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PubMed2006

Intermanual transfer of timing control between tasks holding different levels of motor complexity.

Interlateral transfer of learning was investigated in timing tasks holding different levels of motor complexity. The tasks required hitting a hemiball at the end of an electronic trackway simultaneously with the end of displacement of a visual stimulus. The hemiball was to be hit with the palm of one hand (simple task), or through a forehand drive with a racquet (complex task). Four experimental conditions were compared, which resulted from the combination between direction of transfer for complexity, and direction of transfer for hand. The results evidenced partial interlateral transfer of timing control, and that performance on the transfer task was temporally biased by the practised task. Additionally, there was not a consistent advantage for a single direction of transfer of learning, which means symmetric capacity of intermanual transfer. Such findings indicate that in synchronisation tasks motor learning takes place at two levels: at a higher level independent of the effector system, and at a lower effector-specific level.

Acceleration↗
PubMed1962

Double visual learning in split-brain monkeys.

Split-brain monkeys (with forebrain divided) were trained to perform two contradictory visual tasks simultaneously, one task being presented to each eye. Usually one cerebral hemisphere dominated, but in some cases the two halves of the brain learned simultaneously. Contradictory color discriminations showed interference or transfer of learning until mid-brain commissures were also sectioned. The more extensive surgery failed to prevent transfer of simple brightness discriminations.

Animals↗
PubMed1982

Effects of moderate zinc deficiency on cognitive performance in young adult rats.

Two experiments were conducted to establish a dietary zinc level which approximates a moderate deficiency in the young adult rat and to determine if a concurrent zinc deficiency affects cognitive performance. Male rats were fed varying levels of zinc in diet throughout a 17-day period. The lowest dietary level that depressed serum and bone zinc without influencing food consumption or body weight gains was observed to be 5.8 microgram Zn/g diet. Young adult rats maintained on either a zinc adequate (24.4 microgram Zn/g) or low-zinc (5.3 microgram Zn/g) diet were tested in a modified Skinner Box involving tests of visual, auditory, association, and discrimination learning. No differences were observed in the visual discrimination performance of the zinc deficient animals when compared with control counterparts. Deficits in the ability to transfer a learned association between visual and auditory stimuli were observed, however, in the deficient group during the transfer test phase. The latter performed better during the final auditory discrimination task in transferring a learned food-relevant cue.

Animals↗
PubMed1987

Interhemispheric communication of visual learning: a developmental study in 3-6-month old infants.

Infants aged 12-26 weeks (3-6 months) were presented with a visual category discrimination learning task (normal vs scrambled faces) in the right or left visual field. Once they had reached the learning criterion, they were tested for transfer to the untrained visual field in order to establish whether visual experience can be communicated to the opposite hemisphere. Transfer of learning was found to occur in infants aged 19-26 weeks but not in younger ones. Neural pathways possibly forming the channels for this communication are discussed.

Aging↗
PubMed2006

Pigeons see correspondence between objects and their pictures.

The extent to which nonhumans recognize the correspondence between static pictures and the objects they represent remains an interesting and controversial issue. Pictures displayed on computers are used extensively for research on behavioral and neural mechanisms of cognition in birds, yet attempts to show that birds recognize the objects seen in pictures have produced mixed and inconclusive results. We trained pigeons to discriminate between two identically colored but differently shaped three-dimensional objects seen directly or as pictures, and we found clear bidirectional transfer of the learned object discrimination. Transfer from objects to pictures occurred even when pigeons were trained with 12 views and only novel views of the objects were presented in transfer. This study provides the strongest evidence yet that pigeons can recognize the correspondence between objects and pictures.

Animals↗
PubMed1976

[Investigation of memory in experimental gerontology (author's transl)].

The possible transfer of learning performance by proteins and ribonucleic acids was studied. 140 male Sprague-Dawley rats aged 3 months and 68 aged 20 months were used. Proteins and ribonucleic acids were isolated from the brains of trained and untrained rats aged 3 months. The difference in learning performance was tested and the incorporation of the above-mentioned substances into the hippo-campus and the residual brain in the two age-groups was measured using radioactive labelled material. A specific transfer of learned information-contents on the molecular level was found only after transfer of proteins in both young and old rats; the results of the training are well correlated with those of the incorporation. The two age-groups differ especially with regard to the learning performance, expressed in the error number. In th older group the error number is significantly lower in contrast to the learning time, that is slightly shorter in the younger group. This can be explained by the differences between the incorporation of brain proteins of trained animals into animals of different age, as well as by the investigations of some authors, who distinguished between different modes of learning. The lower incorporation of labelled substance into the brains of old animals is remarkable; the conclusion is a lower turnover of these substances in the brain of old animals, especially of the ribonucleic-acids. Nevertheless the learning performance of complex information-contents is not impaired.

Aging↗
PubMed2004

Is the learning of goal-directed displacement effector-independent?

The present experiment was designed to investigate whether the learning of goal-directed locomotion is effector independent. To answer this question a bilateral transfer of learning paradigm was used. We wanted to find out whether learning can be transferred from a trained effector system to an untrained one. Sixteen participants were asked to proceed through virtual hallways, while walking on a treadmill or handling of a joystick, in order to cross a pair of oscillating doors. Participants received 1050 training trials on the specific effector system before being transferred to the untrained one. Results indicated a clear transfer from handling to walking and only a moderate transfer from walking to handling. This asymmetrical transfer provides partial support in favor of the effector independent hypothesis. Both the theoretical implications of this work and the possible mediating effect of calibration are discussed.

Adult↗
PubMed1992

Combining exemplar-based category representations and connectionist learning rules.

Adaptive network and exemplar-similarity models were compared on their ability to predict category learning and transfer data. An exemplar-based network (Kruschke, 1990a, 1990b, 1992) that combines key aspects of both modeling approaches was also tested. The exemplar-based network incorporates an exemplar-based category representation in which exemplars become associated to categories through the same error-driven, interactive learning rules that are assumed in standard adaptive networks. Experiment 1, which partially replicated and extended the probabilistic classification learning paradigm of Gluck and Bower (1988a), demonstrated the importance of an error-driven learning rule. Experiment 2, which extended the classification learning paradigm of Medin and Schaffer (1978) that discriminated between exemplar and prototype models, demonstrated the importance of an exemplar-based category representation. Only the exemplar-based network accounted for all the major qualitative phenomena; it also achieved good quantitative predictions of the learning and transfer data in both experiments.

Concept Formation↗