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Results for “Transfer learning”

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At least 289 records · Page 16Linked to original sources
PubMed1987

Issues in transferring preclinical skill learning to the clinical context.

The relationship between student performance in preclinical technique laboratory courses and in clinic is not straightforward. While American dental education in the preclinical courses is effective in teaching mastery of fundamentals to most students and identifying those who should not proceed to patient care, the prediction from technique laboratory performance of who will do well in clinic is weak. Factors accounting for this poor correlation include differences in the mix of skills required in the two contexts, failure to teach for transfer of skills to new settings, and laboratory education practices that create clinically dysfunctional habits. As a means of understanding the transfer issue, a distinction is made among task as given by the instructor, task as interpreted by the student, and task as negotiated in the interpersonal context of dental education.

Clinical Competence↗
PubMed2005

Are skills learned in nursing transferable to other careers?

OBJECTIVE: To determine the influence of skills gained in nursing on the transition to a non-nursing career. BACKGROUND: Little is known about the impact that nursing skills have on the transition to new careers or about the transferability of nursing skills to professions outside nursing. METHOD: A postal questionnaire was mailed to respondents who had left nursing. The questionnaire included demographic, nursing education and practice information, reasons for entering and leaving nursing, perceptions of the skills gained in nursing and the ease of adjustment to a new career. Data analysis included exploratory and confirmatory factor analysis, Pearson product moment correlations and linear and multiple regression analysis. RESULTS: Skills learned as a nurse that were valuable in acquiring a career outside nursing formed two factors, including "management of self and others" and "knowledge and skills learned," explaining 32% of the variation. The highest educational achievement while working as a nurse, choosing nursing as a "default choice," leaving nursing because of "worklife/homelife balance" and the skills of "management of self and others" and "knowledge and skills" had a significant relationship with difficulty adjusting to a non-nursing work role and, overall, explained 28% of the variation in this difficulty adjusting. CONCLUSION: General knowledge and skills learned in nursing prove beneficial in adjusting to roles outside nursing.

Adaptation, Psychological↗
PubMed2003

Fronto-parieto-cerebellar interaction associated with intermanual transfer of monkey tool-use learning.

Prior motor skill learning (original learning; OL) with one hand (original hand; OH) can affect relearning of the same skill (transfer learning; TL) with the opposite hand (transferred hand; TH). This phenomenon is known as intermanual transfer of learning. We explored specialization of brain activation underlying tool-use between hands by measuring regional cerebral blood flow in two monkeys using positron emission tomography. We found brain activation specified for TL in the bilateral prefrontal cortex, bilateral intraparietal sulcus region, and cerebellum contralateral to TH. The results suggest that those regions may be related to intermanual transfer of tool-use learning, presumably in terms of modifying a motor engram specific for OH.

Animals↗
PubMed1986

Analogical transfer in very young children: combining two separately learned solutions to reach a goal.

In 5 studies, the learning and transfer abilities of 2-4-year-old children were examined on a task in which they were required to combine 2 separately learned solutions to reach a goal. The 3 main findings are very early competence on the task if it is situated in familiar settings, a developmental trend in the ability to notice the similarity across analogous versions of the problem that differ in surface format but share the same underlying logic, and the success of 2 forms of assistance in promoting transfer. Both emphasizing task similarity and encouraging the children to talk about the rules ensure that they will notice problem similarity and hence afford them the opportunity to apply the learned rules appropriately. Difficulties with noticing similarity, rather than in applying the rule, lead to transfer failure. Given a hospitable environment, children as young as 2-3 years of age can combine information and apply a reasoning rule quite broadly.

Child Development↗
PubMed2002

Thinking about learning: implications for principle-based professional education.

The understanding of teaching and learning in medical education has increased to improve medical education at all levels. Selected approaches to understanding learning provide a basis for eliciting principles that may inform and guide educational practice. In this article, these approaches are discussed from two perspectives: the cognitive and the environmental. The cognitive perspective includes activation of prior knowledge, elaboration of new learning, learning in context, transfer of learning, and organization of knowledge. The environmental perspective includes the dynamic interaction of learners with their environment, observational learning, incentives and rewards in the environment, goal setting and self-monitoring, self-efficacy, and situated learning. Implications are presented for facilitation of effective learning and support of the learning environment throughout the continuum of medical education.

Curriculum↗
PubMed1996

No transfer of perceptual learning between similar stimuli in the same retinal position.

BACKGROUND: Recent experiments have demonstrated a remarkable amount of specificity in the learning of simple visual tasks in humans, as well as considerable plasticity of receptive fields in the visual cortex of adult monkeys. Here, we tested the specificity of improvement through learning in the performance of human observers on two tasks using almost identical stimuli. RESULTS: Two groups, of six observers each, were trained in two hyperacuity tasks - three-dot bisection and three-dot vernier discrimination. The groups started with different tasks, and switched tasks after one hour of training. Training improved performance significantly, in spite of considerable variability between observers, but improvement did not generalize from one of these tasks to the other. This result indicates that perceptual learning can be extremely stimulus specific, and that deviations from the same standard but in orthogonal directions require completely new training. CONCLUSIONS: Learning is not based on the development of a more exact map of positional information, or on training to fixate or accommodate the eye, but on a better discrimination between the stimuli using one specific stimulus dimension. We also demonstrate that observers differ considerably, not only in their speed of learning, but also in their relative level of performance on the two similar tasks.

Adult↗
PubMed2002

Visual discrimination learning and strategy behavior in the fat-tailed dunnart (Sminthopsis crassicaudata).

Fat-tailed dunnarts (Sminthopsis crassicaudata) were trained on visual discrimination learning-set, reversal-set, and spatial delayed-alternation tasks. The learning set involved 36 2-way black-and-white pattern discriminations and 5 probe reversals. Ten reversals of a black-and-white pattern discrimination were followed by 5 novel tasks. Spatial alternation was tested at delays up to 20 s. Learning-set and reversal-set formation, including 1-trial learning and spontaneous transfer from learning set to reversals and vice versa, was found. Learning-set-experienced dunnarts showed no retention of previously learned tasks 1 week after testing but demonstrated consistently high Trial 2 performance, indicating the retention of a response strategy. Delayed-alternation tasks were learned up to 10-s delays. These results provide the first evidence of a visually guided "win-stay, lose-shift" strategy in a marsupial.

Analysis of Variance↗