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Journal articles on the topic 'Maternal learning'

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Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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1

Larsen, Gregory D. "Oxytocin encourages maternal learning." Lab Animal 44, no. 6 (May 19, 2015): 191. http://dx.doi.org/10.1038/laban.792.

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2

Catling-Paull, Christine, Nolan McDonnell, Alison Moores, and Caroline S. E. Homer. "Maternal mortality in Australia: Learning from maternal cardiac arrest." Nursing & Health Sciences 13, no. 1 (February 17, 2011): 10–15. http://dx.doi.org/10.1111/j.1442-2018.2011.00578.x.

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3

Fletcher, Barbara. "Maternal Expectations of Preschool Learning." National Association of Early Childhood Teacher Educators Bulletin 10, no. 2 (April 1989): 5–6. http://dx.doi.org/10.1080/23752599.1989.11090057.

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4

Antshel, Kevin M., and Guy-Ronald Joseph. "Maternal Stress in Nonverbal Learning Disorder." Journal of Learning Disabilities 39, no. 3 (May 2006): 194–205. http://dx.doi.org/10.1177/00222194060390030101.

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5

Darland, Nancy Wilson, and Tanya Sims. "Service Learning: Maternal/Newborn Community Outreach." Journal of Obstetric, Gynecologic & Neonatal Nursing 39 (September 2010): S52. http://dx.doi.org/10.1111/j.1552-6909.2010.01121_6.x.

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6

Raineki, C., A. Pickenhagen, T. L. Roth, D. M. Babstock, J. H. McLean, C. W. Harley, A. B. Lucion, and R. M. Sullivan. "The neurobiology of infant maternal odor learning." Brazilian Journal of Medical and Biological Research 43, no. 10 (October 2010): 914–19. http://dx.doi.org/10.1590/s0100-879x2010007500090.

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7

Evans, Sheila, and Janet Jeffrey. "Maternal Learning Needs During Labor and Delivery." Journal of Obstetric, Gynecologic & Neonatal Nursing 24, no. 3 (March 1995): 235–40. http://dx.doi.org/10.1111/j.1552-6909.1995.tb02468.x.

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8

Pilcher, Jobeth. "Learning Preferences Among Neonatal and Maternal Child Nurses." Neonatal Network 32, no. 2 (2013): 117–19. http://dx.doi.org/10.1891/0730-0832.32.2.117.

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9

Geum, kyung hee, and young a. Cho. "Scale Development of the Maternal Learning Involvement Behavior." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 22 (November 30, 2018): 249–74. http://dx.doi.org/10.22251/jlcci.2018.18.22.249.

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10

Abate, Paula, Marta Yanina Pepino, Hector Daniel Dominguez, Norman E. Spear, and Juan Carlos Molina. "Fetal Associative Learning Mediated Through Maternal Alcohol Intoxication." Alcoholism: Clinical and Experimental Research 24, no. 1 (January 2000): 39–47. http://dx.doi.org/10.1111/j.1530-0277.2000.tb04551.x.

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11

Jeffries, Pamela R., Deborah Bambini, Desiree Hensel, Megan Moorman, and Joy Washburn. "Constructing Maternal-Child Learning Experiences Using Clinical Simulations." Journal of Obstetric, Gynecologic & Neonatal Nursing 38, no. 5 (September 2009): 613–23. http://dx.doi.org/10.1111/j.1552-6909.2009.01060.x.

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12

Helgeson, Diane, and Elizabeth Tyree. "Student Learning in the Community Promotes Maternal Health." Online Journal of Rural Nursing and Health Care 1, no. 1 (February 2000): 66–78. http://dx.doi.org/10.14574/ojrnhc.v1i1.502.

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13

Panton, Rachel. "Transformative Learning and the Road to Maternal Leadership." New Directions for Teaching and Learning 2016, no. 147 (September 2016): 19–25. http://dx.doi.org/10.1002/tl.20195.

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14

Ashraf, Nava, Erica Field, Giuditta Rusconi, Alessandra Voena, and Roberta Ziparo. "Traditional Beliefs and Learning about Maternal Risk in Zambia." American Economic Review 107, no. 5 (May 1, 2017): 511–15. http://dx.doi.org/10.1257/aer.p20171106.

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Maternal mortality remains very high in many parts of the developing world, especially in sub-Saharan Africa. While maternal deaths are observable, it may not be straightforward for individuals to learn about risk factors. This paper utilizes novel data on male and female perceptions of maternal risk in Zambia to document that superstitions about causes of maternal mortality are pervasive and to uncover evidence that such beliefs impede learning about maternal health risk levels and correlates. In our data, people who hold traditional beliefs disregard past birth complications completely in assessing future risk, unlike those who hold modern beliefs.
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15

Pebri Giena, Vike, Ruri Maiseptya Sari, Fatima Nuraini Sasmita, and Ida Rahmawati. "Developing a Mobile Application as a Learning Medium on Maternal Emergencies Related to Postpartum Hemorrhage." Journal of Public Health and Development 20, no. 1 (January 30, 2022): 38–50. http://dx.doi.org/10.55131/jphd/2022/200104.

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Maternal mortality (MM) remains a problem in the world as 380 mothers die from complications related to pregnancy and childbirth worldwide. Postpartum hemorrhage is the world’s leading cause of maternal mortality. In Indonesia, there were 8,600 maternal mortality cases in 2017, while the target to be achieved by 2025 is 74 per 100,000 live births. The aim of this study was to develop a mobile application as a learning medium on maternal emergencies. A research and development (R&D) study was conducted on 56 midwifery students, who were selected by total sampling. The KGD (KeGawatDaruratan) Maternal application was developed by using the ADDIE (analyze, design, develop, implement, evaluate) instruction model and was validated by two experts, namely, midwifery and media experts. The KGD Maternal application was assessed by midwifery students using structured questionnaires named the Technology Acceptance Model (TAM) questionnaires, which covered perceived ease of use (PEOU) and perceived usefulness (PU). The results of this study revealed that the KGD Maternal application was considered valid by the material expert and very valid by the media expert. As many as 69.6% of the midwifery students rated the KGD Maternal application as useful in the learning process on maternal and neonatal emergencies, and 73.2% rated it as easy to use. This study also revealed that the KGD Maternal application could provide greater opportunities for midwifery students to access, and facilitate and enable them to understand, materials about maternal emergencies. Based on the findings in this study, institutions of midwifery and nursing education should design and develop learning media that can provide a more optimal learning process. Furthermore, a higher extent of mobile application development is needed to provide better learning media. Increased knowledge and competency will clearly result in decreased maternal mortality.
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16

Jones, Caroline, Felicity Meakins, and Shujau Muawiyath. "Learning Vowel Categories From Maternal Speech in Gurindji Kriol." Language Learning 62, no. 4 (August 16, 2012): 1052–78. http://dx.doi.org/10.1111/j.1467-9922.2012.00725.x.

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17

Perry, Jr., Kenneth G., Wayne Hess, William E. Roberts, John R. Allbert, Randall C. Floyd, James F. McCaul, Rick W. Martin, James N. Martin, Jr., and John C. Morrison. "Cordocentesis (Funipuncture) by Maternal-Fetal Fellows: The Learning Curve." Fetal Diagnosis and Therapy 6, no. 1-2 (1991): 87–92. http://dx.doi.org/10.1159/000263629.

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18

Victora, Cesar G., Robert E. Black, and Jennifer Bryce. "Learning from new initiatives in maternal and child health." Lancet 370, no. 9593 (September 2007): 1113–14. http://dx.doi.org/10.1016/s0140-6736(07)61492-5.

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19

Stemerding, Dirk, and Dymphie van Berkel. "Maternal serum screening, political decision-making and social learning." Health Policy 56, no. 2 (May 2001): 111–25. http://dx.doi.org/10.1016/s0168-8510(00)00139-1.

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20

Hoff, Ahna L., Peter S. Kaplan, Patricia Zarlengo-Strouse, and Jo-Anne Bachorowski. "Infant-directed speech, maternal depression and infant associative learning." Infant Behavior and Development 21 (April 1998): 463. http://dx.doi.org/10.1016/s0163-6383(98)91676-9.

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21

Wang, Qiong, Man Li, Wei Du, Feng Shao, and Weiwen Wang. "The different effects of maternal separation on spatial learning and reversal learning in rats." Behavioural Brain Research 280 (March 2015): 16–23. http://dx.doi.org/10.1016/j.bbr.2014.11.040.

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22

Sullivan, Joan M. "Learning the Baby: A Maternal Thinking and Problem-Solving Process." Journal for Specialists in Pediatric Nursing 2, no. 1 (January 1997): 21–28. http://dx.doi.org/10.1111/j.1744-6155.1997.tb00196.x.

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23

Larkin, Valerie, Alison Flaherty, Claire Keys, and Jonathan Yaseen. "Exploring maternal perinatal mental health using a blended learning package." British Journal of Midwifery 22, no. 3 (March 2014): 210–17. http://dx.doi.org/10.12968/bjom.2014.22.3.210.

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24

Zhang, Xiao Hu, Jing Hui Guo, and Hsiao Chang Chan. "Maternal caffeine exposure impairs contexture learning and memory of rats." Cell Biology International 34, no. 8 (August 1, 2010): S25. http://dx.doi.org/10.1042/cbi034s025c.

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25

Dombroski, Kelly. "Learning to be affected: Maternal connection, intuition and “elimination communication”." Emotion, Space and Society 26 (February 2018): 72–79. http://dx.doi.org/10.1016/j.emospa.2017.09.004.

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26

Sadava, D., and D. Sutcliffe. "The effects of maternal hyperphenylalaninemia on learning in mature rats." Life Sciences 43, no. 14 (January 1988): 1119–23. http://dx.doi.org/10.1016/0024-3205(88)90470-5.

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27

Hoebeke, Roberta, Julie McCullough, Lesa Cagle, and Julie St. Clair. "Service Learning Education and Practice Partnerships in Maternal-Infant Health." Journal of Obstetric, Gynecologic & Neonatal Nursing 38, no. 5 (September 2009): 632–39. http://dx.doi.org/10.1111/j.1552-6909.2009.01062.x.

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28

Partington, Kevin J. "Maternal Responses to the Diagnosis of Learning Disabilities in Children." Journal of Learning Disabilities 6, no. 2 (June 2002): 163–73. http://dx.doi.org/10.1177/146900470200600205.

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29

Tuffnell, Derek, and Medha Rathod. "Improving maternal safety in future: learning from the Confidential Enquiries." British Journal of Hospital Medicine 67, no. 3 (March 2006): 126–28. http://dx.doi.org/10.12968/hmed.2006.67.3.20612.

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30

MacKinnon, Karen, Lenora Marcellus, Julie Rivers, Carol Gordon, Maureen Ryan, and Diane Butcher. "Student and educator experiences of maternal-child simulation-based learning." JBI Database of Systematic Reviews and Implementation Reports 15, no. 11 (November 2017): 2666–706. http://dx.doi.org/10.11124/jbisrir-2016-003147.

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31

Hironaka, Naoyuki, and Tatsuo Umemura. "Influence of maternal chlorpromazine on discrimination learning in rat offspring." Neurotoxicology and Teratology 10, no. 3 (May 1988): 199–205. http://dx.doi.org/10.1016/0892-0362(88)90018-9.

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32

Swingley, Daniel, and Claudia Alarcon. "Lexical Learning May Contribute to Phonetic Learning in Infants: A Corpus Analysis of Maternal Spanish." Cognitive Science 42, no. 5 (May 21, 2018): 1618–41. http://dx.doi.org/10.1111/cogs.12620.

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33

Cheng, Ching-Yu, Shwu-Ru Liou, Hsiu-Min Tsai, and Chia-Hao Chang. "The effects of Team-Based Learning on learning behaviors in the maternal-child nursing course." Nurse Education Today 34, no. 1 (January 2014): 25–30. http://dx.doi.org/10.1016/j.nedt.2013.03.013.

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34

Sinaga, Eliza Bestari. "Hubungan Motivasi Mahasiswa Pada Praktek Laboratorium Asuhan Kegawatdaruratan Maternal dan Neonatal (KGD) dengan Hasil Belajar Asuhan Kegawatdaruratan Maternal dan Neonatal (KGD) Pada Mahasiswa Semester IV Di Akademi Kebidanan Ibt.isam Aulia Kisaran Tahu." Jurnal Maternitas Kebidanan 4, no. 1 (May 15, 2019): 39. http://dx.doi.org/10.34012/jumkep.v4i1.512.

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Abstract learnig outcomes are to find out the extent to with students have been able to learn from certain subjects by conducting evaluations ,competencies in the form knowledge ,skill,and attitude periodically in the form of midterm formative, semester. the study aims to determaine the relationship of students motivation in laboratory practices with learning outcomes of maternal and neonatal emergency care ( KGD ) in semester IV students .this type of research is a descriptive analytic study using cross sectional design . the population was fourth semester students of ibtisam aulia midwifery kisaran 2018/2019 school year which consisted of 1 class totaling 25 peoples.the sample in this study is the total population data analysis was univariate ,analysis and bivariete analysis with chi square test. the results showed that there was a significant relationship between motivation in KGD laboratory practices and KGD care learning outcomes .its recommended to increase guidance on improving maternal and neonatal emergency care learning outcomes ( KGD )
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35

Betru, Bisrat, and George Anthony Giannoumis. "M2M: Universally Designed Multimedia Training and Learning Application for Maternal Health." International journal of Multimedia & Its Applications 14, no. 02 (April 30, 2022): 33–47. http://dx.doi.org/10.5121/ijma.2022.14203.

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The figure of Maternal Mortality Ratio in the global south is worrying and requires a serious attention from all stakeholders. Despite the progress made on maternity healthcare in the last two decades, a huge effort is still required to achieve the SDG3 target. The effort includes capacitating the health professionals and local doulas through training and learning application platforms. Universally designed multimedia training and learning applications plays such a significant role in facilitating this effort. To design an accessible maternity training and learning application, the accessibility barriers of the target diverse user groups must be identified, and the impact of the barriers need to be quantified. In this research work, we have developed a prototype called M2M that comprises VR-based animation to identify the possible accessibility barriers of multimedia-based maternity training and learning application experienced by people with low vision through the combination of heuristic and barrier walkthrough methods. We studied the severity of the identified accessibility barriers and their impact which will serve as a benchmark to develop a fully-fledged maternity health training and learning application for the global south. We have shown the strong correlation between the number of UI elements and the prevalence of accessibility barriers that must be considered in designing the UI/UX of the fully-fledged maternity training and learning application. We have also observed that multimedia contents must be evaluated independently for any accessibility issues before integrating the contents to training applications.
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36

Mattie, Laura J., and Pamela A. Hadley. "Characterizing the Richness of Maternal Input for Word Learning in Neurogenetic Disorders." Seminars in Speech and Language 42, no. 04 (July 26, 2021): 301–17. http://dx.doi.org/10.1055/s-0041-1730914.

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AbstractPromoting language abilities, including early word learning, in children with neurogenetic disorders with associated language disorders, such as Down syndrome (DS) and fragile X syndrome (FXS), is a main concern for caregivers and clinicians. For typically developing children, the quality and quantity of maternal language input and maternal gesture use contributes to child word learning, and a similar relation is likely present in DS and FXS. However, few studies have examined the combined effect of maternal language input and maternal gesture use on child word learning. We present a multidimensional approach for coding word-referent transparency in naturally occurring input to children with neurogenetic disorders. We conceptualize high-quality input from a multidimensional perspective, considering features from linguistic, interactive, and conceptual dimensions simultaneously. Using case examples, we highlight how infrequent the moments of word-referent transparency are for three toddlers with DS during play with their mothers. We discuss the implications of this multidimensional framework for children with DS and FXS, including the clinical application of our approach to promote early word learning for these children.
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37

Moodley, J. "The continuing process of learning lessons from maternal deaths: ‘Red flags’." South African Medical Journal 108, no. 11 (October 26, 2018): 895. http://dx.doi.org/10.7196/samj.2018.v108i11.13699.

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38

Ayala, Nina K., Lauren E. Schlichting, Marga Kempner, Melissa A. Clark, Patrick M. Vivier, Samara I. Viner-Brown, and Erika F. Werner. "Association between maternal hypertensive disorders, fetal growth and childhood learning outcomes." Pregnancy Hypertension 25 (August 2021): 249–54. http://dx.doi.org/10.1016/j.preghy.2021.07.242.

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39

Little, Liza. "Maternal Discipline of Children with Asperger Syndrome and Nonverbal Learning Disorders." MCN, The American Journal of Maternal/Child Nursing 27, no. 6 (November 2002): 349–54. http://dx.doi.org/10.1097/00005721-200211000-00010.

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40

Eaton, L., E. J. Edmonds, T. B. Henry, D. L. Snellgrove, and K. A. Sloman. "Mild maternal stress disrupts associative learning and increases aggression in offspring." Hormones and Behavior 71 (May 2015): 10–15. http://dx.doi.org/10.1016/j.yhbeh.2015.03.005.

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41

Onishi, Mika, Chika Kurata, Yukiko Ichihasi, Mitsuo Iinuma, Yasuo Tamura, Dasisuke Mori, Minoru Onozuka, Nobuyuki Karasawa, and Kin-ya Kubo. "Maternal chewing prevents stress-induced anxiety-like behavior and learning impairment." Neuroscience Research 71 (September 2011): e367. http://dx.doi.org/10.1016/j.neures.2011.07.1611.

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42

Cannon, Joanna, and Herbert P. Ginsburg. "“Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language Learning." Early Education & Development 19, no. 2 (April 9, 2008): 238–60. http://dx.doi.org/10.1080/10409280801963913.

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43

Esperat, Chris, and Lynn Godkin. "Organizational Learning in the Implementation of Maternal and Infant Health Policy." Learning Organization 1, no. 3 (December 1994): 16–25. http://dx.doi.org/10.1108/09696479410072772.

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44

Thompson, Laura A., and Wenda R. Trevathan. "Cortisol reactivity, maternal sensitivity, and learning in 3-month-old infants." Infant Behavior and Development 31, no. 1 (January 2008): 92–106. http://dx.doi.org/10.1016/j.infbeh.2007.07.007.

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45

Bang, Janet, and Aparna Nadig. "Learning Language in Autism: Maternal Linguistic Input Contributes to Later Vocabulary." Autism Research 8, no. 2 (March 2, 2015): 214–23. http://dx.doi.org/10.1002/aur.1440.

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46

Roche, Daniel P., Katie E. McGhee, and Alison M. Bell. "Maternal predator-exposure has lifelong consequences for offspring learning in threespined sticklebacks." Biology Letters 8, no. 6 (September 19, 2012): 932–35. http://dx.doi.org/10.1098/rsbl.2012.0685.

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Learning is an important form of phenotypic plasticity that allows organisms to adjust their behaviour to the environment. An individual's learning performance can be affected by its mother's environment. For example, mothers exposed to stressors, such as restraint and forced swimming, often produce offspring with impaired learning performance. However, it is unclear whether there are maternal effects on offspring learning when mothers are exposed to ecologically relevant stressors, such as predation risk. Here, we examined whether maternal predator-exposure affects adult offsprings’ learning of a discrimination task in threespined sticklebacks ( Gasterosteus aculeatus ). Mothers were either repeatedly chased by a model predator (predator-exposed) or not (unexposed) while producing eggs. Performance of adult offspring from predator-exposed and unexposed mothers was assessed in a discrimination task that paired a particular coloured chamber with a food reward. Following training, all offspring learned the colour-association, but offspring of predator-exposed mothers located the food reward more slowly than offspring of unexposed mothers. This pattern was not driven by initial differences in exploratory behaviour. These results demonstrate that an ecologically relevant stressor (predation risk) can induce maternal effects on offspring learning, and perhaps behavioural plasticity more generally, that last into adulthood.
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47

Shionoya, Kiseko, Stephanie Moriceau, Peter Bradstock, and Regina M. Sullivan. "Maternal attenuation of hypothalamic paraventricular nucleus norepinephrine switches avoidance learning to preference learning in preweanling rat pups." Hormones and Behavior 52, no. 3 (September 2007): 391–400. http://dx.doi.org/10.1016/j.yhbeh.2007.06.004.

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48

Chou, Shinnyi, Collin Davis, and Ming Li. "Maternal immune activation and repeated maternal separation alter offspring conditioned avoidance response learning and antipsychotic response in male rats." Behavioural Brain Research 403 (April 2021): 113145. http://dx.doi.org/10.1016/j.bbr.2021.113145.

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49

Arrhenius, Bianca, Subina Upadhyaya, Susanna Hinkka-Yli-Salomäki, Alan S. Brown, Keely Cheslack-Postava, Hanna Öhman, and Andre Sourander. "Prenatal Vitamin D Levels in Maternal Sera and Offspring Specific Learning Disorders." Nutrients 13, no. 10 (September 23, 2021): 3321. http://dx.doi.org/10.3390/nu13103321.

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Recent evidence has suggested potential harmful effects of vitamin D deficiency during pregnancy on offspring brain development, for example, elevated risks for neuropsychiatric disorders. Findings on general cognition and academic achievement are mixed, and no studies have examined the effect of prenatal 25-hydroxyvitamin D (25(OH)D) levels on diagnosed specific learning disorders, which was the aim of this study. We examined a nested case–control sample from the source cohort of all singleton-born children in Finland between 1996 and 1997 (n = 115,730). A total of 1607 cases with specific learning disorders (mean age at diagnosis: 9.9 years) and 1607 matched controls were identified from Finnish nationwide registers. Maternal 25(OH)D levels were analyzed from serum samples collected during the first trimester of pregnancy and stored in a national biobank. Conditional logistic regression was used to test the association between maternal 25(OH)D and offspring specific learning disorders. There were no significant associations between maternal 25(OH)D levels and specific learning disorders when vitamin D was examined as a log-transformed continuous variable (adjusted OR 0.98, 95% CI 0.82–1.18, p = 0.84) or as a categorical variable (25(OH)D < 30 nmol/L: adjusted OR 1.03, 95% CI 0.83–1.28, p = 0.77 compared to levels of >50 nmol/L), nor when it was divided into quintiles (adjusted OR for the lowest quintile 1.00, 95% CI 0.78–1.28, p = 0.99 compared to the highest quintile). This study found no association between low maternal 25(OH)D in early pregnancy and offspring specific learning disorders.
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50

Kim, Sun-Hee, and Bo Gyeong Lee. "The effects of a maternal nursing competency reinforcement program on nursing students’ problem-solving ability, emotional intelligence, self-directed learning ability, and maternal nursing performance in Korea: a randomized controlled trial." Korean Journal of Women Health Nursing 27, no. 3 (September 30, 2021): 230–42. http://dx.doi.org/10.4069/kjwhn.2021.09.13.

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Purpose: The purpose of this study was to develop a maternal nursing competency reinforcement program for nursing students and assess the program’s effectiveness in Korea. Methods: The maternal nursing competency reinforcement program was developed following the ADDIE model. This study employed an explanatory sequential mixed methods design that applied a non-blinded, randomized controlled trial with nursing students (28 experimental, 33 control) followed by open-ended interviews with a subset (n=7). Data were analyzed by both qualitative and quantitative analysis methods. Results: Repeated measures analysis of variance showed that significant differences according to group and time in maternal nursing performance; assessment of and intervention in postpartum uterine involution and vaginal discharge (F=24.04, p<.001), assessment of and intervention in amniotic membrane rupture (F=36.39, p<.001), assessment of and intervention in delivery process through vaginal examination (F=32.42 p<.001), and nursing care of patients undergoing induced labor (F=48.03 p<.001). Group and time improvements were also noted for problem-solving ability (F=9.73, p<.001) and emotional intelligence (F=4.32 p=.016). There were significant differences between groups in self-directed learning ability (F=13.09 p=.001), but not over time. The three themes derived from content analysis include “learning with a colleague by simulation promotes self-reflection and learning,” “improvement in maternal nursing knowledge and performance by learning various countermeasures,” and “learning of emotionally supportive care, but being insufficient.” Conclusion: The maternal nursing competency reinforcement program can be effectively utilized to improve maternal nursing performance, problem-solving ability, and emotional intelligence for nursing students.
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