Is the structuring effect of environment elements on route learning absolute or relative?
Notice bibliographique
Résumé
Introduction To memorize a path and then be able to retrace its steps in a new environment, one of the strategies consists in memorizing a succession of landmarks associated with a given direction. It has been shown that Alzheimer's disease (AD) leads to a deficit in memory, from the early stage of the disease [1-2]. However, health care facilities in which the studies are generally conducted have been described as poor in terms of land-marks and may thus increase disorientation. The purpose of this comparative study was to assess the structuring effect of the elements of a real environment, rich in landmarks, on learning (forward and return trips), in a population of AD and healthy control (HC) subjects. 2 Methodology Thirty subjects at mild to moderate stage of the disease and 30 matched HC underwent learning: after 1 learning (forward trip), they were asked to reproduce it in the same direction 2 times, then a third time in the opposite direction (return trip). The task was carried out in the healing garden art, memory and life of the CHRU of Nancy, designed to contribute among others, to mitigate spatial disorientation [3]. 3 Results As expected, subjects with AD committed significantly more errors than the HC, re-gardless of the trip. However, contrary to the literature data, the AD subjects did not make more mistakes in the return trip than in the forward trip, which is a more complex task [4-5]. In addition, the analysis of the location of the errors along the showed that they were not located in the same areas of the in forward and return trips. According to the qualitative analyzes, the salience of the elements of the environment but also their perceived affordance [6] (their possibilities of action) have influenced the directional choices and this in a different way according to the trip (forward-return) and the group (AD-HC). 4 Discussion After several trials, the subjects with Alzheimer have thus acquired some knowledge of the route type. The nature of the environment, rich in landmarks, seemed to favor this acquisition. To reproduce a requires, at least, memorizing a direction associated with a given place / landmark. This association was favored by the perceived affordance of the elements which depended on: 1) the point of view of the subject and thus, varied according to the direction of the trip: backward/return; 2) cognitive control abilities, and so, varied by group: HC/AD. This study shows that the elements of the environment have a structuring effect on learning performance that is not absolute but relative to these 2 factors: direction of the trip and the cognitive control abilities of the subjects.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».