HIV+ men and women show different performance patterns on procedural learning tasks

Purpose The experiment reported here compared two hypotheses for the poor statistical and artificial grammar learning often seen in children and adults with developmental language disorder (DLD; also known as specific language impairment). The procedural learning deficit hypothesis states that implicit learning of rule-based input is impaired, whereas the sequential pattern learning deficit hypothesis states that poor performance is only seen when learners must implicitly compute sequential dependencies. The current experiment tested learning of an artificial grammar that could be learned via feature activation, as observed in an associatively organized lexicon, without computing sequential dependencies and should therefore be learnable on the sequential pattern learning deficit hypothesis, but not on the procedural learning deficit hypothesis. Method Adults with DLD and adults with typical language development (TD) listened to consonant–vowel–consonant–vowel familiarization words from one of two artificial phonological grammars: Family Resemblance (two out of three features) and a control (exclusive OR, in which both consonants are voiced OR both consonants are voiceless) grammar in which no learning was predicted for either group. At test, all participants rated 32 test words as to whether or not they conformed to the pattern in the familiarization words. Results Adults with DLD and adults with TD showed equal and robust learning of the Family Resemblance grammar, accepting significantly more conforming than nonconforming test items. Both groups who were familiarized with the Family Resemblance grammar also outperformed those who were familiarized with the OR grammar, which, as predicted, was learned by neither group. Conclusion Although adults and children with DLD often underperform, compared to their peers with TD, on statistical and artificial grammar learning tasks, poor performance appears to be tied to the implicit computation of sequential dependencies, as predicted by the sequential pattern learning deficit hypothesis.

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Cognitive Theories that Guide Online Course Design

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch018 ◽

2011 ◽

pp. 112-117

Author(s):

Mary Sue Cicciarelli

Keyword(s):

Learning Environments ◽

Learning Strategies ◽

Course Design ◽

Procedural Learning ◽

The Other ◽

Online Course ◽

Struggling Learners ◽

Online Course Design ◽

Learning Tasks ◽

Cognitive Theories

Cognitivism comes from one of three schools of psychology in which theories are categorized. The other two schools are the schools of behaviorism and humanism. It is believed that one school of theory is not better than the other, and individuals are encouraged to apply the theory that is the most appropriate for the student. Theories from the school of cognitivism guide students to process information in ways that are meaningful to the student. One of the most important goals of cognitive theories is for students to become independent learners. Struggling learners are guided through the learning process with learning strategies, and the lessons are based on declarative and procedural learning tasks in authentic learning environments (Grabinger, 2004; Tomei, 2007).

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Producing gestures establishes a motor context for procedural learning tasks

Learning and Instruction ◽

10.1016/j.learninstruc.2018.07.008 ◽

2018 ◽

Vol 58 ◽

pp. 245-254 ◽

Cited By ~ 1

Author(s):

Markus Huff ◽

Annika E. Maurer ◽

Martin Merkt

Keyword(s):

Procedural Learning ◽

Learning Tasks

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Ultrastructural comparison of prolactin adenomas of pituitary in men and women

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100103796 ◽

1988 ◽

Vol 46 ◽

pp. 346-347

Author(s):

R.C. Caughey ◽

U.P. Kalyan-Raman

Keyword(s):

Endoplasmic Reticulum ◽

Electron Microscope ◽

Phosphate Buffer ◽

Pituitary Adenomas ◽

Osmium Tetroxide ◽

Secretory Granules ◽

Uranyl Acetate ◽

En Bloc ◽

Men And Women ◽

Transmission Electron

Prolactin producing pituitary adenomas are ultrastructurally characterized by secretory granules varying in size (150-300nm), abundance of endoplasmic reticulum, and misplaced exocytosis. They are also subclassified as sparsely or densely granulated according to the amount of granules present. The hormone levels in men and women vary, being higher in men; so also the symptoms vary between both sexes. In order to understand this variation, we studied 21 prolactin producing pituitary adenomas by transmission electron microscope. This was out of a total of 80 pituitary adenomas. There were 6 men and 15 women in this group of 21 prolactinomas.All of the pituitary adenomas were fixed in 2.5% glutaraldehyde, rinsed in Millonig's phosphate buffer, and post fixed with 1% osmium tetroxide. They were then en bloc stained with 0.5% uranyl acetate, rinsed with Walpole's non-phosphate buffer, dehydrated with graded series of ethanols and embedded with Epon 812 epoxy resin.

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Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-17-0140 ◽

2019 ◽

Vol 62 (10) ◽

pp. 3790-3807 ◽

Cited By ~ 2

Author(s):

Sara Ferman ◽

Liat Kishon-Rabin ◽

Hila Ganot-Budaga ◽

Avi Karni

Keyword(s):

Language Learning ◽

Language Impairment ◽

Specific Language Impairment ◽

Explicit Knowledge ◽

Procedural Memory ◽

Procedural Learning ◽

Specific Language ◽

Language Problems ◽

Morphological Rule ◽

Semantic Distinction

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age–matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit—perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task—can better explain their difficulties in language learning.

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Race Difference in Auditory Sensitivity

Journal of Speech and Hearing Research ◽

10.1044/jshr.0704.389 ◽

1964 ◽

Vol 7 (4) ◽

pp. 389-393 ◽

Cited By ~ 3

Author(s):

David C. Shepherd ◽

Robert Goldstein ◽

Benjamin Rosenblüt

Keyword(s):

White Women ◽

White Men ◽

Sensitivity Study ◽

Auditory Sensitivity ◽

Race Difference ◽

Men And Women ◽

Auditory Thresholds ◽

Békésy Audiometry ◽

Method Of Adjustment ◽

Better Than

Two separate studies investigated race and sex differences in normal auditory sensitivity. Study I measured thresholds at 500, 1000, and 2000 cps of 23 white men, 26 white women, 21 negro men, and 24 negro women using the method of limits. In Study II thresholds of 10 white men, 10 white women, 10 negro men, and 10 negro women were measured at 1000 cps using four different stimulus conditions and the method of adjustment by means of Bekesy audiometry. Results indicated that the white men and women in Study I heard significantly better than their negro counterparts at 1000 and 2000 cps. There were no significant differences between the average thresholds measured at 1000 cps of the white and negro men in Study II. White women produced better auditory thresholds with three stimulus conditions and significantly more sensitive thresholds with the slow pulsed stimulus than did the negro women in Study II.

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