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Results for “Transfer learning”

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At least 487 records · Page 27Linked to original sources
PubMed1999

Manipulation with no or partial vision.

The present research investigated the role of vision in closed- and open-loop processing during manipulation. In Experiment 1, participants performed common manipulatory tasks with 100% accuracy in less than 1 s without vision. In Experiment 2, the effects of extensive practice of a peg-in-hole task were examined within 4 functionally significant stages of manipulation. Performance was consistently faster with than without vision in the prereach, grasp, and transport + insert stages; reverse effects were observed during the reach stage. In Experiment 3, the effects of practice with partial vision were examined: Participants initially learned the peg-in-hole task with full vision and then transferred to learning the same task with vision available only during 1 functional stage. Overall, performance was fastest when vision was limited to the prereach and reach stages.

Adolescent↗
PubMed1977

Learning outcomes in a simulation game for associate degree nursing students.

Learning outcomes of a simulation game designed to have one-to-one correspondence between behavioral objectives and game plays is reported. The behavioral objectives were core concepts in psychiatric mental health nursing taught to associate degree nursing students. Decisions to use the simulation game method method grew out of difficulties inherent in the community college nursing program, as well as the need for self-paced, efficient, learner-centered learning and evaluative tools. After the trial and revision of the game, a number of research hypotheses were tested. Simulation gaming was found to be an effective mode of learning, and students who acted as teachers for other students learned significantly more than those who were taught. Some of the recommendations for further research were to study varied nursing populations, to add a control group, to test the long-range learning effects of playing the game, to decrease experimenter bias, to study transfer of learning to actual nurse-patient situations and changes in attitudes toward psychiatric patients, and to develop more simulation games for nursing education.

Education, Nursing, Associate↗
PubMed2002

The identification and description of critical thinking behaviors in the practice of clinical laboratory science, Part 1: Design, implementation, evaluation, and results of a national survey.

The ability to think critically has been identified as a pivotal attribute of health care professionals. The purpose of this study was to identify and describe critical thinking (CT) behaviors and observable events resulting from CT, important in the practice of clinical laboratory science. Medical, educational, and psychological literature related to the many behaviors characterized under the CT rubric has been focused by an operationalized definition positing CT to be a metaprocess that facilitates learning by interlinking the more basic processes associated with different learning orientations: behaviorist, cognitivist, humanist, and situated/contextual learning. A total of 65 CT behaviors were identified through a process including discovery (expert interviews, a focus group with practitioners) and refinement (literature comparisons, expert rankings/reviews, pilot survey). CT behaviors were characterized further through a national survey of practitioners (n = 1,571, > 50% of time in bench work). Using a 6-point scale, practitioners ranked the importance of the CT behaviors. Important CT behaviors were characterized as being not only cognitive in nature, but also behavioral, affective, and situated/contextual. These findings suggest a stronger relationship between CT behaviors and all aspects of practice than previously reported. Given that these behaviors span all learning domains, findings support the metaprocess view of CT. Implications are that CT behaviors cannot be learned or taught, apart from a discipline-related practice setting. This study contributes to learning theory related to transfer and how learning occurs and to literature describing survey methodology. It also provides a basis for measurement of CT in practice settings.

Data Collection↗
PubMed2000

Perceptual learning in object recognition: object specificity and size invariance.

A series of four experiments measured the transfer of perceptual learning in object recognition. Subjects viewed backward-masked, gray-scale images of common objects and practiced an object naming task for multiple days. In Experiment 1, recognition thresholds decreased on average by over 20% over 5 days of training but increased reliably following the transfer to a new set of objects. This suggests that the learning was specific to the practiced objects. Experiment 2 ruled out familiarity with strategies specific to the experimental context, such as stimulus discrimination, as the source of the improvement. Experiments 3 and 4 found that learning transferred across changes in image size. Learning could not be accounted for solely by an improvement in general perceptual abilities, nor by learning of the specific experimental context. Our results indicate that a large amount of learning took place in object-specific mechanisms that are insensitive to image size.

Form Perception↗
PubMed1984

Errorless learning: reinforcement contingencies and stimulus control transfer in delayed prompting.

Delayed prompting can produce errorless discrimination learning. There is inherent in the procedure a disparity in reinforcement density which favors unprompted over prompted responses. We used three schedules of reinforcement to investigate the impact of reinforcement probability on transfer of stimulus control. One schedule of reinforcement was equal prior to and following a prompt (CRF/CRF), the second favored unprompted responses (CRF/FR3), and the third favored responses following the prompt (FR3/CRF). Experimental questions concerned the probability of errors, the probability of transfer, and the rate of transfer in the context of delayed prompting. Transfer was accelerated when reinforcement probability favored anticipatory responding. The schedule that favored prompted responses did not prevent a shift to unprompted responding. Errors were infrequent across procedures. Reinforcement probability contributes to but does not entirely determine transfer of stimulus control from a delayed prompt.

Adolescent↗
PubMed2006

Rapid topographical plasticity of the visuomotor spatial transformation.

Information about the world is often encoded in the brain as topographic maps. These internal representations are not always static but can have a dynamic nature, allowing for constant adjustments that depend on factors like experience or injury. Recently, it has been shown that areas involved in visuomotor transformations also show topographical organization. These findings suggest that it could be possible to observe plastic modifications in specific parts of the representation in response to a local perturbation that affects only a part of the space that is represented. Here, we tested this hypothesis using an adaptation paradigm with hemiprisms. Our results suggest that, initially, the system tries to modify the visuomotor transformation in the whole spatial representation; however, if feedback is available from both hemifields, the system can perform specific regional topographical realignments. The results also suggest that access to the rearranged visuomotor transformation is independent of eye position, in contrast with previous studies that found a kind of conditional learning. Also, whereas prism adaptation experiments using ballistic movements do not show intermanual transfer of learning, the topographical modification found here is available to both hands. These results provide strong evidence for rapid topographical plasticity that can modify space transformations between two different modalities.

Adolescent↗
PubMed1998

Perceptual learning in visual search: some evidence of specificities.

To test a recent suggestion that perceptual learning in visual search is non-specific, two groups of subjects were trained on visual search tasks and tested for transfer of learning to new tasks. One group was trained on parallel ("pop-out") tasks and transferred to serial, conjunction tasks and the other group trained on conjunction and transferred to pop-out. Some (not all) tasks which are initially serial, rapidly became parallel. Some transfer occurred between the different types of tasks. Under some conditions transfer was either absent or even negative. The specificities observed may reflect the roles of the brain regions involved in learning.

Color Perception↗
PubMed1997

Tactile learning is task specific but transfers between fingers.

Practice-related improvement in visual perception is highly specific for properties of the stimulus used in training. We explored the specificity of such perceptual learning in the human tactile system, using gratings consisting of alternating ridges and groves. Practice effects on grating discrimination showed limited transfer between grating sets defined by spatial variation in either groove width or ridge width, consistent with partially overlapping neural representations of these two spatial parameters. In contrast, substantial interdigital transfer of practice effects occurred for discrimination of gratings varying in either spatial parameter and also for spatial acuity-dependent discrimination of grating orientation. We conclude that tactile learning, although quite as task specific as in other sensory systems, generalizes with considerable facility across fingers, unlike visual learning, which is highly location specific.

Adult↗
PubMed2002

Natural concepts in a juvenile gorilla (gorilla gorilla gorilla) at three levels of abstraction.

The extent to which nonhumans are able to form conceptual versus perceptual discriminations remains a matter of debate. Among the great apes, only chimpanzees have been tested for conceptual understanding, defined as the ability to form discriminations not based solely on simple perceptual features of stimuli, and to transfer this learning to novel stimuli. In the present investigation, a young captive female gorilla was trained at three levels of abstraction (concrete, intermediate, and abstract) involving sets of photographs representing natural categories (e.g., orangutans vs. humans, primates vs. nonprimate animals, animals vs. foods). Within each level of abstraction, when the gorilla had learned to discriminate positive from negative exemplars in one set of photographs, a novel set was introduced. Transfer was defined in terms of high accuracy during the first two sessions with the new stimuli. The gorilla acquired discriminations at all three levels of abstraction but showed unambiguous transfer only with the concrete and abstract stimulus sets. Detailed analyses of response patterns revealed little evidence of control by simple stimulus features. Acquisition and transfer involving abstract stimulus sets suggest a conceptual basis for gorilla categorization. The gorilla's relatively poor performance with intermediate-level discriminations parallels findings with pigeons, and suggests a need to reconsider the role of perceptual information in discriminations thought to indicate conceptual behavior in nonhumans.

Age Factors↗
PubMed2004

A blueprint for interprofessional learning.

Interprofessional education (IPE) has been promoted as a method to enhance the ability of health professionals to learn to work together. This article examines several approaches to learning that can help IPE fulfill its expectations. The first is aimed at the transfer of learning novel situations and involves two ideas. Students need to be challenged with progressively more complex tasks and those tasks need to reflect the reality in which they will be working. Second, the learning situation needs to be structured using the five elements of best-practice cooperative learning: positive interdependence, face-to-face promotive interaction, individual accountability, interpersonal and small-group skills, and group processing. Finally, the learning process itself needs to be approached from an experiential learning framework cycling through the four-stage model of planning, doing, observing and reflecting. By using increasingly complex and relevant cases in cooperative groups with an experiential learning process interprofessional education can be successful.

Cooperative Behavior↗