Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Transfer learning”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 559 records · Page 31Linked to original sources
PubMed1989

Perceptual learning of spatiotemporal events: evidence from an unfamiliar modality.

Perceptual learning was examined in two experiments in which subjects, originally unfamiliar with vibrotactile stimulation, were required to identify dynamic vibrotactile patterns with static visual patterns of the same two-dimensional shapes. In Experiment 1 we examined changes in performance with practice under a variety of vibrotactile spatial and temporal conditions. In Experiment 2 we investigated transfer of learning from one set of vibrotactile patterns to another different set. In neither experiment were subjects supplied with knowledge of results. Substantial perceptual learning (improvement in identification with practice) was observed in Experiment 1, although a minority of subjects did not exhibit improvement. Experiment 2 confirmed the general findings of Experiment 1 and also provided evidence of substantial positive transfer. In both experiments, multidimensional scaling of pattern confusion data revealed that practice (and improvement in identification) did not qualitatively change the relative confusability of patterns, suggesting that the (informative) structure of the patterns, irrespective of familiarity with a specific set of patterns, determined confusability. The findings are interpreted in terms of learning constructs offered by E. J. and J. J. Gibson. We conclude by considering the prospects that a connectionist mechanism can account for the observed perceptual learning.

Attention↗
PubMed2005

Testing the role of semantic similarity in syntactic development.

The study explored early syntactic development, and tested the hypothesis that children use similarity of meaning in order to move beyond the learning of individual item-based multiword constructions. The first 6 types of verb-object (VO) constructions in Hebrew-speaking children were analysed for the occurrence of transfer of learning and facilitation, as well as for the semantic similarity of the direct objects (DO). Longitudinal naturalistic speech corpora of 20 children (1;06-2;06) were analysed. We found facilitation (increased rate of learning) among the first 6 types of VO constructions (each type built on a different verb) as evidenced by the accelerating growth curves. Next, we measured the semantic similarity of the DOs using an 8-category system including Patient, Theme and Object of Result. The first 6 DO types represented 3.95 different semantic roles. On the average, after the first VO construction was learned, 3 out of the following 5 constructions produced were not preceded by another VO construction where the DO was of the same semantic category. The results indicate that facilitation of learning of early syntax is most probably NOT mediated by semantic similarity.

Child Language↗
PubMedDate not supplied

Peer coaching: the next step in staff development.

A common problem in continuing nursing education and staff development is the transfer of learning to clinical practice. Peer coaching offers a solution to this problem. Initiated by educators, peer coaching has been researched in educational settings and found to be effective in facilitating the transfer of newly acquired knowledge and skill into classroom teaching strategies. This article describes the background, components, process, characteristics, and benefits of peer coaching. A specific example of using peer coaching to teach clinical breast examination skills is used to illustrate the application of peer coaching to the staff development of healthcare professionals. Peer coaching is the next step in nursing staff development.

Attitude of Health Personnel↗
PubMed1994

Crossmodal training reduces behavioral deficits in rats after either auditory or visual cortex lesions.

Rats were trained with either visual or auditory intensity cues until they emitted nine avoidance responses in 10 trials (9/10) prior to bilateral ablation of the corresponding sensory neocortex. Six days after surgery, rats were trained to 5/10 criterion in one of the following conditions: within-modality direct, within-modality reversal, crossmodality direct, crossmodality reversal, or no training control. The next day all rats were retrained to 9/10 on their preoperative tasks. For visual decorticate rats, the no training and the visual within-modality direct groups relearned the discrimination at the same rate as preoperative learning. Auditory crossmodal direct training enhanced relearning more than other forms of training and visual within-modality reversal training hindered retraining. For auditory decorticate rats, similar postoperative auditory within-modality and visual crossmodality training effects were seen during retraining of the auditory discrimination. These findings suggest crossmodality training facilitates functional recovery through relational information and learning sets transferred from experimental training to the relearning task.

Acoustic Stimulation↗
PubMed1993

Modeling technology transfer in health information systems. Learning from the experience of Chad.

Health information systems are complex combinations of methods of organization and computer technologies. They are idiosyncratic to each country. Chad's design of a national information system followed a process that can serve as a model for sustainable technology transfer--using consensual decision making and reinforcing administrative reforms while providing strong Ministry leadership and using technical assistance.

Chad↗
PubMed2004

Perceptual learning retunes the perceptual template in foveal orientation identification.

What is learned during perceptual learning? We address this question by analyzing how perceptual inefficiencies improve over the course of perceptual learning (Dosher & Lu, 1998). Systematic measurements of human performance as a function of both the amount of external noise added to the signal stimulus and the length of training received by the observers enable us to track changes of the characteristics of the perceptual system (e.g., internal noise[s] and efficiency of the perceptual template) as perceptual learning progresses, and, therefore, identifies the mechanism(s) underlying the observed performance improvements. Two different observer models, the linear amplifier model (LAM) and the perceptual template model (PTM), however, have led to two very different theories of learning mechanisms. Here we demonstrate the failure of an LAM-based prediction - that the magnitude of learning-induced threshold reduction in high external noise must be less or equal to that in low external noise. In Experiment 1, perceptual learning of Gabor orientation identification in fovea showed substantial performance improvements only in high external noise but not in zero or low noise. The LAM-based model was "forced" to account for the data with a combination of improved calculation efficiency and (paradoxical) compensatory increases of the equivalent internal noise. Based on the PTM framework, we conclude that perceptual learning in this task involved learning how to better exclude external noise, reflecting retuning of the perceptual template. The data provide the first empirical demonstration of an isolable mechanism of perceptual learning. This learning completely transferred to a different visual scale in a second experiment.

Adult↗
PubMed1990

Interhemispheric transfer of visual discriminations in split-chiasm monkeys (Macaca nemestrina) and its measurement.

The interhemispheric transfer of visual discriminations in split-chiasm monkeys (Macaca nemestrina) was assessed by training with one eye to a criterion level, then testing either with that same eye (control) or with the other eye (transfer). The difference between these two values was the loss due to transfer. A computer simulation suggested that the usual savings score could grossly misestimate transfer ability. In addition, stimuli with comparable left and right halves were used to minimize the effect of the bilateral hemianopia caused by chiasm section. Performance with the untrained eye was slightly, but statistically significantly, poorer than with the trained eye. No evidence of the phenomena of "learning to transfer" was found (i.e., there was no improvement in transfer ability in relation to concurrent intrahemispheric controls).

Animals↗
PubMed1970

S100 brain protein: correlation with behavior.

The brain-specific acidic protein, S100, in the pyramidal nerve cells of the hippocampus was investigated as a possible correlate to learning during transfer of handedness in rats. The amount of S100 increased during training. Intraventricular injection of antiserum against the S100 protein during the course of training prevented the rats from further increases in learned behavior but did not affect motor function in the animals. Antibodies against the S100 protein could be localized after injection by immunofluorescence, in hippocampal structures, penetrating presumably through slight ependymal lesions caused by the injection. By contrast, control animals subjected to the same training and injected with S100 antiserum that had been absorbed with S100 protein or with other antisera against gamma-globulins showed no decrease in their ability to learn. The conclusion is that the brain-specific protein, S100, is linked to the learning process, at least within the training used.

Animals↗
PubMed1991

Where practice makes perfect in texture discrimination: evidence for primary visual cortex plasticity.

In terms of functional anatomy, where does learning occur when, for a basic visual discrimination task, performance improves with practice (perceptual learning)? We report remarkable long-term learning in a simple texture discrimination task where learning is specific for retinal input. This learning is (i) local (in a retinotopic sense), (ii) orientation specific but asymmetric (it is specific for background but not for target-element orientation), and (iii) strongly monocular (there is little interocular transfer of learning). Our results suggest that learning involves experience-dependent changes at a level of the visual system where monocularity and the retinotopic organization of the visual input are still retained and where different orientations are processed separately. These results can be interpreted in terms of local plasticity induced by retinal input in early visual processing in human adults, presumably at the level of orientation-gradient sensitive cells in primary visual cortex.

Discrimination, Psychological↗
PubMedDate not supplied

Teaching electrocardiography: computer assisted learning vs lecture method.

This study investigated nursing students' responses to a basic electrocardiography computer assisted learning (CAL) program and a lecture on the same topic. There were no significant differences between the CAL and lecture groups on cognitive outcomes (measured by a 20 item test on electrocardiogram knowledge) or transfer of learning outcomes (measured in the clinical setting by the students' ability to identify and interpret six electrocardiogram tracings). However, CAL students displayed more positive affective responses. They also took between 10 and 32 minutes to complete the program while all lecture students took a mandatory 50 minutes or more.

Adult↗
PubMed1981

Do you underestimate your students?

To establish a bridge of meaning between old and new knowledge and speed up future perceptual learning, it is necessary to call attention to distinctive features and higher order relations. The prerequisite is identification of existing skills and knowledge and selection of content which will ensure that principles, concepts, and generalizations are taught so transfer of learning will be increased. The clarity with which the instructor presents what is expected will strengthen the relevance of the cues used to arouse a present response that is determined by past learning. The substance of a course is derived by identifying the gap between the student's knowledge base and what the instructor wants her to learn. By providing an opportunity for the student to develop skills early in the program, one can eliminate misconceptions and develop increased discrimination. It also decreases apprehension that previously had been a basis for anxiety, reduces redundancy in content and allows more time for new content; whereas, more time is available for clinical experience as less time is needed in a practice lab. Students are better prepared for the future because they were encouraged to think and react with flexibility, creativity, and spontaneity. To be successful, the idea of relating new concepts to a known body of knowledge for transfer must be positively accepted by the instructor. If the instructor's attitude is negative, the student will react negatively. BE POSITIVE.

Adult↗