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Results for “Transfer learning”

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At least 271 records · Page 15Linked to original sources
PubMed1981

Transfer of perceptual learning: role of tactual-kinesthetic feedback reexamined.

Albino rats were pre-exposed to stimuli in an otherwise visually sparse environment, with visibility and opportunity to manipulate the forms controlled during rearing. Analysis indicated that pre-exposing animals to stimuli which provided either tactual-kinesthetic feedback or highly visible forms significantly facilitated subsequent discrimination learning. The findings question the adequacy of either an attention-getting or tactual-kinesthetic feedback to account for differences in transfer effects in studies using two- and three-dimensional forms. It is suggested that the visibility of the forms and the opportunity to inspect the forms during pre-exposure is the important variable in studies of this type.

Animals↗
PubMed2001

The interaction of spatial ability and motor learning in the transfer of training from a simulator to a real task.

Virtual Reality (VR) based simulators have been used as a training tool in many settings, although very few studies examine transfer of training from simulators to a real world task, particularly for manipulation tasks. Simulators could play a key role as an enabling technology for manipulation tasks related to teleoperation, and medical procedure training. We investigated the relationship between motor tasks and participants' spatial abilities. This relationship was further examined with respect to learning in a simulator and to transfer of training from the simulator to the real world on a pick-and-place task. Spatial abilities were characterized using a battery of recognition and manipulation figural tests. Subjects with lower spatial abilities demonstrated significant positive transfer from a simulator based training task to a similar real world robotic operation task. Subjects with higher spatial skills did not respond as positively from training in a simulated environment.

Aptitude↗
PubMed1985

Learning and interocular transfer of visual discriminations by goldfish with retinotectal compression.

Visual function mediated by a compressed retinotectal projection was examined by training goldfish with unilateral retinotectal compression to perform red/green and horizontal/vertical discriminations. Fish were trained monocularly via the compressed or the normal visual field using an aversive classical conditioning model. Interocular transfer was then examined to determine if the mechanisms mediating this transfer functioned normally after retinotectal compression and to compare interpretation of visual information via normal and compressed visual fields. Both visual discriminations were learned successfully using the normal or the compressed visual field. Learning deficits (relative to controls) were, however, observed in fish trained with the color discrimination using the compressed visual field, or the horizontal/vertical discrimination using the compressed or the normal visual field. Interocular transfer of the color discrimination from the compressed to the normal visual field or in the reverse direction was demonstrated to occur at approximately normal values. Interocular transfer of the horizontal/vertical discrimination was successful from the compressed to the normal visual field, but was reduced or absent in the opposite direction. The results indicate that analysis of the colors red and green is essentially normal after retinotectal compression, and that the pathways mediating interocular transfer of this color discrimination remain functional. There were, however, abnormalities in the mechanism mediating interocular transfer of pattern discriminations after retinotectal compression.

Animals↗
PubMed1975

Frustation and learned helplessness.

This article reports the transfer of learned helplessness from one aversive motivator, shock to another, frustration. In experiment 1, animals were trained to approach food in a runway and concomitantly exposed to either escapable, inescapable, or no shock in a different situation. Extinction was conducted in the runway, and subsequently the animals were tested for hurdle-jump escape from the frustrating goal box. Inescapably shocked rats failed to learn to hurdle-jump, whereas escapably or nonshocked animals learned the frustration escape response. Experiment 2 replicated the basic finidngs of Experiment 1 and showed transfer of learned helplessness from shock to frustration when no running response had been first acquired in the runway.

Animals↗