The Experts below are selected from a list of 318 Experts worldwide ranked by ideXlab platform
Russell Alan Poldrack - One of the best experts on this subject based on the ideXlab platform.
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evidence for corticostriatal dysfunction during Cognitive Skill learning in adolescent siblings of patients with childhood onset schizophrenia
Schizophrenia Bulletin, 2014Co-Authors: Dana Wagshal, Susan Yost Bookheimer, Robert Martin Bilder, Barbara J Knowlton, Russell Alan Poldrack, Jessica R Cohen, Nanthia Suthana, Robert F. AsarnowAbstract:Patients with schizophrenia perform poorly on Cognitive Skill learning tasks. This study is the first to investigate the neural basis of impairment in Cognitive Skill learning in first-degree adolescent relatives of patients with schizophrenia. We used functional magnetic resonance imaging to compare activation in 16 adolescent siblings of patients with childhood-onset schizophrenia (COS) and 45 adolescent controls to determine whether impaired Cognitive Skill learning in individuals with genetic risk for schizophrenia was associated with specific patterns of neural activation. The siblings of patients with COS were severely impaired on the Weather Prediction Task (WPT) and showed a relative deactivation in frontal regions and in the striatum after extensive training on the WPT compared with controls. These differences were not accounted for by performance differences in the 2 groups. The results suggest that corticostriatal dysfunction may be part of the liability for schizophrenia.
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impaired automatization of a Cognitive Skill in first degree relatives of patients with schizophrenia
Psychiatry Research-neuroimaging, 2014Co-Authors: Dana Wagshal, Susan Yost Bookheimer, Robert Martin Bilder, Barbara J Knowlton, Russell Alan Poldrack, Jessica R Cohen, Robert F. AsarnowAbstract:We studied healthy, first-degree relatives of patients with schizophrenia to test the hypothesis that deficits in Cognitive Skill learning are associated with genetic liability to schizophrenia. Using the Weather Prediction Task (WPT), 23 healthy controls and 10 adult first-degree Relatives Of Schizophrenia (ROS) patients were examined to determine the extent to which Cognitive Skill learning was automated using a dual-task paradigm to detect subtle impairments in Skill learning. Automatization of a Skill is the ability to execute a task without the demand for executive control and effortful behavior and is a Skill in which schizophrenia patients possess a deficit. ROS patients did not differ from healthy controls in accuracy or reaction time on the WPT either during early or late training on the single-task trials. In contrast, the healthy control and ROS groups were differentially affected during the dual-task trials. Our results demonstrate that the ROS group did not automate the task as well as controls and continued to rely on controlled processing even after extensive practice. This suggests that adult ROS patients may engage in compensatory strategies to achieve normal levels of performance and support the hypothesis that impaired Cognitive Skill learning is associated with genetic risk for schizophrenia.
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Deficits in probabilistic classification learning and liability for schizophrenia.
Psychiatry research, 2012Co-Authors: Dana Wagshal, Jessica Rachel Cohen, Vindia Gisela Fernandez, Susan Yost Bookheimer, Robert Martin Bilder, Barbara J Knowlton, Russell Alan Poldrack, Robert F. AsarnowAbstract:Patients with schizophrenia show deficits in Skill learning. We tested the hypothesis that impaired Skill learning is associated with liability for schizophrenia by determining if it is present in non-affected siblings of patients. This study examined Cognitive Skill learning in adolescent siblings of patients with childhood onset schizophrenia (COS), who are at high genetic risk for the disorder, and age-matched controls. A probabilistic classification task was used to assess Cognitive Skill learning, which has been shown to be impaired in patients with striatal dysfunction or schizophrenia. Differences between the groups emerged within the first 50 trials of training: the controls showed significant learning while the COS siblings did not. Furthermore, after extended training over 800 additional trials the siblings of COS probands reached a lower level of asymptotic performance than controls. These results suggest that a behavioral impairment in probabilistic classification learning in healthy, unaffected siblings mirrors the deficits seen in patients and thus may reflect genetic liability for the disease.
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selective corticostriatal dysfunction in schizophrenia examination of motor and Cognitive Skill learning
Neuropsychology (journal), 2008Co-Authors: Karin Foerde, Susan Yost Bookheimer, Robert Martin Bilder, Barbara J Knowlton, Russell Alan Poldrack, Fred W Sabb, Don Guthrie, Eric Granholm, Keith H Nuechterlein, Stephen R MarderAbstract:It has been suggested that patients with schizophrenia have corticostriatal circuit dysfunction (Carlsson & Carlsson, 1990). Skill learning is thought to rely on corticostriatal circuitry and different types of Skill learning may be related to separable corticostriatal loops (Grafton, Hazeltine, & Ivry, 1995; Poldrack, Prabhakaran, Seger, & Gabrieli, 1999). The authors examined motor (Serial Reaction Time task, SRT) and Cognitive (Probabilistic Classification task, PCT) Skill learning in patients with schizophrenia and normal controls. Development of automaticity was examined, using a dual task paradigm, across three training sessions. Patients with schizophrenia were impaired at learning on the PCT compared to controls. Performance gains of controls occurred within the first session, whereas patients only improved gradually and never reached the performance level of controls. In contrast, patients were not impaired at learning on the SRT relative to controls, suggesting that patients with schizophrenia may have dysfunction in a specific corticostriatal subcircuit.
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Striatal activation during acquisition of a Cognitive Skill
Neuropsychology, 1999Co-Authors: Russell Alan Poldrack, Vivek Prabhakaran, Carol A Seger, John D. E. GabrieliAbstract:The striatum is thought to play an essential role in the acquisition of a wide range of motor, perceptual, and Cognitive Skills, but neuroimaging has not yet demonstrated striatal activation during nonmotor Skill learning. Functional magnetic resonance imaging was performed while participants learned probabilistic classification, a Cognitive task known to rely on procedural memory early in learning and declarative memory later in learning. Multiple brain regions were active during probabilistic classification compared with a perceptual-motor control task, including bilateral frontal cortices, occipital cortex, and the right caudate nucleus in the striatum. The left hippocampus was less active bilaterally during probabilistic classification than during the control task, and the time course of this hippocampal deactivation paralleled the expected involvement of medial temporal structures based on behavioral studies of amnesic patients. Findings provide initial evidence for the role of frontostriatal systems in normal Cognitive Skill learning.
Kurt Vanlehn - One of the best experts on this subject based on the ideXlab platform.
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implicit versus explicit learning of strategies in a non procedural Cognitive Skill
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2004Co-Authors: Kurt Vanlehn, Dumiszewe Bhembe, Min Chi, Collin F Lynch, Kay G Schulze, Robert Shelby, Linwood Taylor, Donald Treacy, Anders WeinsteinAbstract:University physics is typical of many Cognitive Skills in that there is no standard procedure for solving problems, and yet a few students still master the Skill. This suggests that their learning of problem solving strategies is implicit, and that an effective tutoring system need not teach problem solving strategies as explicitly as model-tracing tutors do. In order to compare implicit vs. explicit learning of problem solving strategies, we developed two physics tutoring systems, Andes and Pyrenees. Pyrenees is a model-tracing tutor that teaches a problem solving strategy explicitly, whereas Andes uses a novel pedagogy, developed over many years of use in the field, that provides virtually no explicit strategic instruction. Preliminary results from an experiment comparing the two systems are reported.
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Cognitive Skill ACQUISITION
Annual review of psychology, 1996Co-Authors: Kurt VanlehnAbstract:▪ Abstract Cognitive Skill acquisition is acquiring the ability to solve problems in intellectual tasks, where success is determined more by subjects' knowledge than by their physical prowess. This review considers research conducted in the past ten years on Cognitive Skill acquisition. It covers the initial stages of acquiring a single principle or rule, the initial stages of acquiring a collection of interacting pieces of knowledge, and the final stages of acquiring a Skill, wherein practice causes increases in speed and accuracy.
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problem solving and Cognitive Skill acquisition
Foundations of cognitive neuroscience, 1993Co-Authors: Kurt VanlehnAbstract:Abstract : There has been a great deal of work in human problem solving since the landmark publication of Newell and Simon's Human Problem Solving in 1972. After reviewing the 1972 theory and the subsequent additions to it that model practice effects and expert-level problem solving, this tutorial presents 19 basic findings that seem to capture much of the recent experimental work in the field. (sdw)
Robert F. Asarnow - One of the best experts on this subject based on the ideXlab platform.
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evidence for corticostriatal dysfunction during Cognitive Skill learning in adolescent siblings of patients with childhood onset schizophrenia
Schizophrenia Bulletin, 2014Co-Authors: Dana Wagshal, Susan Yost Bookheimer, Robert Martin Bilder, Barbara J Knowlton, Russell Alan Poldrack, Jessica R Cohen, Nanthia Suthana, Robert F. AsarnowAbstract:Patients with schizophrenia perform poorly on Cognitive Skill learning tasks. This study is the first to investigate the neural basis of impairment in Cognitive Skill learning in first-degree adolescent relatives of patients with schizophrenia. We used functional magnetic resonance imaging to compare activation in 16 adolescent siblings of patients with childhood-onset schizophrenia (COS) and 45 adolescent controls to determine whether impaired Cognitive Skill learning in individuals with genetic risk for schizophrenia was associated with specific patterns of neural activation. The siblings of patients with COS were severely impaired on the Weather Prediction Task (WPT) and showed a relative deactivation in frontal regions and in the striatum after extensive training on the WPT compared with controls. These differences were not accounted for by performance differences in the 2 groups. The results suggest that corticostriatal dysfunction may be part of the liability for schizophrenia.
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impaired automatization of a Cognitive Skill in first degree relatives of patients with schizophrenia
Psychiatry Research-neuroimaging, 2014Co-Authors: Dana Wagshal, Susan Yost Bookheimer, Robert Martin Bilder, Barbara J Knowlton, Russell Alan Poldrack, Jessica R Cohen, Robert F. AsarnowAbstract:We studied healthy, first-degree relatives of patients with schizophrenia to test the hypothesis that deficits in Cognitive Skill learning are associated with genetic liability to schizophrenia. Using the Weather Prediction Task (WPT), 23 healthy controls and 10 adult first-degree Relatives Of Schizophrenia (ROS) patients were examined to determine the extent to which Cognitive Skill learning was automated using a dual-task paradigm to detect subtle impairments in Skill learning. Automatization of a Skill is the ability to execute a task without the demand for executive control and effortful behavior and is a Skill in which schizophrenia patients possess a deficit. ROS patients did not differ from healthy controls in accuracy or reaction time on the WPT either during early or late training on the single-task trials. In contrast, the healthy control and ROS groups were differentially affected during the dual-task trials. Our results demonstrate that the ROS group did not automate the task as well as controls and continued to rely on controlled processing even after extensive practice. This suggests that adult ROS patients may engage in compensatory strategies to achieve normal levels of performance and support the hypothesis that impaired Cognitive Skill learning is associated with genetic risk for schizophrenia.
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Deficits in probabilistic classification learning and liability for schizophrenia.
Psychiatry research, 2012Co-Authors: Dana Wagshal, Jessica Rachel Cohen, Vindia Gisela Fernandez, Susan Yost Bookheimer, Robert Martin Bilder, Barbara J Knowlton, Russell Alan Poldrack, Robert F. AsarnowAbstract:Patients with schizophrenia show deficits in Skill learning. We tested the hypothesis that impaired Skill learning is associated with liability for schizophrenia by determining if it is present in non-affected siblings of patients. This study examined Cognitive Skill learning in adolescent siblings of patients with childhood onset schizophrenia (COS), who are at high genetic risk for the disorder, and age-matched controls. A probabilistic classification task was used to assess Cognitive Skill learning, which has been shown to be impaired in patients with striatal dysfunction or schizophrenia. Differences between the groups emerged within the first 50 trials of training: the controls showed significant learning while the COS siblings did not. Furthermore, after extended training over 800 additional trials the siblings of COS probands reached a lower level of asymptotic performance than controls. These results suggest that a behavioral impairment in probabilistic classification learning in healthy, unaffected siblings mirrors the deficits seen in patients and thus may reflect genetic liability for the disease.
Zane Olina - One of the best experts on this subject based on the ideXlab platform.
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the effects of part task and whole task instructional approaches on acquisition and transfer of a complex Cognitive Skill
Educational Technology Research and Development, 2009Co-Authors: Jung Lim, Robert A Reiser, Zane OlinaAbstract:This study was designed to investigate the effects of two instructional approaches (whole-task versus part-task) and two levels of learner prior knowledge (lower versus higher) on learner acquisition and transfer of a complex Cognitive Skill. Participants were 51 undergraduate pre-service teachers. In the part-task condition, a complex Skill (preparing a grade book using Excel) was decomposed into a series of smaller tasks, each of which was demonstrated and practiced separately. In the whole-task condition, which was based on the 4C/ID-model (van Merrienboer 1997), learners were exposed to the entire complex Skill from the beginning of the instruction and were required to practice performing a series of whole tasks throughout the unit. Results indicated that the whole-task group performed significantly better than the part-task group on a Skill acquisition test and a transfer test. Possible reasons for these findings and suggestions for future research are discussed.
Jung Lim - One of the best experts on this subject based on the ideXlab platform.
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the effects of part task and whole task instructional approaches on acquisition and transfer of a complex Cognitive Skill
Educational Technology Research and Development, 2009Co-Authors: Jung Lim, Robert A Reiser, Zane OlinaAbstract:This study was designed to investigate the effects of two instructional approaches (whole-task versus part-task) and two levels of learner prior knowledge (lower versus higher) on learner acquisition and transfer of a complex Cognitive Skill. Participants were 51 undergraduate pre-service teachers. In the part-task condition, a complex Skill (preparing a grade book using Excel) was decomposed into a series of smaller tasks, each of which was demonstrated and practiced separately. In the whole-task condition, which was based on the 4C/ID-model (van Merrienboer 1997), learners were exposed to the entire complex Skill from the beginning of the instruction and were required to practice performing a series of whole tasks throughout the unit. Results indicated that the whole-task group performed significantly better than the part-task group on a Skill acquisition test and a transfer test. Possible reasons for these findings and suggestions for future research are discussed.
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effects of part task and whole task instructional approaches and levels of learner expertise on learner acquisition and transfer of a complex Cognitive Skill
International Conference of Learning Sciences, 2006Co-Authors: Jung Lim, Robert A ReiserAbstract:In complex learning environments, providing instruction that facilitates transfer of learning is important. The study investigated the effects of two instructional approaches (whole-task vs. part-task) and levels of learner expertise (novice vs. advanced) on learner acquisition and transfer of a complex Cognitive Skill (e.g., preparing a grade book in excel) in an introductory educational technology course. The study also examined the effects of these variables on learners' Cognitive load, instructional efficiency, time on task and their attitudes towards the instruction. The results indicated that there were statistically significant differences between the two treatment groups (whole-task > part-task) on (a) whole-task performance, (b) far-transfer performance, (c) instructional efficiency on the whole-task performance, and d) instructional efficiency on the far-transfer performance. However, no significant differences were found for (a) Cognitive load, (b) time spent on the whole-task test, (c) time spent on the far-transfer test, and (d) attitudes toward instruction.