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PubMed2026

The role of simulator immersion on learning and transfer of decision-making skill in sport.

Virtual reality has become popular in sport and other domains because it can immerse the user within a sporting context and solve logistical problems for additional off-field training. There is limited evidence, however, of whether immersion is crucial for learning and transfer. This study compared training of decision-making skill between 360-degree video virtual reality (360VR) and two-dimensional video. Twenty-eight Australian Rules Football players were randomly assigned to one of three training groups: 360VR, two-dimensional video, and control. Across four weeks, participants in the training groups were exposed to decision-making scenarios consisting of visual, contextual and auditory cues. Performance was assessed pre- and post-training with virtual reality and field-based decision-making tests. Results indicated that the two-dimensional video training group showed significantly superior decision-making in the field-based transfer test compared to 360VR and control groups post intervention. There was also indication that two-dimensional video training was superior to the control post intervention in the virtual reality test. Findings indicate that immersion created in virtual reality is not an underpinning mechanism for learning and transfer, rather the use of perceptual information is crucial. 360VR may facilitate uptake through engagement, but two-dimensional video is adequate for learning and transfer of decision-making to the field.

Humans↗
PubMed2003

Dissociating hippocampal versus basal ganglia contributions to learning and transfer.

Based on prior animal and computational models, we propose a double dissociation between the associative learning deficits observed in patients with medial temporal (hippocampal) damage versus patients with Parkinson's disease (basal ganglia dysfunction). Specifically, we expect that basal ganglia dysfunction may result in slowed learning, while individuals with hippocampal damage may learn at normal speed. However, when challenged with a transfer task where previously learned information is presented in novel recombinations, we expect that hippocampal damage will impair generalization but basal ganglia dysfunction will not. We tested this prediction in a group of healthy elderly with mild-to-moderate hippocampal atrophy, a group of patients with mild Parkinson's disease, and healthy controls, using an "acquired equivalence" associative learning task. As predicted, Parkinson's patients were slower on the initial learning but then transferred well, while the hippocampal atrophy group showed the opposite pattern: good initial learning with impaired transfer. To our knowledge, this is the first time that a single task has been used to demonstrate a double dissociation between the associative learning impairments caused by hippocampal versus basal ganglia damage/dysfunction. This finding has implications for understanding the distinct contributions of the medial temporal lobe and basal ganglia to learning and memory.

Aged↗
PubMed1986

Interocular transfer of learning in the pigeon: visuo-motor integration and separation of discriminanda and manipulanda.

Interocular transfer (IOT) of visual information in pigeons has been shown to vary according to the training paradigm. In the present experiment 6 groups of pigeons were trained on a color discrimination using 6 different training paradigms. It was found that a successive discrimination with a single key and a simultaneous discrimination with either two keys arranged horizontally or with two keys arranged vertically, all produced successful interocular transfer of learning. On the other hand, the other 3 training paradigms, in which the discriminative stimulus was presented on 'stimulus key' and the pecking response was made by a separate 'response key', all failed to show IOT. The geometric relationship between the stimulus key and the response key (upper, lower or side) does not appear to be crucial. Thus, the spatial separation of the response key and the stimulus key produced the failure of interocular transfer. These results support the idea that visuo-motor integration has the most important role in descrepancy of results of the pigeon's IOT experiments.

Animals↗
PubMed2002

Coordination dynamics of learning and transfer across different effector systems.

If different effector systems share a common task-specific coordination dynamics, transfer and generalization of sensorimotor learning are predicted. Subjects learned a visually specified phase relationship with either the arms or the legs. Coordination tendencies in both effector systems were evaluated before and after practice to detect attractive states of the coordination dynamics. Results indicated that learning a novel relative phase with a single effector system spontaneously transferred to the other, untrained effector system. Transfer was revealed not only as improvements in performance but also as modifications of each system's initial (prelearning) coordinative landscape. What is learned, appears to be a high-level but neurally instantiated dynamic representation of skilled behavior that proves to be largely effector independent, at least across anatomically symmetric limbs.

Adult↗
PubMed2001

Breast reconstruction with free-tissue transfer.

LEARNING OBJECTIVES: After studying this article, the participant should be able to: 1. Understand the rationale for the use of free tissue transfer for breast reconstruction. 2. Understand the indications, advantages, and disadvantages of this method of reconstruction. The authors discuss the indications, advantages, and disadvantages of free-tissue transfer for breast reconstruction. The most common free flaps used today are individually discussed. Details about indications, contraindications, pertinent anatomy, pedicle characteristics, flap pliability, perfusion characteristics, advantages, and disadvantages for each of these flaps are presented. Details pertaining to the more common recipient vessels are presented. Future considerations are also briefly discussed.

Adult↗
PubMed1986

Children's learning and transfer of inductive reasoning rules: studies of proximal development.

An initial study examined the relation between current developmental levels, as estimated by IQ, and proximal levels of development, as estimated by the efficiency of learning and transfer in assisted contexts. 8-11-year-old children learned to solve letter series completion problems with the aid of graduated sequences of prompts. Maintenance and transfer were later assessed using similar prompting procedures. Both IQ and age effects were found. Average-IQ (and younger) children required more assistance than high-IQ (and older) children to achieve the same mastery level on the original problem types. In addition to this difference in learning efficiency, average-versus high-IQ students, and younger versus older children, subsequently diverged in the number of prompts they needed as the transfer problems differed increasingly from the ones originally learned. In a second study, amount of assistance required in learning was found to be quite stable across moderately related tasks (letter series and progressive matrices). Assistance needed in maintenance and transfer appeared less stable but was also significantly correlated across tasks. Theoretical and clinical implications are discussed.

Child↗
PubMed1979

The inability to transfer classroom learning to clinical nursing practice: a learning problem and its remedial plan.

The inability to transfer classroom knowledge to clinical nursing practice is a common learning problem encountered by many nursing students. Manifestations of this problem may involve both the academic performance and personal development of the students: inability to solve problems in nursing situations; inflexibility and rigidity in the exercise of nursing care; fragmentation of nursing care; and apathy towards clinical practice. Because of the seriousness of this learning problem, a plan must be formulated to rectify it. This plan is developed with major emphasis on the teaching process, the student and the curriculum. One of the important roles of a teacher is to help students understand many widely useful relationships, principles or generalizations. In order to enhance transfer, nursing students must be given ample opportunities to apply the learned principles in a variety of nursing situations. Learning is a self-active process; an ideal transfer demands the students' conscious realization that transfer is possible. Students need to be committed to the belief that particular facts in the classroom study are pertinent in other situations. To promote transfer, the curriculum must be designed in such a way so that it has transfer value in terms of the students' goals and purposes. Furthermore, proper sequence of curricular activities is crucial if transfer of classroom knowledge to clinical practice is to occur.

Adaptation, Psychological↗
PubMed1997

Training and transfer-of-learning effects in disabled and normal readers: evidence of specific deficits.

Two experiments were conducted to assess the specificity of training and transfer deficits in disabled readers, aged 7 to 9 years. Forty-eight children (reading disabled, age-matched normal controls, and reading-level-matched normal controls) participated in both a reading and a nonreading (music) acquisition paradigm. Children received instruction in grapheme-phoneme and symbol-note correspondence patterns, respectively. Posttraining tests (one day and one week) following rule training compared performance on trained exemplar items with performance on untrained transfer items. Results revealed that normal readers were able to transfer their rule knowledge in both the reading and nonreading (music) acquisition paradigms, while disabled readers were proficient only in the music task, and thus demonstrated transfer deficits specific to learning printed language. Transfer was optimally facilitated for all readers when training procedures included not only presentation of exemplars, but also cues for rule derivation and explicit statement of pattern invariances.

Child↗
PubMed2005

Learning and transfer from a simple dynamic system.

The amount of learning gained from being assisted in completing the task of bringing a predator-prey system into equilibrium by controlling the predator population was investigated. Learning was explored both by post-task questioning and by testing for transfer to another predator-prey task. Participants were 28 undergraduate psychology students, all female. They were randomly and evenly split into an experiment group that was subjected to a learning session with the first task before being tested in the second task, and a control group that only performed the second task. What was most needed in the first task was help in sticking to analytically derived conclusions by resisting "common sense" responses. There was a significant transfer effect on performance to the second task, stemming from learning shown by half the participants in the experiment group. The other half showed hardly any learning. Learning in about half the subjects has proven a stable finding.

Adolescent↗
PubMed1999

Transfer of learned information between ganglia in the insect ventral nerve cord.

A yoked control training procedure was used on the decapitated cockroach, L. maderae. The right prothoracic leg was trained to lift in order to avoid a shock. It was found that this information transferred via the two interganglionic connectives from the first or prothoracic ganglion (T1) to the second or mesothoracic ganglion (T2) so that now the right mesothoracic leg lifted to avoid shock even though it was not directly trained. If both connectives were cut before training T1, no transfer to T2 was seen, i.e. the mesothoracic leg did not lift and avoid shock. However, if both connectives were cut immediately after training T1, the information had already transferred and was available for use by T2. There was redundancy in the transfer in that either connective alone could carry the same information from T1 to T2. Either mesothoracic leg could tap into this information. Using a reversible cold block on the connectives, it was found that if it was applied before training T1 it did not interfere with T1 learning but no transfer to T2 was seen after the cold block wore off. That the block was transitory and did not permanently impair the connectives was shown by the fact that if it was applied and then allowed to wear off before training began there was normal learning in T1 and transfer to T2. The transection and cold-block studies were consistent in demonstrating that the transfer of the information was 'on-line' and only occurred during T1 learning. If transfer was blocked during T1 learning the information could not be transferred or tapped into by T2 at a later time even though it was stored in T1 and available for later use by T1. The transfer occurred so quickly it most likely occurred via nerve impulses. Because no primary sensory or motor neurons are in the connectives, the information must have been coded onto interneurones for transfer from the first (T1) to the second (T2) ganglion.

Animals↗
PubMed1997

Coordination dynamics of learning and transfer: collective and component levels.

The dynamics of learning a new coordinated behavior was examined by requiring participants to perform a visually specified phase relationship between the hands. Results showed that learning may involve qualitative or quantitative alterations in the layout of the coordination dynamics depending on whether such dynamics are bistable or multistable before exposure to the learning task. In both cases, the process stabilized the to-be-learned behavior and its symmetry partner, even though the latter had not actually been practiced. Kinematic analyses of hand motion showed that previously existing coordination tendencies were exploited during learning in order to match visual requirements. These findings and the concepts presented here provide a framework for understanding how learning occurs in the context of previous experience and allow individual differences in learning to be tackled explicitly.

Adult↗
PubMed2004

Bimanual directional interference: the effect of normal versus augmented visual information feedback on learning and transfer.

When performing movements with different spatial trajectories in both upper limbs simultaneously, patterns of interference emerge that can be overcome with practice. Even though studies on the role of augmented feedback in motor learning have been abundant, it still remains to be discovered how overcoming such specific patterns of spatial interference can be optimized by instructional intervention. In the present study, one group acquired a bimanual movement with normal vision, whereas a second group received augmented feedback of the obtained trajectories on a computer screen in real time. Findings revealed that, relative to normal vision, the augmented feedback hampered skill learning and transfer to different environmental conditions. These observations are discussed in view of the benefits and pitfalls of augmented feedback in relation to task context and instructional condition.

Adolescent↗
PubMed2006

Limited transfer of learning between unimanual and bimanual skills within the same limb.

Although a limb's motion appears to be similar across unimanual and bimanual movements, here we demonstrate partial, but not complete, transfer of learning across these behavioral contexts, hidden learning that remains intact (but invisible) until the original context is again encountered, and the ability to associate two conflicting force fields simultaneously, one with each context. These results suggest partial, but not complete, overlap in the learning processes involved in the acquisition of unimanual and bimanual skills.

Adaptation, Physiological↗
PubMed2001

[Types of comprehension processes and the preliminary knowledge-use effect: analogical transfer of learning from text].

This study examined what types of comprehension strategies promote the spontaneous transfer in a later problem solving task. In Experiment 1, 40 undergraduates read and comprehended an abstract text (cooperatively with a partner or individually) with a think-aloud method, and solved a target problem later. The comprehension processes for the text were found to be classified into three categories; GID (generate examples, integrate them, and develop them into other examples) type, GI (generate examples and integrate them, but not develop them into other examples) type, and GN (generate examples but not integrate them) type. The learners of GID type performed better than the others in the transfer task. In Experiment 2, 66 undergraduates read one of three types of texts composed in accordance with the comprehension processes found in Experiment 1, and solved the target problem. None of the types of texts promoted spontaneous transfer in the target problem. These results suggest that learning with GID strategy leads to spontaneous transfer only if learners spontaneously produce elaborations.

Adult↗