An animal behavioral model for the concept of &amp;ldquo;Integrative Learning&amp;rdquo;

Yin, Bin; Wu, Xiaorui; Lian, Rong

doi:10.3724/sp.j.1041.2020.01278

Cited by 2 publications

(12 citation statements)

References 18 publications

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“…We used the same apparatus and materials as in our previous study ( Yin, Wu & Lian, 2020 ), including a 14-unit composite T-maze ( Fig. 2 ), essential laboratory animal daily care materials, cleaning and protective equipment, video monitoring equipment, video processing and data analysis software, etc ., for details see Appendix S1.2 of Yin, Wu & Lian (2020) .…”

Section: Methodsmentioning

confidence: 99%

“…Microsoft Excel , IBM SPSS 18.0 , GraphPad Prism 8 and 3D drawing software were used for data analysis and chart plotting. Details of the series of experiments can be found in Appendices S1.1 and S1.4 of Yin, Wu & Lian (2020) .…”

Section: Methodsmentioning

confidence: 99%

“…However, this type of learning may not fit well with the new era of information age, in which there may be too much to be learned and the access to any part of them become easy and available. In order to explore a novel way of learning that may fit better with the needs of the new era, we proposed the concept of “Integrative Learning”, which refers to “the process of actively integrating learning materials to achieve an efficient and in-depth understanding and mastery of knowledge under the effect of meta-cognition—it is the psychological process of learning that highly integrates the meta-cognitive and cognitive processes” ( Yin, Wu & Lian, 2020 ). In other words, under the guidance of this learning concept, individuals learn by first encountering and grasping the overall landscape of an area of knowledge, then diving into the details of each part of the area while consolidating the basics and connecting the details to the appropriate position of the overall landscape, and finally forming an integrative map of the area of knowledge, thus exhibiting a “whole-part-whole” pattern of learning ( Fig.…”

Section: Introductionmentioning

confidence: 99%

“…The concept of “integrative learning” was proved to be able to provide more efficient knowledge comprehension and long-term migration in an animal behavioral model using a modified 14-unit composite T-maze ( Yin, Wu & Lian, 2020 ), originally designed by Edward Chase Tolman, the famous psychologist who proposed the concept of “cognitive map” ( Tolman, 1948 ). Briefly, forty 1-month-old (short as 1 Mo hereafter) Sprague-Dawley (SD) rats, half male and half female, were randomly divided into the “Integrative Learning” (IL) group and the “Progressive Learning” (PL) group.…”

Section: Introductionmentioning

confidence: 99%

“…Here, we adapted our original design of “Integrative Learning” ( Yin, Wu & Lian, 2020 ) and tested its effects on older rats. A 14-unit composite T-maze was used as the experimental setup and a series of consecutive experiments and analysis were conducted for the purpose of comparing the effects of different learning modes and exploring the intrinsic mechanisms of the learning effect differences on the behavioral level.…”

Section: Introductionmentioning

confidence: 99%

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“Integrative learning” promotes learning but not memory in older rats

Yin¹,

Wu²,

Lian³

2023

PeerJ

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Background We had previously advanced the concept of “Integrative Learning”, that is, “under the role of ‘meta-learning self’, learners actively integrate learning materials to achieve rapid and in-depth understanding of knowledge”, and designed an animal behavioral model to compare the effects of “Integrative Learning” (IL) vs. “Progressive Learning” (PL) in young rats. It was found that IL is more advantageous than PL. Here, we aim to examine whether the same phenomenon persist in older rats. Methods Fifteen 12-month-old male Sprague-Dawley (SD) rats were selected as subjects and randomly divided into the IL group and the PL group, and a 14-unit integrative T-maze was constructed for the study. Training and testing procedures contained three stages: the learning stage, the memory retention test stage and the Gestalt transfer learning stage. Data on young rats (1-month-old) from the previous study were also drawn here for comparisons on learning performance. Results (1) The 12-session learning stage can be divided into three sub-stages as each sub-stage represented the new opening of one third of the whole path in the PL group. There were significant interactions in total errors made between groups and sessions: the PL group had significantly fewer errors during Sub-stage One due to a much shorter path to be learned, however, the IL group’s errors made sharply dropped as learning progressed into Sub-stage Two and Three, and were maintained at a significantly lower level than the PL group during Sub-stage Three. (2) When compared with young rats, age had a main effect on the number of errors made—the 1-month-old groups learned overall better and faster than the older groups, whereas the pattern of group differences between the IL and PL learning modes remained consistent across young and older groups. (3) Unlike young rats, during the memory retention test stage and the Gestalt transfer learning stage, the IL group did not perform better than the PL group in older rats. Conclusions (1) “Integrative Learning” promotes learning but not memory in older rats. (2) Higher-order cognitive abilities that support meta-cognition, long-term retention and knowledge transfer might be deteriorating in older rats.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

“Integrative learning” promotes learning but not memory in older rats

Yin¹,

Wu²,

Lian³

2023

PeerJ

Self Cite

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Integrative learning in the lens of meta-learned models of cognition: Impacts on animal and human learning outcomes

Yin,

Xiao,

et al. 2024

Behav Brain Sci

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This commentary examines the synergy between meta-learned models of cognition and integrative learning in enhancing animal and human learning outcomes. It highlights three integrative learning modes – holistic integration of parts, top-down reasoning, and generalization with in-depth analysis – and their alignment with meta-learned models of cognition. This convergence promises significant advances in educational practices, artificial intelligence, and cognitive neuroscience, offering a novel perspective on learning and cognition.

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An animal behavioral model for the concept of “Integrative Learning”

Cited by 2 publications

References 18 publications

“Integrative learning” promotes learning but not memory in older rats

“Integrative learning” promotes learning but not memory in older rats

Integrative learning in the lens of meta-learned models of cognition: Impacts on animal and human learning outcomes

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