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Results for “Transfer learning”

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At least 379 records · Page 21Linked to original sources
PubMed2002

Designing Instruction That Supports Cognitive Learning Processes.

OBJECTIVE: To provide an overview of current cognitive learning processes, including a summary of research that supports the use of specific instructional methods to foster those processes. We have developed examples in athletic training education to help illustrate these methods where appropriate. DATA SOURCES: Sources used to compile this information included knowledge base and oral and didactic presentations. DATA SYNTHESIS: Research in educational psychology within the past 15 years has provided many principles for designing instruction that mediates the cognitive processes of learning. These include attention, management of cognitive load, rehearsal in working memory, and retrieval of new knowledge from long-term memory. By organizing instruction in the context of tasks performed by athletic trainers, transfer of learning and learner motivation are enhanced. CONCLUSIONS/RECOMMENDATIONS: Scientific evidence supports instructional methods that can be incorporated into lesson design and improve learning by managing cognitive load in working memory, stimulating encoding into long-term memory, and supporting transfer of learning.

Journal Article↗
PubMed2002

The transfer of basic skills learned in a laparoscopic simulator to the operating room.

BACKGROUND: The aim of the study was to evaluate whether basic surgical skills achieved by training in LapSim, a computerbased laparoscopic simulator, could be transferred to the operating room. METHODS: For this study, 24 medical students undergoing courses in surgery were randomly assigned to train with LapSim or to serve as control subjects. After they had undergone simulator training 2 h per week for 5 weeks, their basic skills in laparoscopic surgery were assessed in a porcine model. The time to perform each task was measured, and four senior surgeons independently graded the overall performance on a 9-step differential rating scale. RESULTS: The participants randomized to train with LapSim showed significantly better results for all tasks in both parts of the study than the untrained participants, according to the expert evaluation. Time consumption was accordingly lower in the training group in the control group. CONCLUSIONS: The results show that basic skills achieved by systematic training with a laparoscopic simulator such as LapSim can be transferred to the operating room.

Animals↗
PubMed1999

Intact learning of artificial grammars and intact category learning by patients with Parkinson's disease.

Patients with Parkinson's disease (PD) have been shown to be impaired on some nondeclarative memory tasks that require cognitive skill learning (perceptual-motor sequence learning, probabilistic classification). To determine what other skill-based tasks are impaired, 13 patients with PD were tested on artificial grammar learning, artificial grammar learning with transfer to novel lettersets, and prototype learning. Patients with PD performed similarly to controls on all 3 tests. The intact learning exhibited by PD patients on these tests suggests that nondeclarative cognitive skill learning is not a single entity supported by the neostriatum. If learning the regularities among visual stimuli is the principal feature of artificial grammar learning and prototype learning, then these forms of skill learning may be examples of perceptual learning, and they may occur in early visual cortical processing areas.

Aged↗
PubMed2004

Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction.

The author's thesis is that there is sufficient research evidence to make any reasonable person skeptical about the benefits of discovery learning--practiced under the guise of cognitive constructivism or social constructivism--as a preferred instructional method. The author reviews research on discovery of problem-solving rules culminating in the 1960s, discovery of conservation strategies culminating in the 1970s, and discovery of LOGO programming strategies culminating in the 1980s. In each case, guided discovery was more effective than pure discovery in helping students learn and transfer. Overall, the constructivist view of learning may be best supported by methods of instruction that involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration.

Child↗