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Phénomènes psychologiques
Processus mentaux
Apprentissage inversé
Apprentissage inversé : Questions médicales fréquentes
Diagnostic
5
Troubles de l'apprentissage
Évaluation psychologique
Tests psychologiques
Conditionnement
Comportement
Difficultés d'apprentissage
Enfants
Évaluation cognitive
Symptômes
5
Comportement
Symptômes psychologiques
Comportement
Échec d'apprentissage
Troubles de l'humeur
Adaptation
Prévention
5
Prévention
Interventions comportementales
Éducation émotionnelle
Gestion des émotions
Activités ludiques
Apprentissage flexible
Soutien parental
Communication
Programmes scolaires
Compétences d'adaptation
Traitements
5
Thérapie cognitivo-comportementale
Traitement psychologique
Médicaments
Gestion des symptômes
Thérapie comportementale
Modification du comportement
Techniques de relaxation
Stress
Jeux de rôle
Pratique comportementale
Complications
5
Relations sociales
Comportement
Troubles mentaux
Échecs d'apprentissage
Estime de soi
Sentiments d'inadéquation
Facteurs de risque
5
Facteurs de risque
Antécédents familiaux
Stress environnemental
Capacité d'apprentissage
Facteurs socio-économiques
Risque d'apprentissage
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"@type": "Question",
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"@type": "Question",
"name": "Les parents peuvent-ils jouer un rôle dans la prévention ?",
"position": 14,
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"name": "Quels traitements sont efficaces pour l'apprentissage inversé ?",
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{
"@type": "Question",
"name": "Les techniques de relaxation sont-elles utiles ?",
"position": 19,
"acceptedAnswer": {
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"text": "Oui, elles peuvent réduire le stress et améliorer la concentration lors de l'apprentissage."
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{
"@type": "Question",
"name": "Les jeux de rôle peuvent-ils aider l'apprentissage inversé ?",
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{
"@type": "Question",
"name": "Quelles complications peuvent survenir avec l'apprentissage inversé ?",
"position": 21,
"acceptedAnswer": {
"@type": "Answer",
"text": "Des complications incluent l'anxiété, la dépression et des troubles de comportement."
}
},
{
"@type": "Question",
"name": "L'apprentissage inversé peut-il affecter les relations sociales ?",
"position": 22,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, des difficultés à changer de comportement peuvent nuire aux interactions sociales."
}
},
{
"@type": "Question",
"name": "Y a-t-il un risque de développement de troubles mentaux ?",
"position": 23,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, des échecs répétés peuvent augmenter le risque de troubles mentaux."
}
},
{
"@type": "Question",
"name": "Les complications peuvent-elles affecter la vie quotidienne ?",
"position": 24,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, elles peuvent rendre les tâches quotidiennes plus difficiles et stressantes."
}
},
{
"@type": "Question",
"name": "Comment les complications influencent-elles l'estime de soi ?",
"position": 25,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles peuvent diminuer l'estime de soi, entraînant des sentiments d'inadéquation."
}
},
{
"@type": "Question",
"name": "Quels sont les facteurs de risque pour l'apprentissage inversé ?",
"position": 26,
"acceptedAnswer": {
"@type": "Answer",
"text": "Les facteurs incluent des antécédents familiaux de troubles d'apprentissage et des environnements stressants."
}
},
{
"@type": "Question",
"name": "Le stress environnemental est-il un facteur de risque ?",
"position": 27,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, un environnement stressant peut nuire à la capacité d'apprentissage inversé."
}
},
{
"@type": "Question",
"name": "Les troubles neurodéveloppementaux augmentent-ils le risque ?",
"position": 28,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, des troubles comme le TDAH ou l'autisme peuvent augmenter le risque d'échec d'apprentissage."
}
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{
"@type": "Question",
"name": "L'âge joue-t-il un rôle dans le risque d'apprentissage inversé ?",
"position": 29,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, les jeunes enfants peuvent être plus vulnérables aux difficultés d'apprentissage inversé."
}
},
{
"@type": "Question",
"name": "Les facteurs socio-économiques influencent-ils le risque ?",
"position": 30,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, des conditions socio-économiques défavorables peuvent augmenter le risque d'apprentissage inversé."
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Expert en Médecine, Optimisation des Parcours de Soins et Révision Médicale
Validation scientifique effectuée le 19/01/2025
Contenu vérifié selon les dernières recommandations médicales
3 publications dans cette catégorie
Affiliations :
Department of Psychology, University of Cambridge, Downing Street, Cambridge, UK.
Behavioural and Clinical Neuroscience Institute, University of Cambridge, Downing Street, Cambridge, UK.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Department of Psychology, University of Kentucky.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Department of Computational Medicine and Bioinformatics, University of Michigan Medical School, Ann Arbor, MI, USA.
GlaxoSmithKline Vaccines, Rixensart, Belgium.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Center of Computational Medicine and Bioinformatics, Unit for Laboratory Animal Medicine, Department of Microbiology and Immunology, University of Michigan Medical School, Ann Arbor, MI, USA. yongqunh@umich.edu.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Laboratory of Behavioral and Genomic Neuroscience, National Institute on Alcoholism and Alcohol Abuse (NIAAA), National Institutes of Health (NIH), Bethesda, Maryland 20852, USA.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Graduate Program in Neuroscience and Brain and Mind Institute, Schulich School of Medicine and Dentistry, Western University, Canada; Department of Psychiatry and Department of Psychology, Western University, Canada.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Graduate Program in Neuroscience and Brain and Mind Institute, Schulich School of Medicine and Dentistry, Western University, Canada; Parkwood Institute, Lawson Health Research Institute, Canada; Department of Clinical Neurological Sciences, Western University, Canada. Electronic address: Elizabeth.finger@lhsc.on.ca.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Institute of Biology, Humboldt University, Philippstraße 13, 10115, Berlin, Germany. york.winter@hu-berlin.de.
Berlin School of Mind and Brain, Humboldt University, Berlin, Germany. york.winter@hu-berlin.de.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Laboratory of Neuropsychology, National Institute of Mental Health/National Institutes of Health, Bethesda, MD 20892-4415, USA.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Melbourne Neuropsychiatry Centre, Department of Psychiatry, The University of Melbourne & Melbourne Health, Victoria, Australia. Electronic address: hssavage@student.unimelb.edu.au.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Orygen, The National Centre of Excellence in Youth Mental Health, Parkville, Australia; Centre for Youth Mental Health, The University of Melbourne, Parkville, Australia.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Adult Psychiatry and Psychology Department, Institute of Neurosciences, Hospital Clinic, Barcelona, Spain; Institut d'Investigacions Biomèdiques August Pi i Sunyer (IDIBAPS), Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Barcelona, Spain.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Melbourne Neuropsychiatry Centre, Department of Psychiatry, The University of Melbourne & Melbourne Health, Victoria, Australia. Electronic address: habj@unimelb.edu.au.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Department of Psychology, University of Cambridge, Cambridge, UK.
Department of Neuroscience, Psychology and Behaviour, University of Leicester, Leicester, UK.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Department of Psychiatry, University of Cambridge, Cambridge, UK.
Behavioural and Clinical Neuroscience Institute, University of Cambridge, Cambridge, UK.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Queensland Centre for Mental Health Research, Brisbane, Australia.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Queensland Centre for Mental Health Research, Brisbane, Australia.
Queensland Brain Institute, The University of Queensland, Brisbane, Australia.
School of Medicine and Dentistry, Griffith University, Brisbane, Australia.
Institute for Urban Indigenous Health, Brisbane, Australia.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Queensland Centre for Mental Health Research, Brisbane, Australia.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Queensland Centre for Mental Health Research, Brisbane, Australia.
Metro South Addiction and Mental Health Services, Brisbane, Australia.
Faculty of Medicine, University of Queensland, Brisbane, Australia.
Publications dans "Apprentissage inversé" :
2 publications dans cette catégorie
Affiliations :
Department of Psychiatry, University of Cambridge, Cambridge, UK.
Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, UK.
Institute for Molecular Bioscience, University of Queensland, Brisbane, Australia.
Publications dans "Apprentissage inversé" :
Reversal learning is a crucial aspect of behavioral flexibility that plays a significant role in environmental adaptation and development. While previous studies have established a link between anxiet...
Individuals with frontotemporal dementia (FTD) often present with poor decision-making, which can affect both their financial and social situations. Delineation of the specific cognitive impairments g...
To use a reversal-learning paradigm to identify the specific cognitive components of reversal learning that are most impaired in individuals with FTD and those with Alzheimer disease (AD) in order to ...
We gave 30 individuals with either the behavioral variant of FTD or AD and 18 healthy controls a stimulus-discrimination reversal-learning task to complete. We then compared performance in each phase ...
The FTD group demonstrated impairments in initial stimulus-association learning, though to a lesser degree than the AD group. The FTD group also performed poorly in classic reversal learning, with the...
Taken together, these results and the reversal-learning paradigm used in this study may inform the development and screening of behavioral, neurostimulatory, or pharmacologic interventions aiming to a...
Avoidance and heightened responses to perceived threats are key features of anxiety disorders. These disorders are characterised by inflexibility in dynamically updating behavioural and physiological ...
People with psychotic disorders commonly feature broad decision-making impairments that impact their functional outcomes. Specific associative/reinforcement learning problems have been demonstrated in...
The present proof-of-concept study examined goal-directed action and reversal learning in controls and those with early psychosis....
Equivalent performance was observed between groups during outcome-specific devaluation, and reversal learning at an 80:20 contingency (reward probability for high:low targets). But when the low target...
We show preliminary evidence that those with early psychosis present with a phenotype that includes altered responding to loss and hyper-adaptability in response to outcome changes. This may reflect a...
Obesity has been linked to altered reward processing but little is known about which components of reward processing including motivation, sensitivity and learning are impaired in obesity. We examined...
30 individuals with obesity (OBS) and 30 healthy weight control subjects (HC) were included in the study. Generalized estimating equation models were used to analyze EEfRT choice behavior. PRLT data w...
Our findings from the different tasks speak in favor of a hyposensitivity to non-food rewards in obesity. OBS did not make fewer overall hard task selections compared to HC in the EEfRT suggesting gen...
Our findings provide evidence for intact reward motivation and learning in OBS but lower reward sensitivity which is linked to stochasticity of choices in a non-food context. These findings might prov...
Behavioural adaptation is a fundamental cognitive ability, ensuring survival by allowing for flexible adjustment to changing environments. In laboratory settings, behavioural adaptation can be measure...
Cognitive impairment in psychosis is one of the strongest predictors of functional decline. Problems with decision-making processes, such as goal-directed action and reversal learning, can reflect cor...
Task-based measures that capture neurocognitive processes can help bridge the gap between brain and behavior. To transfer tasks to clinical application, reliability is a crucial benchmark because it i...
Updating beliefs in changing environments can be driven by gradually adapting expectations or by relying on inferred hidden states (i.e. contexts), and changes therein. Previous work suggests that inc...
The evaluation of external and internal stimuli permits the ongoing actualization of choice-related information and, thus, the association between stimuli and outcomes. This process is essential to de...