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Results for “Transfer learning”

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At least 685 records · Page 38Linked to original sources
PubMed1975

Visual stimulation: effects on vestibular habituation.

The influence of various forms of visual stimulation presented during the course of vestibular habituation to a caloric stimulus was studied. Eye movements which were either complementary or in opposition to the induced vestibular nystagmus were produced with an optokinetic drum. In addition, the effect of visual fixation during vestibular-response periods was studied. In all cases, the cats that received visual stimulation during the majority of the caloric trials habituated more slowly than did animals that received all the habituation trials in total darkness. These data conflict with previous reports of vestibular-visual interactions. Possible explanations for the discrepancy include species differences, distraction provided by the visual stimuli, and the transfer of learning from the dark to light conditions.

Animals↗
PubMed1978

Effects of context manipulation on memory and reversal learning in rats with hippocampal lesions.

In Experiment 1, groups of hippocampal and control rats learned a simultaneous discrimination habit and were subsequently tested for its retention under variable contextual conditions. All groups recalled the discrimination response to an equally high level when testing conditions were constant throughout, but the hippocampal group showed impaired memory when contextual stimuli at recall testing did not conform to those of original learning. Experiment 2 indicated that the hippocampal impairment was not simply the result of introducing novel stimuli. In Experimental 3, animals were administered a reversal learning task with contextual stimuli varied between the two tests. The typically observed impairment of hippocampal animals on this task was reduced by contrasting contextual conditions. The data are seen to support a contex-tetrieval interpretation of hippocampal function.

Animals↗
PubMed2004

Effects of a 105 hours psychological training program on attitudes, communication skills and occupational stress in oncology: a randomised study.

There is today a wide consensus regarding the need to improve communication skills (CS) of health-care professionals (HCPs) dealing with cancer patients. Psychological training programs (PTPs) may be useful to acquire the needed CS. Testing the efficacy of PTP will allow to define their optimal content. The present study was designed to assess the impact of a PTP on HCP stress, attitudes and CS, and on HCP and patients' satisfaction with HCP communication skills in a randomised study. A total of 115 oncology nurses were randomly assigned to a 105-h PTP or to a waiting list. Stress was assessed with the Nursing Stress Scale, attitudes with a Semantic Differential Questionnaire, CS used during one simulated and one actual patient interview with the Cancer Research Campaign Workshop Evaluation Manual, and satisfaction with the nurses' CS with a questionnaire completed by the patients and the nurses. Trained (TG) and control (CG) groups were compared at baseline, after 3 months (just following training for TG) and after 6 months (3 months after the end of training for TG). Compared to controls, trained nurses reported positive changes on their stress levels (P</=0.05) and on their attitudes (P</=0.05). Positive training effects were found on CS used during the simulated interview: a significant increase in facilitative behaviours (open questions: P</=0.001; evaluative functions: P</=0.05) and a significant decrease in inhibitory behaviours (inappropriate information: P</=0.01; false reassurance: P</=0.05). Less positive training effects were found regarding interviews with a cancer patient: a significant increase in educated guesses (P</=0.001) was noticed. No training effect was observed on nurses' satisfaction levels, but a positive training effect was found on patients' satisfaction levels (P</=0.01). Although results outline PTP efficacy, they indicate the need to design PTP, amplifying the transfer of learned CS to clinical practice.

Adult↗
PubMed1993

Boundary work in the nursing curriculum: the case of sociology.

A discussion of the boundaries between nursing and sociology is contained in this paper. The creation of nursing as an academic subject is discussed and compared with the creation of academic geography. The creation of academic subject involves 'boundary work' in which power and legitimacy are conferred on some forms of knowledge and not others. Boundary work enables a discipline to stake out a claim to its legitimate territory and the resources that go with it. In a practice discipline such as nursing, the boundaries between nursing and supporting subjects, such as sociology and physiology, create problems of transfer of learning. This has implications for curriculum design. Bernstein's work on educational transmissions offers useful insights. He suggests a distinction between educational knowledge codes. 'Collection' codes involve strong boundaries between subjects, 'integrated' codes imply weak boundaries. The implications of the move to an integrated code in nursing are discussed. The existence of an integrated code implies a 'strong ideological consensus' within a discipline. In nursing this entails a belief in the 'individualized care' of the patients. This is incompatible with the sociological understanding of nursing.

Curriculum↗