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Journal articles on the topic 'Relearning'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

Maynes, Charles William. "Relearning Intervention." Foreign Policy, no. 98 (1995): 96. http://dx.doi.org/10.2307/1148960.

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2

Jarman, Karin. "Unlearning, relearning." Self & Society 44, no. 1 (January 2, 2016): 78–80. http://dx.doi.org/10.1080/03060497.2016.1167330.

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3

Heins, Terry. "Relearning Childthink." Australian and New Zealand Journal of Family Therapy 9, no. 3 (September 1988): 143–49. http://dx.doi.org/10.1002/j.1467-8438.1988.tb01256.x.

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4

Sharma, Shubham, and Usha Lenka. "Exploring linkages between unlearning and relearning in organizations." Learning Organization 26, no. 5 (July 8, 2019): 500–517. http://dx.doi.org/10.1108/tlo-10-2018-0164.

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Purpose Learning, unlearning and relearning (LUR) has been preached as a panacea to organizations. Whereas, research on learning and unlearning has grown exponentially, relearning is still considered as an obscure concept. This paper aims to provide a new insight on organizational relearning and highlight its linkages with organizational unlearning. Design/methodology/approach This study is based upon a systematic literature review of organizational unlearning and organizational relearning. Papers expounding upon relearning were carefully analyzed vis-à-vis organizational unlearning. Findings Organizational unlearning and organizational relearning assume a vital place in developing a learning organization. However, linking the two processes in a sequence tends to arouse certain conceptual difficulties. First, it is not necessary that relearning follows this prescribed ordering sequence. It is a process that can happen without prior unlearning. Second, based on the process model and multiple definitions of unlearning, the very purpose of organizational unlearning is to acquire new knowledge (relearning in literature). Therefore, in this sense, relearning seems to become a redundant concept and a neologism. As a result, this hampers the proper contextualization of relearning. Originality/value This paper attempts to expound upon the debate of organizational relearning and its interplay with organizational unlearning. As the concept of lifelong learning and building learning organizations assumes the center stage in contemporary organizations, it is suggested that unless the conceptual issues of related to LUR are not adequately addressed, academicians will naturally find it difficult to prescribe proper course of action to practitioners.
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5

Fraser, Penny, and Toby Seddon. "Relearning Old Lessons." Criminal Justice Matters 47, no. 1 (March 2002): 22–23. http://dx.doi.org/10.1080/09627250208553373.

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6

de Jonge, Mario, and Huib K. Tabbers. "Repeated Testing, Item Selection, and Relearning." Experimental Psychology 60, no. 3 (February 1, 2013): 206–12. http://dx.doi.org/10.1027/1618-3169/a000189.

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In the present study we investigated the effect of repeated testing on item selection, retention, and delayed relearning of paired associates. Participants learned both related (easy) and unrelated (difficult) word pairs under conditions of repeated study and repeated testing. A retention test was given after both a 5-min and a 1-week interval. Following the 1-week retention test, participants received a relearning task. During the initial learning phase of the experiment, more related word pairs were successfully recalled on the practice tests compared to unrelated word pairs. Also, long-term retention benefits were found for items that were repeatedly tested compared to items that were repeatedly studied, regardless of item difficulty. The results suggest that the testing benefit following conditions of repeated testing cannot be attributed to mere item selection. Secondly, we found that delayed relearning was faster for previously restudied items compared to previously tested items. However, at the end of the relearning phase, repeated study and repeated testing 1 week prior to relearning resulted in comparable levels of recall performance. The results suggest that repeated testing can enhance delayed recall performance with little additional cost in terms of delayed relearning.
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7

Vikström, Pernilla, Birgitta Rosén, Ingela K. Carlsson, and Anders Björkman. "The effect of early relearning on sensory recovery 4 to 9 years after nerve repair: a report of a randomized controlled study." Journal of Hand Surgery (European Volume) 43, no. 6 (April 16, 2018): 626–30. http://dx.doi.org/10.1177/1753193418767024.

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Twenty patients randomized to early sensory relearning (nine patients) or traditional relearning (11 patients) were assessed regarding sensory recovery 4 to 9 years after median or ulnar nerve repair. Outcomes were assessed with the Rosen score, questionnaires, and self-reported single-item questions regarding function and activity. The patients with early sensory relearning had significantly better sensory recovery in the sensory domain of the Rosen score, specifically, discriminative touch or tactile gnosis and dexterity. They had significantly less self-reported problems in gripping, clumsiness, and fine motor skills. No differences were found in questionnaires between the two groups. We conclude that early sensory relearning improves long-term sensory recovery following nerve repair. Level of evidence: I
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8

PARK, HYEON-SOOK. "Korean adoptees in Sweden: Have they lost their first language completely?" Applied Psycholinguistics 36, no. 4 (January 20, 2014): 773–97. http://dx.doi.org/10.1017/s0142716413000507.

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ABSTRACTTwo current issues in research on first language (L1) attrition among adoptees are explored: whether adoptees have lost their L1 completely and whether relearning can help them recover their L1 if it is not completely lost. These issues are investigated by examining whether Swedish monolingual Korean adoptees’ preexisting knowledge of L1 Korean has an impact on their relearning of Korean as adults. The results suggest that Korean adoptees’ early L1 experience has left traces of the language and that these traces can have an effect on their phonetic perception when relearning the language. The finding that reexposed adoptees performed better than native Swedish learners indicates that the greatest impact on retrieving L1 knowledge comes from relearning. Given the lack of the statistically significant findings, the results demonstrate possibilities but remain open to discussion.
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9

Yoo, David K., and Arnold Pan. "Relearning the American Pacific." Amerasia Journal 37, no. 3 (January 2011): vi—viii. http://dx.doi.org/10.17953/amer.37.3.m373317323047v43.

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10

Geiss, Christian, and Hannes Taubenbock. "Object-Based Postclassification Relearning." IEEE Geoscience and Remote Sensing Letters 12, no. 11 (November 2015): 2336–40. http://dx.doi.org/10.1109/lgrs.2015.2477436.

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11

Baker, Paul A., and Robert T. Greif. "Learning, unlearning and relearning." Pediatric Anesthesia 30, no. 3 (March 2020): 204–6. http://dx.doi.org/10.1111/pan.13828.

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12

Hu‐Chan, Maya. "RELEARNING HOW TO DRIVE." Leader to Leader 2020, no. 97 (March 31, 2020): 42–46. http://dx.doi.org/10.1002/ltl.20505.

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13

Inam, Aseem. "Relearning from Las Vegas." Journal of Urban Design 16, no. 1 (February 2011): 155–57. http://dx.doi.org/10.1080/13574809.2011.521052.

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14

Robins, Sarah K. "Contiguity and the causal theory of memory." Canadian Journal of Philosophy 47, no. 1 (2017): 1–19. http://dx.doi.org/10.1080/00455091.2016.1209964.

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AbstractIn Memory: A Philosophical Study, Bernecker argues for an account of contiguity. This Contiguity View is meant to solve relearning and prompting, wayward causation problems plaguing the causal theory of memory. I argue that Bernecker’s Contiguity View fails in this task. Contiguity is too weak to prevent relearning and too strong to allow prompting. These failures illustrate a problem inherent in accounts of memory causation. Relearning and prompting are both causal relations, wayward only with respect to our interest in specifying remembering’s requirements. Solving them requires saying more about remembering, not causation. I conclude by sketching such an account.
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15

Kim, Jong Wook, and Frank E. Ritter. "Learning, Forgetting, and Relearning for Keystroke- and Mouse-Driven Tasks: Relearning Is Important." Human–Computer Interaction 30, no. 1 (September 30, 2014): 1–33. http://dx.doi.org/10.1080/07370024.2013.828564.

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16

Hasbiah, Hasbiah, and Hasnia Ahmad. "Beda Efek Pemberian Motor Relearning Program Dan Pemberian Proprioceptive Neuromuskular Facilitation Terhadap Peningkatan Kemampuan Fungsional Penderita Post Stroke." Media Kesehatan Politeknik Kesehatan Makassar 16, no. 1 (June 30, 2021): 17. http://dx.doi.org/10.32382/medkes.v16i1.1988.

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Beda efek pemberian motor relearning program dan pemberian proprioceptive neuromuskular facilitation terhadap peningkatan kemampuan fungsional penderita post stroke. Penelitian ini mengangkat permasalahan Beda efek pemberian motor relearning program dan pemberian proprioceptive neuromuskular facilitation terhadap peningkatan kemampuan berjalan penderita post stroke. Jenis penelitian yang digunakan adalah Quasy-experimental dengan menggunakan desain penelitian two-group pretest posttest design. Teknik pengambilan sampel menggunakan teknik purposive sampling dengan jumlah sampel 26 orang yang dibagi dalam 2 kelompok masing-masing berjumlah 13 orang. Penentuan sampel berdasarkan kriteria inklusi dan eksklusi. Instrumen pengambilan data yang digunakan dalam penelitian ini adalah Barthel index. Penelitian ini dilakukan selama 3 bulan, 16 Juni – 16 September 2020. Tidak ada perbedaan pengaruh yang bermakna antara MRP dan PNF terhadap peningkatan aktivitas fungsional pada penderita. Keduanya baik digunakan dalam penanganan kondisi aktivitas fungsional akibat post strokeKata Kunci : Motor Relearning Program (MRP), Proprioceptive Neuromuskular Facilitation (PNF), Aktivitas Fungsional, Stroke Beda efek pemberian motor relearning program dan pemberian proprioceptive neuromuskular facilitation terhadap peningkatan kemampuan fungsional penderita post stroke. Penelitian ini mengangkat permasalahan Beda efek pemberian motor relearning program dan pemberian proprioceptive neuromuskular facilitation terhadap peningkatan kemampuan berjalan penderita post stroke. Jenis penelitian yang digunakan adalah Quasy-experimental dengan menggunakan desain penelitian two-group pretest posttest design. Teknik pengambilan sampel menggunakan teknik purposive sampling dengan jumlah sampel 26 orang yang dibagi dalam 2 kelompok masing-masing berjumlah 13 orang. Penentuan sampel berdasarkan kriteria inklusi dan eksklusi. Instrumen pengambilan data yang digunakan dalam penelitian ini adalah Barthel index. Penelitian ini dilakukan selama 3 bulan, 16 Juni – 16 September 2020. Tidak ada perbedaan pengaruh yang bermakna antara MRP dan PNF terhadap peningkatan aktivitas fungsional pada penderita. Keduanya baik digunakan dalam penanganan kondisi aktivitas fungsional akibat post strokeKata Kunci : Motor Relearning Program (MRP), Proprioceptive Neuromuskular Facilitation (PNF), Aktivitas Fungsional, Stroke
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17

Lundborg, Göran, and Birgitta Rosén. "Sensory relearning after nerve repair." Lancet 358, no. 9284 (September 2001): 809–10. http://dx.doi.org/10.1016/s0140-6736(01)06001-9.

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18

LONDON, ROBERT T. "A Relearning Technique for Stuttering." Clinical Psychiatry News 34, no. 9 (September 2006): 22. http://dx.doi.org/10.1016/s0270-6644(06)71724-6.

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19

Langleben, David. "Relearning the Lessons of History." Chest 114, no. 1 (July 1998): 55S—57S. http://dx.doi.org/10.1378/chest.114.1_supplement.55s.

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20

Atterbury, R. Rennie. "Unilateral Sanctions: Relearning Forgotten Lessons." Proceedings of the ASIL Annual Meeting 91 (1997): 337–39. http://dx.doi.org/10.1017/s0272503700066039.

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21

STENGERS, ISABELLE. "Another Look: Relearning to Laugh1." Hypatia: A Journal of Feminist Philosophy 15, no. 4 (October 2000): 41–54. http://dx.doi.org/10.2979/hyp.2000.15.4.41.

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22

Stengers, Isabelle, and Penelope Deutscher. "Another Look: Relearning to Laugh." Hypatia 15, no. 4 (2000): 41–54. http://dx.doi.org/10.1353/hyp.2000.0070.

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23

Stengers, Isabelle. "Another Look: Relearning to Laugh." Hypatia 15, no. 4 (2000): 41–54. http://dx.doi.org/10.1111/j.1527-2001.2000.tb00348.x.

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It may be that denouncing the ideals of objectivity or neutrality associated with the sciences leads us into a trap: that of accepting, in order to criticize it, that there would be a common identity for the many ways to produce science. Learning to laugh, we choose to laugh with and laugh at. But we accept the risk of being interested, that is, of giving up the position of a judge.
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24

Vaughn, Kalif E., John Dunlosky, and Katherine A. Rawson. "Effects of successive relearning on recall: Does relearning override the effects of initial learning criterion?" Memory & Cognition 44, no. 6 (March 30, 2016): 897–909. http://dx.doi.org/10.3758/s13421-016-0606-y.

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25

Wallace, Marcie A., and Martha J. Farah. "Savings in Relearning Face—Name Associations as Evidence for “Covert Recognition” in Prosopagnosia." Journal of Cognitive Neuroscience 4, no. 2 (April 1992): 150–54. http://dx.doi.org/10.1162/jocn.1992.4.2.150.

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Prosopagnosic patients appear to be impaired at recognizing faces. However, recent evidence for “covert recognition” in prosopagnosia has been taken to suggest that the impairment is not in face recognition per se, but rather in conscious access to face recognition. The most widely used test for covert recognition of faces in prosopagnosia is the face-name relearning task, in which some prosopagnosics have been found to learn correct names for previously familiar faces more easily than incorrect names. Although this phenomenon is consistent with face recognition operating normally but out of reach of conscious awareness, it may also be consistent with an impairment in face recognition per se. Perhaps savings in relearning is sufficiently sensitive to the residual information contained in degraded face representations that are not detectable by overt measures of recognition. If so, then we should expect to observe this same savings in relearning when overt recognition is obliterated for reasons other than brain damage. In the present study, we used forgetting of face-name associations in normal subjects as a way of degrading recognition ability. We found the same dissociation between overt recognition performance and savings in relearning as observed in prosopagnosic patients. This implies that the performance of prosopagnosic patients in these tasks does not demand explanation in terms other than an impairment in face recognition per se.
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26

Schneid, Erica D., Matthew T. Crawford, John J. Skowronski, Lauren M. Irwin, and Donal E. Carlston. "Thinking About Other People." Social Psychology 46, no. 1 (January 1, 2015): 24–35. http://dx.doi.org/10.1027/1864-9335/a000218.

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Three experiments examined whether people spontaneously generate evaluations of target individuals under circumstances in which they are also known to generate spontaneous trait inferences (STIs). The first experiment used a standard savings-in-relearning paradigm to explore whether exposure to trait-implicative behavior descriptions facilitates the learning of evaluatively-congruent, as well as behavior-implied, personality traits. Evidence for the facilitated learning of evaluatively-congruent traits was not obtained. This led to a second experiment in which the savings-in-relearning paradigm was altered to directly assess participants’ relearning of evaluative words (good/bad). The results demonstrated that the same trait-implicative behavioral stimuli can produce both spontaneous trait inferences and spontaneous evaluations when both are measured correctly. Both of these outcomes were replicated in a third study using a false recognition paradigm. The implications of these findings for impression formation processes and for the possible independence of semantic information and evaluative information are discussed.
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27

Malouin, Francine, and Carol L. Richards. "Mental Practice for Relearning Locomotor Skills." Physical Therapy 90, no. 2 (February 1, 2010): 240–51. http://dx.doi.org/10.2522/ptj.20090029.

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Over the past 2 decades, much work has been carried out on the use of mental practice through motor imagery for optimizing the retraining of motor function in people with physical disabilities. Although much of the clinical work with mental practice has focused on the retraining of upper-extremity tasks, this article reviews the evidence supporting the potential of motor imagery for retraining gait and tasks involving coordinated lower-limb and body movements. First, motor imagery and mental practice are defined, and evidence from physiological and behavioral studies in healthy individuals supporting the capacity to imagine walking activities through motor imagery is examined. Then the effects of stroke, spinal cord injury, lower-limb amputation, and immobilization on motor imagery ability are discussed. Evidence of brain reorganization in healthy individuals following motor imagery training of dancing and of a foot movement sequence is reviewed, and the effects of mental practice on gait and other tasks involving coordinated lower-limb and body movements in people with stroke and in people with Parkinson disease are examined. Lastly, questions pertaining to clinical assessment of motor imagery ability and training strategies are discussed.
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28

Hofman, Paul M., Jos G. A. Van Riswick, and A. John Van Opstal. "Relearning sound localization with new ears." Nature Neuroscience 1, no. 5 (September 1998): 417–21. http://dx.doi.org/10.1038/1633.

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29

Crawford, R., H. Kasem, and A. Bleetmen. "Traumatic pericardial tamponade: relearning old lessons." Emergency Medicine Journal 14, no. 4 (July 1, 1997): 252–54. http://dx.doi.org/10.1136/emj.14.4.252.

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30

Bozeat, Sasha, Karalyn Patterson, and John Hodges. "Relearning object use in semantic dementia." Neuropsychological Rehabilitation 14, no. 3 (July 2004): 351–63. http://dx.doi.org/10.1080/09602010343000264.

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31

Hofman, P. M., A. J. Van Opstal, and J. G. A. Van Riswick. "Relearning sound localization with new ears." Journal of the Acoustical Society of America 105, no. 2 (February 1999): 1035. http://dx.doi.org/10.1121/1.424942.

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32

Prabhakar, Deepak. "How We Grieve: Relearning the World." JAMA 305, no. 10 (March 9, 2011): 1036. http://dx.doi.org/10.1001/jama.2011.278.

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33

Knight, K. "SLEEP-DEPRIVED BEES HAVE DIFFICULTY RELEARNING." Journal of Experimental Biology 215, no. 22 (October 24, 2012): i. http://dx.doi.org/10.1242/jeb.081307.

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34

Harvey, Inman. "Relearning and Evolution in Neural Networks." Adaptive Behavior 4, no. 1 (September 1995): 81–84. http://dx.doi.org/10.1177/105971239500400105.

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35

Malone, L. A., E. V. L. Vasudevan, and A. J. Bastian. "Motor Adaptation Training for Faster Relearning." Journal of Neuroscience 31, no. 42 (October 19, 2011): 15136–43. http://dx.doi.org/10.1523/jneurosci.1367-11.2011.

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36

Melnick, Michael D., Duje Tadin, and Krystel R. Huxlin. "Relearning to See in Cortical Blindness." Neuroscientist 22, no. 2 (December 10, 2015): 199–212. http://dx.doi.org/10.1177/1073858415621035.

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The incidence of cortically induced blindness is increasing as our population ages. The major cause of cortically induced blindness is stroke affecting the primary visual cortex. While the impact of this form of vision loss is devastating to quality of life, the development of principled, effective rehabilitation strategies for this condition lags far behind those used to treat motor stroke victims. Here we summarize recent developments in the still emerging field of visual restitution therapy, and compare the relative effectiveness of different approaches. We also draw insights into the properties of recovered vision, its limitations and likely neural substrates. We hope that these insights will guide future research and bring us closer to the goal of providing much-needed rehabilitation solutions for this patient population.
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Oeksnebjerg, Laila. "P3-385: RELEARNING IN SEMANTIC DEMENTIA." Alzheimer's & Dementia 10 (July 2014): P771. http://dx.doi.org/10.1016/j.jalz.2014.05.1479.

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38

Jerosch-Herold, C., J. Houghton, L. Miller, and L. Shepstone. "Does sensory relearning improve tactile function after carpal tunnel decompression? A pragmatic, assessor-blinded, randomized clinical trial." Journal of Hand Surgery (European Volume) 41, no. 9 (September 28, 2016): 948–56. http://dx.doi.org/10.1177/1753193416657760.

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Despite surgery for carpal tunnel syndrome being effective in 80%–90% of cases, chronic numbness and hand disability can occur. The aim of this study was to investigate whether sensory relearning improves tactile discrimination and hand function after decompression. In a multi-centre, pragmatic, randomized, controlled trial, 104 patients were randomized to a sensory relearning ( n = 52) or control ( n = 52) group. A total of 93 patients completed a 12-week follow-up. Primary outcome was the shape-texture identification test at 6 weeks. Secondary outcomes were touch threshold, touch localization, dexterity and self-reported hand function. No significant group differences were seen for the primary outcome (Shape-Texture Identification) at 6 weeks or 12 weeks. Similarly, no significant group differences were observed on secondary outcomes, with the exception of self-reported hand function. A secondary complier-averaged-causal-effects analysis showed no statistically significant treatment effect on the primary outcome. Sensory relearning for tactile sensory and functional deficits after carpal tunnel decompression is not effective. Level of Evidence: II
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Naug, Avisek, Marcos Q'uiñones -Grueiro, and Gautam Biswas. "A Relearning Approach to Reinforcement Learning for control of Smart Buildings." Annual Conference of the PHM Society 12, no. 1 (November 3, 2020): 14. http://dx.doi.org/10.36001/phmconf.2020.v12i1.1296.

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This paper demonstrates that continual relearning of control policies using incremental deep reinforcement learning (RL) can improve policy learning for non-stationary processes. This approach has been demonstrated in a data-driven “smart building environment” that we use as a test-bed for developing HVAC controllers for reducing energy consumption of large buildings on our university campus. The non-stationarity in building operations and weather patterns makes it imperative to develop control strategies that are adaptive to changing conditions. On-policy RL algorithms, such as Proximal Policy Optimization (PPO) represent an approach for addressing this non-stationarity, but they cannot be applied to safety-critical systems. As an alternative, we develop an incremental RL technique that simultaneously reduces building energy consumption without sacrificing overall comfort. We compare the performance of our incremental RL controller to that of a static RL controller that does not implement the relearning function. The performance of the static controller diminishes significantly over time, but the relearning controller adjusts to changing conditions while ensuring comfort and optimal energy performance.
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Man, Bui Pham Minh, and Thuong Trinh Thi Dieu. "ID: 1019 Efficiency of the combination of modified acupuncture and motor relearning method in post-stroke patients." Biomedical Research and Therapy 4, S (September 5, 2017): 94. http://dx.doi.org/10.15419/bmrat.v4is.297.

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Background and Objectives: The combination of modern medicine and traditional medicine in the rehabilitation of motor deficit after stroke has shown interesting results. Many studies on modified acupuncture, a combination of modern and traditional techniques, have proven its effectiveness in motor rehabilitation in post-stroke patients. Furthermore, many studies have elucidated the effectiveness of the motor relearning method in the treatment of post-stroke paralysis. Therefore, this study aims to determine whether the combination of modified acupuncture and motor relearning method can improve the treatment results. Method: Multi-centered randomized controlled trial (Traditional Medicine Hospital of Ho Chi Minh City, General Hospital of Soc Trang Province, and People Military Hospital of Soc Trang Province) from July 2014 to July 2015. 66 post-stroke patients were divided into two groups: a control group received modified acupuncture combined with Bobath method and a trial group received modified acupuncture combined with motor relearning method. After six weeks, patients were evaluated according to the Barthel score, 10-hole test, and 10-meter-walk test. Results: The trial group showed better results than the control group did. There was a significant difference between two groups in Barthel score and 10-meter-walk test, but not in the 10-hole test. After treatment, 77.42% patients of the trial group showed improvement while only there are 51.61% in the other group (P < 0.05). Conclusion: The combination of modified acupuncture and motor relearning method is more effective than the combination of modified acupuncture and Bobath method in the rehabilitation of motor deficit after stroke.
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Bui, Man, Dan Nguyen, Nam Thai, and Thuong Trinh. "The efficiency of combining modified acupuncture and motor relearning method on post-stroke patients." MedPharmRes 3, no. 1 (March 14, 2019): 17–21. http://dx.doi.org/10.32895/ump.mpr.3.1.17.

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Background and Objectives: Combining modern medicine and traditional medicine in the rehabilitation of post-stroke motor deficit has shown interesting results. Many studies on modified acupuncture, a combination of modern and traditional techniques, have proven its effectiveness in motor rehabilitation in post-stroke patients. Furthermore, the effectiveness of the motor relearning method in the treatment of post-stroke paralysis has been elucidated. Therefore, our study aims to determine whether the combination between modified acupuncture and motor relearning method can improve treatment outcomes. Method: Multicenter randomized controlled trial (Traditional Medicine Hospital of Ho Chi Minh City, General Hospital of Soc Trang Province, and People Military Hospital of Soc Trang Province) from July 2014 to July 2015. 66 post-stroke patients were divided into two groups: The control group received modified acupuncture combined with Bobath method and the trial group received modified acupuncture combined with motor relearning method. After six weeks, patients were evaluated according to the Barthel score, the 10-hole test, and the ability to walk. Results: The trial group showed better results than the control group. There was a significant difference between the two groups in the Barthel score and the ability to walk, excluding the 10-hole test. After treatment, 77.42% of patients in the trial group showed improvement compared to only 51.61% in the control group (P < 0.05). Conclusion: The combination of modified acupuncture and motor relearning method is more effective than the combination of modified acupuncture and Bobath method in the rehabilitation of motor deficit after stroke.
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42

Avraham, Guy, J. Ryan Morehead, Hyosub E. Kim, and Richard B. Ivry. "Reexposure to a sensorimotor perturbation produces opposite effects on explicit and implicit learning processes." PLOS Biology 19, no. 3 (March 5, 2021): e3001147. http://dx.doi.org/10.1371/journal.pbio.3001147.

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The motor system demonstrates an exquisite ability to adapt to changes in the environment and to quickly reset when these changes prove transient. If similar environmental changes are encountered in the future, learning may be faster, a phenomenon known as savings. In studies of sensorimotor learning, a central component of savings is attributed to the explicit recall of the task structure and appropriate compensatory strategies. Whether implicit adaptation also contributes to savings remains subject to debate. We tackled this question by measuring, in parallel, explicit and implicit adaptive responses in a visuomotor rotation task, employing a protocol that typically elicits savings. While the initial rate of learning was faster in the second exposure to the perturbation, an analysis decomposing the 2 processes showed the benefit to be solely associated with explicit re-aiming. Surprisingly, we found a significant decrease after relearning in aftereffect magnitudes during no-feedback trials, a direct measure of implicit adaptation. In a second experiment, we isolated implicit adaptation using clamped visual feedback, a method known to eliminate the contribution of explicit learning processes. Consistent with the results of the first experiment, participants exhibited a marked reduction in the adaptation function, as well as an attenuated aftereffect when relearning from the clamped feedback. Motivated by these results, we reanalyzed data from prior studies and observed a consistent, yet unappreciated pattern of attenuation of implicit adaptation during relearning. These results indicate that explicit and implicit sensorimotor processes exhibit opposite effects upon relearning: Explicit learning shows savings, while implicit adaptation becomes attenuated
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43

Dutta, Uttaran. "Addressing Contextual Challenges in Underserved Indigenous Spaces of the Global South: In Search of an Approach Based on Unlearning, Co-Learning, and Relearning." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691989126. http://dx.doi.org/10.1177/1609406919891267.

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Qualitative scholars are increasingly arguing in favor of bridging the gap between emic and etic knowledge as well as to become critically reflexive while conducting research, especially in the underserved contexts. Conducting qualitative research in marginalized spaces of the global South often poses unique challenges. In this case, my research took place in rural eastern India where some of the challenges faced were my ethnocentrism and preconceived baggage, trust building challenges, and situated communicative and structural barriers. My field research experiences taught me the importance of unlearning, co-learning, and relearning to meaningfully engage with the underserved populations and their realities. Unlearning involves critically examining our previously acquired knowledge/assumptions toward exploring purviews and avenues for new learning. Co-learning is a process of collaborative learning with and in grassroots communities toward cocreating culturally meaningful knowledge and opening up avenues for social equality. Intertwined with unlearning and co-learning, the relearning efforts are focused on gaining and embodying new knowledge or ways of seeing. Grounded in the examples from my field research experiences, this article discusses the roles and significance of unlearning, co-learning, and relearning in conducting qualitative research in the underserved context of the global South.
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Titchener, Alison, Carolyn Dunford, and Lorna Wales. "A reflective case review: Relearning handwriting after a traumatic brain injury." British Journal of Occupational Therapy 81, no. 5 (January 30, 2018): 290–93. http://dx.doi.org/10.1177/0308022617752066.

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Statement of context A retrospective single case study reflecting on a child relearning handwriting following a traumatic brain injury as part of an inpatient neuro-rehabilitation programme. Applying evidence-based handwriting guidelines and comparisons with community experiences are explored. Critical reflection on practice Relearning to write following a traumatic brain injury showed dramatic improvements in 36 sessions over 12 weeks, supporting the evidence. Progress in this timeframe contrasts with clinical experiences of working with children’s community services. Implications for practice Whilst the literature on handwriting interventions does not include children with traumatic brain injury, following the recommendations was an effective intervention for this individual.
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Harris, Lenore L., and Jean Kraege. "After T-E Puncture: Relearning to Speak." American Journal of Nursing 86, no. 1 (January 1986): 55. http://dx.doi.org/10.2307/3425276.

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Bray, Cynthia A. "Sexual Harassment in Healthcare: Relearning the Rules." AORN Journal 61, no. 6 (June 1995): 1083. http://dx.doi.org/10.1016/s0001-2092(06)63814-3.

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Chae, John, and David Yu. "Neuromuscular Stimulation for Motor Relearning in Hemiplegia." Critical Reviews in Physical and Rehabilitation Medicine 11, no. 3-4 (1999): 22. http://dx.doi.org/10.1615/critrevphysrehabilmed.v11.i34.40.

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Gourlay, D., K. C. Lun, Y. N. Lee, and J. Tay. "Virtual reality for relearning daily living skills." International Journal of Medical Informatics 60, no. 3 (December 2000): 255–61. http://dx.doi.org/10.1016/s1386-5056(00)00100-3.

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Rahman, N. M., and R. J. O. Davies. "Relearning an old lesson: stopping trials early." Thorax 65, no. 10 (September 22, 2010): 851–53. http://dx.doi.org/10.1136/thx.2009.131219.

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Snowden, Julie S., and David Neary. "Relearning of verbal labels in semantic dementia." Neuropsychologia 40, no. 10 (January 2002): 1715–28. http://dx.doi.org/10.1016/s0028-3932(02)00031-3.

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