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Results for “Transfer learning”

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PubMed1999

Lessons learned from gene transfer approaches.

Recent technological advances allow the transfer of genes to the synovial lining of joints. As well as opening novel opportunities for therapy, these techniques provide valuable new tools for the study of synovitis and other aspects of the biology of joints in health and disease. This article reviews briefly the results of experiments in which selected genes have been transferred to the knee joints of healthy rabbits and rabbits with antigen-induced arthritis.

Animals↗
PubMed1998

Learning with technology: use of case-based physical and computer simulations in professional education.

This presentation will clarify contemporary ideas on the role of technology in education and how it can be employed to improve student learning experiences and outcomes. The paper will emphasise RMIT's role in providing quality education that is relevant to today's world and professional practice. It will examine a specific collaborative (RMIT & ACU), interdisciplinary project 'Pregnancy Simulator: Developing and Enhancing Student Learning of Assessment Skills'. This project consist of a physical pregnancy model connected to a multi-media computer-assisted learning package for the purpose of enhancing student learning of abdominal assessment skills. Our paper outlines an innovative technology-based teaching project and includes current educational issues or problems encountered in professional education, steps already taken to address these difficulties and how this project intends to facilitate learning. It identifies expected learning outcomes for midwives, nurses and medical students, and examines pedagogical principles applied to technological applications designed to provide guided discovery for allowing students to build confidence and competence in professional education. The case-based physical and computer simulations contextualise learning to assist transfer of learning to real world situations. This paper will also discuss how technology-based projects can be evaluated and integrated into university curricula to enhance student learning.

Computer Simulation↗
PubMed2002

Attentional control in learning to discriminate bars and gratings.

Transfer effects of learning a spatial-frequency and a bar-width discrimination task on the performance in three other discrimination tasks (relative bar position, local width, and global-size discrimination) have been investigated. In the spatial-frequency discrimination learning task, subjects were trained with grating stimuli which varied in spatial frequency, relative bar position, and grating patch size, but only spatial frequency was relevant for discrimination. The bar-width discrimination learners had to judge the width of single grating bars appearing at random positions distributed around a display center. During the course of 10 consecutive days, all subjects showed a significant reduction of discrimination thresholds. Regarding learning transfer, we find that practicing the spatial-frequency discrimination task yields quite strong improvement of bar-width discrimination and, vice versa, learning bar-width discrimination also leads to strong improvement of spatial-frequency discrimination performance, indicating involvement of coding pathways which are shared by both tasks. On the other hand, there is no performance improvement when subjects do different tasks (grating patch size and relative bar position discrimination) with the same stimulus material as the learning stimuli. The finding of task-driven selective learning for only one local stimulus attribute among other local and global attributes shows that feature-based attentional preselection of basic stimulus attributes is involved in learning. Moreover, differential learning effects for two different local stimulus features indicate that, governed by top-down control, different neural pathways starting from the same low-level code base may be formed in the course of discrimination training.

Attention↗
PubMed2001

Effect of innate direction bias on T-maze learning in rats: implications for research.

Adult, male Wistar rats showed substantial left (22.2%) or right (52.8%) bias in spontaneous arm preference in the T-maze; this bias was consistent over 2 days of testing separated by a 30 day interval. Left and right biased rats learnt very rapidly when trained to enter the arm ipsilateral to the bias; learning was significantly poorer or did not occur in the contralateral arm. This contralateral learning difficulty was particularly evident when transfer of learning was assessed. Right-biased rats were more impaired in contralateral learning than left-biased rats. Unbiased rats (25%) also showed learning difficulties. This study has important implications for spatial tasks of learning and memory; with specific reference to the T maze, it is concluded that animals should be preselected for capacity to learn in both arms, randomization into experimental and control groups should be stratified for spontaneous arm bias, and original learning should be directed towards the contralateral arm while transfer of learning, if required, can be directed into the ipsilateral arm.

Animals↗