Simple English to Chinese: MOTOR LEARNING AND RECOVERY OF FUNCTION General field: Other Detailed field: Sports / Fitness / Recreation | |
Source text - Simple English Nondeclarative (Implicit) Forms of Learning
As you see in Figure 2.1, nondeclarative learning can be divided into a number of subtypes, each controlled by different parts of the brain. We will begin our discussion of nondeclarative learning with nonassociative forms of learning, which are the simplest forms of learning, involving reflex pathways.
Nonassociative Forms of Learning
Nonassociative learning occurs when animals are given a single stimulus repeatedly. As a result, the nervous system learns about the characteristics of that stimulus. Habituation and sensitization are two very simple forms of nonassociative learning. Habituation is a decrease in responsiveness that occurs as a result of repeated exposure to a nonpainful stimulus (Kandel et al., 2000).
Habituation is used in many different ways in the clinical setting. For example, habituation exercises are used to treat dizziness in patients with certain types of vestibular dysfunction. Patients are asked to repeatedly move in ways that provoke their dizziness. This repetition results in habituation of the dizziness response. Habituation also forms the basis of therapy for children whose behavior is termed “tactile defensive,” that is, children who show excessive responsiveness to cutaneous stimulation. Children are repeatedly exposed to gradually increasing levels of cutaneous inputs in an effort to decrease their sensitivity to this stimulus.
Sensitization is an increased responsiveness following a threatening or noxious stimulus (Kandel et al., 2000). For example, if I receive a painful stimulus on the skin, and then a light touch, I will react more strongly than I normally would to the light touch. After a person has habituated one stimulus, a painful stimulus can dishabituate the response to the first. That is, sensitization counteracts the effects of habituation.
Associative Forms of Learning
A second type of nondeclarative or implicit learning is associative learning. What is associative learning? It is through associative learning that a person learns to predict relationships, either relationships of one stimulus to another (classical conditioning) or the relationship of one’s behavior to a consequence (operant conditioning). For example, when a patient recovering from a stroke, through repeated practice, begins to learn to redefine their stability limits so that they do not put so much weight on their involved limb that they fall, they are undergoing associative learning, and specifically, operant conditioning. That is, they are learning that stability is associated with a new strategy of weight support.
It has been suggested that associative learning has evolved to help animals learn to detect causal relationships in the environment. Establishing lawful and therefore predictive relationships among events is part of the process of making sense and order of our world. Recognizing key relationships between events is an essential part of the ability to adapt behavior to novel situations (Kandel et al., 2000).
Patients who have suffered an injury that has drastically altered their ability to sense and move in their world have the task of reexploring their body in relationship to their world in order to determine what new relationships exist between the two. Pavlov studied how humans and animals learn the association of two stimuli through the simple form of learning that is now called “classical conditioning.” | Translation - Chinese 非陈述性(隐性的)学习形式
如图2.1所示,非陈述性学习可以分成许多子类型,每一个子类型由大脑的不同部分控制。我们将开始讨论非关联学习的非宣称性学习,这是最简单的学习形式,涉及反射途径。我们将首先讨论非陈述性学习中最简单的非联合型学习,它涉及到反射路径。
非联合型学习形式
非联合型学习发生在反复给予动物单一刺激时。结果,神经系统了解了该刺激的特征。习惯化和敏感化是非联合型学习的两种非常简单的形式。习惯化是由于反复受非疼痛性刺激而导致的反应下降(Kandel等人,2000)。
习惯化在临床上以许多不同的方式使用。例如:习惯化训练用于治疗某些前庭功能障碍患者的头晕。患者被要求以引起他们头晕的方式反复移动,这种重复训练会使头晕的反应习惯化。习惯化也成为对“触觉防御”儿童的治疗基础,即对皮肤刺激反应过度的儿童。
敏感化是受威胁或有害刺激后的增强反应(Kandel等人,2000)。例如:如果我在皮肤上受到了疼痛的刺激后,就算是轻触,我也会表现出比平常更加强烈的反应。而人一旦习惯了一种刺激之后,痛苦的刺激会让人改变对那种刺激的反应。也就是说,敏感化消减了习惯的影响。
有时增加患者对威胁性刺激的敏感度是重要的。例如:提高患者对跌倒可能性的刺激意识可能是平衡再训练的一个重要方面。
学习的联想形式
非陈述性或隐性学习的第二种形式是联想学习。什么是联想学习呢?通过联想学习,一个人学会预测关系,不论是一种刺激与另一种刺激的关系(经典条件反射),或者是一个人的行为与后果的关系(操作性条件反射)。例如:当患者在进行中风恢复治疗时,让其通过反复练习,重新界定他们的稳定限制,这样患者们不会因为把多数重力放在腿上而跌倒,这一系列活动就是联想学习,或称操作性条件反射。也就是说,他们认识到人的稳定性与的新的体重支持策略有关。
有人提出联想学习已能帮助动物学习检测环境中的因果关系。在事件之间建立合法的预测关系是人类世界理性和秩序的一部分。认识各事件间的主要关系是使行为适应新情况的重要部分(Kandel等人,2000)。
患者在受伤后感知和行动能力被极大地改变,为了判定身体与外界存在什么新的关系,他们有任务去重新探索。巴甫洛夫研究了人类和动物如何通过简单的学习形式(即“经典条件反射”)来学习两种刺激间的关联。
|