted of prototypical stimuli and an exception. The categorization of prototypical stimuli was learned very early during the experiment, while the learning of exceptions was delayed. The categorization of exceptions was accompanied by higher P150, P250 and P300 amplitudes. In contrast to younger subjects, elderly subjects had problems in the categorization of exceptions, but showed an intact categorization performance for prototypical stimuli. Moreover, elderly subjects showed higher fixation rates for important stimulus features and higher P150 amplitudes, which were positively correlated with the categorization performances. These results indicate that elderly subjects compensate for cognitive decline through enhanced perceptual and attentional processing of individual stimulus features. Additionally, a computational approach has been applied and showed a transition away from purely abstraction-based learning to an exemplar-based learning in the middle block for both groups. However, the calculated models provide a better fit for younger subjects than for elderly subjects. The current study demonstrates that human categorization learning is based on early abstraction-based processing followed by an exemplar-memorization stage. This strategy combination facilitates the learning of real world categories with a nuanced category structure. In addition, the present study suggests that categorization learning is affected by normal aging and modulated by perceptual processing and visual attention. Copyright © 2016 Elsevier Ltd. All rights reserved.
The Effectiveness of Using Incorrect Examples to Support Learning about Decimal Magnitude

ERIC Educational Resources Information Center

Durkin, Kelley; Rittle-Johnson, Bethany

2012-01-01

Comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge. We examined whether studying incorrect and correct examples was more effective than studying two correct examples across prior knowledge levels. Fourth- and fifth-grade students (N = 74) learned about decimal…
Effects of Infant Starvation on Learning Abilities.

ERIC Educational Resources Information Center

Klein, Pnina S.

Explored were the effects of starvation during infancy on the learning abilities of 50 children when evaluated between 5 and 14 years of age. All Ss had suffered from pyloric stenosis, a condition which prevents passage of food from the stomach, in infancy for periods ranging from 2 days to 3 weeks. Ss were given five tests of various learning…
Nebraska Early Learning Guidelines for Ages Birth to 3: Nurturing the Development and Learning of Infants and Toddlers through Responsive Caregiving

ERIC Educational Resources Information Center

Nebraska Department of Education, 2006

2006-01-01

This resource provides information to assist parents, family members, early childhood teachers, caregivers, and other adults in promoting the learning and development of young children ages birth to three. It is a companion to the Nebraska Early Learning Guidelines for Ages 3 to 5, and uses the same format and domains of development. This…
The Benefits of Intergenerational Learning in Higher Education: Lessons Learned from Two Age Friendly University Programs

ERIC Educational Resources Information Center

Pstross, Mikulas; Corrigan, Trudy; Knopf, Richard C.; Sung, HeeKyung; Talmage, Craig A.; Conroy, Carmel; Fowley, Cathy

2017-01-01

This article focuses on the role of universities in the promotion of intergenerational learning and the facilitation of reciprocal sharing of expertise among learners of all ages. The principles of the Age Friendly University are used as a particular lens for interpreting two university programs, one in the United States and one in Ireland. Though…
Hyper-Binding across Time: Age Differences in the Effect of Temporal Proximity on Paired-Associate Learning

ERIC Educational Resources Information Center

Campbell, Karen L.; Trelle, Alexandra; Hasher, Lynn

2014-01-01

Older adults show hyper- (or excessive) binding effects for simultaneously and sequentially presented distraction. Here, we addressed the potential role of hyper-binding in paired-associate learning. Older and younger adults learned a list of word pairs and then received an associative recognition task in which rearranged pairs were formed from…
Route Repetition and Route Reversal: Effects of Age and Encoding Method

PubMed Central

Allison, Samantha; Head, Denise

2017-01-01

Previous research indicates age-related impairments in learning routes from a start location to a target destination. There is less research on age effects on the ability to reverse a learned path. The method used to learn routes may also influence performance. This study examined how encoding methods influence the ability of younger and older adults to recreate a route in a virtual reality environment in forward and reverse directions. Younger (n=50) and older (n=50) adults learned a route by either self-navigation through the virtual environment or through studying a map. At test, participants recreated the route in the forward and reverse directions. Older adults in the map study condition had greater difficulty learning the route in the forward direction compared to younger adults. Older adults who learned the route by self-navigation were less accurate in traversing the route in the reverse compared to forward direction after a delay. In contrast, for older adults who learned via map study there were no significant differences between forward and reverse directions. Results suggest that older adults may not as readily develop and retain a sufficiently flexible representation of the environment during self-navigation to support accurate route reversal. Thus, initially learning a route from a map may be more difficult for older adults, but may ultimately be beneficial in terms of better supporting the ability to return to a start location. PMID:28504535
Understanding and Theorizing the Role of Culture in the Conceptualizations of Successful Aging and Lifelong Learning

ERIC Educational Resources Information Center

Tam, Maureen

2014-01-01

Successful aging and lifelong learning are value-laden concepts that are culturally determined. To this effect, people with different value systems and cultural backgrounds may perceive and understand these two concepts differently, resulting in different definitions and conceptualizations by people in diverse cultural contexts. There have been…
The spacing effect in intentional and incidental free recall by children and adults: Limits on the automaticity hypothesis.

PubMed

Toppino, Thomas C; Fearnow-Kenney, Melodie D; Kiepert, Marissa H; Teremula, Amanda C

2009-04-01

Preschoolers, elementary school children, and college students exhibited a spacing effect in the free recall of pictures when learning was intentional. When learning was incidental and a shallow processing task requiring little semantic processing was used during list presentation, young adults still exhibited a spacing effect, but children consistently failed to do so. Children, however, did manifest a spacing effect in incidental learning when an elaborate semantic processing task was used. These results limit the hypothesis that the spacing effect in free recall occurs automatically and constrain theoretical accounts of why the spacing between repetitions affects recall performance.
The effectiveness of problem-based learning on teaching the first law of thermodynamics

NASA Astrophysics Data System (ADS)

Tatar, Erdal; Oktay, Münir

2011-11-01

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers' understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest-posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students' learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.

Age effects on explicit and implicit memory

PubMed Central

Ward, Emma V.; Berry, Christopher J.; Shanks, David R.

2013-01-01

It is well-documented that explicit memory (e.g., recognition) declines with age. In contrast, many argue that implicit memory (e.g., priming) is preserved in healthy aging. For example, priming on tasks such as perceptual identification is often not statistically different in groups of young and older adults. Such observations are commonly taken as evidence for distinct explicit and implicit learning/memory systems. In this article we discuss several lines of evidence that challenge this view. We describe how patterns of differential age-related decline may arise from differences in the ways in which the two forms of memory are commonly measured, and review recent research suggesting that under improved measurement methods, implicit memory is not age-invariant. Formal computational models are of considerable utility in revealing the nature of underlying systems. We report the results of applying single and multiple-systems models to data on age effects in implicit and explicit memory. Model comparison clearly favors the single-system view. Implications for the memory systems debate are discussed. PMID:24065942
Lexical Knowledge in Instructed Language Learning: The Effects of Age and Exposure

ERIC Educational Resources Information Center

Miralpeix, Inmaculada

2007-01-01

The aim of this study is to analyse the possible effects of Age of Onset (AO), Cognitive Maturity (Age at Testing--AT) and Amount of Exposure (AE) on the productive vocabularies of learners of English as a Foreign Language (FL). Three groups of bilingual Catalan/Spanish students were tested towards the end of Secondary Education. The groups…
Age-Related Effects of Alcohol from Adolescent, Adult, and Aged Populations Using Human and Animal Models

PubMed Central

Squeglia, Lindsay M.; Boissoneault, Jeff; Van Skike, Candice E.; Nixon, Sara Jo; Matthews, Douglas B.

2014-01-01

Background This review incorporates current research examining alcohol's differential effects on adolescents, adults, and aged populations in both animal and clinical models. Methods The studies presented range from cognitive, behavioral, molecular, and neuroimaging techniques, leading to a more comprehensive understanding of how acute and chronic alcohol use affects the brain throughout the life span. Results Age of life is a significant factor in determining the effect of alcohol on brain functioning. Adolescents and aged populations may be more negatively affected by heavy alcohol use when compared to adults. Conclusions Investigations limiting alcohol effects to a single age group constrains understanding of differential trajectories and outcomes following acute and chronic use. To meaningfully address the sequencing and interaction effects of alcohol and age, the field must incorporate collaborative and integrated research efforts focused on interdisciplinary questions facilitated by engaging basic and applied scientists with expertise in a range of disciplines including alcohol, neurodevelopment, and aging. PMID:25156779
Effects of Cooperative E-Learning on Learning Outcomes

ERIC Educational Resources Information Center

Yeh, Shang-Pao; Fu, Hsin-Wei

2014-01-01

This study aims to discuss the effects of E-Learning and cooperative learning on learning outcomes. E-Learning covers the dimensions of Interpersonal communication, abundant resources, Dynamic instruction, and Learning community; and, cooperative learning contains three dimensions of Cooperative motive, Social interaction, and Cognition…
Effects of line dancing on physical function and perceived limitation in older adults with self-reported mobility limitations.

PubMed

Bennett, Crystal G; Hackney, Madeleine E

2018-06-01

Older adults with mobility limitations are at greater risk for aging-related declines in physical function. Line dancing is a popular form of exercise that can be modified, and is thus feasible for older adults with mobility limitations. The purpose of this study was to assess the effects of 8 weeks of line dancing on balance, muscle strength, lower extremity function, endurance, gait speed, and perceived mobility limitations. An experimental design randomly assigned older adults to either an 8-week line dancing or usual care group. The convenience sample consisted of 23 participants with mobility limitations (age range: 65-93 years). The intervention used simple routines from novice line dance classes. At baseline and at 8 weeks, balance, knee muscle strength, lower extremity function, endurance, gait speed, and mobility limitations were measured. ANCOVA tests were conducted on each dependent variable to assess the effects of the intervention over time. Results found significant positive differences for the intervention group in lower extremity function (p < 0.01); endurance (p < 0.01); gait speed (p < 0.001); and self-reported mobility limitations (p < 0.05). Eight weeks of line dancing significantly improved physical function and reduced self-reported mobility limitations in these individuals. Line dancing could be recommended by clinicians as a potential adjunct therapy that addresses mobility limitations. Implications for Rehabilitation Line dancing may be an alternative exercise for older adults who need modifications due to mobility limitations. Line dancing incorporates cognitive and motor control. Line dancing can be performed alone or in a group setting. Dancing improves balance which can reduce risk of falls.
A model of involvement in work-related learning and development activity: the effects of individual, situational, motivational, and age variables.

PubMed

Maurer, Todd J; Weiss, Elizabeth M; Barbeite, Francisco G

2003-08-01

Eight hundred employees from across the U.S. work force participated in a detailed 13-month longitudinal study of involvement in learning and development activities. A new model was posited and tested in which the hypothesized sequence was as follows: worker age --> individual and situational antecedents --> perceived benefits of participation and self-efficacy for development --> attitudes toward development --> intentions to participate --> participation. The results depict a person who is oriented toward employee development as having participated in development activities before, perceiving themselves as possessing qualities needed for learning, having social support for development at work and outside of work, being job involved, having insight into his or her career, and believing in the need for development, in his or her ability to develop skills and to receive intrinsic benefits from participating. Given the aging work force, a detailed treatment of age differences in development is presented. Implications for new ideas in practice and future research are discussed.
34 CFR 300.102 - Limitation-exception to FAPE for certain ages.

Code of Federal Regulations, 2010 CFR

2010-07-01

... EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Fape Requirements § 300.102 Limitation—exception... practice, or the order of any court, respecting the provision of public education to children of those ages... 34 Education 2 2010-07-01 2010-07-01 false Limitation-exception to FAPE for certain ages. 300.102...
Ageing and Learning in Australia: Arguing an Evidence Base for Informed and Equitable Policy.

PubMed

Cuthill, Michael; Buys, Laurie; Wilson, Bruce; Kimberley, Helen; Reghenzani, Denise; Kearns, Peter; Thompson, Sally; Golding, Barry; Root, Jo; Weston, Rhonda

2016-01-01

Given Australia's population ageing and predicted impacts related to health, productivity, equity and enhancing quality of life outcomes for senior Australians, lifelong learning has been identified as a pathway for addressing the risks associated with an ageing population. To date Australian governments have paid little attention to addressing these needs and thus, there is an urgent need for policy development for lifelong learning as a national priority. The purpose of this article is to explore the current lifelong learning context in Australia and to propose a set of factors that are most likely to impact learning in later years. Evidence based policy that understands and incorporates learning opportunities for all citizens is required to meet emerging global challenges. Providing appropriate learning opportunities to seniors is one clear pathway for achieving diverse health, social and economic outcomes.
Frontostriatal anatomical connections predict age- and difficulty-related differences in reinforcement learning.

PubMed

van de Vijver, Irene; Ridderinkhof, K Richard; Harsay, Helga; Reneman, Liesbeth; Cavanagh, James F; Buitenweg, Jessika I V; Cohen, Michael X

2016-10-01

Reinforcement learning (RL) is supported by a network of striatal and frontal cortical structures that are connected through white-matter fiber bundles. With age, the integrity of these white-matter connections declines. The role of structural frontostriatal connectivity in individual and age-related differences in RL is unclear, although local white-matter density and diffusivity have been linked to individual differences in RL. Here we show that frontostriatal tract counts in young human adults (aged 18-28), as assessed noninvasively with diffusion-weighted magnetic resonance imaging and probabilistic tractography, positively predicted individual differences in RL when learning was difficult (70% valid feedback). In older adults (aged 63-87), in contrast, learning under both easy (90% valid feedback) and difficult conditions was predicted by tract counts in the same frontostriatal network. Furthermore, network-level analyses showed a double dissociation between the task-relevant networks in young and older adults, suggesting that older adults relied on different frontostriatal networks than young adults to obtain the same task performance. These results highlight the importance of successful information integration across striatal and frontal regions during RL, especially with variable outcomes. Copyright © 2016 Elsevier Inc. All rights reserved.
Facial attractiveness judgements reflect learning of parental age characteristics.

PubMed

Perrett, David I; Penton-Voak, Ian S; Little, Anthony C; Tiddeman, Bernard P; Burt, D Michael; Schmidt, Natalie; Oxley, Roz; Kinloch, Nicholas; Barrett, Louise

2002-05-07

Mate preferences are shaped by infant experience of parental characteristics in a wide variety of species. Similar processes in humans may lead to physical similarity between parents and mates, yet this possibility has received little attention. The age of parents is one salient physical characteristic that offspring may attend to. The current study used computer-graphic faces to examine how preferences for age in faces were influenced by parental age. We found that women born to 'old' parents (over 30) were less impressed by youth, and more attracted to age cues in male faces than women with 'young' parents (under 30). For men, preferences for female faces were influenced by their mother's age and not their father's age, but only for long-term relationships. These data indicate that judgements of facial attractiveness in humans reflect the learning of parental characteristics.
Machine Learning for Big Data: A Study to Understand Limits at Scale

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sukumar, Sreenivas R.; Del-Castillo-Negrete, Carlos Emilio

This report aims to empirically understand the limits of machine learning when applied to Big Data. We observe that recent innovations in being able to collect, access, organize, integrate, and query massive amounts of data from a wide variety of data sources have brought statistical data mining and machine learning under more scrutiny, evaluation and application for gleaning insights from the data than ever before. Much is expected from algorithms without understanding their limitations at scale while dealing with massive datasets. In that context, we pose and address the following questions How does a machine learning algorithm perform on measuresmore » such as accuracy and execution time with increasing sample size and feature dimensionality? Does training with more samples guarantee better accuracy? How many features to compute for a given problem? Do more features guarantee better accuracy? Do efforts to derive and calculate more features and train on larger samples worth the effort? As problems become more complex and traditional binary classification algorithms are replaced with multi-task, multi-class categorization algorithms do parallel learners perform better? What happens to the accuracy of the learning algorithm when trained to categorize multiple classes within the same feature space? Towards finding answers to these questions, we describe the design of an empirical study and present the results. We conclude with the following observations (i) accuracy of the learning algorithm increases with increasing sample size but saturates at a point, beyond which more samples do not contribute to better accuracy/learning, (ii) the richness of the feature space dictates performance - both accuracy and training time, (iii) increased dimensionality often reflected in better performance (higher accuracy in spite of longer training times) but the improvements are not commensurate the efforts for feature computation and training and (iv) accuracy of the learning
Input and Age-Dependent Variation in Second Language Learning: A Connectionist Account.

PubMed

Janciauskas, Marius; Chang, Franklin

2017-07-26

Language learning requires linguistic input, but several studies have found that knowledge of second language (L2) rules does not seem to improve with more language exposure (e.g., Johnson & Newport, 1989). One reason for this is that previous studies did not factor out variation due to the different rules tested. To examine this issue, we reanalyzed grammaticality judgment scores in Flege, Yeni-Komshian, and Liu's (1999) study of L2 learners using rule-related predictors and found that, in addition to the overall drop in performance due to a sensitive period, L2 knowledge increased with years of input. Knowledge of different grammar rules was negatively associated with input frequency of those rules. To better understand these effects, we modeled the results using a connectionist model that was trained using Korean as a first language (L1) and then English as an L2. To explain the sensitive period in L2 learning, the model's learning rate was reduced in an age-related manner. By assigning different learning rates for syntax and lexical learning, we were able to model the difference between early and late L2 learners in input sensitivity. The model's learning mechanism allowed transfer between the L1 and L2, and this helped to explain the differences between different rules in the grammaticality judgment task. This work demonstrates that an L1 model of learning and processing can be adapted to provide an explicit account of how the input and the sensitive period interact in L2 learning. © 2017 The Authors. Cognitive Science - A Multidisciplinary Journal published by Wiley Periodicals, Inc.
[Advantages and Application Prospects of Deep Learning in Image Recognition and Bone Age Assessment].

PubMed

Hu, T H; Wan, L; Liu, T A; Wang, M W; Chen, T; Wang, Y H

2017-12-01

Deep learning and neural network models have been new research directions and hot issues in the fields of machine learning and artificial intelligence in recent years. Deep learning has made a breakthrough in the applications of image and speech recognitions, and also has been extensively used in the fields of face recognition and information retrieval because of its special superiority. Bone X-ray images express different variations in black-white-gray gradations, which have image features of black and white contrasts and level differences. Based on these advantages of deep learning in image recognition, we combine it with the research of bone age assessment to provide basic datum for constructing a forensic automatic system of bone age assessment. This paper reviews the basic concept and network architectures of deep learning, and describes its recent research progress on image recognition in different research fields at home and abroad, and explores its advantages and application prospects in bone age assessment. Copyright© by the Editorial Department of Journal of Forensic Medicine.
Rule-Based Category Learning in Children: The Role of Age and Executive Functioning

PubMed Central

Rabi, Rahel; Minda, John Paul

2014-01-01

Rule-based category learning was examined in 4–11 year-olds and adults. Participants were asked to learn a set of novel perceptual categories in a classification learning task. Categorization performance improved with age, with younger children showing the strongest rule-based deficit relative to older children and adults. Model-based analyses provided insight regarding the type of strategy being used to solve the categorization task, demonstrating that the use of the task appropriate strategy increased with age. When children and adults who identified the correct categorization rule were compared, the performance deficit was no longer evident. Executive functions were also measured. While both working memory and inhibitory control were related to rule-based categorization and improved with age, working memory specifically was found to marginally mediate the age-related improvements in categorization. When analyses focused only on the sample of children, results showed that working memory ability and inhibitory control were associated with categorization performance and strategy use. The current findings track changes in categorization performance across childhood, demonstrating at which points performance begins to mature and resemble that of adults. Additionally, findings highlight the potential role that working memory and inhibitory control may play in rule-based category learning. PMID:24489658
Why should I comply? Sellers' accounts for (non-)compliance with legal age limits for alcohol sales.

PubMed

Gosselt, Jordy F; Van Hoof, Joris J; De Jong, Menno D T

2012-01-23

Availability is an important predictor of early and excessive alcohol consumption by adolescents. Many countries have implemented age limits to prevent underage purchases of alcohol. However, shop-floor compliance with these age limits appears to be problematic. This study addresses the issue of non-compliance with age limits. Which measures do vendors take to avoid underage alcohol sales, and what do they report as important reasons to comply or not with age limits for alcohol sales? Open-ended telephone interviews were conducted with store managers selling alcohol (N = 106). Prior to the interviews, all outlets were visited by an underage mystery shopper in order to measure compliance with the legal age limits on alcohol sales. The interview results are compared against actual compliance rates. Several measures have been taken to prevent underage sales, but the compliance level is low. Furthermore, open coding resulted in 19 themes, representing both valid and invalid arguments, that vendors mentioned as relevant to their decisions of whether to comply with the law. Compliance with age limits is dependent on the knowledge of the rules and the ability and motivation to follow the rules. The ability aspect in particular seems to be problematic, but in many cases, the motivation to actively comply with the age limits is lacking. To enhance compliance, it is important to raise the awareness of the importance of age limits and to connect possible violations of the regulations to negative consequences.
Why should i comply? Sellers' accounts for (non-)compliance with legal age limits for alcohol sales

PubMed Central

2012-01-01

Background Availability is an important predictor of early and excessive alcohol consumption by adolescents. Many countries have implemented age limits to prevent underage purchases of alcohol. However, shop-floor compliance with these age limits appears to be problematic. This study addresses the issue of non-compliance with age limits. Which measures do vendors take to avoid underage alcohol sales, and what do they report as important reasons to comply or not with age limits for alcohol sales? Methods Open-ended telephone interviews were conducted with store managers selling alcohol (N = 106). Prior to the interviews, all outlets were visited by an underage mystery shopper in order to measure compliance with the legal age limits on alcohol sales. The interview results are compared against actual compliance rates. Results Several measures have been taken to prevent underage sales, but the compliance level is low. Furthermore, open coding resulted in 19 themes, representing both valid and invalid arguments, that vendors mentioned as relevant to their decisions of whether to comply with the law. Compliance with age limits is dependent on the knowledge of the rules and the ability and motivation to follow the rules. The ability aspect in particular seems to be problematic, but in many cases, the motivation to actively comply with the age limits is lacking. Conclusions To enhance compliance, it is important to raise the awareness of the importance of age limits and to connect possible violations of the regulations to negative consequences. PMID:22269016
The effects of oxytocin on social reward learning in humans.

PubMed

Clark-Elford, Rebecca; Nathan, Pradeep J; Auyeung, Bonnie; Voon, Valerie; Sule, Akeem; Müller, Ulrich; Dudas, Robert; Sahakian, Barbara J; Phan, K Luan; Baron-Cohen, Simon

2014-02-01

It has been hypothesised that the mechanisms modulating social affiliation are regulated by reward circuitry. Oxytocin, previously shown to support affiliative behaviour and the processing of socio-emotional stimuli, is expressed in areas of the brain involved in reward and motivation. However, limited data are available that test if oxytocin is directly involved in reward learning, or whether oxytocin can modulate the effect of emotion on reward learning. In a double-blind, randomised, placebo-controlled, within-group study design, 24 typical male volunteers were administered 24 IU of oxytocin or placebo and subsequently completed an affective reward learning task. Oxytocin selectively reduced performance of learning rewards, but not losses, from happy faces. The mechanism by which oxytocin may be exerting this effect is discussed in terms of whether oxytocin is affecting identity recognition via affecting the salience of happy faces. We conclude that oxytocin detrimentally affects learning rewards from happy faces in certain contexts.
Intergenerational Service Learning: To Promote Active Aging, and Occupational Therapy Gerontology Practice

ERIC Educational Resources Information Center

Horowitz, Beverly P.; Wong, Stephanie Dapice; Dechello, Karen

2010-01-01

Americans are living longer, and the meaning of age has changed, particularly for Boomers and seniors. These demographic changes have economic and social ramifications with implications for health care, including rehabilitation services, and health science education. Service learning is an experiential learning pedagogy that integrates traditional…
Teaching graphic symbol combinations to children with limited speech during shared story reading.

PubMed

Tönsing, Kerstin M; Dada, Shakila; Alant, Erna

2014-12-01

The aim of this study was to determine the effect of an intervention strategy on the production of graphic symbol combinations in children with limited speech. Four children between the ages of 6;5 and 10;8 (years;months) with limited speech participated in the study. A single-subject, multiple probe design across three different types of semantic relations was used. Generalization to untrained exemplars was also monitored. Results were mixed across the four participants: two participants learned to combine symbols across different types of relations, maintained these skills post intervention, and generalized their skills to untrained combinations; and two participants showed less consistent evidence of learning. The effects, as measured during structured probes, were strong for one participant, moderate for another, and inconclusive for the two others. Responses during shared story reading suggested that the measurement probes might have underestimated participants' ability to combine symbols.
Karns's Learning Styles and Learning Effectiveness: A Rejoinder

ERIC Educational Resources Information Center

Morrison, Mark; Sweeney, Arthur; Heffernan, Troy

2006-01-01

Debate over the link between student learning styles and effective teaching has a long tradition, made more interesting by Karns's recent article "Learning Style Differences in the Perceived Effectiveness of Learning Activities." Fundamentally he asserts, in critiquing Morrison et al. (2003), that marketing educators should not adopt "a high…

Exposure to radiation accelerates normal brain aging and produces deficits in spatial learning and memory

NASA Astrophysics Data System (ADS)

Shukitt-Hale, B.; Casadesus, G.; Carey, A.; Rabin, B. M.; Joseph, J. A.

Previous studies have shown that radiation exposure, particularly to particles of high energy and charge (HZE particles), produces deficits in spatial learning and memory. These adverse behavioral effects are similar to those seen in aged animals. It is possible that these shared effects may be produced by the same mechanism; oxidative stress damage to the central nervous system caused by an increased release of reactive oxygen species is likely responsible for the deficits seen in aging and following irradiation. Both aged and irradiated rats display cognitive impairment in tests of spatial learning and memory such as the Morris water maze and the radial arm maze. These rats have decrements in the ability to build spatial representations of the environment and they utilize non-spatial strategies to solve tasks. Furthermore, they show a lack of spatial preference, due to a decline in the ability to process or retain place (position of a goal with reference to a "map" provided by the configuration of numerous cues in the environment) information. These declines in spatial memory occur in measures dependent on both reference and working memory, and in the flexibility to reset mental images. These results show that irradiation with high-energy particles produces age-like decrements in cognitive behavior that may impair the ability of astronauts to perform critical tasks during long-term space travel beyond the magnetosphere. Supported by NASA Grants NAG9-1190 and NAG9-1529
Investigating the Effect of an Adaptive Learning Intervention on Students' Learning

ERIC Educational Resources Information Center

Liu, Min; McKelroy, Emily; Corliss, Stephanie B.; Carrigan, Jamison

2017-01-01

Educators agree on the benefits of adaptive learning, but evidence-based research remains limited as the field of adaptive learning is still evolving within higher education. In this study, we investigated the impact of an adaptive learning intervention to provide remedial instruction in biology, chemistry, math, and information literacy to…
We Still Have a Lot to Learn: Learning Experiences of Individuals Age 80 and Older in Care Facilities in a Midwestern State

ERIC Educational Resources Information Center

Grebert, Sheila

2012-01-01

This qualitative study focused on the learning experiences of individuals, age 80 and older, in care facilities in a Midwestern state. Even with the well documented growth of the over age 85 demographic, there are few studies about learning that included this demographic or considered the wants and needs of this group. Using a phenomenological…
Contributions of Associative Learning to Age and Individual Differences in Fluid Intelligence

ERIC Educational Resources Information Center

Tamez, Elaine; Myerson, Joel; Hale, Sandra

2012-01-01

According to the cognitive cascade hypothesis, age-related slowing results in decreased working memory, which in turn affects higher-order cognition. Because recent studies show complex associative learning correlates highly with fluid intelligence, the present study examined the role of complex associative learning in cognitive cascade models of…
Stressful Experience and Learning Across the Lifespan

PubMed Central

Shors, Tracey J.

2012-01-01

It is usually assumed that stressful life events interfere with our ability to acquire new information. However, many studies suggest that stressful experience can enhance processes involved in learning. The types of learning that are enhanced after stressful experiences include classical fear and eyeblink conditioning, as well as processes related to learning about threatening stimuli. Stressful life experiences do seem to interfere with processes involved in memory, often expressed as deficits in the retention or retrieval of information that was acquired prior to and was unrelated to the stressful experience. The trends are limited, as are their implications, because most studies examine adult males, yet the effects of stress on learning processes are influenced by age and sex differences. With respect to mechanisms and anatomical substrates, the effects of stress on learning are usually dependent on the action of stress hormones in combination with neuronal activities within the hippocampus, amygdala, the bed nucleus of the stria terminalis, and the prefrontal cortex. PMID:16318589
Chronic Ampakine Treatments Stimulate Dendritic Growth and Promote Learning in Middle-Aged Rats.

PubMed

Lauterborn, Julie C; Palmer, Linda C; Jia, Yousheng; Pham, Danielle T; Hou, Bowen; Wang, Weisheng; Trieu, Brian H; Cox, Conor D; Kantorovich, Svetlana; Gall, Christine M; Lynch, Gary

2016-02-03

Positive allosteric modulators of AMPA-type glutamate receptors (ampakines) have been shown to rescue synaptic plasticity and reduce neuropathology in rodent models of cognitive disorders. Here we tested whether chronic ampakine treatment offsets age-related dendritic retraction in middle-aged (MA) rats. Starting at 10 months of age, rats were housed in an enriched environment and given daily treatment with a short half-life ampakine or vehicle for 3 months. Dendritic branching and spine measures were collected from 3D reconstructions of Lucifer yellow-filled CA1 pyramidal cells. There was a substantial loss of secondary branches, relative to enriched 2.5-month-old rats, in apical and basal dendritic fields of vehicle-treated, but not ampakine-treated, 13-month-old rats. Baseline synaptic responses in CA1 were only subtly different between the two MA groups, but long-term potentiation was greater in ampakine-treated rats. Unsupervised learning of a complex environment was used to assess treatment effects on behavior. Vehicle- and drug-treated rats behaved similarly during a first 30 min session in the novel environment but differed markedly on subsequent measures of long-term memory. Markov sequence analysis uncovered a clear increase in the predictability of serial movements between behavioral sessions 2 and 3 in the ampakine, but not vehicle, group. These results show that a surprising degree of dendritic retraction occurs by middle age and that this can be mostly offset by pharmacological treatments without evidence for unwanted side effects. The functional consequences of rescue were prominent with regard to memory but also extended to self-organization of behavior. Brain aging is characterized by a progressive loss of dendritic arbors and the emergence of impairments to learning-related synaptic plasticity. The present studies show that dendritic losses are evident by middle age despite housing in an enriched environment and can be mostly reversed by long
The Effect of Cooperative Learning on Inter Ethnic Relations in Schools

ERIC Educational Resources Information Center

Curry, Philip; De Amicis, Leyla; Gilligan, Robbie

2011-01-01

The aim of this study is to synthesize all existing empirical evidence on the effects of Cooperative Learning on inter-ethnic relations in school settings. The review is: (1) Systematic including published and unpublished research; (2) Up-to-date; (3) Inclusive of all school going age groups (4 to 18 years of age); and (4) Inclusive of only school…
Age Differences in Recall and Information Processing in Verbal and Spatial Learning.

ERIC Educational Resources Information Center

Mungas, Dan; And Others

1991-01-01

Three age groups of 24 people each completed verbal word list tasks and spatial learning tasks 5 times each. Significant age differences were found for total recall and type of task. Younger subjects showed increased levels of clustering--organizing information according to semantic or spatial clusters. Age was not related to temporal order of…
The Effect of Limited Health Literacy on How Internet Users Learn About Diabetes.

PubMed

Yom-Tov, Elad; Marino, Barbara; Pai, Jennifer; Harris, Dawn; Wolf, Michael

2016-10-01

The Internet continues to be an important supplemental health information resource for an increasing number of U.S. adults, especially for those with a new or existing chronic condition. Here we examine how people use the Internet to learn about Type 2 diabetes and how health literacy (HL) influences this information-seeking behavior. We analyzed the searches of approximately 2 million people who queried for diabetes-related information on Microsoft's Bing search engine. The HL of searchers was imputed through a community-based HL score. Topics searched were categorized and subsequent websites were assessed for readability. Overall, diabetes information-seeking strategies via the Internet are similar among adults with limited and adequate HL skills. However, people with limited HL take a longer time to read pages that are quickly read by people with adequate HL and vice versa. Information seeking among the former is terminated prematurely, as is evident from a Hidden Markov Model of the search process. Our findings indicate that the reading level required to understand the majority of diabetes-related information is high. Especially on government websites, more than 80% of information requires a reading level corresponding to 7th grade or higher. Our results indicate that individuals with lower HL may disproportionately struggle with Internet searches and fail to get an equivalent benefit from this information resource compared to users with greater HL. Future interventions should target the quality and ease of navigation of health care websites and find ways to leverage other relevant professionals to encourage and promote successful information access on the Web.
Effects of Age on Dynamic Accommodation

PubMed Central

Lockhart, Thurmon E.; Shi, Wen

2010-01-01

Visual accommodation plays a critical role in one’s visual perception and activities of daily living. Age-related accommodation loss poses an increased risk to older adults’ safety and independence. Although extensive effort has been made towards understanding the effect of age on steady-state accommodation, dynamic aspects of accommodation is still unknown. A study was therefore conducted to investigate age-related dynamic accommodative characteristics utilizing a modified autorefractor. Ten individuals from each of three age groups (i.e., younger group: 20 to 29 years old, middle-aged group: 40 to 49 years old, and older group: 60 to 69 years old) were recruited and their dynamic accommodation responses were examined. The laboratory experiment was designed to assess dynamic accommodation associated with an abrupt change from a constant far target (400 cm, 50 cd/m2) to a near target (70 cm, 100 cd/m2 or 20 cd/m2), which aimed to simulate car dashboard reading behavior while driving. The results of the study indicated that age and target intensity both had a significant impact on dynamic accommodation. These effects were attributed to both the age-related physiological limitation of the eye as well as to central neural processing delay. A method of measuring dynamic accommodation and the implications of the study are discussed. PMID:20582770
Learning science in small multi-age groups: the role of age composition

NASA Astrophysics Data System (ADS)

Kallery, Maria; Loupidou, Thomais

2016-06-01

The present study examines how the overall cognitive achievements in science of the younger children in a class where the students work in small multi-age groups are influenced by the number of older children in the groups. The context of the study was early-years education. The study has two parts: The first part involved classes attended by pre-primary children aged 4-6. The second part included one primary class attended by students aged 6-8 in addition to the pre-primary classes. Students were involved in inquiry-based science activities. Two sources of data were used: Lesson recordings and children's assessments. The data from both sources were separately analyzed and the findings plotted. The resulting graphs indicate a linear relationship between the overall performance of the younger children in a class and the number of older ones participating in the groups in each class. It seems that the age composition of the groups can significantly affect the overall cognitive achievements of the younger children and preferentially determines the time within which this factor reaches its maximum value. The findings can be utilized in deciding the age composition of small groups in a class with the aim of facilitating the younger children's learning in science.
Learning Wellness: How Ageing Australians Experience Health Information Literacy

ERIC Educational Resources Information Center

Yates, Christine; Partridge, Helen; Bruce, Christine

2009-01-01

Given identified synergies between information use and health status greater understanding is needed about how people use information to learn about their health. This paper presents the findings of preliminary research into health information literacy. Analysis of data from semi-structured interviews revealed six different ways ageing Australians…
Learning Design Research: Advancing Pedagogies in the Digital Age

ERIC Educational Resources Information Center

Dobozy, Eva

2013-01-01

Learning design research (LDR) is establishing itself as a separate and specialised field of educational research. Worldwide, technology-mediated learning experiences in higher and further education are on the increase. LDR investigates their success in providing effective outcomes-based and personalised learning experiences. This paper reports on…
Prolonged rote learning produces delayed memory facilitation and metabolic changes in the hippocampus of the ageing human brain.

PubMed

Roche, Richard Ap; Mullally, Sinéad L; McNulty, Jonathan P; Hayden, Judy; Brennan, Paul; Doherty, Colin P; Fitzsimons, Mary; McMackin, Deirdre; Prendergast, Julie; Sukumaran, Sunita; Mangaoang, Maeve A; Robertson, Ian H; O'Mara, Shane M

2009-11-20

Repeated rehearsal is one method by which verbal material may be transferred from short- to long-term memory. We hypothesised that extended engagement of memory structures through prolonged rehearsal would result in enhanced efficacy of recall and also of brain structures implicated in new learning. Twenty-four normal participants aged 55-70 (mean = 60.1) engaged in six weeks of rote learning, during which they learned 500 words per week every week (prose, poetry etc.). An extensive battery of memory tests was administered on three occasions, each six weeks apart. In addition, proton magnetic resonance spectroscopy (1H-MRS) was used to measure metabolite levels in seven voxels of interest (VOIs) (including hippocampus) before and after learning. Results indicate a facilitation of new learning that was evident six weeks after rote learning ceased. This facilitation occurred for verbal/episodic material only, and was mirrored by a metabolic change in left posterior hippocampus, specifically an increase in NAA/(Cr+Cho) ratio. Results suggest that repeated activation of memory structures facilitates anamnesis and may promote neuronal plasticity in the ageing brain, and that compliance is a key factor in such facilitation as the effect was confined to those who engaged fully with the training.
A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245

ERIC Educational Resources Information Center

O'Conner, Rosemarie; De Feyter, Jessica; Carr, Alyssa; Luo, Jia Lisa; Romm, Helen

2017-01-01

Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the first in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised…
Is the Role of External Feedback in Auditory Skill Learning Age Dependent?

ERIC Educational Resources Information Center

Zaltz, Yael; Roth, Daphne Ari-Even; Kishon-Rabin, Liat

2017-01-01

Purpose: The purpose of this study is to investigate the role of external feedback in auditory perceptual learning of school-age children as compared with that of adults. Method: Forty-eight children (7-9 years of age) and 64 adults (20-35 years of age) conducted a training session using an auditory frequency discrimination (difference limen for…
Mixed-Age Grouping in Early Childhood--Creating the Outdoor Learning Environment

ERIC Educational Resources Information Center

Rouse, Elizabeth

2015-01-01

Children attending centre-based early childhood care and education programmes across Australia are most likely to be grouped according to age and development. While multi- or mixed-age grouping has been seen to have positive benefits on young children's learning and pro-social behaviours, this approach is not usually adopted in the organisation of…
Effect of Demographic Factors on E-Learning Effectiveness in a Higher Learning Institution in Malaysia

ERIC Educational Resources Information Center

Islam, Md. Aminul; Rahim, Noor Asliza Abdul; Liang, Tan Chee; Momtaz, Hasina

2011-01-01

This research attempted to find out the effect of demographic factors on the effectiveness of the e-learning system in a higher learning Institution. The students from this institution were randomly selected in order to evaluate the effectiveness of learning system in student's learning process. The primary data source is the questionnaires that…
Learning to Recognize Actions From Limited Training Examples Using a Recurrent Spiking Neural Model

PubMed Central

Panda, Priyadarshini; Srinivasa, Narayan

2018-01-01

A fundamental challenge in machine learning today is to build a model that can learn from few examples. Here, we describe a reservoir based spiking neural model for learning to recognize actions with a limited number of labeled videos. First, we propose a novel encoding, inspired by how microsaccades influence visual perception, to extract spike information from raw video data while preserving the temporal correlation across different frames. Using this encoding, we show that the reservoir generalizes its rich dynamical activity toward signature action/movements enabling it to learn from few training examples. We evaluate our approach on the UCF-101 dataset. Our experiments demonstrate that our proposed reservoir achieves 81.3/87% Top-1/Top-5 accuracy, respectively, on the 101-class data while requiring just 8 video examples per class for training. Our results establish a new benchmark for action recognition from limited video examples for spiking neural models while yielding competitive accuracy with respect to state-of-the-art non-spiking neural models. PMID:29551962
Educating Parents on Developmentally Age-Appropriate Learning in Preschool.

ERIC Educational Resources Information Center

Brown, Mitzi C.

This practicum paper reports on a project undertaken to enhance the knowledge of age-appropriate learning for parents of 3-year-old preschoolers. The project implemented a variety of techniques and strategies to improve parent knowledge, including parent education classes, a monthly newsletter for parents that addressed current research on…

The effects of emotion on younger and older adults' monitoring of learning.

PubMed

Tauber, Sarah K; Dunlosky, John; Urry, Heather L; Opitz, Philipp C

2017-09-01

Age-related differences in memory monitoring appear when people learn emotional words. Namely, younger adults' judgments of learning (JOLs) are higher for positive than neutral words, whereas older adults' JOLs do not discriminate between positive versus neutral words. In two experiments, we evaluated whether this age-related difference extends to learning positive versus neutral pictures. We also evaluated the contribution of two dimensions of emotion that may impact younger and older adults' JOLs: valence and arousal. Younger and older adults studied pictures that were positive or neutral and either high or low in arousal. Participants made immediate JOLs and completed memory tests. In both experiments, the magnitude of older adults' JOLs was influenced by emotion, and both younger and older adults demonstrated an emotional salience effect on JOLs. As important, the magnitude of participants' JOLs was influenced by valence, and not arousal. Emotional salience effects were also evident on participants' free recall, and older adults recalled as many pictures as did younger adults. Taken together, these data suggest that older adults do not have a monitoring deficit when learning positive (vs. neutral) pictures and that emotional salience effects on younger and older adults' JOLs are produced more by valence than by arousal.
Concord grape juice reverses the age-related impairment in latent learning in rats.

PubMed

Smith, Jessica M; Stouffer, Eric M

2014-02-01

Two experiments were conducted to determine if dietary supplementation with Concord grape juice could reverse the latent learning impairment normally observed in middle-aged male rats. Both experiments utilized the latent cue preference (LCP) task, in which water-replete rats sample water in one compartment of a three-compartment box, and are subsequently given a compartment preference test when water-deprived to determine if they remember the compartment cue previously associated with water. In the first experiment, 40 male Sprague-Dawley rats (9, 10, 11, or 12 months old) were used to determine the age of onset of the impairment. In the second experiment, 24 male Sprague-Dawley rats (11 months old) were given daily access (10 ml/day) to 50% Concord grape juice, 50% white grape juice, or a calorically-equivalent sugar solution daily for 5 weeks prior to training. The first experiment revealed that the latent learning impairment begins to manifest at 10 months of age in the male rats and is fully present at 11 months. The second experiment showed that rats that consumed the 50% Concord grape juice for 5 weeks beginning at 11 months of age showed intact latent learning in the LCP task, while rats that consumed the other two supplements showed the normal impairment on the LCP task. These results indicate that daily supplementation with Concord grape juice was able to reverse the latent learning impairment normally seen in middle-aged male rats. This reversal is most likely due to the presence of flavonoids in Concord grape juice.
Effective Learning in Classrooms

ERIC Educational Resources Information Center

Watkins, Chris; Carnell, Eileen; Lodge, Caroline M.

2007-01-01

This book addresses an important and seldom addressed issue: learning. Not teaching, not performance, not "work": this book really is about learning, what makes learning effective and how it may be promoted in classrooms. The authors take the context of the classroom seriously, not only because of its effects on teachers and pupils, but because…
Ultrafast learning in a hard-limited neural network pattern recognizer

NASA Astrophysics Data System (ADS)

Hu, Chia-Lun J.

1996-03-01

As we published in the last five years, the supervised learning in a hard-limited perceptron system can be accomplished in a noniterative manner if the input-output mapping to be learned satisfies a certain positive-linear-independency (or PLI) condition. When this condition is satisfied (for most practical pattern recognition applications, this condition should be satisfied,) the connection matrix required to meet this mapping can be obtained noniteratively in one step. Generally, there exist infinitively many solutions for the connection matrix when the PLI condition is satisfied. We can then select an optimum solution such that the recognition of any untrained patterns will become optimally robust in the recognition mode. The learning speed is very fast and close to real-time because the learning process is noniterative and one-step. This paper reports the theoretical analysis and the design of a practical charter recognition system for recognizing hand-written alphabets. The experimental result is recorded in real-time on an unedited video tape for demonstration purposes. It is seen from this real-time movie that the recognition of the untrained hand-written alphabets is invariant to size, location, orientation, and writing sequence, even the training is done with standard size, standard orientation, central location and standard writing sequence.
Language Learning Strategies, Course Grades, and Age in EFL Secondary School Learners

ERIC Educational Resources Information Center

Tragant, Elsa; Victori, Mia

2012-01-01

In studies dealing with language learning strategies in the school context, the variables of proficiency and age are often difficult to isolate since students accumulate more hours of foreign language instruction as they move up from grade to grade. This study aimed to deal with these two variables independently by analysing learning strategy use…
Learning and memory effects of neonatal methamphetamine exposure in rats: Role of reactive oxygen species and age at assessment.

PubMed

Jablonski, Sarah A; Williams, Michael T; Vorhees, Charles V

2017-11-01

In utero methamphetamine (MA) exposure leads to a range of adverse effects, such as decreased attention, reduced working-memory capability, behavioral dysregulation, and spatial memory impairments in exposed children. In the current experiment, preweaning Sprague-Dawley rats-as a model of third trimester human exposure-were administered the spin trapping agent, N-tert-butyl-α-phenylnitrone (PBN), daily prior to MA. Rats were given 0 (SAL) or 40 mg/kg PBN prior to each MA dose (10 mg/kg, 4× per day) from postnatal day (P) 6-15. Littermates underwent Cincinnati water maze, Morris water maze, and radial water maze assessment beginning on P30 (males) or P60 (females). Males were also tested for conditioned contextual and cued freezing, while females were trained in passive avoidance. Findings show that, regardless of age/sex, neonatal MA induced deficits in all tests, except passive avoidance. PBN did not ameliorate these effects, but had a few minor effects. Taken together, MA induced learning deficits emerge early and persist, but the mechanism remains unknown. © 2017 Wiley Periodicals, Inc.
Nutrients and ageing: what can we learn about ageing interactions from animal biology?

PubMed

Stenvinkel, Peter; Kooman, Jeroen P; Shiels, Paul G

2016-01-01

Many prevalent clinical conditions, such as chronic kidney disease, diabetes mellitus, chronic obstructive pulmonary, and cardiovascular disease associate with features of premature ageing, such as muscle wasting, hypogonadism, osteoporosis, and arteriosclerosis. Studies on various animal models have shown that caloric restriction prolongs lifespan. Studies of animals with unusual long or short life for their body size may also contribute to better understanding of ageing processes. The aim of the present article is to review what we can learn about nutritional modulations and ageing interactions from animal biology. Caloric restriction is a powerful intervention that increases longevity in animals ranging from short-lived species, such as worms and flies, to primates. As long-term studies on caloric restriction are not feasible to conduct in humans, much interest has focused on the impact of caloric restriction mimetics, such as resveratrol, on ageing processes. Recent data from studies on the long-lived naked mole rat have provided important novel information on metabolic alterations and antioxidative defense mechanisms that characterize longevity. Better understanding of the biology of exceptionally long-lived animals will contribute to better understanding of ageing processes and novel interventions to extend lifespan also in humans.
The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

PubMed Central

Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

2017-01-01

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed. PMID:29146665
A Comprehensive Approach of E-learning Design for Effective Learning Transfer

ERIC Educational Resources Information Center

Lim, Doo Hun

2012-01-01

Literature indicates that there is limited research on the national and organizational level decision processes to develop and deliver e-learning programs. In this paper, existing e-learning literature is analyzed in terms of national level factors (national culture, readiness for new technology, and infrastructure), organizational level factors…
[Is there an age limit for cadaveric kidney donors currently?].

PubMed

Cofán Pujol, F; Oppenheimer Salinas, F; Talbot-Wright, R; Carretero González, P

1996-12-01

The insufficient number of kidney transplants has gradually raised the age limit to the cadaver kidney donor. The use of grafts harvested from older donors has been debated due to the existing structural and functional changes that might influence renal function and long-term graft survival. The foregoing aspects are discussed herein. The anatomical, histological and functional changes in the kidney associated with ageing are analyzed. The clinical experience with renal grafts from older donors before and after cyclosporine became available are reviewed. The ethical issues on whether grafts from very old donors should be used and who should receive these grafts are discussed. The use of grafts from donors over 60 years old had no significant short and medium term differences in comparison with younger donors in terms of graft survival, although a higher incidence of acute tubular necrosis and poor renal function have been observed. There are no conclusive studies on the long-term effects on graft survival when kidneys from donors aged over 65 are utilized. In our experience, the results achieved with grafts from donors over 70 has been unsatisfactory. The guidelines utilized in the selection of grafts derived from older donors are presented. Grafts from donors aged 60 to 70 may be utilized in renal transplantation following precise selection criteria. Graft survival has been satisfactory, although a higher incidence of acute tubular necrosis and higher creatinine levels have been observed. We do not advocate the use of grafts from donors over 70, except in very exceptional cases. Long-term multicenter studies on grafts from very old donors and trials using alternative immunosuppressor modalities that might permit optimal use of these grafts are warranted.
Effects of Learning Support in Simulation-Based Physics Learning

ERIC Educational Resources Information Center

Chang, Kuo-En; Chen, Yu-Lung; Lin, He-Yan; Sung, Yao-Ting

2008-01-01

This paper describes the effects of learning support on simulation-based learning in three learning models: experiment prompting, a hypothesis menu, and step guidance. A simulation learning system was implemented based on these three models, and the differences between simulation-based learning and traditional laboratory learning were explored in…
Age and experience shape developmental changes in the neural basis of language-related learning.

PubMed

McNealy, Kristin; Mazziotta, John C; Dapretto, Mirella

2011-11-01

Very little is known about the neural underpinnings of language learning across the lifespan and how these might be modified by maturational and experiential factors. Building on behavioral research highlighting the importance of early word segmentation (i.e. the detection of word boundaries in continuous speech) for subsequent language learning, here we characterize developmental changes in brain activity as this process occurs online, using data collected in a mixed cross-sectional and longitudinal design. One hundred and fifty-six participants, ranging from age 5 to adulthood, underwent functional magnetic resonance imaging (fMRI) while listening to three novel streams of continuous speech, which contained either strong statistical regularities, strong statistical regularities and speech cues, or weak statistical regularities providing minimal cues to word boundaries. All age groups displayed significant signal increases over time in temporal cortices for the streams with high statistical regularities; however, we observed a significant right-to-left shift in the laterality of these learning-related increases with age. Interestingly, only the 5- to 10-year-old children displayed significant signal increases for the stream with low statistical regularities, suggesting an age-related decrease in sensitivity to more subtle statistical cues. Further, in a sample of 78 10-year-olds, we examined the impact of proficiency in a second language and level of pubertal development on learning-related signal increases, showing that the brain regions involved in language learning are influenced by both experiential and maturational factors. 2011 Blackwell Publishing Ltd.
Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD.

PubMed

Spriggs, Amy D; Gast, David L; Knight, Victoria F

2016-09-01

The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8-11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed.
"Lernen" and Learning Styles: A Comparative Analysis of the Learning Styles of German Adolescents by Age, Gender, and Academic Achievement Level

ERIC Educational Resources Information Center

Hlawaty, Heide

2009-01-01

Students in every nation of the world learn new and difficult material in ways that are often similar and, at the same time, different from the way other students of the same age, gender, race, religion, culture, and nationality prefer to learn. The purpose of this study was to identify and compare the preferred learning-style characteristics of…
Relearning in the Elderly: Age-Related Effects on the Size of Savings

ERIC Educational Resources Information Center

van der Hoeven, Nienke; de Bot, Kees

2012-01-01

This article reports on a study on learning new and relearning forgotten words of French as a foreign language in young (mean age 22.4), middle-aged (mean age 50.3), and elderly speakers (mean age 76.0). The three age groups performed similarly on relearning old words, but the younger learners were significantly better at learning new words. Data…
Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

ERIC Educational Resources Information Center

Shieh, Chich-Jen; Liao, Ying; Hu, Ridong

2013-01-01

This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…
Use of Computer Technology for English Language Learning: Do Learning Styles, Gender, and Age Matter?

ERIC Educational Resources Information Center

Lee, Cynthia; Yeung, Alexander Seeshing; Ip, Tiffany

2016-01-01

Computer technology provides spaces and locales for language learning. However, learning style preference and demographic variables may affect the effectiveness of technology use for a desired goal. Adapting Reid's pioneering Perceptual Learning Style Preference Questionnaire (PLSPQ), this study investigated the relations of university students'…
Exploring the Effects of Active Learning on High School Students' Outcomes and Teachers' Perceptions of Biotechnology and Genetics Instruction

ERIC Educational Resources Information Center

Mueller, Ashley L.; Knobloch, Neil A.; Orvis, Kathryn S.

2015-01-01

Active learning can engage high school students to learn science, yet there is limited understanding if active learning can help students learn challenging science concepts such as genetics and biotechnology. This quasi-experimental study explored the effects of active learning compared to passive learning regarding high school students'…
The Effect of Blended Learning in Mathematics Course

ERIC Educational Resources Information Center

Lin, Ya-Wen; Tseng, Chih-Lung; Chiang, Po-Jui

2017-01-01

With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by "Blended Learning." The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students' attitudes toward mathematics. To…
A comparative study on the effect of high cholesterol diet on the hippocampal CA1 area of adult and aged rats.

PubMed

Abo El-Khair, Doaa M; El-Safti, Fatma El-Nabawia A; Nooh, Hanaa Z; El-Mehi, Abeer E

2014-06-01

Dementia is one of the most important problems nowadays. Aging is associated with learning and memory impairments. Diet rich in cholesterol has been shown to be detrimental to cognitive performance. This work was carried out to compare the effect of high cholesterol diet on the hippocampus of adult and aged male albino rats. Twenty adult and twenty aged male rats were used in this study. According to age, the rats were randomly subdivided into balanced and high cholesterol diet fed groups. The diet was 15 g/rat/day for adult rats and 20 g/rat/day for aged rats for eight weeks. Serial coronal sections of hippocampus and blood samples were taken from each rat. For diet effect evaluation, Clinical, biochemical, histological, immunohistochemical, and morphometric assessments were done. In compare to a balanced diet fed rat, examination of Cornu Ammonis 1 (CA 1) area in the hippocampus of the high cholesterol diet adult rats showed degeneration, a significant decrease of the pyramidal cells, attenuation and/or thickening of small blood vessels, apparent increase of astrocytes and apparent decrease of Nissl's granules content. Moreover, the high cholesterol diet aged rats showed aggravation of senility changes of the hippocampus together with Alzheimer like pathological changes. In conclusion, the high cholesterol diet has a significant detrimental effect on the hippocampus and aging might pronounce this effect. So, we should direct our attention to limit cholesterol intake in our food to maintain a healthy life style for a successful aging.

Context effects on second-language learning of tonal contrasts.

PubMed

Chang, Charles B; Bowles, Anita R

2015-12-01

Studies of lexical tone learning generally focus on monosyllabic contexts, while reports of phonetic learning benefits associated with input variability are based largely on experienced learners. This study trained inexperienced learners on Mandarin tonal contrasts to test two hypotheses regarding the influence of context and variability on tone learning. The first hypothesis was that increased phonetic variability of tones in disyllabic contexts makes initial tone learning more challenging in disyllabic than monosyllabic words. The second hypothesis was that the learnability of a given tone varies across contexts due to differences in tonal variability. Results of a word learning experiment supported both hypotheses: tones were acquired less successfully in disyllables than in monosyllables, and the relative difficulty of disyllables was closely related to contextual tonal variability. These results indicate limited relevance of monosyllable-based data on Mandarin learning for the disyllabic majority of the Mandarin lexicon. Furthermore, in the short term, variability can diminish learning; its effects are not necessarily beneficial but dependent on acquisition stage and other learner characteristics. These findings thus highlight the importance of considering contextual variability and the interaction between variability and type of learner in the design, interpretation, and application of research on phonetic learning.
Age-related cognitive decline as a function of daytime testing.

PubMed

Puiu, Andrei Alexandru

2017-05-01

The current study investigates the effects of age, cognitive load, optimal time-of-day testing, and irrelevant background noise suppression on mental processing. One hundred and seventy-eight young (M = 22.97 years) and 114 old adults (M = 56.38 years) were assessed for implicit learning and speed of information processing under irrelevant sound interference early during daytime (7AM-2.30PM) or in the afternoons (3PM-midnight). No direct effect of irrelevant speech effect was found on implicit learning. An optimal time of testing per age group was identified according to the ability to suppress irrelevant auditory information. If no semantic meaning was derived from the sound conditions, irrelevant sound was easily inhibited leaving no room for declined cognitive performance. This suggests an intact phonological inhibition in older adults and a further circumvention of the phonological loop. However, when difficulty was increased, a widened performance gap between young and old people could be observed. Education modulated difficult performance irrespective of age. With increasing age, task demand fulfillment becomes a function of a limited time mechanism. If extraneous time is not adapted to cognitive skills and performance, higher order processing cannot be reached, rendering older adults slower than their younger counterparts.
Short-Term Memory Limitations in Children: Capacity or Processing Deficits?

ERIC Educational Resources Information Center

Chi, Michelene T. H.

1976-01-01

Evaluates the assertion that short-term memory (STM) capacity increases with age and concludes that the STM capacity limitation in children is due to the deficits in the processing strategies and speeds, which presumably improve with age through cumulative learning. (JM) Available from: Memory and Cognition, Psychonomic Society, 1018 West 34…
The Relationship between Learning Effectiveness, Teacher Competence and Teachers Performance Madrasah Tsanawiyah at Serang, Banten, Indonesia

ERIC Educational Resources Information Center

Rahmatullah, Mamat

2016-01-01

In this study, the problem is limited factors relating to the learning effectiveness and teacher competence in improving the teacher performance. Therefore, this study will try to get explanations from some main issues which include the learning effectiveness issue, and teacher competence to increase teacher performance in Madrasah Tsanawiyah at…
Practice Effects on Story Memory and List Learning Tests in the Neuropsychological Assessment of Older Adults

PubMed Central

Gurnani, Ashita S.; Saurman, Jessica L.; Chapman, Kimberly R.; Steinberg, Eric G.; Martin, Brett; Chaisson, Christine E.; Mez, Jesse; Tripodis, Yorghos; Stern, Robert A.

2016-01-01

Two of the most commonly used methods to assess memory functioning in studies of cognitive aging and dementia are story memory and list learning tests. We hypothesized that the most commonly used story memory test, Wechsler's Logical Memory, would generate more pronounced practice effects than a well validated but less common list learning test, the Neuropsychological Assessment Battery (NAB) List Learning test. Two hundred eighty-seven older adults, ages 51 to 100 at baseline, completed both tests as part of a larger neuropsychological test battery on an annual basis. Up to five years of recall scores from participants who were diagnosed as cognitively normal (n = 96) or with mild cognitive impairment (MCI; n = 72) or Alzheimer's disease (AD; n = 121) at their most recent visit were analyzed with linear mixed effects regression to examine the interaction between the type of test and the number of times exposed to the test. Other variables, including age at baseline, sex, education, race, time (years) since baseline, and clinical diagnosis were also entered as fixed effects predictor variables. The results indicated that both tests produced significant practice effects in controls and MCI participants; in contrast, participants with AD declined or remained stable. However, for the delayed—but not the immediate—recall condition, Logical Memory generated more pronounced practice effects than NAB List Learning (b = 0.16, p < .01 for controls). These differential practice effects were moderated by clinical diagnosis, such that controls and MCI participants—but not participants with AD—improved more on Logical Memory delayed recall than on delayed NAB List Learning delayed recall over five annual assessments. Because the Logical Memory test is ubiquitous in cognitive aging and neurodegenerative disease research, its tendency to produce marked practice effects—especially on the delayed recall condition—suggests a threat to its validity as a measure of new
Estimation of effective temperatures in a quantum annealer: Towards deep learning applications

NASA Astrophysics Data System (ADS)

Realpe-Gómez, John; Benedetti, Marcello; Perdomo-Ortiz, Alejandro

Sampling is at the core of deep learning and more general machine learning applications; an increase in its efficiency would have a significant impact across several domains. Recently, quantum annealers have been proposed as a potential candidate to speed up these tasks, but several limitations still bar them from being used effectively. One of the main limitations, and the focus of this work, is that using the device's experimentally accessible temperature as a reference for sampling purposes leads to very poor correlation with the Boltzmann distribution it is programmed to sample from. Based on quantum dynamical arguments, one can expect that if the device indeed happens to be sampling from a Boltzmann-like distribution, it will correspond to one with an instance-dependent effective temperature. Unless this unknown temperature can be unveiled, it might not be possible to effectively use a quantum annealer for Boltzmann sampling processes. In this work, we propose a strategy to overcome this challenge with a simple effective-temperature estimation algorithm. We provide a systematic study assessing the impact of the effective temperatures in the quantum-assisted training of Boltzmann machines, which can serve as a building block for deep learning architectures. This work was supported by NASA Ames Research Center.
Nuclear power plant Generic Aging Lessons Learned (GALL). Main report and appendix A

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kaza, K.E.; Diercks, D.R.; Holland, J.W.

The purpose of this generic aging lessons learned (GALL) review is to provide a systematic review of plant aging information in order to assess materials and component aging issues related to continued operation and license renewal of operating reactors. Literature on mechanical, structural, and thermal-hydraulic components and systems reviewed consisted of 97 Nuclear Plant Aging Research (NPAR) reports, 23 NRC Generic Letters, 154 Information Notices, 29 Licensee Event Reports (LERs), 4 Bulletins, and 9 Nuclear Management and Resources Council Industry Reports (NUMARC IRs) and literature on electrical components and systems reviewed consisted of 66 NPAR reports, 8 NRC Generic Letters,more » 111 Information Notices, 53 LERs, 1 Bulletin, and 1 NUMARC IR. More than 550 documents were reviewed. The results of these reviews were systematized using a standardized GALL tabular format and standardized definitions of aging-related degradation mechanisms and effects. The tables are included in volume s 1 and 2 of this report. A computerized data base has also been developed for all review tables and can be used to expedite the search for desired information on structures, components, and relevant aging effects. A survey of the GALL tables reveals that all ongoing significant component aging issues are currently being addressed by the regulatory process. However, the aging of what are termed passive components has been highlighted for continued scrutiny. This document is Volume 1, consisting of the executive summary, summary and observations, and an appendix listing the GALL literature review tables.« less
An Innovative Learning Model in Digital Age: Flipped Classroom

ERIC Educational Resources Information Center

Çevikbas, Mustafa; Argün, Ziya

2017-01-01

The study aimed to emphasize that digital revolution has crucial influences on the field of education as in many other fields. The relevant influences have led to radical changes in terms of teaching and learning approaches approved in the field of education. The students in our age have quite different characteristics when compared to the past,…
[Pregnant women's attitudes towards the acceptable age limits for conceiving and giving birth to a child].

PubMed

Dakov, T; Dimitrova, V; Todorov, T

2014-01-01

To assess whether there are socially determined permissible and desirable age limits for conceiving and childbirth among pregnant women in Bulgaria and their relation to age, general and obstetrical medical history, method of conception, level of education and whether pregnancy has been postponed or not. 388 patients from the Fetal Medicine Clinic of the State University Hospital "Maichin Dom" in Sofia were provided with anonymous questionnaires, containing 38 questions. Two of the questions were essensial: 1) "What is the maximal permissible age for a woman to become pregnant and give birth to a child?". 2) "What is the maximal desirable age for a woman to become pregnant and deliver the planned numberof children?". The questionnaire contained also 23 questions related to the demographic characteristics of the participants and to their general and obstetric medical history. Data were processed with SPSS 13.0 statistical package. Descriptive and comparative analysis was performed after grouping according to one or mare chracteristics. P values < 0.05 were considered statistically significant. 54.2% (208/388) of the respondents determined a limit of the maximal permissible age for woman to conceive and give birth to a child. 53.4% (111/208) of them set the age limit of 40 years (28.9% of all patients). 63.6% (245/388) of the interrogated set a desirable age limit for conception and giving birth. Among then 82.9% (203/245) have set the limit at 40 years. The factors that influenced significantly the attitude towards the permissible age forconception/giving birth were the mode of conception, age and the level of education. Patients who had conceived spontaneously and had higher educational level were more confident when assessing the permissible age for conception/giving birth. Patients who had conceived by IVF/ICSI were significantly less confident answering the questions about age limits. The understanding for the permissible age for conception was not influenced by
Effects of Motivation, Academic Stress and Age in Predicting Self-Directed Learning Readiness (SDLR): Focused on Online College Students

ERIC Educational Resources Information Center

Heo, JeongChul; Han, Sumi

2018-01-01

The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who…
Effects of postnatal malnutrition and senescence on learning, long-term memory, and extinction in the rat.

PubMed

Martínez, Yvonne; Díaz-Cintra, Sofía; León-Jacinto, Uriel; Aguilar-Vázquez, Azucena; Medina, Andrea C; Quirarte, Gina L; Prado-Alcalá, Roberto A

2009-10-12

There is a wealth of information indicating that the hippocampal formation is important for learning and memory consolidation. The hippocampus is very sensitive to ageing and developmentally stressful factors such as prenatal malnutrition, which produces anatomical alterations of hippocampal pyramidal cells as well as impaired spatial learning. On the other hand, there are no reports about differential effects of postnatal malnutrition, installed at birth and maintained all through life in young and aged rats, on learning and memory of active avoidance, a task with an important procedural component. We now report that learning and long-term retention of this task were impaired in young malnourished animals, but not in young control, senile control, and senile malnourished Sprague-Dawley rats; young and senile rats were 90 and 660 days of age, respectively. Extinction tests showed, however, that long-term memory of the malnourished groups and senile control animals is impaired as compared with the young control animals. These data strongly suggest that the learning and long-term retention impairments seen in the young animals were due to postnatal malnutrition; in the senile groups, this cognitive alteration did not occur, probably because ageing itself is an important factor that enables the brain to engage in compensatory mechanisms that reduce the effects of malnutrition. Nonetheless, ageing and malnutrition, conditions known to produce anatomic and functional hippocampal alterations, impede the maintenance of long-term memory, as seen during the extinction test.
Intra-hippocampal D-cycloserine rescues decreased social memory, spatial learning reversal, and synaptophysin levels in aged rats.

PubMed

Portero-Tresserra, Marta; Martí-Nicolovius, Margarita; Tarrés-Gatius, Mireia; Candalija, Ana; Guillazo-Blanch, Gemma; Vale-Martínez, Anna

2018-05-01

Aging is characterized by a decrease in N-methyl-D-aspartate receptors (NMDARs) in the hippocampus, which might be one of the factors involved in the age-dependent cognitive decline. D-Cycloserine (DCS), a partial agonist of the NMDAR glycine recognition site, could improve memory deficits associated to neurodegenerative disorders and cognitive deficits observed in normal aging. The aim of the present study was to explore whether DCS would reverse age-dependent memory deficits and decreases in NMDA receptor subunits (GluN1, GluN2A, and GluN2B) and the presynaptic protein synaptophysin in Wistar rats. We investigated the effects of pre-training infusions of DCS (10 μg/hemisphere) in the ventral hippocampus on two hippocampal-dependent learning tasks, the social transmission of food preference (STFP), and the Morris water maze (MWM). The results revealed that infusions of DCS administered before the acquisition sessions rescued deficits in the STFP retention and MWM reversal learning in old rats. DCS also significantly increased the hippocampal levels of synaptophysin in old rats, which correlated with STFP and MWM performance in all tests. Moreover, although the levels of the GluN1 subunit correlated with the MWM acquisition and reversal, DCS did not enhance the expression of such synaptic protein. The present behavioral results support the role of DCS as a cognitive enhancer and suggest that enhancing the function of NMDARs and synaptic plasticity in the hippocampus may be related to improvement in social memory and spatial learning reversal in aged animals.
Choosing Learning in Later Life: Constructions of Age and Identity among Lifelong Learners

ERIC Educational Resources Information Center

McWilliams, Summer

2013-01-01

Lifelong learning programs for older adults are expanding in university communities, given the growing emphasis on successful aging in our society. This dissertation consists of two articles that examine data from ethnographic research in a southeastern lifelong learning institute associated with a state university. Data include observations over…
Low Dose Prenatal Alcohol Exposure Does Not Impair Spatial Learning and Memory in Two Tests in Adult and Aged Rats

PubMed Central

Cullen, Carlie L.; Burne, Thomas H. J.; Lavidis, Nickolas A.; Moritz, Karen M.

2014-01-01

Consumption of alcohol during pregnancy can have detrimental impacts on the developing hippocampus, which can lead to deficits in learning and memory function. Although high levels of alcohol exposure can lead to severe deficits, there is a lack of research examining the effects of low levels of exposure. This study used a rat model to determine if prenatal exposure to chronic low dose ethanol would result in deficits in learning and memory performance and if this was associated with morphological changes within the hippocampus. Sprague Dawley rats were fed a liquid diet containing 6% (vol/vol) ethanol (EtOH) or an isocaloric control diet throughout gestation. Male and Female offspring underwent behavioural testing at 8 (Adult) or 15 months (Aged) of age. Brains from these animals were collected for stereological analysis of pyramidal neuron number and dendritic morphology within the CA1 and CA3 regions of the dorsal hippocampus. Prenatal ethanol exposed animals did not differ in spatial learning or memory performance in the Morris water maze or Y maze tasks compared to Control offspring. There was no effect of prenatal ethanol exposure on pyramidal cell number or density within the dorsal hippocampus. Overall, this study indicates that chronic low dose prenatal ethanol exposure in this model does not have long term detrimental effects on pyramidal cells within the dorsal hippocampus or impair spatial learning and memory performance. PMID:24978807
Electric utility pole yard training facility: Designing an effective learning environment

NASA Astrophysics Data System (ADS)

Topping, Robert P.

The primary responsibility of electric utilities is to supply consistent, dependable, and affordable energy to private customers, businesses, and industries. As with many businesses, electric utilities are experiencing the effects of an aging workforce and expending considerable resources to train their current and replacement workers. Community colleges can partner with electric utilities to provide effective learning environments for these workers, and gain access to new sources of revenue and community support for the colleges. The purpose of this study was to describe the functions, features, and major design issues of an effective learning environment for training electric utility industry workers, the electric utility line-worker pole yard. Case studies of three "state of the art" line-worker pole yard training environments provide the basis for the study's findings and implications. The study was guided by the following research questions: (1) What is the function of a line-worker pole yard in supporting effective training? (2) What are the features of present day ("state of the art") line-worker pole yard learning environments? and (3) What are the major issues that need to be addressed in designing a line-worker pole yard learning environment for the future? The study participants included industry representatives, training coordinators, instructors, and students from the three selected "state of the art" line-worker pole yard sites. The overall findings from the study resulted in composites of the desired features of learning outcomes, learning process, and learning environment for a line-worker pole yard training program and major issues that are affecting the future design of these training programs. Composite findings of a pole-yard training environment included unique features associated with: (a) outdoor, (b) indoor, (c) underground, (d) classroom, (e) gathering places, and (f) work-based learning components. Composite findings with regard to major
Efficient Learning Algorithms with Limited Information

ERIC Educational Resources Information Center

De, Anindya

2013-01-01

The thesis explores efficient learning algorithms in settings which are more restrictive than the PAC model of learning (Valiant) in one of the following two senses: (i) The learning algorithm has a very weak access to the unknown function, as in, it does not get labeled samples for the unknown function (ii) The error guarantee required from the…
Selective effects of explanation on learning during early childhood.

PubMed

Legare, Cristine H; Lombrozo, Tania

2014-10-01

Two studies examined the specificity of effects of explanation on learning by prompting 3- to 6-year-old children to explain a mechanical toy and comparing what they learned about the toy's causal and non-causal properties with children who only observed the toy, both with and without accompanying verbalization. In Study 1, children were experimentally assigned to either explain or observe the mechanical toy. In Study 2, children were classified according to whether the content of their response to an undirected prompt involved explanation. Dependent measures included whether children understood the toy's functional-mechanical relationships, remembered perceptual features of the toy, effectively reconstructed the toy, and (for Study 2) generalized the function of the toy when constructing a new one. Results demonstrate that across age groups, explanation promotes causal learning and generalization but does not improve (and in younger children can even impair) memory for causally irrelevant perceptual details. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.
Implicit Age Cues in Resumes: Subtle Effects on Hiring Discrimination

PubMed Central

Derous, Eva; Decoster, Jeroen

2017-01-01

Anonymous resume screening, as assumed, does not dissuade age discriminatory effects. Building on job market signaling theory, this study investigated whether older applicants may benefit from concealing explicitly mentioned age signals on their resumes (date of birth) or whether more implicit/subtle age cues on resumes (older-sounding names/old-fashioned extracurricular activities) may lower older applicants’ hirability ratings. An experimental study among 610 HR professionals using a mixed factorial design showed hiring discrimination of older applicants based on implicit age cues in resumes. This effect was more pronounced for older raters. Concealing one’s date of birth led to overall lower ratings. Study findings add to the limited knowledge on the effects of implicit age cues on hiring discrimination in resume screening and the usefulness of anonymous resume screening in the context of age. Implications for research and practice are discussed. PMID:28848463
Effects of information processing speed on learning, memory, and executive functioning in people living with HIV/AIDS.

PubMed

Fellows, Robert P; Byrd, Desiree A; Morgello, Susan

2014-01-01

It is unclear whether or to what degree literacy, aging, and other neurologic abnormalities relate to cognitive deficits among people living with HIV/AIDS in the combined antiretroviral therapy (CART) era. The primary aim of this study was to simultaneously examine the association of age, HIV-associated motor abnormalities, major depressive disorder, and reading level with information processing speed, learning, memory, and executive functions, and to determine whether processing speed mediated any of the relationships between cognitive and noncognitive variables. Participants were 186 racially and ethnically diverse men and women living with HIV/AIDS who underwent comprehensive neurological, neuropsychological, and medical evaluations. Structural equation modeling was utilized to assess the extent to which information processing speed mediated the relationship between age, motor abnormalities, major depressive disorder, and reading level with other cognitive abilities. Age, motor dysfunction, reading level, and current major depressive disorder were all significantly associated with information processing speed. Information processing speed fully mediated the effects of age on learning, memory, and executive functioning and partially mediated the effect of major depressive disorder on learning and memory. The effect of motor dysfunction on learning and memory was fully mediated by processing speed. These findings provide support for information processing speed as a primary deficit, which may account, at least in part, for many of the other cognitive abnormalities recognized in complex HIV/AIDS populations. The association of age and information processing speed may account for HIV/aging synergies in the generation of CART-era cognitive abnormalities.
77 FR 46127 - Interim Staff Guidance on Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-02

... Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, ``Buried and Underground Piping and Tanks... AMPs in NUREG-1801, Revision 2, ``Generic Aging Lessons Learned (GALL) Report,'' and the NRC staff's... issues LR-ISG to communicate insights and lessons learned and to address emergent issues not covered in...

Ameliorating effects of aged garlic extracts against Aβ-induced neurotoxicity and cognitive impairment

PubMed Central

2013-01-01

Background In vitro antioxidant activities and neuron-like PC12 cell protective effects of solvent fractions from aged garlic extracts were investigated to evaluate their anti-amnesic functions. Ethyl acetate fractions of aged garlic had higher total phenolics than other fractions. Methods Antioxidant activities of ethyl acetate fractions from aged garlic were examined using 2,2'-azino-bis(3-ethylbenzthiazoline-6-sulfonic acid) diammonium salt (ABTS) and malondialdehyde (MDA) inhibitory effect using mouse whole brain homogenates. Levels of cellular oxidative stress as reactive oxygen species (ROS) accumulation were measured using 2',7'-dichlorofluorescein diacetate (DCF-DA). PC12 cell viability was investigated by 3-[4,5-dimethythiazol-2-yl]-2,5-diphenyl tetrazolium bromide (MTT) and lactate dehydtrogenase (LDH) assay. The learning and memory impairment in institute of cancer research (ICR) mice was induced by neurotoxic amyloid beta protein (Aβ) to investigate in vivo anti-amnesic effects of aged garlic extracts by using Y-maze and passive avoidance tests. Results We discovered that ethyl acetate fractions showed the highest ABTS radical scavenging activity and MDA inhibitory effect. Intracellular ROS accumulation resulting from Aβ treatment in PC12 cells was significantly reduced when ethyl acetate fractions were presented in the medium compare to PC12 cells which was only treated with Aβ only. Ethyl acetate fractions from aged garlic extracts showed protection against Aβ-induced neurotoxicity. Pre-administration with aged garlic extracts attenuated Aβ-induced learning and memory deficits in both in vivo tests. Conclusions Our findings suggest that aged garlic extracts with antioxidant activities may improve cognitive impairment against Aβ-induced neuronal deficit, and possess a wide range of beneficial activities for neurodegenerative disorders, notably Alzheimer's disease (AD). PMID:24134394
Working memory plasticity and aging.

PubMed

Rhodes, Rebecca E; Katz, Benjamin

2017-02-01

The present research explores how the trajectory of learning on a working memory task changes throughout the life span, and whether gains in working memory performance are exclusively a question of initial working memory capacity (WMC) or whether age exerts an independent effect. In a large, cross-sectional study of younger, middle-aged, and older adults, we examined learning on a widely used working memory task-the dual n-back task-over 20 sessions of practice. We found that, while all age groups improved on the task, older adults demonstrated less improvement on the task, and also reached a lower asymptotic maximum performance than younger adults. After controlling for initial WMC, we found that age exerted independent effects on training gains and asymptotic performance; older adults tended to improve less and reached lower levels of performance than younger adults. The difference between younger and older adults' rates of learning depended in part on initial WMC. These results suggest that age-related effects on working memory include not only effects on capacity, but also plasticity and the ability to improve on a task. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment.

PubMed

Crampton, Alexandria; Hall, James

2017-09-01

Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years. n = 3,172 British children aged 3-10 years and their families. A secondary analysis of the nationally representative UK EPPE database. Multilevel structural equation modelling calculated the direct, indirect, and total impacts of early socio-economic risks (0-3 years) and preschool home learning environments (3-5 years) upon children's reading ability and academic self-concept between 7 and 10 years. Early socio-economic risk had different effects upon children's reading ability and academic self-concept. Early socio-economic risks affected children's reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socio-economic risks had only indirect effects upon children's academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school. Although the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policymakers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children's reading abilities; secondary benefits may also be achievable upon children's self-concept. © 2017 The British Psychological Society.
Understanding the Developmental Dynamics of Subject Omission: The Role of Processing Limitations in Learning

ERIC Educational Resources Information Center

Freudenthal, Daniel; Pine, Julian M.; Gobet, Fernand

2007-01-01

P. Bloom's (1990) data on subject omission are often taken as strong support for the view that child language can be explained in terms of full competence coupled with processing limitations in production. This paper examines whether processing limitations in learning may provide a more parsimonious explanation of the data without the need to…
Updating and Not Shifting Predicts Learning Performance in Young and Middle-Aged Adults

ERIC Educational Resources Information Center

Gijselaers, Hieronymus J. M.; Meijs, Celeste; Neroni, Joyce; Kirschner, Paul A.; de Groot, Renate H. M.

2017-01-01

The goal of this study was to investigate whether single executive function (EF) tests were predictive for learning performance in mainly young and middle-aged adults. The tests measured shifting and updating. Processing speed was also measured. In an observational study, cognitive performance and learning performance were measured objectively in…
The effect of animation on learning action symbols by individuals with intellectual disabilities.

PubMed

Fujisawa, Kazuko; Inoue, Tomoyoshi; Yamana, Yuko; Hayashi, Humirhiro

2011-03-01

The purpose of the present study was to investigate whether participants with intellectual impairments could benefit from the movement associated with animated pictures while they were learning symbol names. Sixteen school students, whose linguistic-developmental age ranged from 38?91 months, participated in the experiment. They were taught 16 static visual symbols and the corresponding action words (naming task) in two sessions conducted one week apart. In the experimental condition, animation was employed to facilitate comprehension, whereas no animation was used in the control condition. Enhancement of learning was shown in the experimental condition, suggesting that the participants benefited from animated symbols. Furthermore, it was found that the lower the linguistic developmental age, the more effective the animated cue was in learning static visual symbols.
Age differences in risky choice: a meta-analysis

PubMed Central

Mata, Rui; Josef, Anika K.; Samanez-Larkin, Gregory R.; Hertwig, Ralph

2012-01-01

Does risk taking change as a function of age? We conducted a systematic literature search and found 29 comparisons between younger and older adults on behavioral tasks thought to measure risk taking (N =4,093). The reports relied on various tasks differing in several respects, such as the amount of learning required or the choice framing (gains vs. losses). The results suggest that age-related differences vary considerably as a function of task characteristics, in particular the learning requirements of the task. In decisions from experience, age-related differences in risk taking were a function of decreased learning performance: older adults were more risk seeking compared to younger adults when learning led to risk-avoidant behavior, but were more risk averse when learning led to risk-seeking behavior. In decisions from description, younger adults and older adults showed similar risk-taking behavior for the majority of the tasks, and there were no clear age-related differences as a function of gain/loss framing. We discuss limitations and strengths of past research and provide suggestions for future work on age-related differences in risk taking. PMID:22023565
The Effectiveness of Structured Co-Operative Teaching and Learning in Greek Primary School Classrooms

ERIC Educational Resources Information Center

Kaldi, Stavroula; Filippatou, Diamanto; Anthopoulou, Barbara

2014-01-01

This study focuses upon the effectiveness of structured co-operative group work on primary school students, aged between 8.5 and 9.5 years old, regarding their content knowledge, attitudes towards co-operative group work, experiential learning and open-ended curriculum as well as students' social and learning behaviour during co-operative group…
[Upper Age Limit in Outpatient Anesthesia: Opportunities and Risks].

PubMed

Hüppe, Tobias; Kneller, Nicole; Raddatz, Alexander

2018-05-01

Ambulatory surgery in elderly patients continues to increase - avoiding hospitalization and thus postoperative cognitive dysfunction in older patients being its major objectives. An upper age limit in outpatient anesthesia does not exist to date. However, functional rather than chronological age is crucial in patient selection. In consensus discussion, baseline functional status should be evaluated regularly - defined as everyday behaviors necessary to maintain daily life and encompassing areas of physical, cognitive, and social functioning. Moreover, frailty in elderly patients can be quantified objectively and is associated with increased perioperative morbidity in ambulatory general surgery. The decision for or against outpatient anesthesia therefore remains a case-by-case decision which should be discussed within a team. Georg Thieme Verlag KG Stuttgart · New York.
Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder.

PubMed

Capano, Lucia; Minden, Debbie; Chen, Shirley X; Schacher, Russell J; Ickowicz, Abel

2008-06-01

To explore the prevalence of mathematics disorder (MD) relative to reading disorders (RD) in school-age children with attention-deficit hyperactivity disorder (ADHD) and examine the effects of age, sex, cooccurring conduct disorder (CD), and ADHD subtype on this comorbidity. Participants were school-age children (n = 476) with confirmed DSM-IV diagnosis of ADHD. The assessment included semistructured parent and teacher interviews and standardized measures of intelligence, academic attainment, and language abilities. Based on the presence or absence of concurrent learning disorders, we compared the emerging 4 groups: ADHD-only, ADHD + MD, ADHD + RD, and ADHD + MD + RD. Overall prevalence of comorbid ADHD + MD was 18.1%. Age, sex, ADHD subtypes, or comorbid CD did not affect the frequency of MD. Children with concurrent ADHD and either MD or RD attained lower IQ, language, and academic scores than those with ADHD alone. Children with ADHD + MD + RD were more seriously impaired and demonstrated distinct deficits in receptive and expressive language. MDs are relatively common in school-age children with ADHD and are frequently associated with RDs. Children with ADHD + MD + RD are more severely impaired. These deficits simply cannot be explained as consequences of ADHD and might have unique biological underpinnings, with implications for diagnostic classification and therapeutic interventions.
Age Learning Factors Affecting Pilot Education.

ERIC Educational Resources Information Center

Torbert, Brison

This document, intended for pilot education and flight safety specialists, consists chiefly of a review of the literature on physiological factors that affect pilot education and an examination of environmental factors that should be scrutinized in order to improve the effectiveness of aviation learning facilities. The physiological factors…
Dose limits for astronauts

NASA Technical Reports Server (NTRS)

Sinclair, W. K.

2000-01-01

Radiation exposures to individuals in space can greatly exceed natural radiation exposure on Earth and possibly normal occupational radiation exposures as well. Consequently, procedures limiting exposures would be necessary. Limitations were proposed by the Radiobiological Advisory Panel of the National Academy of Sciences/National Research Council in 1970. This panel recommended short-term limits to avoid deterministic effects and a single career limit (of 4 Sv) based on a doubling of the cancer risk in men aged 35 to 55. Later, when risk estimates for cancer had increased and were recognized to be age and sex dependent, the NCRP, in Report No. 98 in 1989, recommended a range of career limits based on age and sex from 1 to 4 Sv. NCRP is again in the process of revising recommendations for astronaut exposure, partly because risk estimates have increased further and partly to recognize trends in limiting radiation exposure occupationally on the ground. The result of these considerations is likely to be similar short-term limits for deterministic effects but modified career limits.
Effects of Sleep Deprivation and Aging on Long-Term and Remote Memory in Mice

ERIC Educational Resources Information Center

Vecsey, Christopher G.; Park, Alan J.; Khatib, Nora; Abel, Ted

2015-01-01

Sleep deprivation (SD) following hippocampus-dependent learning in young mice impairs memory when tested the following day. Here, we examined the effects of SD on remote memory in both young and aged mice. In young mice, we found that memory is still impaired 1 mo after training. SD also impaired memory in aged mice 1 d after training, but, by a…
Limitations of backward integration method for asteroid family age estimation

NASA Astrophysics Data System (ADS)

Radović, Viktor

2017-10-01

Determining the age of an asteroid family is important as it gives us a better understanding of the dynamics, formation and collisional evolution of a family. So far, a few methods for determining the age of a family have been developed. The most accurate one is probably the backward integration method (BIM) that works very well for young families. In this paper, we try to study its characteristics and limitations in more detail using a fictional asteroid family. The analysis is performed with two numerical packages: orbfit and mercury. We studied the clustering of the secular angles Ω and ϖ and obtained linear relationship between the depth of the clustering and the age of the family. Our results suggest that the BIM could be successfully applied only to families not older than 18 Myr.
Exploratory Study of Rural Physicians' Self-Directed Learning Experiences in a Digital Age.

PubMed

Curran, Vernon; Fleet, Lisa; Simmons, Karla; Ravalia, Mohamed; Snow, Pamela

2016-01-01

The nature and characteristics of self-directed learning (SDL) by physicians has been transformed with the growth in digital, social, and mobile technologies (DSMTs). Although these technologies present opportunities for greater "just-in-time" information seeking, there are issues for ensuring effective and efficient usage to compliment one's repertoire for continuous learning. The purpose of this study was to explore the SDL experiences of rural physicians and the potential of DSMTs for supporting their continuing professional development (CPD). Semistructured interviews were conducted with a purposive sample of rural physicians. Interview data were transcribed verbatim and analyzed using NVivo analytical software and thematic analysis. Fourteen (N = 14) interviews were conducted and key thematic categories that emerged included key triggers, methods of undertaking SDL, barriers, and supports. Methods and resources for undertaking SDL have evolved considerably, and rural physicians report greater usage of mobile phones, tablets, and laptop computers for updating their knowledge and skills and in responding to patient questions/problems. Mobile technologies, and some social media, can serve as "triggers" in instigating SDL and a greater usage of DSMTs, particularly at "point of care," may result in higher levels of SDL. Social media is met with some scrutiny and ambivalence, mainly because of the "credibility" of information and risks associated with digital professionalism. DSMTs are growing in popularity as a key resource to support SDL for rural physicians. Mobile technologies are enabling greater "point-of-care" learning and more efficient information seeking. Effective use of DSMTs for SDL has implications for enhancing just-in-time learning and quality of care. Increasing use of DSMTs and their new effect on SDL raises the need for reflection on conceptualizations of the SDL process. The "digital age" has implications for our CPD credit systems and the roles
Limited Rank Matrix Learning, discriminative dimension reduction and visualization.

PubMed

Bunte, Kerstin; Schneider, Petra; Hammer, Barbara; Schleif, Frank-Michael; Villmann, Thomas; Biehl, Michael

2012-02-01

We present an extension of the recently introduced Generalized Matrix Learning Vector Quantization algorithm. In the original scheme, adaptive square matrices of relevance factors parameterize a discriminative distance measure. We extend the scheme to matrices of limited rank corresponding to low-dimensional representations of the data. This allows to incorporate prior knowledge of the intrinsic dimension and to reduce the number of adaptive parameters efficiently. In particular, for very large dimensional data, the limitation of the rank can reduce computation time and memory requirements significantly. Furthermore, two- or three-dimensional representations constitute an efficient visualization method for labeled data sets. The identification of a suitable projection is not treated as a pre-processing step but as an integral part of the supervised training. Several real world data sets serve as an illustration and demonstrate the usefulness of the suggested method. Copyright © 2011 Elsevier Ltd. All rights reserved.
Exploring Collaborative Learning Effect in Blended Learning Environments

ERIC Educational Resources Information Center

Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

2017-01-01

The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…
UTAUT Model for Blended Learning: The Role of Gender and Age in the Intention to Use Webinars

ERIC Educational Resources Information Center

Khechine, Hager; Lakhal, Sawsen; Pascot, Daniel; Bytha, Alphonse

2014-01-01

The purpose of the paper was to determine the factors that explain the acceptance of a webinar system (Elluminate) in a blended learning course by students. The effects of gender and age as moderating variables were also studied. Our hypotheses were based on the unified theory of acceptance and use of the technology model, which was proven to be…
The Effectiveness of Digital Game-Based Vocabulary Learning: A Framework-Based View of Meta-Analysis

ERIC Educational Resources Information Center

Chen, Meng-Hua; Tseng, Wen-Ta; Hsiao, Tsung-Yuan

2018-01-01

This study presents the results of a meta-analytic study about the effects of digital game-based learning (DGBL) on vocabulary. The results of the study showed that the effects of DGBL on vocabulary learning may vary with game design features (Q = 5.857, df = 1, p = 0.016), but not with learners' age (Q = 0.906, df = 1, p = 0.341) or linguistic…
The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning.

PubMed

Núñez, Juan L; León, Jaime

2016-07-18

Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students' intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p < .001). In addition, these associations were mediated by intrinsic motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.

Effects of Learning Goal Attainability Level, Text Organization, and Age Level on Learning Disabled Adolescents' Silent Reading Comprehension.

ERIC Educational Resources Information Center

Lindsey, Jimmy D.

1983-01-01

Results indicated that attainability levels of learning goals affected the students' reading comprehension. LD adolescents had significantly higher comprehension when assessed on information associated with a learning goal completely attainable than on information associated with a partially attainable learning goal. (Author/CL)
Social incentives improve deliberative but not procedural learning in older adults.

PubMed

Gorlick, Marissa A; Maddox, W Todd

2015-01-01

Age-related deficits are seen across tasks where learning depends on asocial feedback processing, however plasticity has been observed in some of the same tasks in social contexts suggesting a novel way to attenuate deficits. Socioemotional selectivity theory suggests this plasticity is due to a deliberative motivational shift toward achieving well-being with age (positivity effect) that reverses when executive processes are limited (negativity effect). The present study examined the interaction of feedback valence (positive, negative) and social salience (emotional face feedback - happy; angry, asocial point feedback - gain; loss) on learning in a deliberative task that challenges executive processes and a procedural task that does not. We predict that angry face feedback will improve learning in a deliberative task when executive function is challenged. We tested two competing hypotheses regarding the interactive effects of deliberative emotional biases on automatic feedback processing: (1) If deliberative emotion regulation and automatic feedback are interactive we expect happy face feedback to improve learning and angry face feedback to impair learning in older adults because cognitive control is available. (2) If deliberative emotion regulation and automatic feedback are not interactive we predict that emotional face feedback will not improve procedural learning regardless of valence. Results demonstrate that older adults show persistent deficits relative to younger adults during procedural category learning suggesting that deliberative emotional biases do not interact with automatic feedback processing. Interestingly, a subgroup of older adults identified as potentially using deliberative strategies tended to learn as well as younger adults with angry relative to happy feedback, matching the pattern observed in the deliberative task. Results suggest that deliberative emotional biases can improve deliberative learning, but have no effect on procedural learning.
77 FR 14446 - Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, “Buried and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-09

... NUCLEAR REGULATORY COMMISSION [NRC-2012-0055] Changes to the Generic Aging Lessons Learned (GALL... Aging Lessons Learned (GALL) Report,'' and the NRC staff's aging management review procedure and... into ADAMS. II. Background The NRC issues LR-ISGs to communicate insights and lessons learned and to...
Working Memory Capacity Limits Motor Learning When Implementing Multiple Instructions

PubMed Central

Buszard, Tim; Farrow, Damian; Verswijveren, Simone J. J. M.; Reid, Machar; Williams, Jacqueline; Polman, Remco; Ling, Fiona Chun Man; Masters, Rich S. W.

2017-01-01

Although it is generally accepted that certain practice conditions can place large demands on working memory (WM) when performing and learning a motor skill, the influence that WM capacity has on the acquisition of motor skills remains unsubstantiated. This study examined the role of WM capacity in a motor skill practice context that promoted WM involvement through the provision of explicit instructions. A cohort of 90 children aged 8 to 10 years were assessed on measures of WM capacity and attention. Children who scored in the lowest and highest thirds on the WM tasks were allocated to lower WM capacity (n = 24) and higher WM capacity (n = 24) groups, respectively. The remaining 42 participants did not participate in the motor task. The motor task required children to practice basketball shooting for 240 trials in blocks of 20 shots, with pre- and post-tests occurring before and after the intervention. A retention test was administered 1 week after the post-test. Prior to every practice block, children were provided with five explicit instructions that were specific to the technique of shooting a basketball. Results revealed that the higher WM capacity group displayed consistent improvements from pre- to post-test and through to the retention test, while the opposite effect occurred in the lower WM capacity group. This implies that the explicit instructions had a negative influence on learning by the lower WM capacity children. Results are discussed in relation to strategy selection for dealing with instructions and the role of attention control. PMID:28878701
Aging, practice effects, and genetic risk in the Wisconsin Registry for Alzheimer’s Prevention

PubMed Central

Jonaitis, Erin M.; Koscik, Rebecca L.; La Rue, Asenath; Johnson, Sterling C.; Hermann, Bruce; Sager, Mark A.

2015-01-01

BACKGROUND In the last five years, a consensus has developed that Alzheimer’s disease (AD) may begin years before overt cognitive impairment (Sperling et al., 2011). Accordingly, the focus has shifted to identifying preclinical disease in order to match treatments to those most likely to benefit. Subtle cognitive changes, including reduced benefit from practice, may be one such preclinical sign. In this paper, we explore cognitive aging trajectories within a large cohort of clinically intact late-middle-aged adults. METHOD Longitudinal cognitive data were analyzed from 594 participants in the Wisconsin Registry for Alzheimer’s Prevention. Mixed models were used to examine trajectories, adjusting for prior exposure, and the moderation thereof by markers of dementia risk, APOE-ε4 status, and family history of AD. RESULTS Practice effects were observed for Verbal Learning & Memory, Working Memory, Speed & Flexibility, and Visual Learning. However, for Working Memory and Speed & Flexibility, these effects were attenuated for FH+ subjects. CONCLUSION Reduced practice effects have previously been observed in clinical groups (Cooper et al., 2001; Machulda et al., 2013). These results in middle-aged adults suggest that they may also indicate preclinical changes on the path to AD. PMID:26012360
Chronic Illnesses and Depressive Symptoms Among Older People: Functional Limitations as a Mediator and Self-Perceptions of Aging as a Moderator.

PubMed

Han, Jina

2017-05-01

This research examined the mediation of functional limitations in the relationship between chronic illnesses and depressive symptoms among older Americans along with tests for the moderation of self-perceptions of aging. Data from the Health and Retirement Study (2008, 2010, and 2012) were used. Longitudinal mediation models were tested using a sample of 3,382 Americans who responded to psychosocial questions and were over 65 years old in 2008. Functional limitations mediated the linkage between chronic illnesses and depressive symptoms. Negative self-perceptions of aging exacerbated the effects of chronic illnesses on depressive symptoms. Health care professionals should be aware of depressive symptoms in older adults reporting chronic illnesses and particularly in those reporting functional limitations. To decrease the risk of depressive symptoms caused by chronic illnesses, negative self-perceptions of aging may need to be challenged.
Effects of a Progressive Prompting-Based Educational Game on Second Graders' Mathematics Learning Performance and Behavioral Patterns

ERIC Educational Resources Information Center

Yang, Kai-Hsiang; Chu, Hui-Chun; Chiang, Li-Yu

2018-01-01

Game-based learning (GBL) has been proven to be an attractive learning model by many studies; however, scholars have pointed out that the effectiveness of game-based learning could be limited if proper learning strategies are not incorporated. Prompting is a strategy that plays the important role of providing hints and guidance in interactive…
New Treatments for Autism: Effects of a Gluten-Free Diet on Rate of Learning.

ERIC Educational Resources Information Center

Grace, Jennifer B.; Velez, Denise M.; Chambliss, Catherine

This study assessed the effects of a gluten-free diet over one year on learning patterns in three autistic children (ages 5 to 8) participating in an applied behavioral analysis program. Rates of learning for five behavioral targets 3 months, 6 months, 9 months, and 12 months after the start of the diet were compared using a within-subjects…
The Effects of Off-Campus Service Learning on the Moral Reasoning of College Students

ERIC Educational Resources Information Center

Lies, James M.; Bock, Tonia; Brandenberger, Jay; Trozzolo, Thomas A.

2012-01-01

This research examines the effects of an off-campus service learning program on the moral reasoning development of college students. A pre-post quasi-experimental design was employed with two groups of college students (aged 18-22), one that engaged in service learning and the other which did not. The intervention was an eight-week summer service…
Students' Age Difference of Confidence in Using Technology for Learning in Higher Education

ERIC Educational Resources Information Center

Yau, Hon Keung; Cheng, Alison Lai Fong

2012-01-01

Some past studies find that older students have more confidence in using technology for learning than younger students but some other studies find the opposite result. However, it is found that there are a few researches studying on the age difference in the perception of using technology for learning in Hong Kong. Therefore, the aim of the study…
Learning in Retirement and Old Age: An Agenda for the 21st Century

ERIC Educational Resources Information Center

Istance, David

2015-01-01

This article is about education and learning for the "retired". In using this term, it is recognised that any such definitions and given age bands cover a wide range of situations and learning needs. Such diversity should closely inform the educational agenda for older adults, and as it is a life phase defined by challenge and change…
Effects of Pre-Service Teacher Learning and Student Teaching on Teacher Education

ERIC Educational Resources Information Center

AlAjmi, Maadi M.; Al-Dhafiri, Mohammed D.; Al-Shammari, Zaid N.

2016-01-01

The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education.Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects,…
Professional Learning Networks Designed for Teacher Learning

ERIC Educational Resources Information Center

Trust, Torrey

2012-01-01

In the information age, students must learn to navigate and evaluate an expanding network of information. Highly effective teachers model this process of information analysis and knowledge acquisition by continually learning through collaboration, professional development, and studying pedagogical techniques and best practices. Many teachers have…
Difficulty in learning similar-sounding words: a developmental stage or a general property of learning?

PubMed Central

Pajak, Bozena; Creel, Sarah C.; Levy, Roger

2016-01-01

How are languages learned, and to what extent are learning mechanisms similar in infant native-language (L1) and adult second-language (L2) acquisition? In terms of vocabulary acquisition, we know from the infant literature that the ability to discriminate similar-sounding words at a particular age does not guarantee successful word-meaning mapping at that age (Stager & Werker, 1997). However, it is unclear whether this difficulty arises from developmental limitations of young infants (e.g., poorer working memory) or whether it is an intrinsic part of the initial word learning, L1 and L2 alike. Here we show that adults of particular L1 backgrounds—just like young infants—have difficulty learning similar-sounding L2 words that they can nevertheless discriminate perceptually. This suggests that the early stages of word learning, whether L1 or L2, intrinsically involve difficulty in mapping similar-sounding words onto referents. We argue that this is due to an interaction between two main factors: (1) memory limitations that pose particular challenges for highly similar-sounding words, and (2) uncertainty regarding the language's phonetic categories, as these are being learned concurrently with words. Overall, our results show that vocabulary acquisition in infancy and in adulthood share more similarities than previously thought, thus supporting the existence of common learning mechanisms that operate throughout the lifespan. PMID:26962959
Theophylline effects on cognition, behavior, and learning.

PubMed

Weldon, D P; McGeady, S J

1995-01-01

To compare a group of hospitalized asthmatic children taking theophylline with a similar group of hospitalized nonasthmatic children on standardized measures of distractibility, attention, hyperactivity, and academic achievement. Standardized psychological tests were used to measure cognition, attention, and learning, and results for the two groups were compared. All subjects were hospitalized in an intermediate care facility. Up to 63 asthmatic children taking theophylline were compared with a group of 46 nonasthmatic children matched for age, sex, socioeconomic status, and full-scale IQ. Children with head injuries, mental retardation, or known learning disabilities were not included. All asthmatic children and none of the nonasthmatic children maintained therapeutic levels of theophylline during the evaluation period. Independent t tests were used to examine differences between groups on psychological tests of cognition, attention, and learning. No significant differences were found between groups on any variables at the 95% level of confidence. While idiosyncratic side effects of theophylline are possible, most children are not more hyperactive, distractible, short of memory, different in academic achievement, or more impulsive than other children with chronic illness.
Measuring learning, student engagement, and program effectiveness: a strategic process.

PubMed

Jantzi, Julie; Austin, Connie

2005-01-01

What if there was an effective way to address the age-old question from students, "Why do we have to do this assignment?" And from faculty, "How do we know our students are really learning?" And from administrators, "How will we demonstrate to our peers, our accrediting agencies, and other program stakeholders that our programs are educationally effective?" As it undertook a curriculum redesign, faculty in a baccalaureate school of nursing developed a 9-step process for curriculum implementation. The authors discuss how they applied the 9 steps strategically, positioning the program for 2 successful accreditation self-studies and concurrently addressing, with greater confidence, some of these age-old questions.
Time-limited effects of emotional arousal on item and source memory.

PubMed

Wang, Bo; Sun, Bukuan

2015-01-01

Two experiments investigated the time-limited effects of emotional arousal on consolidation of item and source memory. In Experiment 1, participants memorized words (items) and the corresponding speakers (sources) and then took an immediate free recall test. Then they watched a neutral, positive, or negative video 5, 35, or 50 min after learning, and 24 hours later they took surprise memory tests. Experiment 2 was similar to Experiment 1 except that (a) a reality monitoring task was used; (b) elicitation delays of 5, 30, and 45 min were used; and (c) delayed memory tests were given 60 min after learning. Both experiments showed that, regardless of elicitation delay, emotional arousal did not enhance item recall memory. Second, both experiments showed that negative arousal enhanced delayed item recognition memory only at the medium elicitation delay, but not in the shorter or longer delays. Positive arousal enhanced performance only in Experiment 1. Third, regardless of elicitation delay, emotional arousal had little effect on source memory. These findings have implications for theories of emotion and memory, suggesting that emotion effects are contingent upon the nature of the memory task and elicitation delay.
The Effect of Precommitment on Student Achievement within a Technology-Rich Project-Based Learning Environment

ERIC Educational Resources Information Center

Hao, Qiang; Branch, Robert Maribe; Jensen, Lucas

2016-01-01

This study investigated the effects of precommitment on college students' goal setting and academic performance, and students' attitude towards precommitment-related activities. Precommitment refers to a procedure in which students set up learning goals, possibly with a time limit at the beginning of a learning phase, then report the comparison…
Distributional learning aids linguistic category formation in school-age children.

PubMed

Hall, Jessica; Owen VAN Horne, Amanda; Farmer, Thomas

2018-05-01

The goal of this study was to determine if typically developing children could form grammatical categories from distributional information alone. Twenty-seven children aged six to nine listened to an artificial grammar which contained strategic gaps in its distribution. At test, we compared how children rated novel sentences that fit the grammar to sentences that were ungrammatical. Sentences could be distinguished only through the formation of categories of words with shared distributional properties. Children's ratings revealed that they could discriminate grammatical and ungrammatical sentences. These data lend support to the hypothesis that distributional learning is a potential mechanism for learning grammatical categories in a first language.
Age-Related Benefits of Digital Noise Reduction for Short-Term Word Learning in Children with Hearing Loss

ERIC Educational Resources Information Center

Pittman, Andrea

2011-01-01

Purpose: To determine the rate of word learning for children with hearing loss (HL) in quiet and in noise compared to normal-hearing (NH) peers. The effects of digital noise reduction (DNR) were examined for children with HL. Method: Forty-one children with NH and 26 children with HL were grouped by age (8-9 years and 11-12 years). The children…

Assessing Learning, Quality and Engagement in Learning Objects: The Learning Object Evaluation Scale for Students (LOES-S)

ERIC Educational Resources Information Center

Kay, Robin H.; Knaack, Liesel

2009-01-01

Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation…
Aging Affects Acquisition and Reversal of Reward-Based Associative Learning

ERIC Educational Resources Information Center

Weiler, Julia A.; Bellebaum, Christian; Daum, Irene

2008-01-01

Reward-based associative learning is mediated by a distributed network of brain regions that are dependent on the dopaminergic system. Age-related changes in key regions of this system, the striatum and the prefrontal cortex, may adversely affect the ability to use reward information for the guidance of behavior. The present study investigated the…
The effect of learning styles and study behavior on success of preclinical students in pharmacology.

PubMed

Asci, Halil; Kulac, Esin; Sezik, Mekin; Cankara, F Nihan; Cicek, Ekrem

2016-01-01

To evaluate the effect of learning styles and study behaviors on preclinical medical students' pharmacology exam scores in a non-Western setting. Grasha-Reichmann Student Learning Study Scale and a modified Study Behavior Inventory were used to assess learning styles and study behaviors of preclinical medical students (n = 87). Logistic regression models were used to evaluate the independent effect of gender, age, learning style, and study behavior on pharmacology success. Collaborative (40%) and competitive (27%) dominant learning styles were frequent in the cohort. The most common study behavior subcategories were study reading (40%) and general study habits (38%). Adequate listening and note-taking skills were associated with pharmacology success, whereas students with adequate writing skills had lower exam scores. These effects were independent of gender. Preclinical medical students' study behaviors are independent predictive factors for short-term pharmacology success.
The Effect of a Group Discussion Program in a Home for the Aged on the Behavior Patterns of the Participants.

ERIC Educational Resources Information Center

Mason, Wendell Dean

The effect of a group discussion program on the behavior patterns of aged participants was studied in the Indiana Masonic Home. The training program (18 one-hour sessions for six weeks), involved 44 residents (in two group), aged 60-94, in discussions of applying effective learning conditions to adult education programs in homes for the aged. Data…
Empirical Study on the Effect of Digital Game-Based Instruction on Students' Learning Motivation and Achievement

ERIC Educational Resources Information Center

Chen, Yen-Chun

2017-01-01

As pupils are largely increased the opportunities to contact digital games, the effect of digital games has been broadly discussed and studied. Digital games no longer play the function of entertainment, but could assist students in more active learning and deeper and broader learning, when being applied to instruction. It is limited to learn in…
Effects of Aging in Dry Eye

PubMed Central

de Paiva, Cintia S.

2017-01-01

Dry eye affects millions of people worldwide and causes eye well recognized risk factors for dry eye. Anatomical and inflammation-induced age-related changes affect all components of the lacrimal gland functional unit, inclusive of lacrimal gland, conjunctiva, meibomian gland and compromise ocular surface health. There is increased evidence that inflammation plays a role in dry eye. This review will summarize the current knowledge about aging and dry eye, inclusive of lessons learned from animal models and promising therapies. PMID:28282314
The Relative Age Effect in Elite Sport: The French Case

ERIC Educational Resources Information Center

Delorme, Nicolas; Boiche, Julie; Raspaud, Michel

2009-01-01

The relative age effect (RAE) is considered a common phenomenon in elite sport. However, it has not been examined systematically in previous research, and the mechanisms likely to generate or to limit such an effect are little understood. This paper investigates the prevalence of the RAE in French professional championship-level players, taking…
Distance Education in the Age of Globalization: An Overwhelming Desire towards Blended Learning

ERIC Educational Resources Information Center

Sethy, Satya Sundar

2008-01-01

The aim of this paper is to discuss the nature and status of distance education in the age of globalization, i.e. how best it fits for the present educational scenario. In this connection, we will discuss how Blended Learning (hence after, BL) is one among the other learning strategies mostly helpful for the learners. Keeping this view in mind,…
Student journals: a means of assessing transformative learning in aging related courses.

PubMed

Cohen, Adrienne L; Pitman Brown, Pamela; Morales, Justin P

2015-01-01

In courses where topics are sensitive or even considered taboo for discussion, it can be difficult to assess students' deeper learning. In addition, incorporating a wide variety of students' values and beliefs, designing instructional strategies and including varied assessments adds to the difficulty. Journal entries or response notebooks can highlight reflection upon others' viewpoints, class readings, and additional materials. These are useful across all educational levels in deep learning and comprehension strategies assessments. Journaling meshes with transformative learning constructs, allowing for critical self-reflection essential to transformation. Qualitative analysis of journals in a death and dying class reveals three transformative themes: awareness of others, questioning, and comfort. Students' journal entries demonstrate transformative learning via communication with others through increased knowledge/exposure to others' experiences and comparing/contrasting others' personal beliefs with their own. Using transformative learning within gerontology and geriatrics education, as well as other disciplined aging-related courses is discussed.
Noise Hampers Children’s Expressive Word Learning

PubMed Central

Riley, Kristine Grohne; McGregor, Karla K.

2013-01-01

Purpose To determine the effects of noise and speech style on word learning in typically developing school-age children. Method Thirty-one participants ages 9;0 (years; months) to 10;11 attempted to learn 2 sets of 8 novel words and their referents. They heard all of the words 13 times each within meaningful narrative discourse. Signal-to-noise ratio (noise vs. quiet) and speech style (plain vs. clear) were manipulated such that half of the children heard the new words in broadband white noise and half heard them in quiet; within those conditions, each child heard one set of words produced in a plain speech style and another set in a clear speech style. Results Children who were trained in quiet learned to produce the word forms more accurately than those who were trained in noise. Clear speech resulted in more accurate word form productions than plain speech, whether the children had learned in noise or quiet. Learning from clear speech in noise and plain speech in quiet produced comparable results. Conclusion Noise limits expressive vocabulary growth in children, reducing the quality of word form representation in the lexicon. Clear speech input can aid expressive vocabulary growth in children, even in noisy environments. PMID:22411494
Extracurricular Activities and the Development of Social Skills in Children with Intellectual and Specific Learning Disabilities

ERIC Educational Resources Information Center

Brooks, B. A.; Floyd, F.; Robins, D. L.; Chan, W. Y.

2015-01-01

Background: Children with intellectual disability and specific learning disabilities often lack age-appropriate social skills, which disrupts their social functioning. Because of the limited effectiveness of classroom mainstreaming and social skills training for these children, it is important to explore alternative opportunities for social skill…
Attenuation of dopamine-modulated prefrontal value signals underlies probabilistic reward learning deficits in old age

PubMed Central

Axelsson, Jan; Riklund, Katrine; Nyberg, Lars; Dayan, Peter; Bäckman, Lars

2017-01-01

Probabilistic reward learning is characterised by individual differences that become acute in aging. This may be due to age-related dopamine (DA) decline affecting neural processing in striatum, prefrontal cortex, or both. We examined this by administering a probabilistic reward learning task to younger and older adults, and combining computational modelling of behaviour, fMRI and PET measurements of DA D1 availability. We found that anticipatory value signals in ventromedial prefrontal cortex (vmPFC) were attenuated in older adults. The strength of this signal predicted performance beyond age and was modulated by D1 availability in nucleus accumbens. These results uncover that a value-anticipation mechanism in vmPFC declines in aging, and that this mechanism is associated with DA D1 receptor availability. PMID:28870286
Exposure to 56Fe irradiation accelerates normal brain aging and produces deficits in spatial learning and memory

NASA Astrophysics Data System (ADS)

Shukitt-Hale, Barbara; Casadesus, Gemma; Carey, Amanda N.; Rabin, Bernard M.; Joseph, James A.

Previous studies have shown that radiation exposure, particularly to particles of high energy and charge (HZE particles) such as 56Fe, produces deficits in spatial learning and memory. These adverse behavioral effects are similar to those seen in aged animals. It is possible that these shared effects may be produced by the same mechanism. For example, an increased release of reactive oxygen species, and the subsequent oxidative stress and inflammatory damage caused to the central nervous system, is likely responsible for the deficits seen in aging and following irradiation. Therefore, dietary antioxidants, such as those found in fruits and vegetables, could be used as countermeasures to prevent the behavioral changes seen in these conditions. Both aged and irradiated rats display cognitive impairment in tests of spatial learning and memory such as the Morris water maze and the radial arm maze. These rats have decrements in the ability to build spatial representations of the environment, and they utilize non-spatial strategies to solve tasks. Furthermore, they show a lack of spatial preference, due to a decline in the ability to process or retain place (position of a goal with reference to a “map” provided by the configuration of numerous cues in the environment) information. These declines in spatial memory occur in measures dependent on both reference and working memory, and in the flexibility to reset mental images. These results show that irradiation with 56Fe high-energy particles produces age-like decrements in cognitive behavior that may impair the ability of astronauts, particularly middle-aged ones, to perform critical tasks during long-term space travel beyond the magnetosphere.
How Do People with Learning Disabilities Experience and Make Sense of the Ageing Process?

ERIC Educational Resources Information Center

Newberry, Gayle; Martin, Carol; Robbins, Lorna

2015-01-01

Background: Not enough is currently known about how people with learning disabilities experience and understand the ageing process. This is particularly important as the population of older people with learning disabilities is growing due to increased life expectancy. This article draws on the first author's doctoral research study, which aimed to…
Effects of a cognitive training on spatial learning and associated functional brain activations

PubMed Central

2013-01-01

Background Both cognitive and physical exercise have been discussed as promising interventions for healthy cognitive aging. The present study assessed the effects of cognitive training (spatial vs. perceptual training) and physical training (endurance training vs. non-endurance training) on spatial learning and associated brain activation in 33 adults (40–55 years). Spatial learning was assessed with a virtual maze task, and at the same time neural correlates were measured with functional magnetic resonance imaging (fMRI). Results Only the spatial training improved performance in the maze task. These behavioral gains were accompanied by a decrease in frontal and temporal lobe activity. At posttest, participants of the spatial training group showed lower activity than participants of the perceptual training group in a network of brain regions associated with spatial learning, including the hippocampus and parahippocampal gyrus. No significant differences were observed between the two physical intervention groups. Conclusions Functional changes in neural systems associated with spatial navigation can be induced by cognitive interventions and seem to be stronger than effects of physical exercise in middle-aged adults. PMID:23870447
The MCCB impairment profile in a Spanish sample of patients with schizophrenia: Effects of diagnosis, age, and gender on cognitive functioning.

PubMed

Rodriguez-Jimenez, R; Dompablo, M; Bagney, A; Santabárbara, J; Aparicio, A I; Torio, I; Moreno-Ortega, M; Lopez-Anton, R; Lobo, A; Kern, R S; Green, M F; Jimenez-Arriero, M A; Santos, J L; Nuechterlein, K H; Palomo, T

2015-12-01

The MATRICS Consensus Cognitive Battery (MCCB) was administered to 293 schizophrenia outpatients and 210 community residents in Spain. Our first objective was to identify the age- and gender-corrected MCCB cognitive profile of patients with schizophrenia. The profile of schizophrenia patients showed deficits when compared to controls across the seven MCCB domains. Reasoning and Problem Solving and Social Cognition were the least impaired, while Visual Learning and Verbal Learning showed the greatest deficits. Our second objective was to study the effects on cognitive functioning of age and gender, in addition to diagnosis. Diagnosis was found to have the greatest effect on cognition (Cohen's d>0.8 for all MCCB domains); age and gender also had effects on cognitive functioning, although to a lesser degree (with age usually having slightly larger effects than gender). The effects of age were apparent in all domains (with better performance in younger subjects), except for Social Cognition. Gender had effects on Attention/Vigilance, Working Memory, Reasoning and Problem Solving (better performance in males), and Social Cognition (better performance in females). No interaction effects were found between diagnosis and age, or between diagnosis and gender. This lack of interactions suggests that age and gender effects are not different in patients and controls. Copyright © 2015 Elsevier B.V. All rights reserved.
Searching for Interference Effects in Learning New Face-Name Associations

PubMed Central

James, Lori E.; Tauber, Sarah K.; McMahan, Ethan A.; Oberle, Shalyn; Martinez, Ashley P.; Fogler, Kethera A.

2012-01-01

In 3 experiments, we attempted to increase interference using experimental manipulations in a face-name learning paradigm. All experiments included young and older adult participants because aging is associated with increases in both susceptibility to interference and difficulty in learning face-name associations. None of the experiments produced interference for either age group: The inclusion of confusable (i.e., ambiguous) names and occupations, having to learn an additional piece of information in association with each face, and requiring participants to guess when uncertain all failed to negatively impact name learning. Interference does not appear to be the critical mechanism underlying the difficulty of learning proper names, and it cannot account for older adults’ disproportionate decline in name-learning ability. PMID:22292565
Effects of Inter-Alpha Inhibitor Proteins on Neonatal Brain Injury: Age, Task and Treatment Dependent Neurobehavioral Outcomes

PubMed Central

Threlkeld, Steven W.; Gaudet, Cynthia M.; La Rue, Molly E.; Dugas, Ethan; Hill, Courtney A.; Lim, Yow-Pin; Stonestreet, Barbara S.

2014-01-01

Hypoxic-ischemic (HI) brain injury is frequently associated with premature and/or full term birth related complications. HI injury often results in learning and processing deficits that reflect widespread damage to an extensive range of cortical and sub-cortical brain structures. Further, inflammation has been implicated in the long-term progression and severity of HI injury. Recently, Inter-alpha Inhibitor Proteins (IAIPs) have been shown to attenuate inflammation in models of systemic infection. Importantly, preclinical studies of neonatal HI injury and neuroprotection often focus on single time windows of assessment or single behavioral domains. This approach limits translational validity, given evidence for a diverse spectrum of neurobehavioral deficits that may change across developmental windows following neonatal brain injury. Therefore, the aims of this research were to assess the effects of human IAIPs on early neocortical cell death (72 hours post insult), adult regional brain volume measurements (cerebral cortex, hippocampus, striatum, corpus callosum) and long-term behavioral outcomes in juvenile (P38-50) and adult (P80+) periods across two independent learning domains (spatial and non-spatial learning), after postnatal day 7 HI injury in rats. Here, for the first time, we show that IAIPs reduce acute neocortical neuronal cell death and improve brain weight outcome 72 hours following HI injury in the neonatal rat. Further, these longitudinal studies are the first to show age, task and treatment dependent improvements in behavioral outcome for both spatial and non-spatial learning following systemic administration of IAIPs in neonatal HI injured rats. Finally, results also show sparing of brain regions critical for spatial and non-spatial learning in adult animals treated with IAIPs at the time of injury onset. These data support the proposal that Inter-alpha Inhibitor Proteins may serve as novel therapeutics for brain injury associated with premature
Serious games and blended learning; effects on performance and motivation in medical education.

PubMed

Dankbaar, Mary

2017-02-01

More efficient, flexible training models are needed in medical education. Information technology offers the tools to design and develop effective and more efficient training. The aims of this thesis were: 1) Compare the effectiveness of blended versus classroom training for the acquisition of knowledge; 2) Investigate the effectiveness and critical design features of serious games for performance improvement and motivation. Five empirical studies were conducted to answer the research questions and a descriptive study on an evaluation framework to assess serious games was performed. The results of the research studies indicated that: 1) For knowledge acquisition, blended learning is equally effective and attractive for learners as classroom learning; 2) A serious game with realistic, interactive cases improved complex cognitive skills for residents, with limited self-study time. Although the same game was motivating for inexperienced medical students and stimulated them to study longer, it did not improve their cognitive skills, compared with what they learned from an instructional e‑module. This indicates an 'expertise reversal effect', where a rich learning environment is effective for experts, but may be contra-productive for novices (interaction of prior knowledge and complexity of format). A blended design is equally effective and attractive as classroom training. Blended learning facilitates adaptation to the learners' knowledge level, flexibility in time and scalability of learning. Games may support skills learning, provided task complexity matches the learner's competency level. More design-based research is needed on the effects of task complexity and other design features on performance improvement, for both novices and experts.
The Risk for Impaired Learning-related Abilities in Childhood and Educational Attainment Among Adults Born Near-term

PubMed Central

Halperin, Jeffrey M.; Newcorn, Jeffrey H.; Davey, Charles; Fifer, William P.; Savitz, David A.; Brooks-Gunn, Jeanne

2009-01-01

Objective To examine whether near-term births (NTB) and small-for-gestational-age (SGA) infants are at high risk for childhood learning-related problems and poor adult educational attainment, and whether poverty amplifies the adverse effects of NTB and SGA on those outcomes. Methods A randomly selected birth cohort (n = 1,619) was followed into adulthood. IQ and learning abilities were measured in childhood and educational attainment was measured in adulthood. Results NTB (n = 226) and SGA (n = 154) were associated with lower educational attainment mediated through learning-related abilities at age 7. Childhood poverty moderated the impact of NTB on educational attainment both directly and mediated through lower learning-related abilities. Poverty did not moderate the effect of SGA. Conclusions Poorer learning-related outcomes and educational attainment were not limited to children born very (<32 weeks) or extremely (<28 weeks) preterm, especially among those living in poverty. Targeted interventions such as remedial learning during childhood among NTB in poor families may yield higher educational attainment. PMID:18794190

Effectiveness of a Service Learning Model with Allied Health Assistant Students in Aged Care

ERIC Educational Resources Information Center

Zulch, Debbie; Saunders, Rosemary; Peters, Judith; Quinlivan, Julie

2016-01-01

This paper explores the impact of a student learning activity involving service learning. As part of a vocational course in the Academy of Health Sciences at a Western Australian TAFE (Technical and Further Education) institute, Allied Health Assistant (AHA) students participated in a service learning program focused on work-based learning in…
The Effects of Haloperidol on Discrimination Learning and Behavioral Symptoms in Autistic Children.

ERIC Educational Resources Information Center

Anderson, Lowell T.; And Others

1989-01-01

The double-blind and placebo controlled study with 45 autistic children (ages 2-7) found that the drug, haloperidol, showed powerful therapeutic effects in reducing behavioral symptoms when administered for 4 weeks at doses raging from 0.25 to 4.0 milligrams/day. Learning effects were not found. (Author/DB)
Search and the Aging Mind: The Promise and Limits of the Cognitive Control Hypothesis of Age Differences in Search.

PubMed

Mata, Rui; von Helversen, Bettina

2015-07-01

Search is a prerequisite for successful performance in a broad range of tasks ranging from making decisions between consumer goods to memory retrieval. How does aging impact search processes in such disparate situations? Aging is associated with structural and neuromodulatory brain changes that underlie cognitive control processes, which in turn have been proposed as a domain-general mechanism controlling search in external environments as well as memory. We review the aging literature to evaluate the cognitive control hypothesis that suggests that age-related change in cognitive control underlies age differences in both external and internal search. We also consider the limits of the cognitive control hypothesis and propose additional mechanisms such as changes in strategy use and affect that may be necessary to understand how aging affects search. Copyright © 2015 Cognitive Science Society, Inc.
Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism

PubMed Central

Storkel, Holly L.; Bushnell, Paige; Barker, R. Michael; Saunders, Kate; Daniels, Debby; Fleming, Kandace

2015-01-01

Purpose This study investigated a new intervention package aimed at increasing expressive word learning by school-age children with autism who have limited expressive vocabularies. This pilot investigation was intended to show proof of concept. Method Ten children between the ages of 6 and 10 years participated, with educational diagnoses of autism and limited expressive vocabularies at the outset of the study. A multimodal intervention composed of speech sound practice and augmentative and alternative communication was used to teach individualized vocabulary words that were selected on the basis of initial speech sound repertoires and principles of phonotactic probability and neighborhood density. A multiple-probe design was used to evaluate learning outcomes. Results Five children showed gains in spoken-word learning across successive word sets (high responders). Five children did not meet learning criteria (low responders). Comparisons of behaviors measured prior to intervention indicated that high responders had relatively higher skills in receptive language, prelinguistic communication, vocal/verbal imitation, adaptive behavior, and consonant productions. Conclusions The intervention package holds promise for improving spoken word productions for some children with autism who have limited expressive vocabularies. Further research is needed to better describe who may most benefit from this approach as well as investigate generalized benefits to untaught contexts and targets. PMID:25910710
EHLS at School: school-age follow-up of the Early Home Learning Study cluster randomized controlled trial.

PubMed

Westrupp, Elizabeth M; Bennett, Clair; Cullinane, Meabh; Hackworth, Naomi J; Berthelsen, Donna; Reilly, Sheena; Mensah, Fiona K; Gold, Lisa; Bennetts, Shannon K; Levickis, Penny; Nicholson, Jan M

2018-05-02

Targeted interventions during early childhood can assist families in providing strong foundations that promote children's health and wellbeing across the life course. There is growing recognition that longer follow-up times are necessary to assess intervention outcomes, as effects may change as children develop. The Early Home Learning Study, or 'EHLS', comprised two cluster randomized controlled superiority trials of a brief parenting intervention, smalltalk, aimed at supporting parents to strengthen the early childhood home learning environment of infants (6-12 months) or toddlers (12-36 months). Results showed sustained improvements in parent-child interactions and the home environment at the 32 week follow-up for the toddler but not the infant trial. The current study will therefore follow up the EHLS toddler cohort to primary school age, with the aim of addressing a gap in literature concerning long-term effects of early childhood interventions focused on improving school readiness and later developmental outcomes. 'EHLS at School' is a school-aged follow-up study of the toddler cluster randomized controlled trial (n = 1226). Data will be collected by parent-, child- and teacher-report questionnaires, recorded observations of parent-child interactions, and direct child assessment when children are aged 7.5 years old. Data linkage will provide additional data on child health and academic functioning at ages 5, 8 and 10 years. Child outcomes will be compared for families allocated to standard/usual care (control) versus those allocated to the smalltalk program (group program only or group program with additional home coaching). Findings from The Early Home Learning Study provided evidence of the benefits of the smalltalk intervention delivered via facilitated playgroups for parents of toddlers. The EHLS at School Study aims to examine the long-term outcomes of this initiative to determine whether improvements in the quality of the parent
Effects of team-based learning on self-regulated online learning.

PubMed

Whittaker, Alice A

2015-04-10

Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p < 0.001) of self-regulated learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.
Effects of a computer-based cognitive exercise program on age-related cognitive decline.

PubMed

Bozoki, Andrea; Radovanovic, Mirjana; Winn, Brian; Heeter, Carrie; Anthony, James C

2013-01-01

We developed a 'senior friendly' suite of online 'games for learning' with interactive calibration for increasing difficulty, and evaluated the feasibility of a randomized clinical trial to test the hypothesis that seniors aged 60-80 can improve key aspects of cognitive ability with the aid of such games. Sixty community-dwelling senior volunteers were randomized to either an online game suite designed to train multiple cognitive abilities, or to a control arm with online activities that simulated the look and feel of the games but with low level interactivity and no calibration of difficulty. Study assessment included measures of recruitment, retention and play-time. Cognitive change was measured with a computerized assessment battery administered just before and within two weeks after completion of the six-week intervention. Impediments to feasibility included: limited access to in-home high-speed internet, large variations in the amount of time devoted to game play, and a reluctance to pursue more challenging levels. Overall analysis was negative for assessed performance (transference effects) even though subjects improved on the games themselves. Post hoc analyses suggest that some types of games may have more value than others, but these effects would need to be replicated in a study designed for that purpose. We conclude that a six-week, moderate-intensity computer game-based cognitive intervention can be implemented with high-functioning seniors, but the effect size is relatively small. Our findings are consistent with Owen et al. (2010), but there are open questions about whether more structured, longer duration or more intensive 'games for learning' interventions might yield more substantial cognitive improvement in seniors. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.
Effects of Intergenerational Interaction on Aging

ERIC Educational Resources Information Center

Hernandez, Carmen Requena; Gonzalez, Marta Zubiaur

2008-01-01

The world population pyramid has changed shape. However, this does not mean that societies have changed their negative concept of old age. Our study proposes an intergenerational service-learning program with 179 university students and 101 slightly depressed elderly people. The results show that the elderly people who interacted improved in…
Long-term treatment with antioxidants and a program of behavioral enrichment reduces age-dependent impairment in discrimination and reversal learning in beagle dogs.

PubMed

Milgram, Norton W; Head, Elizabeth; Zicker, Steven C; Ikeda-Douglas, Candace; Murphey, Heather; Muggenberg, Bruce A; Siwak, Christina T; Tapp, P Dwight; Lowry, Stephen R; Cotman, Carl W

2004-05-01

The effects of long-term treatment with both antioxidants and a program of behavioral enrichment were studied as part of a longitudinal investigation of cognitive aging in beagle dogs. Baseline performance on a battery of cognitive tests was used to assign 48 aged dogs (9-12 years) into four cognitively equivalent groups, of 12 animals per group: Group CC (control food-control environment), group CE (control food-enriched environment); Group AC (antioxidant fortified food-control environment); Group AE (fortified food-enriched environment). We also tested a group of young dogs fed the control food and a second group fed the fortified food. Both groups of young dogs received a program of behavioral enrichment. To evaluate the effects of the interventions on cognition after 1 year, the dogs were tested on a size discrimination learning task and subsequently on a size discrimination reversal learning task. Both tasks showed age-sensitivity, with old dogs performing more poorly than young dogs. Both tasks were also improved by both the fortified food and the behavioral enrichment. However, in both instances the treatment effects largely reflected improved performance in the combined treatment group. These results suggest that the effectiveness of antioxidants in attenuating age-dependent cognitive decline is dependent on behavioral and environmental experience.
The mediating effect of self-reflection and learning effectiveness on clinical nursing performance in nursing students: A follow-up study.

PubMed

Pai, Hsiang-Chu; Ko, Hui-Ling; Eng, Cheng-Joo; Yen, Wen-Jiuan

The effectiveness of simulation learning and the effects of anxiety in the simulated situation have been understudied. In addition, research on the association between learning effectiveness and students' clinical care performance in the hospital setting is very limited in Taiwan. The aim of this study is to examine the mediating effect of self-reflection and simulation learning effectiveness on the clinical nursing performance of nursing students. A Prospective, longitudinal, and correlational design was used. The study was conducted from December 2014 to July 2015. Participants were 293 nursing students in southern Taiwan. A structural model was specified and tested using partial least squares structural equation modeling to examine the relationships between the variables. The results revealed that the model was robust in terms of its measurement quality (reliability, validity, and goodness of fit), with the data's explaining 38.3% of variance in nursing competence. As self-reflection and learning effectiveness were added into the structural model, the effect of anxiety on nursing competence was still significant, but the regression coefficient (β) estimate of -0.41 (p<0.05) changed to β=-0.15 (p<0.050),indicating that self-reflection and learning effectiveness mediated the relationship between anxiety and nursing competence. Nursing competence was negatively affected by anxiety and positively affected by self-reflection (β=0.49, p<0.05) and simulation learning effectiveness (β=0.10, p<0.05). The teacher's encouraging learning can have a positive influence on students' self-reflection and learning effectiveness, which then decreases the effect of anxiety on nursing competence and further promotes students' clinical care ability. Copyright © 2017 Elsevier Inc. All rights reserved.
Apolipoprotein E4 Causes Age- and Sex-Dependent Impairments of Hilar GABAergic Interneurons and Learning and Memory Deficits in Mice

PubMed Central

Leung, Laura; Andrews-Zwilling, Yaisa; Yoon, Seo Yeon; Jain, Sachi; Ring, Karen; Dai, Jessica; Wang, Max Mu; Tong, Leslie; Walker, David; Huang, Yadong

2012-01-01

Apolipoprotein (apo) E4 is the major genetic risk factor for Alzheimer's disease (AD). ApoE4 has sex-dependent effects, whereby the risk of developing AD is higher in apoE4-expressing females than males. However, the mechanism underlying the sex difference, in relation to apoE4, is unknown. Previous findings indicate that apoE4 causes age-dependent impairments of hilar GABAergic interneurons in female mice, leading to learning and memory deficits. Here, we investigate whether the detrimental effects of apoE4 on hilar GABAergic interneurons are sex-dependent using apoE knock-in (KI) mice across different ages. We found that in female apoE-KI mice, there was an age-dependent depletion of hilar GABAergic interneurons, whereby GAD67- or somatostatin-positive–but not NPY- or parvalbumin-positive–interneuron loss was exacerbated by apoE4. Loss of these neuronal populations was correlated with the severity of spatial learning deficits at 16 months of age in female apoE4-KI mice; however, this effect was not observed in female apoE3-KI mice. In contrast, we found an increase in the numbers of hilar GABAergic interneurons with advancing age in male apoE-KI mice, regardless of apoE genotype. Moreover, male apoE-KI mice showed a consistent ratio of hilar inhibitory GABAergic interneurons to excitatory mossy cells approximating 1.5 that is independent of apoE genotype and age, whereas female apoE-KI mice exhibited an age-dependent decrease in this ratio, which was exacerbated by apoE4. Interestingly, there are no apoE genotype effects on GABAergic interneurons in the CA1 and CA3 subregions of the hippocampus as well as the entorhinal and auditory cortexes. These findings suggest that the sex-dependent effects of apoE4 on developing AD is in part attributable to inherent sex-based differences in the numbers of hilar GABAergic interneurons, which is further modulated by apoE genotype. PMID:23300939
The Effects of Data-Driven Learning upon Vocabulary Acquisition for Secondary International School Students in Vietnam

ERIC Educational Resources Information Center

Karras, Jacob Nolen

2016-01-01

Within the field of computer assisted language learning (CALL), scant literature exists regarding the effectiveness and practicality for secondary students to utilize data-driven learning (DDL) for vocabulary acquisition. In this study, there were 100 participants, who had a mean age of thirteen years, and were attending an international school in…
Effects of Third Age Learning Programs on the Life Satisfaction, Self-Esteem, and Depression Level among a Select Group of Community Dwelling Filipino Elderly

ERIC Educational Resources Information Center

Escolar Chua, Rowena L.; de Guzman, Allan B.

2014-01-01

With the growing number of older adults becoming a global concern, many countries have focused on education as a means of promoting successful aging. Although third age learning is gaining substantial ground in other countries, it is not well-established in the Philippines. The overall intent of this experimental study was to assess the…
The Interactive Effect of Test Anxiety and Learning Disabilities among Adolescents

ERIC Educational Resources Information Center

Lufi, Dubi; Darliuk, Lina

2005-01-01

The purpose of the present research was to expand the knowledge about test anxiety (TA) and its interactive effect on personality characteristics among adolescents who suffer from learning disabilities (LDs). The 166 participants aged 14-18 years, were divided into the following four groups: (1) adolescents with TA and with LD; (2) adolescents…
The Effect of Visual Variability on the Learning of Academic Concepts

ERIC Educational Resources Information Center

Bourgoyne, Ashley; Alt, Mary

2017-01-01

Purpose: The purpose of this study was to identify effects of variability of visual input on development of conceptual representations of academic concepts for college-age students with normal language (NL) and those with language-learning disabilities (LLD). Method: Students with NL (n = 11) and LLD (n = 11) participated in a computer-based…
Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

ERIC Educational Resources Information Center

Wu, Chia-Pei; Lin, Huey-Ju

2016-01-01

This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…
The Effect of Aging on the Cutaneous Microvasculature

PubMed Central

Bentov, Itay; Reed, May J

2015-01-01

Aging is associated with a progressive loss of function in all organs. Under normal conditions the physiologic compensation for age-related deficits is sufficient, but during times of stress the limitations of this reserve become evident. Explanations for this reduction in reserve include the changes in the microcirculation that occur during the normal aging process. The microcirculation is defined as the blood flow through arterioles, capillaries and venules, which are the smallest vessels in the vasculature and are embedded within organs and tissues. Optimal strategies to maintain the microvasculature following surgery and other stressors must use multifactorial approaches. Using skin as the model organ, we will review the anatomical and functional changes in the microcirculation with aging, and some of the available clinical strategies to potentially mitigate the effect of these changes on important clinical outcomes. PMID:25917013
Age-related spatial learning impairment is unrelated to spinophilin immunoreactive spine number and protein levels in rat hippocampus.

PubMed

Calhoun, Michael E; Fletcher, Bonnie R; Yi, Stella; Zentko, Diana C; Gallagher, Michela; Rapp, Peter R

2008-08-01

Age-related impairments in hippocampus-dependent learning and memory tasks are not associated with a loss of hippocampal neurons, but may be related to alterations in synaptic integrity. Here we used stereological techniques to estimate spine number in hippocampal subfields using immunostaining for the spine-associated protein, spinophilin, as a marker. Quantification of the immunoreactive profiles was performed using the optical disector/fractionator technique. Aging was associated with a modest increase in spine number in the molecular layer of the dentate gyrus and CA1 stratum lacunosum-moleculare. By comparison, spinophilin protein levels in the hippocampus, measured by Western blot analysis, failed to differ as a function of age. Neither the morphological nor the protein level data were correlated with spatial learning ability across individual aged rats. The results extend current evidence on synaptic integrity in the aged brain, indicating that a substantial loss of dendritic spines and spinophilin protein in the hippocampus are unlikely to contribute to age-related impairment in spatial learning.
Highlighting in Early Childhood: Learning Biases Through Attentional Shifting.

PubMed

Burling, Joseph M; Yoshida, Hanako

2017-02-01

The literature on human and animal learning suggests that individuals attend to and act on cues differently based on the order in which they were learned. Recent studies have proposed that one specific type of learning outcome, the highlighting effect, can serve as a framework for understanding a number of early cognitive milestones. However, little is known how this learning effect itself emerges among children, whose memory and attention are much more limited compared to adults. Two experiments were conducted using different versions of the general highlighting paradigm: Experiment 1 tested 3 to 6 year olds with a newly developed image-based version of the paradigm, which was designed specifically to test young children. Experiment 2 tested the validity of an image-based implementation of the highlighting paradigm with adult participants. The results from Experiment 1 provide evidence for the highlighting effect among children 3-6 years old, and they suggest age-related differences in dividing attention among multiple cues during learning. Experiment 2 replicated results from previous studies by showing robust biases for both image-based and text-based versions of the highlighting task. This study suggests that sensitivity to learning order emerges early through the process of cued attention, and the role of the highlighting effect in early language learning is discussed. Copyright © 2016 Cognitive Science Society, Inc.
Learning Style Differences in the Perceived Effectiveness of Learning Activities

ERIC Educational Resources Information Center

Karns, Gary L.

2006-01-01

The learning style individual difference factor has long been a basis for understanding student preferences for various learning activities. Marketing educators have been advised to heavily invest in tailoring course design based on the learning style groups in their classes. A further exploration of the effects of learning style differences on…

Does bioavailability limit biodegradation? A comparison of hydrocarbon biodegradation and desorption rates in aged soils.

PubMed

Huesemann, Michael H; Hausmann, Tom S; Fortman, Tim J

2004-08-01

In order to determine whether bioavailability limits the biodegradability of petroleum hydrocarbons in aged soils, both the biodegradation and abiotic desorption rates of PAHs and n-alkanes were measured at various time points in six different aged soils undergoing slurry bioremediation treatment. Alkane biodegradation rates were always much greater than the respective desorption rates, indicating that these saturated hydrocarbons apparently do not need to be dissolved into the aqueous phase prior to metabolism by soil microorganisms. The biodegradation of PAHs was generally not mass-transfer rate limited during the initial phase, while it often became so at the end of the treatment period when biodegradation rates equaled abiotic desorption rates. However, in all cases where PAH biodegradation was not observed or PAH removal temporarily stalled, bioavailability limitations were not deemed responsible for this recalcitrance since these PAHs desorbed rapidly from the soil into the aqueous phase. Consequently, aged PAHs that are often thought to be recalcitrant due to bioavailability limitations may not be so and therefore may pose a greater risk to environmental receptors than previously thought.
Does Bioavailability Limit Biodegradability? A Comparison of Hydrocarbon Biodegradation and Desorption Rates in Aged Soils

DOE Office of Scientific and Technical Information (OSTI.GOV)

Huesemann, Michael H.; Hausmann, Tom S.; Fortman, Timothy J.

In order to determine whether bioavailability limits the biodegradability of petroleum hydrocarbons in aged soils, both the biodegradation and abiotic desorption rates of PAHs and n-alkanes were measured at various time points in six different aged soils undergoing slurry bioremediation treatment. Alkane biodegradation rates were always much greater than the respective desorption rates, indicating that these saturated hydrocarbons do not need to be transferred into the aqueous phase prior to metabolism by soil microorganisms. The biodegradation of PAHs was generally not mass-transfer rate limited during the initial phase, while it often became so at the end of the treatment periodmore » when biodegradation rates equaled abiotic desorption rates. However, in all cases where PAH biodegradation was not observed or PAH removal temporarily stalled, bioavailability limitations were not deemed responsible for this recalcitrance since these PAHs desorbed rapidly from the soil into the aqueous phase. Consequently, aged PAHs that are often thought to be recalcitrant due to bioavailability limitations may not be so and therefore may pose a greater risk to environmental receptors than previously thought.« less
Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study.

PubMed

Keogh, Justin W L; Gowthorp, Lisa; McLean, Michelle

2017-09-01

This study sought to gain insight into blended learning-naive sports science students' understanding and perceptions of the potential benefits and limitations of blended (hybrid) learning, which has been defined as the thoughtful integration of face-to-face and online instructional approaches. Five focus groups, each comprising 3-4 students from either the undergraduate or postgraduate sports science programmes were conducted. The focus groups were facilitated by a researcher who was not involved in sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo software was used to code the transcripts to identify the themes and subthemes. Students generally had little initial understanding of blended learning. When provided with a definition, they believed that blended learning could improve educational outcomes and assist those who were legitimately unable to attend a session. Their reservations about blended learning mainly related to some students not being sufficiently autonomous to undertake independent study, timetabling considerations and access to reliable Internet services. For blended learning to be effective, students felt the online material had to be interactive, engaging and complement the face-to-face sessions. Better understanding the perceptions of the students in the current study may assist educators who are considering implementing blended learning in their teaching.
The effect of social interaction on mental health nurse student learning.

PubMed

Walsh, Andrew

2015-01-01

This article describes a phenomenological research study exploring the effect of social interaction upon mental health nurse student learning. Central to this study are ideas about Communities of Practice as described by Wenger et al. (2011). The researcher conducted two focus groups and four semi-structured interviews with mental health nurse students at various stages of their training. The study found that students understand personal progress by comparison with others and that there is a relationship between peer group membership and learning outcomes. Students interpret academic studies and theoretical knowledge in a dynamic relationship with clinical practice where successful learning depends upon careful negotiation of social boundaries. Whilst acknowledging limitations this paper concludes by tentatively suggesting some implications for future nurse education practice which recognises the socially mediated nature of learning. Copyright © 2014 Elsevier Ltd. All rights reserved.
Defining the upper age limit of luminescence dating: A case study using long lacustrine records from Chew Bahir, Ethiopia

NASA Astrophysics Data System (ADS)

Chapot, Melissa S.; Roberts, Helen M.; Lamb, Henry F.; Schäbitz, Frank; Asrat, Asfawossen; Trauth, Martin H.

2017-04-01

present study explores a means of defining the upper limit for reliable luminescence ages for sedimentary records without an established chronologic framework, using a long ( 280m; Cohen et al., 2016) lacustrine record from Chew Bahir, Ethiopia, drilled as part of the Hominin Sites and Paleolakes Drilling Project (HSPDP) of the International Continental Scientific Drilling Programme (ICDP) and CRC806 "Our way to Europe". Natural saturation of OSL signals is explored by plotting natural signal intensity against depth, creating a pseudo-Natural DRC that can be compared to laboratory DRCs. Unlike the homogenous deposits of the Chinese Loess Plateau where the Natural DRC concept was developed, the 280m composite core from Chew Bahir shows significant variation in lithology enabling investigation of the effects of sample to sample variability on Natural DRC construction, and facilitating comparison between signals from fine-quartz, fine-polymineral, and coarse-potassium feldspar grains. This work demonstrates how the concepts of Natural DRCs can be used to define the upper dating limit of sample suites without independent age control, providing valuable information for long sedimentary sequences such as the lacustrine deposits from Chew Bahir. Chapot M.S., et al. (2012), Radiation Measurements 47: 1045-1052. Cohen A, et al. (2016), Scientific Drilling 21: 1-16. Wintle, A.G., Murray, A.S. (2006) Radiation Measurements 41: 369-391.
Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

NASA Astrophysics Data System (ADS)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-02-01

Teacher is one of the key aspects of student's achievement. Teachers should master content material taught, how to teach it, and can interpret the students' thinking so that students easily understand the subject matter. This research was a qualitative research that aimed at describing profile of PCK's teachers in mathematics on limit algebraic functions in terms of the differences of teaching experience. Pedagogical Content Knowledge (PCK) and understanding of teachers is defined as involving the relationship between knowledge of teaching materials, how to transfer the subject matter, and the knowledge of students in mathematics on limit algebraic functions that the subject matter may be understood by students. The PCK components in this research were knowledge of subject matter, knowledge of pedagogy, and knowledge of students. Knowledge of pedagogy defines as knowledge and understanding of teachers about the planning and organization of the learning and teaching strategy of limit algebraic function. The subjects were two mathematics high school teachers who teach in class XI IPS. Data were collected through observation of learning during five meetings and interviews before and after the lesson continued with qualitative data analysis. Focus of this article was to describe novice teacher's knowledge of student in mathematics learning on limit algebraic function. Based on the results of the analysis of qualitative data the data concluded that novice teacher's knowledge of pedagogy in mathematics on limit algebraic function showed: 1) in teaching the definitions tend to identify prior knowledge of the student experience with the material to be studied, but not in the form of a problem, 2) in posing the questions tend to be monotonous non lead and dig, 3) in response to student questions preservice teachers do not take advantage of the characteristics or the potential of other students, 4) in addressing the problem of students, tend to use the drill approach and did
Learning from the mistakes of others: How female elk (Cervus elaphus) adjust behaviour with age to avoid hunters

PubMed Central

Ciuti, Simone; Boyce, Mark S.

2017-01-01

In animal behaviour, there is a dichotomy between innate behaviours (e.g., temperament or personality traits) versus those behaviours shaped by learning. Innate personality traits are supposedly less evident in animals when confounded by learning acquired with experience through time. Learning might play a key role in the development and adoption of successful anti-predator strategies, and the related adaptation has the potential to make animals that are more experienced less vulnerable to predation. We carried out a study in a system involving a large herbivorous mammal, female elk, Cervus elaphus, and their primary predator, i.e., human hunters. Using fine-scale satellite telemetry relocations, we tested whether differences in behaviour depending on age were due solely to selection pressure imposed by human hunters, meaning that females that were more cautious were more likely to survive and become older. Or whether learning also was involved, meaning that females adjusted their behaviour as they aged. Our results indicated that both human selection and learning contributed to the adoption of more cautious behavioural strategies in older females. Whereas human selection of behavioural traits has been shown in our previous research, we here provide evidence of additive learning processes being responsible for shaping the behaviour of individuals in this population. Female elk are indeed almost invulnerable to human hunters when older than 9–10 y.o., confirming that experience contributes to their survival. Female elk monitored in our study showed individually changing behaviours and clear adaptation as they aged, such as reduced movement rates (decreased likelihood of encountering human hunters), and increased use of secure areas (forest and steeper terrain), especially when close to roads. We also found that elk adjusted behaviours depending on the type of threat (bow and arrow vs. rifle hunters). This fine-tuning by elk to avoid hunters, rather than just
Learning from the mistakes of others: How female elk (Cervus elaphus) adjust behaviour with age to avoid hunters.

PubMed

Thurfjell, Henrik; Ciuti, Simone; Boyce, Mark S

2017-01-01

In animal behaviour, there is a dichotomy between innate behaviours (e.g., temperament or personality traits) versus those behaviours shaped by learning. Innate personality traits are supposedly less evident in animals when confounded by learning acquired with experience through time. Learning might play a key role in the development and adoption of successful anti-predator strategies, and the related adaptation has the potential to make animals that are more experienced less vulnerable to predation. We carried out a study in a system involving a large herbivorous mammal, female elk, Cervus elaphus, and their primary predator, i.e., human hunters. Using fine-scale satellite telemetry relocations, we tested whether differences in behaviour depending on age were due solely to selection pressure imposed by human hunters, meaning that females that were more cautious were more likely to survive and become older. Or whether learning also was involved, meaning that females adjusted their behaviour as they aged. Our results indicated that both human selection and learning contributed to the adoption of more cautious behavioural strategies in older females. Whereas human selection of behavioural traits has been shown in our previous research, we here provide evidence of additive learning processes being responsible for shaping the behaviour of individuals in this population. Female elk are indeed almost invulnerable to human hunters when older than 9-10 y.o., confirming that experience contributes to their survival. Female elk monitored in our study showed individually changing behaviours and clear adaptation as they aged, such as reduced movement rates (decreased likelihood of encountering human hunters), and increased use of secure areas (forest and steeper terrain), especially when close to roads. We also found that elk adjusted behaviours depending on the type of threat (bow and arrow vs. rifle hunters). This fine-tuning by elk to avoid hunters, rather than just
Students' perceptions of a community-based service-learning project related to aging in place.

PubMed

Oakes, Claudia E; Sheehan, Nancy W

2014-01-01

This article describes a service-learning project that was designed to help undergraduate health professions students understand the complexities related to aging in place. The service-learning project also incorporated a research component to expose the students to the research process. Students' reflections regarding the benefits that they derived from the experience suggest that they value learning about older adults through one-on-one interactions more than they value the opportunity to participate in the research project. Implications for undergraduate health professional education are discussed.
A corticostriatal deficit promotes temporal distortion of automatic action in ageing

PubMed Central

Matamales, Miriam; Skrbis, Zala; Bailey, Matthew R; Balsam, Peter D; Balleine, Bernard W; Götz, Jürgen

2017-01-01

The acquisition of motor skills involves implementing action sequences that increase task efficiency while reducing cognitive loads. This learning capacity depends on specific cortico-basal ganglia circuits that are affected by normal ageing. Here, combining a series of novel behavioural tasks with extensive neuronal mapping and targeted cell manipulations in mice, we explored how ageing of cortico-basal ganglia networks alters the microstructure of action throughout sequence learning. We found that, after extended training, aged mice produced shorter actions and displayed squeezed automatic behaviours characterised by ultrafast oligomeric action chunks that correlated with deficient reorganisation of corticostriatal activity. Chemogenetic disruption of a striatal subcircuit in young mice reproduced age-related within-sequence features, and the introduction of an action-related feedback cue temporarily restored normal sequence structure in aged mice. Our results reveal static properties of aged cortico-basal ganglia networks that introduce temporal limits to action automaticity, something that can compromise procedural learning in ageing. PMID:29058672
Predicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scale

ERIC Educational Resources Information Center

Luna, Alberto D.

2013-01-01

Given the paucity of research on factors associated with motivation in learning disabled college students, the present study investigated the motivation levels in college students with learning disabilities. The Academic Motivation Scale (AMS) has been validated cross-nationally and across all educational age groups of students having various…
Technology-Assisted Learning: A Longitudinal Field Study of Knowledge Category, Learning Effectiveness and Satisfaction in Language Learning

ERIC Educational Resources Information Center

Hui, W.; Hu, P. J.-H.; Clark, T. H. K.; Tam, K. Y.; Milton, J.

2008-01-01

A field experiment compares the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning. The empirical evidence suggests that technology-assisted learning effectiveness depends on the target knowledge category. Building on Kolb's experiential learning model, we show that technology-assisted…
Acute genistein treatment mimics the effects of estradiol by enhancing place learning and impairing response learning in young adult female rats

PubMed Central

Pisani, Samantha L.; Neese, Steven L.; Doerge, Daniel R.; Helferich, William G.; Schantz, Susan L.; Korol, Donna L.

2012-01-01

Endogenous estrogens have bidirectional effects on learning and memory, enhancing or impairing cognition depending on many variables, including the task and the memory systems that are engaged. Moderate increases in estradiol enhance hippocampus-sensitive place learning, yet impair response learning that taps dorsal striatum function. This memory modulation likely occurs via activation of estrogen receptors, resulting in altered neural function. Supplements containing estrogenic compounds from plants are widely consumed despite limited information about their effects on brain function, including learning and memory. Phytoestrogens can enter the brain and signal through estrogen receptors to affect cognition. Enhancements in spatial memory and impairments in executive function have been found following treatment with soy phytoestrogens, but no tests of actions on striatum-sensitive tasks have been made to date. The present study compared the effects of acute exposure to the isoflavone genistein with the effects of estradiol on performance in place and response learning tasks. Long-Evans rats were ovariectomized, treated with 17β-estradiol benzoate, genistein-containing sucrose pellets, or vehicle (oil or plain sucrose pellets) for two days prior to behavioral training. Compared to vehicle controls, estradiol treatment enhanced place learning at a low (4.5 μg/kg) but not high dose (45 μg/kg), indicating an inverted pattern of spatial memory facilitation. Treatment with 4.4 mg of genistein over two days also significantly enhanced place learning over vehicle controls. For the response task, treatment with estradiol impaired learning at both the low and high doses; likewise, genistein treatment impaired response learning compared to rats receiving vehicle. Overall, genistein was found to mimic estradiol-induced shifts in place and response learning, facilitating hippocampus-sensitive learning and slowing striatum-sensitive learning. These results suggest signaling
Cross-age Tutoring: Exploring Features and Processes of Peer-Mediated Learning.

ERIC Educational Resources Information Center

Kermani, Hengameh; Mahnaz, Mahnaz

Researchers and two elementary teachers designed a cross-age tutoring program in which they examined the features and processes of peer interaction from a Vygotskian and Piagetian perspective. The study specifically focused on the following issues: characteristics of the tutor and tutee that are most likely to enhance learning; types of learning…
Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children.

PubMed

Yu, Yue; Landrum, Asheley R; Bonawitz, Elizabeth; Shafto, Patrick

2018-06-19

How can education optimize transmission of knowledge while also fostering further learning? Focusing on children at the cusp of formal schooling (N = 180, age = 4.0-6.0 y), we investigate learning after direct instruction by a knowledgeable teacher, after questioning by a knowledgeable teacher, and after questioning by a naïve informant. Consistent with previous findings, instruction by a knowledgeable teacher allows effective information transmission but at the cost of exploration and further learning. Critically, we find a dual benefit for questioning by a knowledgeable teacher: Such pedagogical questioning both effectively transmits knowledge and fosters exploration and further learning, regardless of whether the question was directed to the child or directed to a third party and overheard by the child. These effects are not observed when the same question is asked by a naïve informant. We conclude that a teacher's choice of pedagogical method may differentially influence learning through their choices of how, and how not, to present evidence, with implications for transmission of knowledge and self-directed discovery. © 2018 John Wiley & Sons Ltd.
Cellular aging (the Hayflick limit) and species longevity: a unification model based on clonal succession.

PubMed

Juckett, D A

1987-03-01

A model is presented which proposes a specific cause-and-effect relationship between a limited cell division potential and the maximum lifespan of humans and other mammals. It is based on the clonal succession hypothesis of Kay which states that continually replicating cell beds (e.g. bone marrow, intestinal crypts, epidermis) could be composed of cells with short, well-defined division potentials. In this model, the cells of these beds are proposed to exist in an ordered hierarchy which establishes a specific sequence for cell divisions throughout the organism's lifespan. The depletion of division potential at all hierarchical levels leads to a loss of bed function and sets an intrinsic limit to species longevity. A specific hierarchy for cell proliferation is defined which allows the calculation of time to bed depletion and, ultimately, to organism mortality. The model allows the existence of a small number (n) of critical cell beds within the organism and defines organism death as the inability of any one of these beds to produce cells. The model is consistent with all major observations related to cellular and organismic aging. In particular, it links the PDLs (population doubling limit) observed for various species to their mean lifespan; it explains the slow decline in PDL as a function of age of the donor; it establishes a thermodynamically stable maximum lifespan for a disease-free population; and it can explain why tissue transplants outlive donors or hosts.
[Automated Assessment for Bone Age of Left Wrist Joint in Uyghur Teenagers by Deep Learning].

PubMed

Hu, T H; Huo, Z; Liu, T A; Wang, F; Wan, L; Wang, M W; Chen, T; Wang, Y H

2018-02-01

To realize the automated bone age assessment by applying deep learning to digital radiography （DR） image recognition of left wrist joint in Uyghur teenagers, and explore its practical application value in forensic medicine bone age assessment. The X-ray films of left wrist joint after pretreatment, which were taken from 245 male and 227 female Uyghur nationality teenagers in Uygur Autonomous Region aged from 13.0 to 19.0 years old, were chosen as subjects. And AlexNet was as a regression model of image recognition. From the total samples above, 60％ of male and female DR images of left wrist joint were selected as net train set, and 10％ of samples were selected as validation set. As test set, the rest 30％ were used to obtain the image recognition accuracy with an error range in ±1.0 and ±0.7 age respectively, compared to the real age. The modelling results of deep learning algorithm showed that when the error range was in ±1.0 and ±0.7 age respectively, the accuracy of the net train set was 81.4% and 75.6% in male, and 80.5% and 74.8% in female, respectively. When the error range was in ±1.0 and ±0.7 age respectively, the accuracy of the test set was 79.5% and 71.2% in male, and 79.4% and 66.2% in female, respectively. The combination of bone age research on teenagers' left wrist joint and deep learning, which has high accuracy and good feasibility, can be the research basis of bone age automatic assessment system for the rest joints of body. Copyright© by the Editorial Department of Journal of Forensic Medicine.
Constructing Programming Tests from an Item Pool: Pushing the Limits of Student Knowledge Using Assessment and Learning Analytics

ERIC Educational Resources Information Center

Ivancevic, Vladimir

2014-01-01

Tests targeting the upper limits of student ability could aid students in their learning. This article gives an overview of an approach to the construction of such tests in programming, together with ideas on how to implement and refine them within a learning management system.
Aging and the Arts Online: Lessons Learned From Course Development and Implementation.

PubMed

Eaton, Jacqueline

2016-01-01

With the recent move toward competency-based gerontology education, incorporating humanities and arts will be necessary for accreditation. This article describes the pedagogical approaches and lessons learned during 5 years of development and implementation of an asynchronous online course in Aging and the Arts. Fifty graduate and undergraduate students participated in the course over five semesters. Discipline diversity increased subsequent to designation as a fine arts general education course. Students expressed appreciation for multimedia resources, an initial fear of creating a wiki, and online redundancy was reduced through increased community engagement that also augmented application in real-world settings. The visual nature of arts and aging lends itself to a compelling and interactive online course experience that can be adapted to synchronous, hybrid, and face-to-face formats. Opportunities for community engaged learning will increase as art programs for older adults become more prevalent.
Effects of aging on action-intentional programming.

PubMed

Shoraka, Ali R; Otzel, Dana M; M Zilli, Eduardo; Finney, Glen R; Doty, Leilani; Falchook, Adam D; Heilman, Kenneth M

2018-03-01

Action-intentional programs control "when" we initiate, inhibit, continue, and stop motor actions. The purpose of this study was to learn if there are changes in the action-intentional system with healthy aging, and if these changes are asymmetrical (right versus left upper limb) or related to impaired interhemispheric communication. We administered tests of action-intention to 41 middle-aged and older adults (61.9 ± 12.3 years). Regression analyses revealed that older age predicted a decrement in performance for tests of crossed motor response inhibition as well as slower motor initiation with the left hand. Changes in action-intention with aging appear to be related to alterations of interhemispheric communication and/or age-related right hemisphere dysfunction; however, further research is needed to identify the mechanisms for age-related changes in the brain networks that mediate action-intention.

The Unexpected Effects of Inclusion on the Families of Students with Learning Disabilities: A Focus-Group Study

ERIC Educational Resources Information Center

Dyson, Lily L.

2007-01-01

This study investigated the unexpected effects of inclusion on the families of students with learning disabilities. A focus group interview was conducted with 13 parents who have children with learning disabilities. The children's ages ranged from 5 to 24 years. Findings are reported regarding participants' comments in response to two guiding…
Effect of FM Auditory Trainers on Attending Behaviors of Learning-Disabled Children.

ERIC Educational Resources Information Center

Blake, Ruth; And Others

1991-01-01

This study investigated the effect of FM (frequency modulation) auditory trainer use on attending behaviors of 36 students (ages 5-10) with learning disabilities. Children wearing the auditory trainers scored better than control students on eye contact, having body turned toward sound source, and absence of extraneous body movement and vocal…
Effects of competitive learning tools on medical students: A case study

PubMed Central

2018-01-01

Objective Competitive learning techniques are being successfully used in courses of different disciplines. However, there is still a significant gap in analyzing their effects in medical students competing individually. The authors conducted this study to assess the effectiveness of the use of a competitive learning tool on the academic achievement and satisfaction of medical students. Methods The authors collected data from a Human Immunology course in medical students (n = 285) and conducted a nonrandomized (quasi-experimental) control group pretest-posttest design. They used the Mann-Whitney U-test to measure the strength of the association between two variables and to compare the two student groups. Results The improvement and academic outcomes of the experimental group students were significantly higher than those of the control group students. The students using the competitive learning tool had better academic performance, and they were satisfied with this type of learning. The study, however, had some limitations. The authors did not make a random assignment to the control and experimental groups and the groups were not completely homogenous. Conclusion The use of competitive learning techniques motivates medical students, improves their academic outcomes and may foster the cooperation among students and provide a pleasant classroom environment. The authors are planning further studies with a more complete evaluation of cognitive learning styles or incorporating chronometry as well as team-competition. PMID:29518123
Effects of competitive learning tools on medical students: A case study.

PubMed

Corell, Alfredo; Regueras, Luisa M; Verdú, Elena; Verdú, María J; de Castro, Juan P

2018-01-01

Competitive learning techniques are being successfully used in courses of different disciplines. However, there is still a significant gap in analyzing their effects in medical students competing individually. The authors conducted this study to assess the effectiveness of the use of a competitive learning tool on the academic achievement and satisfaction of medical students. The authors collected data from a Human Immunology course in medical students (n = 285) and conducted a nonrandomized (quasi-experimental) control group pretest-posttest design. They used the Mann-Whitney U-test to measure the strength of the association between two variables and to compare the two student groups. The improvement and academic outcomes of the experimental group students were significantly higher than those of the control group students. The students using the competitive learning tool had better academic performance, and they were satisfied with this type of learning. The study, however, had some limitations. The authors did not make a random assignment to the control and experimental groups and the groups were not completely homogenous. The use of competitive learning techniques motivates medical students, improves their academic outcomes and may foster the cooperation among students and provide a pleasant classroom environment. The authors are planning further studies with a more complete evaluation of cognitive learning styles or incorporating chronometry as well as team-competition.
77 FR 21813 - Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, “Buried and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-11

... NUCLEAR REGULATORY COMMISSION [NRC-2012-0055] Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, ``Buried and Underground Piping and Tanks'' AGENCY: Nuclear Regulatory... NUREG-1801, Revision 2, ``Generic Aging Lessons Learned (GALL) Report,'' and the NRC staff's aging...
The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective.

PubMed

Jeno, Lucas M; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J; Mæland, Silje

2017-01-01

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that the students' intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students' engagement and perceived learning significantly increased. Finally, students' amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students' perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed. © 2017 L. M. Jeno et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Effects of problem-based learning by learning style in medical education.

PubMed

Chae, Su-Jin

2012-12-01

Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL. Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis. By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL. There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.
Episodic memory deficits slow down the dynamics of cognitive procedural learning in normal ageing

PubMed Central

Beaunieux, Hélène; Hubert, Valérie; Pitel, Anne Lise; Desgranges, Béatrice; Eustache, Francis

2009-01-01

Cognitive procedural learning is characterized by three phases, each involving distinct processes. Considering the implication of the episodic memory in the first cognitive stage, the impairment of this memory system might be responsible for a slowing down of the cognitive procedural learning dynamics in the course of aging. Performances of massed cognitive procedural learning were evaluated in older and younger participants using the Tower of Toronto task. Nonverbal intelligence and psychomotor abilities were used to analyze procedural dynamics, while episodic memory and working memory were assessed to measure their respective contributions to learning strategies. This experiment showed that older participants did not spontaneously invoke episodic memory and presented a slowdown in the cognitive procedural learning associated with a late involvement of working memory. These findings suggest that the slowdown in the cognitive procedural learning may be linked with the implementation of different learning strategies less involving episodic memory in older subjects. PMID:18654928
[At what age can children perform effective cardiopulmonary resuscitation? - Effectiveness of cardiopulmonary resuscitation skills among primary school children].

PubMed

Bánfai, Bálint; Pandur, Attila; Pék, Emese; Csonka, Henrietta; Betlehem, József

2017-01-01

In cardiac arrest life can be saved by bystanders. Our aim was to determine at what age can schoolchildren perform correct cardiopulmonary resuscitation. 164 schoolchildren (age 7-14) were involved in the study. A basic life support training consisted of 45 minutes education in small groups (8-10 children). They were tested during a 2-minute-long continuous cardiopulmonary resuscitation scenario using the "AMBU CPR Software". Average depth of chest compression was 44.07 ± 12.6 mm. 43.9% of participants were able to do effective chest compressions. Average ventilation volume was 0.17 ± 0.31 liter. 12.8% of participants were able to ventilate effectively the patient. It was significant correlation between the chest compression depth (p<0.001) and ventilation (p<0.001) and the children's age, weight, height and BMI. Primary school children are able to learn cardiopulmonary resuscitation. The ability to do effective chest compressions and ventilation depended on the children's physical capability. Orv. Hetil., 2017, 158(4), 147-152.
Physical activity limits the effects of age and Alzheimer's disease on postural control.

PubMed

Debove, Lola; Bru, Noelle; Couderc, Martine; Noé, Frederic; Paillard, Thierry

2017-09-01

The aim was to study the possible influence of physical activity on the postural performance of subjects with Alzheimer's disease (AD). The postural performance (i.e. surface area of the center of foot pressure displacement) of 3 groups was compared: Alzheimer active group (AA), Alzheimer non-active group (ANA) and healthy non-active group (HNA). The AA group's postural performance was superior to that of the ANA and HNA groups. AD disturbed postural performance but participation in regular physical activity made it possible to limit the disturbing effects of AD to a surprising extent, since the postural performance of active AD subjects was also superior to that of healthy subjects. Copyright © 2017 Elsevier Masson SAS. All rights reserved.
Instruction of Learning Strategies: Effects on Conceptual Learning, and Learning Satisfactions

ERIC Educational Resources Information Center

Caliskan, Serap

2011-01-01

This study has investigated the effects of learning strategy instruction on conceptual learning, and student satisfactions in an introductory physics course at university level. In this study, pretest-posttest and quasi-experimental design with a non-equivalent control group was used. A total of 36 sophomore students majoring in mathematics…
The Effect of Animation in Multimedia Computer-Based Learning and Learning Style to the Learning Results

ERIC Educational Resources Information Center

Rusli, Muhammad; Negara, I. Komang Rinartha Yasa

2017-01-01

The effectiveness of a learning depends on four main elements, they are content, desired learning outcome, instructional method and the delivery media. The integration of those four elements can be manifested into a learning module which is called multimedia learning or learning by using multimedia. In learning context by using computer-based…
Developing English Writing Proficiency in Limited English Proficient College Students through Cooperative Learning Strategies.

ERIC Educational Resources Information Center

Gooden-Jones, Epsey M.; Carrasquillo, Angela L.

A study followed ten limited-English-proficient (LEP) community college students who were taught English largely using a cooperative learning approach. For four months, the students worked together using brainstorming techniques and collaborative reading and writing tasks. Task emphasis was on development of thinking skills through collaboration…
Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

ERIC Educational Resources Information Center

Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun

2011-01-01

Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together…
The rat-a-gorical imperative: Moral intuition and the limits of affective learning.

PubMed

Greene, Joshua D

2017-10-01

Decades of psychological research have demonstrated that intuitive judgments are often unreliable, thanks to their inflexible reliance on limited information (Kahneman, 2003, 2011). Research on the computational underpinnings of learning, however, indicates that intuitions may be acquired by sophisticated learning mechanisms that are highly sensitive and integrative. With this in mind, Railton (2014) urges a more optimistic view of moral intuition. Is such optimism warranted? Elsewhere (Greene, 2013) I've argued that moral intuitions offer reasonably good advice concerning the give-and-take of everyday social life, addressing the basic problem of cooperation within a "tribe" ("Me vs. Us"), but that moral intuitions offer unreliable advice concerning disagreements between tribes with competing interests and values ("Us vs. Them"). Here I argue that a computational perspective on moral learning underscores these conclusions. The acquisition of good moral intuitions requires both good (representative) data and good (value-aligned) training. In the case of inter-tribal disagreement (public moral controversy), the problem of bad training looms large, as training processes may simply reinforce tribal differences. With respect to moral philosophy and the paradoxical problems it addresses, the problem of bad data looms large, as theorists seek principles that minimize counter-intuitive implications, not only in typical real-world cases, but in unusual, often hypothetical, cases such as some trolley dilemmas. In such cases the prevailing real-world relationships between actions and consequences are severed or reversed, yielding intuitions that give the right answers to the wrong questions. Such intuitions-which we may experience as the voice of duty or virtue-may simply reflect the computational limitations inherent in affective learning. I conclude, in optimistic agreement with Railton, that progress in moral philosophy depends on our having a better understanding of the
Integrate WeChat with Moodle to Provide a Mobile Learning Environment for Students

ERIC Educational Resources Information Center

Li, Zhigao; Fan, Yibo; Jiao, Jianli

2016-01-01

In the information age, learning has become ubiquitous, and mobile learning enabled by mobile technologies is expected to play a significant role in various educational settings. Currently, there exist some limitations on mobile learning from the perspective of technology. The implementation of mobile learning usually depends on the development of…
Spatial Frequency Discrimination: Effects of Age, Reward, and Practice.

PubMed

van den Boomen, Carlijn; Peters, Judith Carolien

2017-01-01

Social interaction starts with perception of the world around you. This study investigated two fundamental issues regarding the development of discrimination of higher spatial frequencies, which are important building blocks of perception. Firstly, it mapped the typical developmental trajectory of higher spatial frequency discrimination. Secondly, it developed and validated a novel design that could be applied to improve atypically developed vision. Specifically, this study examined the effect of age and reward on task performance, practice effects, and motivation (i.e., number of trials completed) in a higher spatial frequency (reference frequency: 6 cycles per degree) discrimination task. We measured discrimination thresholds in children aged between 7 to 12 years and adults (N = 135). Reward was manipulated by presenting either positive reinforcement or punishment. Results showed a decrease in discrimination thresholds with age, thus revealing that higher spatial frequency discrimination continues to develop after 12 years of age. This development continues longer than previously shown for discrimination of lower spatial frequencies. Moreover, thresholds decreased during the run, indicating that discrimination abilities improved. Reward did not affect performance or improvement. However, in an additional group of 5-6 year-olds (N = 28) punishments resulted in the completion of fewer trials compared to reinforcements. In both reward conditions children aged 5-6 years completed only a fourth or half of the run (64 to 128 out of 254 trials) and were not motivated to continue. The design thus needs further adaptation before it can be applied to this age group. Children aged 7-12 years and adults completed the run, suggesting that the design is successful and motivating for children aged 7-12 years. This study thus presents developmental differences in higher spatial frequency discrimination thresholds. Furthermore, it presents a design that can be used in future
The Anti-Aging Effect of Erythropoietin via the ERK/Nrf2-ARE Pathway in Aging Rats.

PubMed

Wu, Haiqin; Zhao, Jiaxin; Chen, Mengyi; Wang, Huqing; Yao, Qingling; Fan, Jiaxin; Zhang, Meng

2017-03-01

Erythropoietin (EPO) has a neuroprotective effect and can resist aging, which most likely occur through EPO increasing the activity of antioxidant enzymes and scavenging free radicals. In this study, we verified the anti-aging function of EPO and discussed the mechanism occurring through the extracellular signal-regulated kinase (ERK)/NF-E2-related factor 2 (Nrf2)-ARE pathway. A rat model of aging was induced by the continuous subcutaneous injection of 5 % D-galactose for 6 weeks. At the beginning of the sixth week, physiological saline or EPO was administered twice per day through a lateral ventricle system for a total of 7 days. In one group, 2 μl PD98059 was administered 30 min before EPO. Learning and memory ability were analyzed with the Morris water maze system. HE staining was used to observe the morphological changes in the neurons in the hippocampus, and immunohistochemical staining as well as Western blots were carried out to detect the expression of ERK for each group of rats and the expression of phosphorylated-ERK (P-ERK), Nrf2, and superoxide dismutase (SOD). Real-Time PCR was carried out to detect the amount of Nrf2 mRNA and the KEAP1 mRNA expression. EPO can significantly improve learning and memory ability in aging rats and can provide protection against aging by improving the hippocampus morphology. Immunohistochemical staining and Western blots showed P-ERK, Nrf2, and Cu-Zn SOD decreases in aging rats compared to the normal group, while the expression for those proteins increased after EPO intervention. PD98059 inhibited the enhanced expression of P-ERK, Nrf2, and Cu-Zn SOD induced by EPO. Real-Time PCR results suggested that the trend of Nrf2mRNA expression was the same as that for the proteins, which confirmed that the enhancement occurred at the gene level. As such, EPO can significantly resist or delay aging and protect the brain by reducing oxidative stress. The most likely mechanism is that EPO can promote the ERK/Nrf2-ARE pathway in
Perceptual Reorganization of Lexical Tones: Effects of Age and Experimental Procedure

PubMed Central

Götz, Antonia; Yeung, H. Henny; Krasotkina, Anna; Schwarzer, Gudrun; Höhle, Barbara

2018-01-01

Findings on the perceptual reorganization of lexical tones are mixed. Some studies report good tone discrimination abilities for all tested age groups, others report decreased or enhanced discrimination with increasing age, and still others report U-shaped developmental curves. Since prior studies have used a wide range of contrasts and experimental procedures, it is unclear how specific task requirements interact with discrimination abilities at different ages. In the present work, we tested German and Cantonese adults on their discrimination of Cantonese lexical tones, as well as German-learning infants between 6 and 18 months of age on their discrimination of two specific Cantonese tones using two different types of experimental procedures. The adult experiment showed that German native speakers can discriminate between lexical tones, but native Cantonese speakers show significantly better performance. The results from German-learning infants suggest that 6- and 18-month-olds discriminate tones, while 9-month-olds do not, supporting a U-shaped developmental curve. Furthermore, our results revealed an effect of methodology, with good discrimination performance at 6 months after habituation but not after familiarization. These results support three main conclusions. First, habituation can be a more sensitive procedure for measuring infants' discrimination than familiarization. Second, the previous finding of a U-shaped curve in the discrimination of lexical tones is further supported. Third, discrimination abilities at 18 months appear to reflect mature perceptual sensitivity to lexical tones, since German adults also discriminated the lexical tones with high accuracy. PMID:29681877
Using forum play to prevent abuse in health care organizations: A qualitative study exploring potentials and limitations for learning.

PubMed

Brüggemann, A Jelmer; Persson, Alma

2016-01-01

Abuse in health care organizations is a pressing issue for caregivers. Forum play, a participatory theater model, has been used among health care staff to learn about and work against abuse. This small-scale qualitative study aims to explore how forum play participants experience the potentials and limitations of forum play as an educational model for continued professional learning at a hospital clinic. Fifteen of 41 members of staff of a Swedish nephrology clinic, primarily nurses, voluntarily participated in either one or two forum play workshops, where they shared experiences and together practiced working against abuse in everyday health care situations. Interviews were conducted after the workshops with 14 of the participants, where they were asked to reflect on their own and others' participation or nonparticipation, and changes in their individual and collective understanding of abuse in health care. Before the workshops, the informants were either hesitant or very enthusiastic toward the drama-oriented form of learning. Afterward, they all agreed that forum play was a very effective way of individual as well as collective learning about abuse in health care. However, they saw little effect on their work at the clinic, primarily understood as a consequence of the fact that many of their colleagues did not take part in the workshops. This study, based on the analysis of forum play efforts at a single hospital clinic, suggests that forum play can be an innovative educational model that creates a space for reflection and learning in health care practices. It might be especially fruitful when a sensitive topic, such as abuse in health care, is the target of change. However, for the effects to reach beyond individual insights and a shared understanding among a small group of participants, strategies to include all members of staff need to be explored.

The Effect of Movement Imagery Training on Learning Forearm Pass in Volleyball

ERIC Educational Resources Information Center

Ay, Khitam Mousa; Halaweh, Rami Saleh; Al-Taieb, Mohammad Abu

2013-01-01

This study investigates the effect of movement imagery on learning the forearm pass in volleyball. Twenty four mail students from Physical Education Factuly at Jordan University (19 ± 0.5) years of age. After Completed the Movement Imagery Questionnaire-Revised (MIQ-R; Hall & Martin, 1997) the subjects randomly divided into two groups,…
Guidance on the Use of Learning Strategies in Distance Education (DE) as a Function of Age and Gender

ERIC Educational Resources Information Center

Alliprandini, Paula Mariza Zedu; Pavesi, Marilza Aparecida; Dayanne, Vicentini; Sekitani, Juliane Tiemi

2015-01-01

This study aims to determine whether there are differences in the use of learning strategies used by students enrolled in courses offered in the format of Distance Learning (DL) by gender and age of participants. A total of 402 students responded to a range of learning strategies evaluations-version adapted for distance learning, containing 49…
Surveying and Modeling Students' Motivation and Learning Strategies for Mobile-Assisted Seamless Chinese Language Learning

ERIC Educational Resources Information Center

Chai, Ching Sing; Wong, Lung-Hsiang; King, Ronnel B.

2016-01-01

Seamless language learning promises to be an effective learning approach that addresses the limitations of classroom-only language learning. It leverages mobile technologies to facilitate holistic and perpetual learning experiences that bridge different locations, times, technologies or social settings. Despite the emergence of studies on seamless…
Teacher Learning in the Digital Age: Online Professional Development in STEM Education

ERIC Educational Resources Information Center

Dede, Chris, Ed.; Eisenkraft, Arthur, Ed.; Frumin, Kim, Ed.; Hartley, Alex, Ed.

2016-01-01

With an emphasis on science, technology, engineering, and mathematics (STEM) training, "Teacher Learning in the Digital Age" examines exemplary models of online and blended teacher professional development, including information on the structure and design of each model, intended audience, and existing research and evaluation data. From…
Influence of internet addiction on executive function and learning attention in Taiwanese school-aged children.

PubMed

Kuo, Shu-Yu; Chen, Yu-Ting; Chang, Yu-Kai; Lee, Pi-Hsia; Liu, Mei-Ju; Chen, Su-Ru

2018-01-31

This study aims to evaluate the executive function and learning attention in children with internet addiction (IA). Children aged 10-12 were screened by Chinese Internet Addiction Scale to compose the IA group and internet nonaddiction group. Their executive functions were evaluated by Stroop color and word test, Wisconsin card sorting test, and Wechsler digit span test. Learning attention was evaluated by Chinese concentration questionnaire. Executive function and learning attention were lower in the IA group than in the internet nonaddiction group. Executive function and learning attention are compromised by IA in children. Early interventions into the IA should be planned to maintain the normal development of executive function and learning attention in childhood. © 2018 Wiley Periodicals, Inc.
Effect of a limited-enforcement intelligent tutoring system in dermatopathology on student errors, goals and solution paths.

PubMed

Payne, Velma L; Medvedeva, Olga; Legowski, Elizabeth; Castine, Melissa; Tseytlin, Eugene; Jukic, Drazen; Crowley, Rebecca S

2009-11-01

Determine effects of a limited-enforcement intelligent tutoring system in dermatopathology on student errors, goals and solution paths. Determine if limited enforcement in a medical tutoring system inhibits students from learning the optimal and most efficient solution path. Describe the type of deviations from the optimal solution path that occur during tutoring, and how these deviations change over time. Determine if the size of the problem-space (domain scope), has an effect on learning gains when using a tutor with limited enforcement. Analyzed data mined from 44 pathology residents using SlideTutor-a Medical Intelligent Tutoring System in Dermatopathology that teaches histopathologic diagnosis and reporting skills based on commonly used diagnostic algorithms. Two subdomains were included in the study representing sub-algorithms of different sizes and complexities. Effects of the tutoring system on student errors, goal states and solution paths were determined. Students gradually increase the frequency of steps that match the tutoring system's expectation of expert performance. Frequency of errors gradually declines in all categories of error significance. Student performance frequently differs from the tutor-defined optimal path. However, as students continue to be tutored, they approach the optimal solution path. Performance in both subdomains was similar for both errors and goal differences. However, the rate at which students progress toward the optimal solution path differs between the two domains. Tutoring in superficial perivascular dermatitis, the larger and more complex domain was associated with a slower rate of approximation towards the optimal solution path. Students benefit from a limited-enforcement tutoring system that leverages diagnostic algorithms but does not prevent alternative strategies. Even with limited enforcement, students converge toward the optimal solution path.
Effects of Digital Teaching on the Thinking Styles and the Transfer of Learning of the Students in Department of Interior Design

ERIC Educational Resources Information Center

Liu, Kuang Sheng; Hsueh, Sung-Lin

2016-01-01

Along with the constant advance of information technology and the rapid development of the Internet, the diverse functions and characteristics of e-learning break through lots of limitations in traditional instruction. Properly integrating e-learning design with Internet activities could enhance students' learning effect, and applying digital…
Emergence of β-Band Oscillations in the Aged Rat Amygdala during Discrimination Learning and Decision Making Tasks

PubMed Central

Samson, Rachel D.; Duarte, Leroy; Venkatesh, Anu

2017-01-01

Abstract Older adults tend to use strategies that differ from those used by young adults to solve decision-making tasks. MRI experiments suggest that altered strategy use during aging can be accompanied by a change in extent of activation of a given brain region, inter-hemispheric bilateralization or added brain structures. It has been suggested that these changes reflect compensation for less effective networks to enable optimal performance. One way that communication can be influenced within and between brain networks is through oscillatory events that help structure and synchronize incoming and outgoing information. It is unknown how aging impacts local oscillatory activity within the basolateral complex of the amygdala (BLA). The present study recorded local field potentials (LFPs) and single units in old and young rats during the performance of tasks that involve discrimination learning and probabilistic decision making. We found task- and age-specific increases in power selectively within the β range (15–30 Hz). The increased β power occurred after lever presses, as old animals reached the goal location. Periods of high-power β developed over training days in the aged rats, and was greatest in early trials of a session. β Power was also greater after pressing for the large reward option. These data suggest that aging of BLA networks results in strengthened synchrony of β oscillations when older animals are learning or deciding between rewards of different size. Whether this increased synchrony reflects the neural basis of a compensatory strategy change of old animals in reward-based decision-making tasks, remains to be verified. PMID:29034315
Effectiveness Of Horizontal Peer-Assisted Learning In Physical Examination Performance.

PubMed

Shah, Inamullah; Mahboob, Usman; Shah, Sajida

2017-01-01

All students cannot be individually trained in physical examination skills due to faculty and time limitations. Peer-assisted learning (PAL) can solve this dilemma if it is used in undergraduate curriculum. Empirical effectiveness of horizontal peer-assisted learning model has not been reported previously. The objective of this study was to compare horizontal peer-assisted learning (PAL) with expert-assisted learning (EAL) in teaching of physical examination skills. This is a randomized controlled study (Solomon four group design) carried out at a medical school. A total of 120 undergraduate year 5 students were randomized into two groups to undergo training in four areas of physical examination. Stratified random sampling technique was used. Group 1 was trained by EAL while Group 2 by PAL. Half students from both groups were given a pre-test to assess the testing effect. Both groups were given a post-test in the form of an OSCE. Independent samples t-test and paired sample t-test were used as tests of significance. Group 2 scored significantly higher than Group 1. There was significant difference (p=.000) in mean post-test scores of Group-1 (69.98±5.6) and Group-2 (85.27±5.6). Difference in mean scores was not significant (p=.977) between students who had taken the pre-test and those who had not. This study has implications in curriculum development as it provides quantitative evidence indicating that horizontal PAL as a learning strategy can actually replace, rather than augment, expert-assisted learning in teaching clinical skills to undergraduate students.
Effects of aging and resistance training in rat tendon remodeling.

PubMed

Marqueti, Rita C; Durigan, João L Q; Oliveira, Anderson José S; Mekaro, Marcelo Shinyu; Guzzoni, Vinicius; Aro, Andrea A; Pimentel, Edson Rosa; Selistre-de-Araujo, Heloisa S

2018-01-01

In elderly persons, weak tendons contribute to functional limitations, injuries, and disability, but resistance training can attenuate this age-related decline. We evaluated the effects of resistance training on the extracellular matrix (ECM) of the calcaneal tendon (CT) in young and old rats and its effect on tendon remodeling. Wistar rats aged 3 mo (young, n = 30) and 20 mo (old, n = 30) were divided into 4 groups: young sedentary, young trained, old sedentary (OS), and old trained (OT). The training sessions were conducted over a 12-wk period. Aging in sedentary rats showed down-regulation in key genes that regulated ECM remodeling. Moreover, the OS group showed a calcification focus in the distal region of the CT, with reduced blood vessel volume density. In contrast, resistance training was effective in up-regulating connective tissue growth factor, VEGF, and decorin gene expression in old rats. Resistance training also increased proteoglycan content in young and old rats in special small leucine-rich proteoglycans and blood vessels and prevented calcification in OT rats. These findings confirm that resistance training is a potential mechanism in the prevention of aging-related loss in ECM and that it attenuates the detrimental effects of aging in tendons, such as ruptures and tendinopathies.-Marqueti, R. C., Durigan, J. L. Q., Oliveira, A. J. S., Mekaro, M. S., Guzzoni, V., Aro, A. A., Pimentel, E. R., Selistre-de-Araujo, H. S. Effects of aging and resistance training in rat tendon remodeling. © FASEB.
The Effectiveness of Neurological Impress Method on Reading Fluency of Students with Learning Disabilities in Amman, Jordan

ERIC Educational Resources Information Center

Ziadat, Ayed H.; AL-Awan, Mohammad Soud A.

2018-01-01

The aim of this study was to evaluate the effectiveness of Neurological Impress Method (NIM) on reading fluency of students with learning disabilities in Amman, Jordan. A sample of forty students (boys and girls) between the ages 10-12 years old with learning disabilities were selected from the Fourth Amman Educational Directorate in the Hashemite…
Reconstruction of initial pressure from limited view photoacoustic images using deep learning

NASA Astrophysics Data System (ADS)

Waibel, Dominik; Gröhl, Janek; Isensee, Fabian; Kirchner, Thomas; Maier-Hein, Klaus; Maier-Hein, Lena

2018-02-01

Quantification of tissue properties with photoacoustic (PA) imaging typically requires a highly accurate representation of the initial pressure distribution in tissue. Almost all PA scanners reconstruct the PA image only from a partial scan of the emitted sound waves. Especially handheld devices, which have become increasingly popular due to their versatility and ease of use, only provide limited view data because of their geometry. Owing to such limitations in hardware as well as to the acoustic attenuation in tissue, state-of-the-art reconstruction methods deliver only approximations of the initial pressure distribution. To overcome the limited view problem, we present a machine learning-based approach to the reconstruction of initial pressure from limited view PA data. Our method involves a fully convolutional deep neural network based on a U-Net-like architecture with pixel-wise regression loss on the acquired PA images. It is trained and validated on in silico data generated with Monte Carlo simulations. In an initial study we found an increase in accuracy over the state-of-the-art when reconstructing simulated linear-array scans of blood vessels.
Personalised Context-Aware Ubiquitous Learning System for Supporting Effective English Vocabulary Learning

ERIC Educational Resources Information Center

Chen, Chih-Ming; Li, Yi-Lun

2010-01-01

Because learning English is extremely popular in non-native English speaking countries, developing modern assisted-learning schemes that facilitate effective English learning is a critical issue in English-language education. Vocabulary learning is vital within English learning because vocabulary comprises the basic building blocks of English…
The lasting effects of process-specific versus stimulus-specific learning during infancy.

PubMed

Hadley, Hillary; Pickron, Charisse B; Scott, Lisa S

2015-09-01

The capacity to tell the difference between two faces within an infrequently experienced face group (e.g. other species, other race) declines from 6 to 9 months of age unless infants learn to match these faces with individual-level names. Similarly, the use of individual-level labels can also facilitate differentiation of a group of non-face objects (strollers). This early learning leads to increased neural specialization for previously unfamiliar face or object groups. The current investigation aimed to determine whether early conceptual learning between 6 and 9 months leads to sustained behavioral advantages and neural changes in these same children at 4-6 years of age. Results suggest that relative to a control group of children with no previous training and to children with infant category-level naming experience, children with early individual-level training exhibited faster response times to human faces. Further, individual-level training with a face group - but not an object group - led to more adult-like neural responses for human faces. These results suggest that early individual-level learning results in long-lasting process-specific effects, which benefit categories that continue to be perceived and recognized at the individual level (e.g. human faces). © 2014 John Wiley & Sons Ltd.
Disaggregating pain and its effect on physical functional limitations.

PubMed

Lichtenstein, M J; Dhanda, R; Cornell, J E; Escalante, A; Hazuda, H P

1998-09-01

Pain is a common impairment that limits the abilities of older persons. The purposes of this article are to: (i) describe the distribution of pain location using the McGill Pain Map (MPM) in a community-based cohort of aged subjects; (ii) investigate whether individual areas of pain could be sensibly grouped into regions of pain; (iii) determine whether intensity, frequency, and location constitute independent dimensions of pain; and (iv) determine whether these three pain dimensions make differential contributions to the presence of self-reported physical functional limitations. A total of 833 Mexican American and European American subjects, aged 65-79 years, were enrolled in the San Antonio Longitudinal Study of Aging and were interviewed in their homes between 1992 and 1996. A total of 373 (46%) of the subjects reported having pain in the past week. Physical functional limitations were ascertained using the nine items from the Nagi scale. Three composite scales were created: upper extremity, lower extremity, and total. Pain intensity and frequency were ascertained using the McGill Pain Questionnaire. Pain location was ascertained by using the MPM. Pain was reported in every area of the MPM. Using multiple groups confirmatory factor analysis, the 36 areas were grouped into 7 regions of pain: head, arms, hands and wrists, trunk, back, upper leg, and lower leg. Among persons with pain, pain frequency, intensity, and location were weakly associated with each other. Pain regions were primarily independent of each other, yet weak associations existed between 6 of the 21 pair-wise correlations between regions. Pain regions were differentially associated with individual physical functional limitations. Pain in the upper leg was associated with 8 of the 9 physical tasks. In multivariate analyses, age, gender, and ethnic group accounted for only 2-3% of the variance in physical tasks. In multivariate analyses, age, gender, and ethnic group accounted for only 2-3% of the
LearnSmart, Adaptive Teaching, and Student Learning Effectiveness: An Empirical Investigation

ERIC Educational Resources Information Center

Sun, Qin; Abdourazakou, Yann; Norman, Thomas J.

2017-01-01

Facing the growing number of digital natives entering the classroom, business professors look for innovative ways to enhance the student learning experience. The authors focus on the online interactive learning tool LearnSmart (McGraw-Hill, New York, NY), and examine its impact on student learning effectiveness by testing the direct and indirect…
The effect of motor learning and fatigue on pre-activation of the lower extremity muscles during different jumps.

PubMed

Kamelska, Anna M; Kot, Bartosz

2017-09-22

The first step in identifying risk factors for injuries is to characterize the myoelectric activity of different muscles after ground contact, especially when fatigue is a limiting factor. This study aimed at: (a) recording the myoelectric activity of calf muscles after ground contact during different types of jumps and (b) investigating the effect of motor learning and fatigue on muscle pre-activation. Twenty four male students aged 24.3 ± 1.2 years old performed three different motor activities: (a) Jump from a box with counter landing (JCL) on 30x30 cm plate (b) Drop jump with bounce drop jump (BDJ) and (c) BDJ followed by a jump on 51-cm step. The surface EMG was used to examine the following muscles: m. tibialis anterior (TA), m. gastrocnemius medialis (GM), m. gastrocnemius lateralis (GL), and m. soleus (S). The measurements were taken during different jumps before and after motor learning and fatigue stimulus. There were significant differences in pre-activation for TA between JCL and BDJ followed by a jump under the influence of fatigue (p<0.05). The differences were observed also during BDJ between non-fatigued and fatigued conditions. There was a statistically significant difference for GL between BDJ pre- and post-movement motor learning and BDJ pre- and post-fatigue influence. Current results indicate that myoelectric activity of muscles during motor activities is different, and the effect of motor learning and fatigue was shown. Thus, it could be important in the injury prevention in sport.
Assessment of bioavailability limitations during slurry biodegradation of petroleum hydrocarbons in aged soils.

PubMed

Huesemann, Michael H; Hausmann, Tom S; Fortman, Tim J

2003-12-01

In an effort to determine whether bioavailability limitations are responsible for the slow or incomplete hydrocarbon biodegradation in aged soils, both the rate of desorption (rdes) and biodegradation (rbio) was measured for n-alkanes and polynuclear aromatic hydrocarbons (PAHs) at different times during the slurry biotreatment of six different soils. While all n-alkanes were biodegraded to various degrees depending on their respective carbon number and the soil organic matter content, none of them were desorbed to a significant extent, indicating that these saturated hydrocarbons do not need to be transferred from the soil particles into the aqueous phase in order to be metabolized by microorganisms. Most two- and three-ring PAHs biodegraded as fast as they were desorbed (rbio = rdes); that is, desorption rates controlled biodegradation rates. By contrast, the biodegradation kinetics of four-, five-, and six-ring PAHs was limited by microbial factors during the initial phase (rbio < rdes) while becoming mass-transfer rate limited during the final phase of bioremediation treatment (rbio = rdes). Whenever PAH biodegradation stalled or did not occur at all (rbio = 0), it was never due to bioavailability limitations (rdes > 0) but was more likely caused by microbial factors. such as the absence of specific PAH degraders or cometabolic substrates. Consequently, PAHs that are found to be microbially recalcitrant in aged soils may not be so because of limited bioavailability and thus could pose a greater risk to the environment than previously thought.
Assessment of Bioavailability Limitations During Slurry Biodegradation of Petroleum Hydrocarbons in Aged Soils

DOE Office of Scientific and Technical Information (OSTI.GOV)

Huesemann, Michael H.; Hausmann, Tom S.; Fortman, Timothy J.

In an effort to determine whether bioavailability limitations are responsible for the slow or incomplete hydrocarbon biodegradation in aged soils, both the rate of desorption (rdes) and biodegradation (rbio) was measured for n-alkanes and polynuclear aromatic hydrocarbons (PAHs) at different times during the slurry biotreatment of six different soils. While all n-alkanes were biodegraded to various degrees depending on their respective carbon number and the soil organic matter content, none of them were desorbed to a significant extent indicating that these saturated hydrocarbons do not need to be transferred from the soil particles into the aqueous phase in order tomore » be metabolized by microorganisms. Most 2 and 3 ring PAHs biodegraded as fast as they were desorbed (rbio=rdes), i.e., desorption rates controlled biodegradation rates. By contrast, the biodegradation kinetics of 4, 5, and 6 ring PAHs was limited by microbial factors during the initial phase (rbio < rdes) while becoming mass-transfer rate limited during the final phase of bioremediation treatment (rbio=rdes). Whenever PAH biodegradation stalled or did not occur at all (rbio=0), it was never due to bioavailability limitations (rdes >> 0) but was more likely caused by microbial factors such as the absence of specific PAH degraders or cometabolic substrates. Consequently, PAHs that are found to be microbially recalcitrant in aged soils may not be so because of limited bioavailability and thus could pose a greater risk to the environment than previously thought.« less
The Effect of Situated Learning on Students Vocational English Learning

ERIC Educational Resources Information Center

Özüdogru, Melike; Özüdogru, Fatma

2017-01-01

The current study aimed to find out the effect of situated learning on students' Vocational English learning. This research employed a mixed method research design. In the quantitative part of the study, pre-tests and post-tests were implemented to investigate the differences in students' vocational English learning between the experimental and…

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