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Results for “Transfer learning”

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PubMed2002

Effects of conflict resolution training integrated into a high school social studies curriculum.

The authors examined the effectiveness of conflict resolution and peer mediation training among California high school students. The authors randomly assigned 2 of 4 classes to receive 5 weeks of conflict resolution and peer mediation training integrated into the required social studies curriculum. The remaining 2 classes studied the same social studies curriculum for an identical amount of time (105 min every other day) without conflict resolution and peer mediation training. The authors investigated 2 issues. The 1st was the effectiveness of the conflict resolution and peer mediation training. The trained students, compared with the untrained students, learned the integrative negotiation and peer mediation procedures better, applied the procedures more completely, chose an integrative over a distributive approach to negotiation, and developed more positive attitudes toward conflict. The 2nd issue was the impact of the training program on academic achievement. Integrating conflict resolution and peer mediation training into an academic course promoted higher achievement, greater long-term retention of the academic learning, and greater transfer of academic learning in social studies to language arts.

Adolescent↗
PubMed2005

On aims and methods in the neuroimaging of derived relations.

Ingenious and seemingly powerful technologies have been developed recently that enable the visualization in some detail of events in the brain concomitant upon the ongoing behavioral performance of a human participant. Measurement of such brain events offers at the very least a new set of dependent variables in relation to which the independent variables familiarly manipulated in the operant laboratory may be explored. Two related paradigms in which a start has been made in such research concern the derivation of novel or emergent relations from a baseline set of trained relations, and include the phenomenon of transitive inference (TI), observed in studies of stimulus equivalence (SE) and serial learning (SL) or seriation. This paper reviews some published and forthcoming neuroimaging studies of these and related phenomena, and considers how this line of research both demands and represents a welcome synthesis between types of question and levels of explanation in behavioral science that often have been seen as antithetical.

Animals↗
PubMed2004

Computerized patient model and simulated clinical experiences: evaluation with baccalaureate nursing students.

This study evaluated student and faculty member perceptions regarding the use of a computerized universal patient simulator (Laerdal SimMan Universal Patient Simulator) in a simulated clinical scenario. Students who used SimMan in clinical simulation activities in this baccalaureate program during two consecutive semesters were surveyed using a 20-item tool scored on a 4-point Likert scale. Four faculty members were surveyed using a 17-item tool with the same response scale. The majority of the student sample consisted of Anglo women between ages 22 and 36. Survey items related to the reality of the simulations, the pace and flow of the clinical simulation, the ability to transfer skills learned to actual clinical settings, and the value of the simulated clinical experiences. Faculty members were also surveyed related to resource issues. Descriptive statistics were used to analyze survey responses. The majority of the students and faculty members identified the simulations as realistic and valuable. However, only approximately half of the students agreed that the skills learned in the clinical simulation would transfer to a real clinical setting, compared to 100% of the faculty. Faculty members reported that implementing the simulated clinical scenario required additional time and resources.

Adult↗
PubMed1986

Effect of a cancer education program on student interest and learning in cancer.

In a five-year study of medical students who had participated in a first-year elective course on cancer, the authors found that 47 percent of all participants subsequently became involved in other cancer programs. A sample (n = 40) of the participants was interviewed and studied in depth. Their subsequent expressed and overt interests in cancer were related to their achievement on neoplasm-related test items contained in second-year systemic pathology examinations and to their perception of transfer of learning from the cancer course. Neither expressed nor overt interest in cancer was significantly related to test scores on neoplasm items; but perceived transfer of learning was positively related to scores on neoplasm items, and perceived transfer and overt interest, combined, significantly related to test scores on neoplasm items in systemic pathology.

Career Choice↗
PubMed2001

Adaptability and flexibility of the human motor system: implications for neurological rehabilitation.

This article stresses the plasticity of the adult sensorimotor cortex in response to various injuries or environmental changes. The dominant role of sensory input is discussed. A number of studies are presented that show how input may lead to learning and change. Learning is discussed in relation to recovery. It is shown how concepts from the field of motor control and learning may be used for improving neurological rehabilitation. Specific attention is given to the variability of input, the meaningfulness of input, and the role of the learning context. The learning context and the application context should have essential characteristics in common, otherwise transfer of learning will be non-optimal. It is argued that learning landscapes are necessary in order to treat patients in such a way that the learned skills are transferable to situations outside the hospital.

Humans↗
PubMed2006

Treatment motives as predictors of acquisition and transfer of relaxation methods to everyday life.

This article presents results from four studies of the significance of type and number of initial treatment motives for acquisition and transfer to everyday life of progressive relaxation (PR) and autogenic training (AT). On the basis of theories of treatment motivation and compliance, we hypothesize that motives for participation are determinants of learning and transfer. Results are reported from (1) two studies with 113 participants in introductory courses on AT and 94 participants in introductory courses on PR and (2) two replication studies with 94 (AT) and 101 participants (PR). Participants indicated their motives for participation. Short-term indicators of treatment success include number of dropouts and subjective evaluations of relaxation exercises; long-term outcomes include transfer of relaxation exercises to everyday life and evaluations of exercise evaluations at follow-up 3 to 6 months after the end of course. Results suggest that for both AT and PR, dropout and subjective relaxation exercise evaluations can be predicted from participation motives. Long-term outcomes can be predicted only for AT. However, for both PR and AT it is shown that for up to four motives, the number of initial course motives is correlated with short-term and long-term predictors of course outcome. We conclude that motivation for participation is highly relevant to client-course matching and adaptive indication of relaxation therapies. Results lead to a threshold hypothesis about the relationship between the number of participation motives and short-term as well as long-term learning and transfer outcome.

Adolescent↗
PubMed2003

Transfer effects and conditional learning in rats with selective lesions of medial septal/diagonal band cholinergic neurons.

The authors examined visual-spatial conditional learning with automated touchscreen tasks in male Long-Evans rats with selective lesions of medial septal/vertical limb of diagonal band (MS/VDB) cholinergic neurons produced by 192 IgG-saporin. Performance on a conditional task, in which 1 of 2 centrally displayed stimuli directed the rat to respond to an illuminated panel on the left or right, depended on training history: Control rats with experience on other visual tasks performed better than MS/VDB-lesioned rats with similar training histories, whereas this effect was reversed in naive rats. This difference appears to reflect transfer effects present in the control rats that are absent in the MS/VDB-lesioned rats. These findings may suggest that MS/VDB cholinergic neurons play a particular role in the transfer of behavioral experience and flexibility of application of behavioral rules in memory, rather than a role in conditional learning per se.

Animals↗
PubMed1979

Speech perception in early infancy: perceptual constancy for spectrally dissimilar vowel categories.

While numerous studies on infant perception demonstrate the infant's ability to discriminate individual speech-sound pairs, very few demonstrate the infant's ability to recognize the similarity among phonetic units when they occur in different phonetic contexts, in different positions in a syllable, or when they are spoken by different talkers. In two studies, six-month-old infants demonstrated the ability to distinguish two spectrally dissimilar vowel categories (/a/ and /i/) in which the vowel tokens were generated to simulate tokens produced by a male, a female, and a child talker. In experiment I, the infants were initially trained to discriminate the /a/ and /i/ tokens produced by the computer-simulated male voice. They were then gradually exposed to a number of novel tokens in a progressive transfer-of-learning task. In experiment II, the infants were initially trained to discriminate the same vowell contrast, but were then immediately tested with all of the tokens in both vowel categories. In both experiments the infants demonstrated rapid transfer of learning from the training tokens produced by the male talker to the tokens produced by female and child talkers. Both experiments provide strong evidence that the six-month-old infant recognizes acoustic categories that conform to the vowel categories perceived by adult speakers of English.

Female↗
PubMed2003

Intermanual transfer of force control is modulated by asymmetry of muscular strength.

Interlateral transfer of learning is conceptualized as an index of the degree to which learning takes place at a lower level of motor control, with strong dependence on the effector system, or at a higher effector-independent level in the movement organization hierarchy. In this study, the locus of motor learning was investigated by increasing lateral asymmetry of force between the wrist flexor muscles, and comparing the amount of interlateral transfer of force control in relation to a condition of symmetric force. To perform this contrast, the participants were assigned to one of three groups: symmetric force (SM), who were left with original asymmetries of muscular strength; asymmetric force (AS), who had unilateral training for increment of maximum strength for the wrist flexor muscles; or a control condition (CO). The learning task consisted of launching a small cart across a metallic trackway with the preferred hand, aiming at making the cart achieve an instantaneous velocity of 70 cm/s. This action was practiced for 300 trials by the SM and AS group, while the CO group had active rest. The groups, then, were submitted to a transfer task requiring a mirrored action with the contralateral hand. The results indicated that the SM group achieved significantly higher interlateral transfer of learning as compared to the AS group, which presented response variability similar to the CO group. Analysis of directional trend of error revealed that the AS group presented a significant target overshoot as compared with the symmetric force groups. These findings suggest that an absolute force is learnt at a higher level in the action hierarchy, and that decline in interlateral transfer of learning in the asymmetric force condition was motivated by a resetting in the interplay between higher and lower levels of movement control.

Adult↗