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At least 253 records · Page 14Linked to original sources
PubMed1983

Effects of unilateral and bilateral lesions of the lateral suprasylvian area on learning and interhemispheric transfer of pattern discrimination in the cat.

The aim of the present experiment was to evaluate the hypothesis that the lateral suprasylvian area is involved in the interhemispheric transfer of visual information. This area was surgically removed in 10 cats which had previously undergone a midsagittal transection of their optic chiasmas. The animals then learned a pattern discrimination using either one or the other hemisphere and were tested for transfer using the other, untrained hemisphere. The lateral suprasylvian area in the intact hemisphere was next ablated in 6 of these cats. Each hemisphere was trained on a new pattern discrimination and tested for transfer using the other. The results obtained with the unilaterally lesioned animals indicated that: (a) learning with the lesioned hemisphere was as rapid as with the intact hemisphere; and (b) that transfer in either direction was normal although slightly retarded, but not significantly so, when the information proceeded from the intact to the lesioned hemisphere. Learning with either hemisphere of the bilaterally lesioned animals also appeared to be normal. Learning with the hemisphere which was lesioned second and transferring to the one which was ablated first was within normal range whereas transfer was generally not as immediate when the procedure was reversed. As a whole, the results, when coupled with those of others, would tend to indicate that the lateral suprasylvian area is involved in interhemispheric transfer but shares this function with other callosally connected areas of the primary visual cortex.

Animals↗
PubMed1996

Interocular transfer in perceptual learning of a pop-out discrimination task.

The specificity of the improvement in perceptual learning is often used to localize the neuronal changes underlying this type of adult plasticity. We investigated a visual texture discrimination task previously reported to be accomplished preattentively and for which learning-related changes were inferred to occur at a very early level of the visual processing stream. The stimulus was a matrix of lines from which a target popped out, due to an orientation difference between the three target lines and the background lines. The task was to report the global orientation of the target and was performed monocularly. The subjects' performance improved dramatically with training over the course of 2-3 weeks, after which we tested the specificity of the improvement for the eye trained. In all subjects tested, there was complete interocular transfer of the learning effect. The neuronal correlate of this learning are therefore most likely localized in a visual area where input from the two eyes has come together.

Adult↗
PubMed2000

Is there cross-format transfer in implicit invariance learning?

Three experiments investigated cross-form transfer in the invariance learning paradigm introduced by McGeorge and Burton (1990). The results suggest that the transfer observed by McGeorge and Burton depended on subjects' ability to use a response strategy discovered by Wright and Burton (1995). When that strategy was denied to subjects (Experiments 1 and 2), no cross-form transfer was observed; when the strategy was made available (Experiment 3), cross-form transfer re-emerged. These results suggest that this form of learning, like many other forms of implicit learning and memory, is hyperspecific.

Adult↗
PubMed1989

Interhemispheric transfer of visual learning in monkeys with intact optic chiasm.

The purpose of the present experiments was to investigate the role of the forebrain commissures in interhemispheric visual transfer when both eyes are open and the optic chiasm is intact. Cynomolgus monkeys (Macaca fascicularis) learned a series of two-choice simultaneous visual discriminations. The visual stimuli were bipartite, with independently determined left and right halves. If such a stimulus is fixated centrally, the two halves fall into opposite visual hemifields. After 10 trials of acquisition of each discrimination, the same discriminanda were presented for a further 10 trials in which, within each stimulus, the positions of the halves were exchanged: the left half became the right and vice versa. The unoperated animals transferred well to the altered stimuli, making many fewer errors than they made in learning the originally presented discrimination. In contrast, monkeys with section of the posterior corpus callosum and the anterior commissure transferred poorly. These effects show that the forebrain commissures are important for the interhemispheric transfer and integration of visual information in animals with a normal, intact peripheral visual system.

Animals↗
PubMed1978

Performance of MA-matched nonretarded and retarded children on discrimination learning and transfer-shift tasks.

The effects of the nature of the relevant dimension, response mode, imagery, and age on discrimination learning and shift performance was examined. Three age groups were used, CA 8 years-MA 8 years, CA 5 years-MA 5 years. CA 8 years-MA 5 years. The latter group learned both intradimensional and extradimensional shifts slower than did the former two groups. Subsequent analyses suggested that the reason for the slower learning in the retarded group was their greater frequency of control by dominant dimensions and/or the initial control by novel stimuli. A second finding was related to the particular procedure employed. Children were required to either press a button to indicate which of two stimuli was correct or pick up the correct stimulus. Form-relevant but not color-relevant problems were facilitated by the pick-up procedure. These findings suggest that dimensional dominance may be a consequence of the procedures employed in previous reports where children were or were not permitted to manipulate the stimuli.

Age Factors↗
PubMed2006

Statistical learning within and between modalities: pitting abstract against stimulus-specific representations.

When learners encode sequential patterns and generalize their knowledge to novel instances, are they relying on abstract or stimulus-specific representations? Research on artificial grammar learning (AGL) has shown transfer of learning from one stimulus set to another, and such findings have encouraged the view that statistical learning is mediated by abstract representations that are independent of the sense modality or perceptual features of the stimuli. Using a novel modification of the standard AGL paradigm, we obtained data to the contrary. These experiments pitted abstract processing against stimulus-specific learning. The findings show that statistical learning results in knowledge that is stimulus-specific rather than abstract. They show furthermore that learning can proceed in parallel for multiple input streams along separate perceptual dimensions or sense modalities. We conclude that learning sequential structure and generalizing to novel stimuli inherently involve learning mechanisms that are closely tied to the perceptual characteristics of the input.

Association Learning↗
PubMed1982

Transfer of a learning set between drug states in monkeys.

Four adult male rhesus monkeys, while in either a pentobarbital-induced drug state or a saline control state, were trained on a series of 12 oddity problems. Tests in the opposite drug or saline state were administered after acquisition of each problem in order to determine the amount of transfer between the disparate states. All tests included presentation of problems not previously seen (novel problems). Tests 2-11 also included presentation of problems trained beyond criterion level (overtrained problems). During early tests only the overtrained problems exhibited transfer to the opposite drug or saline state. However, during the later tests, as the monkeys acquired the learning set in the training state, both the novel and overtrained problems were correctly solved in the test state. This indicates that the concept of oddity, rather than solution of specific problems, transferred between drug states. Interestingly, the overtrained problems exhibited greater transfer on the later tests than on early tests. This may suggest that the transfer due to overtraining is not the same as the transfer due to acquisition of the oddity learning set.

Animals↗
PubMed2006

Transfer of configural learning between the components of a preexposed stimulus compound: implications for elemental and configural models of learning.

In 2 experiments, rats received preexposure to 2 compound contexts: AB and CD for the congruent group and AC and BD for the incongruent group. Subsequently, all rats received a configural discrimination in which separate placement in contexts A or B indicated that presentations of stimulus X would be followed by food and presentations of Y would not, and separate placement in contexts C and D indicated that Y would be followed by food and X would not. In both experiments, rats in the congruent group acquired the conditional discrimination more rapidly than those in the incongruent group. These results are inconsistent with conventional associative accounts of either stimulus preexposure effects or configural learning and instead provide support for a connectionist account.

Analysis of Variance↗
PubMedDate not supplied

Comparisons of learning ease and transfer propensity in poor and average readers.

Assisted and unassisted performance of 14 average readers (7 boys and 7 girls between 9.67 and 13 years of age) and 14 children with learning disabilities (10 boys and 4 girls between 10.8 and 13 years of age) were compared on a reading comprehension task--stating the main idea in expository paragraphs in which the topic sentence was either first, last, or missing. Children were trained to find the main idea in one- and two-paragraph texts and took pre- and posttests in which they were asked to write the main ideas contained in one-, and six- to eight-paragraph texts. The main ideas contained in these texts either were explicitly stated (topic sentence first or last) or were implicit (topic sentence missing). Children's performance improved from pre- to posttest, although the effect of topic sentence placement was evident at both test times (performance on topic-sentence-first paragraphs was better than on topic-sentence-last paragraphs, which was, in turn, better than performance on topic-sentence-missing paragraphs). Although average achieving children and children with learning disabilities did not differ on static pre- and posttest measures, they did differ in how easily they learned to find the main idea under different topic sentence placement conditions. Children with learning disabilities required significantly more instruction than average readers to reach mastery criterion on nonideal text structures. Implications of the findings are discussed from both assessment and pedagogical perspectives.

Achievement↗