Significant Learning Effect Research Articles

Use of a Visual Cue to Reduce Errors in Exiting a Crash-bar Type Door

Fire codes require that exit doors utilize a horizontal bar to release the latch mechanism so that in a panic situation the door will open easily. Architects have incorporated this constraint into the design of entryways, but sometimes hide visual cues within the door itself, thereby creating perfect symmetry in the appearance of the door. If the visual cue of a doorknob is absent, the individual cannot know which side to push. Certain hazards result from this situation. Visual cues may be effective to alleviate this problem. A campus library and athletic center provided a location where a systematic field study could be made. Observations were collected over a four week period. The first two weeks determined a base rate of individuals' success/failure in pressing the correct side of the door. Another two weeks of data were collected where a visual cue was positioned on the proper side of the door. DV was success or failure in pressing the correct side of the door. IV was presence or absence of the visual cue. Data revealed that 37% of Ss demonstrated failure when there was no visual cue present to break the symmetry of the door, but only 6% failed with the visual cue present. No significant learning effect was found during the phase of no visual cue, but a significant learning effect was found for presence of cue. Applications may be made to door design and the design of other environments where individuals may need visual cues to make choices.

Reproducibility of central field results using the Humphrey Field Analyser in normal subjects

Repeated measurements of threshold for the central 10o visual field were made on normal subjects with the Humphrey Field Analyser. Two examiners repeated the visual field measurement for each subject, giving four readings in all. Visual field results were divided into concentric zones, where each zone area was double the area of the preceding zone, and also into quadrants. There was no significant difference between the results obtained from each examiner and, after the four trials, there was not a significant learning effect. The results showed no significant difference between quadrant divisions for each zone, but there were significant differences between zones and between subjects.

Influence of an unskilled model's practice schedule on observational motor learning

Adams (1986) found that observational learning was quite good when the observer watched an unskilled model improve on a task. By watching the unskilled model improve, the observer engaged in the types of problem-solving activities that characterize motor learning. Engagement in these processing activities was enhanced when the model's KR was also available, perhaps due to the enrichment of the observable information. We report two experiments that attempted to enhance observational learning effects. Adams' paradigm was used in these studies: observers watched unskilled models practise a task over a series of trials during which both the observer and the model were provided with the model's KR. Observers were then assessed for their performance on the task. Subjects were initially tested in pairs whereby the model performed under either a random or blocked practice schedule. The rationale was that since random practice schedules enhance the processing activities of someone learning a movement skill, we hypothesized that there should be a benefit for someone observing the learning of a motor skill as well. This prediction was not supported in either the learning of a computer game (experiment 1) or the learning of a timing task (experiment 2). Although there was a significant observational learning effect in both experiments, there was no influence of the practice schedule on the magnitude of this effect. These findings are discussed relative to theoretical issues of both obsrvational learning and contextual interference effects.

The effect of learning and age on short‐term fluctuation and mean sensitivity of automated static perimetry

Knowledge of the effect of perimetric experience is essential in evaluation of visual fields. In the present study we report on the learning effect on short-term fluctuation (SF), and mean sensitivity (MS) correlating this effect with age in the older age groups. A sample of 33 volunteers with no history of ocular disease was subjected to two automated static perimetry tests. Program 32 of the Octopus 2000 was used for evaluation of the learning effect on SF and MS of the whole field, single quadrants and three eccentric zones. The learning effect on MS of the whole field and single zones of the first and the second session was statistically significant except in the upper temporal zone. Further, the learning effect showed a positive correlation with age on MS of the whole field, the lower quadrants and the eccentric zones from 0 to 20 degrees. The SF showed a significant learning effect, but no correlation with age could be demonstrated. However, SF increased significantly with age.

Prediction of Head Movement Time Using Fitts’ Law

Fitts’ movement time prediction equation has been applied and manipulated in analyzing movements of the upper and lower extremities in healthy populations. One common job modification for physically challenged workers is the use of a head or chin stick to depress keys on a keyboard, making use of head movements when movements of the extremities are problematic. The purpose of this research was to assess the applicability of Fitts’ law for the prediction of head movement time. Movement was restricted in healthy subjects by limiting body movement below the neck. Subjects were asked to reciprocally move a chin stylus between targets of various widths and separations. The present study found that Fitts’ law was a robust predictor of head movement time in healthy, college-age males using a chin stylus. Although small within-subjects trends were noted, there were no significant learning effects from Session 1 to Session 2. The mean information-processing rate for the experimental head movement was 7 bits/s, much less than that reported for extremities. These results can provide rehabilitation and industrial engineers valuable insight into the added demands of jobs designed to use repetitive head movements.

An Investigation of Emphatic Stress Comprehension in Adult Aphasia

The differential effects of normal and emphatic stress on the auditory comprehension performance of 9 aphasic and 5 normal adults were assessed. As a partial replication of Pashek and Brookshire (1982), four paragraph-length stimuli were used from the original study. Each paragraph was presented twice. One version was recorded with one fact per sentence receiving normal stress, the second version with emphatic stress. Following each paragraph, subjects answered 16 "yes/no" questions about the eight target facts in each paragraph. This procedure allowed for direct comparison of performance across conditions on the same paragraph rather than on different paragraphs as in the original study. Analysis of the results revealed that the aphasic subjects demonstrated significantly better performance for stimuli presented with emphatic stress. In addition, no significant learning effect was observed over two repetitions of each paragraph. These data are interpreted as successfully replicating the findings of Pashek and Brookshire. The results suggest that emphatic stress plays an important role in auditory comprehension. However, the observed effect of emphatic stress should not be attributed solely to changes incumbent upon the stress bearing word. Alternative explanations are discussed.

Ultrasound detection of choledocholithiasis: Prospective comparison with ERCP in the postcholecystectomy patient

The role of ultrasound as a screening test for choledocholithiasis was prospectively assessed by comparing the results of upper abdominal ultrasound with direct cholangiography in 59 unselected symptomatic postcholecystectomy patients. Ultrasound detected duct stones in 13 of 29 patients (sensitivity, 45%) and their absence in 29 of 30 (specificity, 97%). A positive ultrasound diagnosis of choledocholithiasis was correct 13 times out of 14 (predictive value, 93%) whereas a negative diagnosis was correct on only 29 of 45 occasions (predictive value, 64%). No significant learning effect was seen. Intestinal gas obscuring the distal common duct was the most important factor limiting the ability of ultrasound to detect duct stones. Duct stones were present in 25 of 35 patients shown to have a dilated common duct on ultrasound, and in 4 of 24 with nondilated ducts; the predictive value of duct dilatation at ultrasound for duct stones was therefore 71% and that of nondilatation in excluding stones was 83%. Dilated intrahepatic bile ducts were demonstrated at ultrasound in only 17% of patients with choledocholithiasis. We conclude that ultrasound cannot reliably diagnose or exclude bile duct stones and is an inadequate screening test for the symptomatic postcholecystectomy patient.

Speech-tracking performance in single-channel cochlear implant subjects.

This study evaluated 20 deaf adults' ability to understand connected discourse under two conditions: (a) lipreading alone (LA), and (b) lipreading plus electrical stimulation by a single-channel cochlear implant (LI). Performance was evaluated using the speech-tracking procedure, which required the deaf receiver to repeat verbatim textual material read by another individual. The reception of ongoing speech was measured in terms of the number of words repeated correctly per minute. The results revealed, on the average, a significantly higher tracking rate in the LI condition (28.6 wpm) than the LA condition (16.4 wpm). There was a significant learning effect across sessions for both conditions. Subjects who were previous hearing aid users achieved a significantly higher tracking rate in the LI condition than did subjects who had no previous experience with amplification. Significant subject differences were present as a function of condition. Sixteen of the 20 subjects achieved higher tracking rates in the LI than in the LA condition. However, 4 of these 16 subjects showed similar relative gains in both conditions and 3 showed a decrease in performance in the LA condition over time. The remaining 4 subjects showed nearly equivalent tracking rates in both conditions over time. The data suggest that the majority of subjects were able to learn to make use of the cues provided by electrical stimulation by a single-channel cochlear implant to enhance their lipreading skills, at least for highly redundant material in a communicative situation.

A pilot study of microcomputer testing in paediatrics.

A system for administering multiple choice questions and for providing immediate feedback via microcomputer was designed and field-tested by three groups of paediatric residents. Only minor technical problems were encountered, and these can be resolved easily. Attitudes towards the system were strongly positive. Residents nearly always elected to see feedback when their answers were incorrect, but frequency of requests for feedback to correct responses varied widely. Although most residents preferred the computerized test to a written test and thought they had learned more, no significant learning effect was demonstrated on pre- and post-testing.

Clinical considerations in the use of time-compressed speech.

The four lists of the Auditec of St. Louis recording of the 60% time-compressed NU 6 test were presented at 32 dB SL to 28 normal subjects and 28 subjects with sensorineural hearing loss. Significant list effects were found, with only lists I and IV being equivalent for both groups. A significant learning effect, greater for the normal subjects, also was present. Clinical recommendations are made regarding list and practice effects and considerations for use of this test in the presence of peripheral hearing impairment.

Linguistically based speechreading assessment

A videotaped speechreading test, Eyes and Spoken Language, has been designed to assess how effectively a person utilizes linguistic constraints in responding to spoken language via the visual pathway. Concurrent validity and test—retest reliability has been established using responses of 68 non-hearing-impaired young adults. A significant learning effect has been demonstrated from one administration to another 2 wk later. The clinical implications of this finding are discussed.

Effects of instruction, visual imagery and educational background on process control performance

The effects of instruction, vividness of visual imagery and education were evaluated on operator control performance on a relatively complex process simulator. Thirty-two subjects took part. Analysis of variance of the data indicated a significant effect due to instruction. No significant effects were found for vividness of visual imagery or educational background, nor any significant interactions. A significant learning effect was shown to exist for one of the levels of instruction, namely the group with process information. The group with only input-output information did not show any learning effect over the three experimental trials.

Evaluation of the Educational Effectiveness of an Instructional Package on Developmental Disabilities

A newly developed audio-visual staff training package on the legal and historical aspects of developmental disabilities was assessed for its educational effectiveness. Separate evaluations were made of the component parts of the package. From a residential institution serving the developmentally disabled, 100 direct care staff were selected randomly and assigned to five groups. These groups were presented with either the audio-visual component, the workbook, or the combined audiovisual and workbook components of the package. Two groups were pretested and all five groups received a posttest and a three week follow-up test The results indicated significant learning effects which were maintained through the follow-up period. There were no differences between the three presentation modes in educational effectiveness but the slide-tape only presentation was more efficient and was preferred by the participants. Based on the results of the study, further development of audio-visual staff training packages is encouraged.

Human neurologic function and the aging process.

Sixty-one normal men whose ages ranged from 20 to 80 years were evaluated on two occasions by means of a comprehensive series of 128 instrumented tests of neurologic function. The tests measured cognition, vision, strength, steadiness, reactions, speed, coordination, fatigue, gait, station, sensations, and tasks of daily living. The reliability of each test measured was determined, and any measure found unreliable (r less than or equal to 0.41) was not further analyzed. Significant age-related linear decreases were found for almost all neurologic functions. The declines over the age span varied from less than 10 percent to more than 90 percent for different functions. For the upper extremities, the largest declines (greater than 50 percent) were in hand-force steadiness, speed of hand-arm movements, and vibration sense; for the lower extremities, the largest declines were in one-legged balance with eyes closed and in vibration sense. For 13 of 14 tests in which significant dominant body-side effects were found, larger re-testing 7-10 days later, the subjects improved their scores by more than 5 percent on only 17 tests, 9 of which concerned the activities of daily living. No significant differential learning effects were found across age groups. The results point to the importance of developing a data bank on age-based neurologic function so that therapeutic effects can be evaluated in terms of age- and sex-matched normal functioning.

Evaluation of an instruction programme on diabetes diet by means of a teaching machine

In 119 patients with diabetes, student nurses, social workers, dietitians and medical students a pretest was carried out with multiple-choice questions on the subject of diabetes diet. The group was then exposed to programmed diet instruction with a teaching machine. There was a significant learning effect as measured by the score differences with identical and analogue post-tests. Programmed self-teaching with feed back by multiple-choice questions seems to be an efficient method of instruction of basic facts of nutrition for diabetics thus enabling the physician to spend more time on the patient's personal problems.

Discrimination of spectral shape by blinded veterans

The analysis of the acoustic environment for the purpose of gleaning spatial information is a very important sensory skill potentially available to an individual lacking sight. The purpose of the experimental procedure outlined in this paper was twofold: (1) to provide the means for predicting the level of auditory skills of individual clients and (2) to enhance the auditory skills of blinded clients in a manner more efficient than techniques presently available. The task involved the detection of a notch filtered out of a broad-band noise background. A standard (low pass-900 Hz, high pass-1300 Hz) and three different notch widths (850–1450, 800–1600, 750–1750) filtered by means of a General Radio 1952 Universal filter were used, providing the experimenters with three levels of difficulty in the comparison task. It was found that the test results correlated with performance in real-world acoustic assessment situations to a much greater degree than previously possible with pure tone audiometric results. Significant learning effects generalized to the real world situation will also be discussed.

Effects of Supervisor Style on the Learning of Empathy in a Supervision Analogue

Effects of supervisor style (techniques‐oriented, counseling‐oriented, and placebo‐oriented) and the presupervision conditions of audio modeling versus no modeling were examined in a supervision analogue. Six groups of 18 trainees heard three sets of recorded client statements and responded as counselors. Supervised groups had two 15‐minute conferences with supervisors between sets 1 and 2 and between sets 2 and 3. Control groups received no supervision. Among supervised groups only those trainees receiving the techniques‐oriented supervision showed significant improvement in rated level of empathy. Significant learning effects from the presupervision use of audio modeling were also found.

The effects of sentence length and grammatical structure in a serial learning task

Nonsense strings containing four, five, six, and seven nonsense words were constructed for three grammatical structure conditions: morphology and syntax, morphology alone, and syntax alone. Analysis of the percentage of words recalled revealed a significant learning effect that was inversely related to sentence length. More important, however, was a failure to find any facilitation effects on recall due to morphology and/or syntax.

Learning A Vibrotactile Code At Five Different Loci

Five groups of subjects each learned the same nine-element vibrotactile code (three durations and three intensities) but through different areas of skin. The five areas were the left upper arm, forearm, wrist, palm, and fingertips. Although there was a significant difference between the groups over ten practice trials there was no clear distal-proximal ordering effect. There was a significant learning effect for the groups and the performance of subjects learning the code through the skin of the wrist was superior.

Vibrotactile code learning by young adolescent girls

Three groups of young adolescent girls were trained to learn a nine-element vibrotactile code (one vibrator, three intensities, three durations of signal). Two of the groups consisted of deaf Ss, and the third group of girls had normal hearing. There was no significant difference between the groups. Although there was a significant learning effect over 10 trials, the obtained F ratio only just reached significance. Most of the errors made on the last trial were combined errors of intensity-duration.