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PubMedDate not supplied

The effect of contextual relevance on motor skill transfer.

OBJECTIVE: The purpose of this study was to investigate whether practicing a complex self-care occupation in a contextually relevant environment would enhance the learning and transfer of skill. METHOD: The design consisted of an acquisition phase, a rest period, and a transfer phase. Fifty-six women were recruited for this study and randomly assigned to one of three groups: (a) a contextually relevant (CR) group that practiced tying a necktie knot onto a mannequin, (b) a non-contextually relevant (NCR) group that practiced tying the same type of knot with a rope onto a wooden pole, and (c) a control group that did not practice at all during the acquisition phase. Participants in all three groups tied a necktie onto themselves during the transfer phase. Dependent variables were movement time, movement units, and the quality of the necktie knot. RESULTS: No difference in the rate of performance change was found during the acquisition phase between the CR and NCR groups. The difference among the CR, NCR, and control groups' initial transfer phase performance was near significance for movement time and movement units. A significant difference in the rate of performance change was found among the three groups in movement time and movement units during the transfer phase but not in the quality of necktie knot measures. CONCLUSION: The degree of similarity during the acquisition of a dressing skill may influence the rate of performance improvement in a similar dressing skill during a transfer phase. Until further research has been established, generalization of these results to special populations should be done conservatively.

Adult↗
PubMed2004

Context-independent directional cue learning by hippocampal place cells.

In a symmetrical environment possessing no other polarizing visual cues, the spatially localized firing of hippocampal place cells can be primarily orientated by a reliable distal visual stimulus, such as a white cue card. However, if such a directional cue is made unreliable by being frequently moved in full view of the rat, the rat's internal sense of direction comes, over the course of a few days, to control the orientation of place fields instead. We investigated whether this simple form of 'cue-instability' learning would transfer to a new context, in which the firing patterns of the place cells become reorganized and in which a new spatial representation is thus active. We found that after cue-instability learning, the 'remapped' place field representation in the new environment was also orientated by the internal sense of direction of the rat rather than by the cue card, showing that the cue learning generalized from one context (and hence spatial representation) to another. This contrasts with another kind of place cell learning, in which the cells can acquire the ability to discriminate two spatial locations in one context but do not transfer this discrimination to a new context. We discuss the different effects of context changes on learned place cell activity in terms of the possible architecture of the inputs to place cells.

Animals↗
PubMed1982

The relationship between learning disability, intelligence, and paired-associate learning.

Learning disabled (N = 45) and non-learning disabled (N = 39) third and fourth grade boys and girls were compared in four paired-associate situations. The situations respectively measured learning, memory, exemplar learning, and transfer. Intelligence was measured with the WISC-R. The data were nonnormal in distribution, and the results were thus analyzed parametrically for intelligence and group. What appears to be an interaction occurred. Intelligence facilitated performance for normals on the memory task but had a deleterious effect for the learning disabled Ss. The learning disabled high intelligence group, however, performed significantly better than the other groups on the exemplar and transfer tasks. These findings are discussed in terms of conceptualizations of learning disability and the nature of intervention strategies. In addition, concern is raised for the validity for research with these children where the IQ factor is ignored or covaried and not directly investigated.

Child↗
PubMed1992

Strategy guidance and memory aiding in learning a problem-solving skill.

Guidance can help learners overcome the difficulties of getting started in a novel domain, but it is often ineffective in promoting learning and transfer. This article examines two aspects of guidance--communicating solution strategies for a problem domain and providing working memory support--in learning a novel problem-solving skill. Subjects in two experiments learned to troubleshoot simulated information networks. The learning environment varied in type of guidance provided--none, variable template, fixed template, and procedural instruction--and in availability of memory aiding. Variable-template guidance was effective when memory aiding was provided, and procedural instructions produced effective learning with or without memory aiding. However, fixed-template guidance was not effective, and there was no consistent effect of memory aiding in unguided, discovery learning conditions. The results have theoretical implications for the locus of guided-learning effects and suggest practical guidelines for the design of guided-learning environments.

Computer Communication Networks↗
PubMed2006

The influence of augmented feedback and prior learning on the acquisition of a new bimanual coordination pattern.

The present research examined two variables regarding the acquisition of a new bimanual coordination pattern: the role of previous experience and the nature of augmented feedback. Two groups of participants acquired a new coordination pattern (135 degrees relative phase) following two sessions of practice of another novel pattern (90 degrees relative phase). Transfer of learning in these groups was compared to two groups that had not previously learned a new pattern, but were nevertheless influenced by coordination patterns that are intrinsic to the task of bimanual relative timing (in-phase, 0 degrees, and anti-phase, 180 degrees). The findings revealed that new learning overshadowed the influence of the intrinsic patterns. Learning was also greatly affected by augmented feedback: dynamic, on-line pursuit tracking information was more effective in transfer than static, terminal feedback. Implications of these findings regarding theoretical constructs in motor learning are discussed.

Adult↗
PubMed2006

Visual learning by cue-dependent and cue-invariant mechanisms.

We examined learning at multiple levels of the visual system. Subjects were trained and tested on a same/different slant judgment task or a same/different curvature judgment task using simulated planar surfaces or curved surfaces defined by either stereo or monocular (texture and motion) cues. Taken as a whole, the results of four experiments are consistent with the hypothesis that learning takes place at both cue-dependent and cue-invariant levels, and that learning at these levels can have different generalization properties. If so, then cue-invariant mechanisms may mediate the transfer of learning from familiar cue conditions to novel cue conditions, thereby allowing perceptual learning to be robust and efficient. We claim that learning takes place at multiple levels of the visual system, and that a comprehensive understanding of visual perception requires a good understanding of learning at each of these levels.

Case-Control Studies↗
PubMed2000

Development of a protocol for studying object recognition memory in the dog.

1. Dogs had considerable difficulty learning a delayed-non-matching-to sample task at a short delay (approximately 5 seconds) for an extended period (900 trials). Only 3 of 19 dogs met the learning criterion. 2. Acquisition on the DNMS task was markedly improved when a pause was introduced on presentation of the stimulus objects, when the objects were approximately 30 cm from the dog; eleven of 16 dogs learned the task within 600 trials. 3. Dogs learned the task more rapidly at 20 and 30 second delays than at 10-second delays. This indicates a transfer of learning. 4. Dogs that did learn the task were able to perform at accuracy greater than 85% at delays of 150 and 200 seconds. At a 5-minute delay, performance was at 75%. 5. When the animals were switched to a repeated object paradigm, accuracy markedly declined. 6. The improved performance produced by introduction of the pause is attributable to: (1) presenting the object at a distance longer than the dogs' near point, and (2) allowing increased processing time.

Animals↗
PubMed2005

Peer instruction enhanced meaningful learning: ability to solve novel problems.

Students must be able to interpret, relate, and incorporate new information with existing knowledge and apply the new information to solve novel problems. Peer instruction is a cooperative learning technique that promotes critical thinking, problem solving, and decision-making skills. Therefore, we tested the hypothesis that peer instruction enhances meaningful learning or transfer, defined as the student's ability to solve novel problems or the ability to extend what has been learned in one context to new contexts. To test this hypothesis, our undergraduate exercise physiology class of 38 students was randomly divided into two groups: group A (n = 19) and group B (n = 19). A randomized crossover design in which students either answered questions individually or during peer instruction was used to control for time and order effects. The first factor that influences meaningful learning is the degree of mastery of the original material. Importantly, peer instruction significantly enhanced mastery of the original material. Furthermore, the student's ability to solve novel problems was significantly enhanced following peer instruction. Thus pausing two to three times during a 50-min class to allow peer instruction enhanced the mastery of the original material and enhanced meaningful learning, i.e., the student's ability to solve novel problems.

Aptitude↗
PubMed2005

Computer based safety training: an investigation of methods.

BACKGROUND: Computer based methods are increasingly being used for training workers, although our understanding of how to structure this training has not kept pace with the changing abilities of computers. Information on a computer can be presented in many different ways and the style of presentation can greatly affect learning outcomes and the effectiveness of the learning intervention. Many questions about how adults learn from different types of presentations and which methods best support learning remain unanswered. AIMS: To determine if computer based methods, which have been shown to be effective on younger students, can also be an effective method for older workers in occupational health and safety training. METHODS: Three versions of a computer based respirator training module were developed and presented to manufacturing workers: one consisting of text only; one with text, pictures, and animation; and one with narration, pictures, and animation. After instruction, participants were given two tests: a multiple choice test measuring low level, rote learning; and a transfer test measuring higher level learning. RESULTS: Participants receiving the concurrent narration with pictures and animation scored significantly higher on the transfer test than did workers receiving the other two types of instruction. There were no significant differences between groups on the multiple choice test. CONCLUSIONS: Narration with pictures and text may be a more effective method for training workers about respirator safety than other popular methods of computer based training. Further study is needed to determine the conditions for the effective use of this technology.

Adult↗
PubMed1981

Self-instruction in a perceptual motor skill.

A self-instructional strategy using an audio-visual medium for learning the rehabilitation skill of a three-point crutch gait was developed and demonstrated to be effective with normal women of various activity levels naive to task demands. Briefly discussed are theoretical considerations based upon Fitt's three stages of acquiring a perceptual-motor skill and Fleishman and Hempel's experimental demonstrations that abilities required in learning change as learning progresses. In a modified posttest-only control group experiment with 20 women, ages 36 to 60, the hypothesis that subjects could learn the cognitive aspects of a motor skill in one viewing of a 6 1/2-minute film was supported. That some transfer of learning occurred to the performance of the skill was substantiated in a second experimental-control study with 20 women, ages 35 to 54. Six criteria were used to judge filmed motor performance of the subjects. Differences in performance between the two groups appeared to be in the quality of movement and the speed with which a subject moved from one stage of learning to the next. The limitations of the two studies and applications of the findings also were discussed.

Achievement↗
PubMed1995

"No shoes; they walked away?": effects of enhancements on learning and using Blissymbols by normal 3-year-old children.

The present investigation studied the effects of enhancements on the learning, retention, transfer to the unlearned form, and use of Blissymbols in 40 normal 3-year-old children. The subjects, seen individually, learned either 12 standard Blissymbols (SBS) or the same 12 symbols in the enhanced form (EBS). The symbols were introduced with short explanations. The number of trials taken to reach > 90% correct identification, the number of symbols selected appropriately to complete a communicative act, the number of symbols correctly identified a week after the acquisition phase was completed, and the number of symbols correctly identified in the untrained form of Blissymbols were determined. The results demonstrated that the subjects learned EBS faster than SBS, remembered more EBS than SBS in the retention task, did not differ in the communicative use of SBS and EBS, and were affected more negatively when presented with SBS than EBS in a task where the untrained form was presented. The results are discussed in terms of how very young children might benefit more from an illustration system such as EBS than from an orthographic system such as SBS.

Child Development↗
PubMed1990

Neonatal Section of the Optic Chiasm Changes the Interhemispheric Transfer of Visual Information in Cats.

Recent studies in adult split-chiasm cats show that the contrast gain of the visual callosal pathway is considerably lower than the gain of the direct geniculocortical system and that high spatial and temporal frequencies are strongly attenuated in the process of callosal transfer. We recorded visual evoked potentials (VEPs) and single unit activities from visual cortical areas 17 and 18 in cats which had the optic chiasm sectioned at 3 weeks of age. Our results show that, unlike the animals sectioned as adults, the contrast gain and the spatial and temporal acuities of the callosal pathway of young split-chiasm cats were as good as the direct retinogeniculocortical pathway. Thus, under the present experimental conditions all the spatial and temporal information processed in areas 17 and 18 of one hemicortex is transferred to the other hemicortex via the callosal connections. These animals have also been tested behaviourally for the interocular (interhemispheric) transfer of learning of patterns of high spatial frequency and low contrast. In agreement with the electrophysiological results, we find a complete interocular transfer for this behavioural task. We conclude that the functional development of the interhemispheric connections can be modified by an early section of the optic chiasm and therefore the loss in binocular convergence can be partially compensated.

Journal Article↗
PubMed1981

[The role of the corpus callosum and other commissures in the interhemispheric transfer of visual information].

In order to assess the contribution of the lateral suprasylvian area and subcortical pathways other than the corpus callosum in learning and interhemispheric transfer, a series of studies was undertaken in the cat. Groups of animals which received different types of cortical and subcortical lesions were tested for learning and interocular transfer of visual pattern discriminations. Results have shown that : 1. the lateral suprasylvian area is of equal importance in learning and transfer as areas 17, 18 and 19; 2. in the absence of the corpus callosum, other commissures could preserve interocular transfer of visual information. The results obtained on commissurotomized neonate kittens clearly support this assumption.

Animals↗
PubMed2004

Concept abstraction in the aging dog: development of a protocol using successive discrimination and size concept tasks.

The present study examined the effects of age on concept learning in beagle dogs. In experiment one, subjects were tested on a series of 2-choice size discrimination (2CSD) tasks, in which the correct response was to always approach the larger or smaller of the two blocks. Compared to old and senior dogs, young and middle-aged dogs solved the initial training subtest faster and were more successful at transferring this learning to subsequent tests. The second experiment extended the task by using three rather than two objects and introducing novel objects to test concept acquisition. Young and middle-aged dogs made fewer errors than old or senior dogs on a 3-choice size discrimination (3CSD) task. Transfer performance was above chance for all four groups on the 3CSD and first 3-choice size concept (CSC) task and for the young dogs on the second 3CSC but did not differ from the original learning criterion in any group. Age impairments in concept learning may account for differences in transfer performance on both 3CSC tests.

Age Factors↗
PubMed1987

Interocular transfer of shape discrimination in the goldfish--a reassessment of the role of the posterior commissure.

Previous work has implicated the hypothalamic horizontal commissure in the interocular transfer of learned shape information in the goldfish. In the experiments reported here, goldfish were classically conditioned to show a differential cardiac response. Fish with transection of this commissure acquired and transferred a circle/square discrimination, whereas animals with transection of the mesencephalic posterior commissure showed acquisition but not transfer of the same task. Other fish were trained on an orientation discrimination. Although all fish acquired the task, those with transection of the horizontal commissure showed transfer failure, whereas those with transection of the posterior commissure demonstrated transfer. We therefore suggest that information relating to shape is transferred via the posterior commissure, but that information relating to rotation transfers through the horizontal commissure.

Animals↗