Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Transfer learning”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 235 records · Page 13Linked to original sources
PubMed1990

[Didactic problems of education and instruction of patients with craniocerebral trauma].

While concepts for the solution of didactical-methodological problems are available for brain-injured children and young people, such concepts are almost nonexistent for adults with craniocerebral trauma sequels. A case example is presented from an educationist perspective, illustrating the disruptive impact of craniocerebral trauma on the person's biography. Didactical and methodological problems not only arise from deficient cognitive functioning but also due to the psychosocial impact of severe brain trauma. Inter alia dealt with is the question of whether an independent didactical approach is needed, or whether concepts derived from general didactics can be applied. For learners with craniocerebral trauma, "learning theory-based didactics" is an especially suitable model; a brief description is given, and its application to the specific situation of this population outlined. People with brain trauma display problems in knowledge acquisition and concept formation (cognitive learning), in transfer of learning content and performance control. Though an independent didactical concept may not be necessary, it is however crucial that in respect of the teaching/learning processes in this population, due attention is being paid to methodological principles applied in the special education field.

Adolescent↗
PubMed2002

Transfer of motor learning across arm configurations.

It has been suggested that the learning of new dynamics occurs in intrinsic coordinates. However, it has also been suggested that elements that encode hand velocity, and hence act in an extrinsic frame of reference, play a role in the acquisition of dynamics. To reconcile claims regarding the coordinate system involved in the representation of dynamics, we have used a procedure involving the transfer of force-field learning between two workspace locations. Subjects made point-to-point movements while holding a two-link manipulandum. Subjects were first trained to make movements in a single direction at the left of the workspace. They were then tested for transfer of learning at the right of the workspace. Two groups of subjects were defined. For the subjects in group j, movements at the left and right workspace locations were matched in terms of joint displacements. For the subjects in group h, movements in the two locations had the same hand displacements. Workspace locations were chosen such that for group j, the paths (for training and testing) that were identical in joint space were orthogonal in hand space. The subjects in group j showed good transfer between workspace locations, whereas the subjects in group h showed poor transfer. These results are in agreement with the idea that new dynamics are encoded in intrinsic coordinates and that this learning has a limited range of generalization across joint velocities.

Adult↗
PubMed1990

Interhemispheric transfer of visuomotor conditional learning via the anterior corpus callosum of monkeys.

Two experiments examined interhemispheric transfer of learning across the anterior corpus callosum in monkeys (Macaca fascicularis). The animals learned a series of visuomotor conditional discrimination problems for food reward. Within each problem the animals were first trained using one hand to make the motor responses, and were then required to use the opposite hand in order to test for intermanual transfer of the initial learning. In Exp. 1, a group of animals with surgical section of the entire corpus callosum and anterior commissure showed a complete absence of intermanual transfer of learning. A second group, in which only the anterior commissure and the posterior part of the corpus callosum were sectioned, leaving the anterior corpus callosum intact, showed good intermanual transfer. Thus, intermanual transfer in the second group represented interhemispheric information transfer via the anterior portions of the corpus callosum. However, in Expt. 2, normal intermanual transfer was seen in a group of animals in which the anterior corpus callosum alone had been sectioned. We conclude that the anterior corpus callosum can mediate interhemispheric transfer of visuomotor conditional learning, but is not the only available route for such transfer in the present task.

Animals↗
PubMed2002

Intermanual transfer of procedural learning after extended practice of probabilistic sequences.

Previous studies using simple, repeating patterns have suggested that the knowledge gained in early sequence learning is not effector-specific in that it transfers to muscle groups other than those used during training. The current experiments extended these findings to transfer after extensive practice with probabilistic sequences using a task on which people fail to gain declarative knowledge of the regularity. Specifically, an alternating serial reaction time (ASRT) task was used in which predictable and unpredictable trials alternated. Participants responded for the first five sessions using their right hand, then switched to the left hand for the sixth session. Stimuli were spatial in the first experiment and nonspatial in the second. Significant near-perfect transfer of pattern knowledge was seen in both experiments, suggesting that muscle-specific information for either the fingers or the eyes cannot explain the observed learning.

Adult↗
PubMed1989

Tactual learning and cross-modal transfer of an oddity problem in young children.

The ability to solve tactual oddity problems, and transfer of oddity learning across the visual and the tactual modalities, was studied in 3- to 8-year-old children (N = 294). Oddity tasks consisting of one odd and two equal objects were made from stimuli that were easily discriminated visually and tactually. The results showed that tactual oddity learning increased gradually with age. The growth in tactual performance begins later than visual, suggesting that children are more adept at encoding visual stimulus invariances or relational properties than tactual ones. Bidirectional cross-modal transfer of oddity learning was found, supporting the suggestion that such transfer occurs when training and transfer oddity tasks share a common vehicle dimension. The cross-modal effect also shows that oddity learning is independent of a specific modality-labeled perceptual context. Our results are consistent with the view that development of oddity learning depends on a single rather than a dual process, and that the oddity relation may be treated as an amodal stimulus feature.

Attention↗
PubMed1998

Embryo transfer--can we learn anything new from the observation of junctional zone contractions?

To assess whether embryo transfer can alter junctional zone contractility, we studied the effect of easy and difficult mock transfers in 14 oocyte donors during in-vitro fertilization (IVF) cycles. An Echovist bolus (30 microl) was used to represent embryos and transfer medium. An 'easy' transfer was judged to be an atraumatic insertion of the catheter without touching the uterine fundus. A 'difficult' embryo transfer was mimicked by deliberately touching the uterine fundus twice with the soft end of the cannula. Transvaginal scan images were recorded, digitized and converted into five times normal speed to allow us to evaluate junctional zone contractility. Easy mock embryo transfers did not change endometrial mechanical activity. Echovist remained in the upper part of the uterine cavity and was not dispersed after 45 min. A difficult procedure generated strong random waves in the fundal area and waves from fundus to cervix which relocated the Echovist in six out of seven cases. We observed movements of the transfer bolus from the upper part of the uterus towards the cervix (four cases) and into Fallopian tubes (two patients). Our study confirms that the mechanical activity of the uterus is capable of relocating intrauterine embryos and that this activity depends on physical stimulation. Junctional zone contractions can be implicated in cases of IVF/embryo transfer failure or ectopic gestation.

Adult↗
PubMed1979

Learning and interhemispheric transfer of visual pattern discriminations following unilateral suprasylvian lesions in split-chiasm cats.

A suprasylvian lesion removing cortical areas 7 and 21 and portions of area 19 and of the lateral suprasylvian area was placed in one hemisphere of split-chiasm cats. By comparison with the normal side and with cortically intact split-chiasm and split-brain cats, form discrimination learning with the eye on the injured side was severely retarded. This deficit could not be attributed to an unintentional undercutting of areas 17 and 18, since in three cases the laminae of the lateral geniculate nucleus showed little retrograde atrophy; marked degeneration was found in the medial interlaminar nucleus and the pulvinar complex. In addition, interocular transfer of form discriminations to the eye on the injured side was absent or poor, while transfer in the opposite direction was normal. A cat with a suprasylvian lesion undercutting areas 17 and 18 was unable to learn pattern discriminations with the eye on the injured side, in spite of prolonged training with that eye and normal learning with the other eye. Another cat with a suprasylvian lesion selectively removing the anteromedial and posteromedial portions of the lateral suprasylvian area showed no learning deficit on the injured side, but poor transfer to that side. A learning deficit on the side of the lesion emerged in this cat after forebrain commissurotomy. The results support the hypothesis of a major involvement of cortical areas outside of 17 and 18 in the processes of abstraction and generalization of visual information necessary for learning and interhemispheric transfer of form discrimination in the cat.

Animals↗