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 757 records · Page 42Linked to original sources
PubMed1997

Context effects in auditory training with children.

The effects of acoustic/linguistic complexity of training stimuli (i.e., isolated words vs. words in sentences) on speech perception performance was measured in 17 young children (four-to-eight years old) with severe-to-profound sensorineural hearing losses. Phase I of the study involved training on isolated words (n = 9), while Phase II involved training on words in sentences (n = 8). A four-week period of experimental training was counterbalanced with a four-week period of traditional speech-language therapy across participants and Phases. Pre- and post-treatment testing was conducted for both words in isolation and in sentences at the end of each period. Significant improvements were found as a result of experimental training in both phases. Evidence of transfer of learning was greater when sentence level stimuli (Phase II) rather than isolated word stimuli were used (Phase I). Clinical implications are discussed.

Child↗
PubMed1996

Intermanual transfer of proximal and distal motor engrams in humans.

We studied intermanual motor transfer for right-to-left or left-to-right direction of transfer between either proximal or distal upper extremity muscle groups. The influence of previously acquired motor engrams (original learning, OL) on learning efficiency of the contralateral side (transfer learning, TL) was examined in 26 right-handed healthy subjects. The task consisted of the drawing of meaningless figures. During TL, OL figures had to be reproduced as vertical mirror reversals. Data revealed a benefit for right-to-left but not left-to-right direction of transfer for time to complete a figure as well as a left-to-right transfer benefit for spatial motor precision. Furthermore, a benefit for intermanual transfer of training between proximal but not distal muscle groups was found when movement time to complete a figure was evaluated. Of special interest was the observation of a disadvantage due to prior contralateral learning for performance at right distal effectors. The asymmetrical transfer benefits with respect to side are in line with previous findings and support the proficiency model and the cross-activation model. Results further showed that intermanual transfer of training might differ with respect to muscle group involvement and suggest that, although primarily facilitating, previous opposite hand training may lead to inhibitory influences on subsequent contralateral reproduction.

Adult↗
PubMed1995

Perceptual learning in parafoveal vision.

The present study tests the effects of practice on parafoveal vernier and resolution acuity. By measuring task specificity, transfer of training to other retinal locations in the trained eye and transfer of training to the untrained eye, we directly address whether improvement on these tasks is the result of changes in the underlying physiological processes or simply the development of new cognitive strategies. We found that: (1) significant learning can occur for both vernier and resolution acuity in many (but not all) individuals; (2) there were significant individual differences in the degree and time-course of learning: (3) learning transfers to the untrained task; and (4) learning transfers to the other eye particularly when the visual pathway leads to the trained hemisphere. These results suggest that both physiological and cognitive processes contribute to the improvement seen after repetitive practice on these visual tasks.

Adolescent↗
PubMed2002

Evidence against hyperspecificity in implicit invariant learning.

Four experiments examined the claim that cross-format transfer in invariant learning is reliant solely on the presence of repetition structure in study and test strings (Stadler, Warren, & Lesch, 2000). Experiments 1, 2, and 3 used strings with no repetitions and found significant cross-format transfer in combination with a non-significant transfer decrement--no significant difference between same- and changed-format conditions. Further investigation of the basis of the role of repetition structure revealed an emphasis on the perceptual salience of test stimuli (Experiment 4). Our results contrast with those of Stadler et al. and suggest that under the conditions we employed invariant learning is not highly sensitive to changes in the perceptual characteristics of stimuli and therefore is inaccurately described as hyperspecific. We suggest that the term hyperspecific be reserved for cases in which minor format changes result in significant performance impairments--for example, typographical effects in implicit memory.

Adult↗
PubMed1989

On the development of procedural knowledge.

Amnesic patients demonstrate by their performance on a serial reaction time task that they learned a repeating spatial sequence despite their lack of awareness of the repetition (Nissen & Bullemer, 1987). In the experiments reported here, we investigated this form of procedural learning in normal subjects. A subgroup of subjects showed substantial procedural learning of the sequence in the absence of explicit declarative knowledge of it. Their ability to generate the sequence was effectively at chance and showed no savings in learning. Additional amounts of training increased both procedural and declarative knowledge of the sequence. Development of knowledge in one system seems not to depend on knowledge in the other. Procedural learning in this situation is neither solely perceptual nor solely motor. The learning shows minimal transfer to a situation employing the same motor sequence.

Adult↗
PubMed1978

Effects of lesions of areas 17, 18 and 19 on interocular transfer of pattern discriminations in split-chiasm cats.

Split-chiasm cats with unilateral or bilateral lesions largely removing the commissurally connected portions of visual cortical areas 17, 18 and 19 showed good interocular transfer of monocularly learned pattern discriminations. The capacity for interocular transfer in these cats was in fact little or not different from that of split-chiasm cats with an intact cortex. Split-chiasm cats with an additional section of the forebrain commissures, as well as two split-chiasm cats with 17-18 lesions also submitted to forebrain commissurotomy after having shown good interocular transfer, were generally incapable of transferring pattern discriminations between the eyes. It is concluded that interocular transfer of pattern discriminations, in split-chiasm cats does not require areas 17, 18 and 19 and must therefore depend on other cortical areas.

Animals↗
PubMed2005

VSOne, a virtual reality simulator for laparoscopic surgery.

The introduction of computer-based training systems for laparoscopic surgery has increased the training quality and made the learning effect measurable with objective criteria. This paper introduces VSOne as a fully-featured virtual reality training system for laparoscopic surgery. VSOne utilizes the state-of-the-art in virtual reality techniques, soft tissue simulation and haptic device control and guarantees realistic training possibilities for various laparoscopic procedures. An authoring software helps to create individual simulation models easily within the shortest time based on real patient data using standardized data formats. We have developed several Basic Task Training (BTT) modules to improve dexterity and complex Surgical Procedure Task (SPT) modules for full training of laparoscopic procedures such as cholecystectomy, tubal sterilization and myomectomy. VSOne has been evaluated in a comparative study with classic training methods and has shown the typical learning curves for inexperienced trainees and the transferability of the learning effect to the real-world situation.

Journal Article↗
PubMed2006

Preschoolers out of adults: discriminative learning with a cognitive load.

This paper explores novel predictions from the spontaneous overtraining interpretation of human discrimination shift learning (Sirois & Shultz, 1998a). Results from six experiments where adults perform a discrimination shift task with or without a cognitive distractor are reported. In three experiments with a concurrent distractor task (Experiments 1A, 2A, and 3A), performance of adults is comparable to what would be expected from preschoolers performing only the learning task. These adults show no dimensional transfer from initial learning, unless new attributes are introduced in shift learning. On the same tasks without a cognitive load (Experiments 1B, 2B, and 3B), performance is typical of normal adults. The discussion focuses on the relative ability of competing theoretical models (i.e., levels of processing, attentional mediation, and perceptual differentiation) to account for these data.

Adult↗
PubMed2006

Music-to-language transfer effect: may melodic ability improve learning of tonal languages by native nontonal speakers?

In tonal languages, as Mandarin Chinese and Thai, word meaning is partially determined by lexical tones. Previous studies suggest that lexical tones are processed by native listeners as linguistic information and not as pure tonal information. This study aims at verifying if, in nontonal languages speakers, the discrimination of lexical Mandarin tones varies in function of the melodic ability. Forty-six students with no previous experience of Mandarin or any other tonal language were presented with two short lists of spoken monosyllabic Mandarin words and invited to perform a same-different task trying to identify whether the variation were phonological or tonal. Main results show that subjects perform significantly better in identifying phonological variations rather than tonal ones and interestingly, the group with a high melodic ability (assessed by Wing subtest 3) shows a better performance exclusively in detecting tonal variations.

Adult↗
PubMed1978

Effects of experience on interocular transfer of pattern discriminations in split-chiasm and split-brain cats.

Interocular transfer of monocularly learned pattern discriminations was found to be imperfect in split-chiasm cats but to improve as a result of specific practice with interocular transfer tasks. Section of the forebrain commissures subsequently performed in these animals abolished immediate interocular transfer of pattern discriminations. However, there were some savings in reattaining the learning criterion with the second eye. Other cats that learned the same discriminations monocularly but had sustained a combined section of optic chiasm and forebrain commissures before learning showed no indication of interocular transfer. These data suggest that the commissural systems involved in interocular and interhemispheric transfer of pattern discriminations may be modified by practice and learning. Further, it is possible that the intervening transfer experience between the section of the optic chiasm and that of the forebrain commissures results in the persistence of some capacity for interocular transfer of pattern discriminations after commissurotomy. However, this residual capacity may be negligible when compared with the capacity for interocular transfer of split-chiasm cats with intact forebrain commissures.

Animals↗
PubMed1996

Object discrimination learning and object-pattern discrimination transfer in visually deprived cats.

We used binocularly deprived cats (BD cats), control cats reared in the laboratory with open eyes (C cats) and normal wild cats (N cats). In stage 1, the cats were trained to discriminate a black ping-pong ball and a 3-dimensional cross of the same size and color for food reward. The BD cats learned slower than N cats. The difference between BD cats and C cats was statistically insignificant. A comparison of these data and previous data on discrimination of corresponding 2-dimensional black patterns (disk and cross) show that in discrimination learning the 3-dimensionality of stimuli is helpful for N cats, but not for BD cats. Thus, the objects and their patterns are for BD cats highly similar. In stage 2, the objects were replaced by corresponding 2-dimensional patterns (disk and cross). Pattern discrimination was learned slower by BD cats than by N cats. Thus, the objects and their patterns are for BD cats certainly not identical and BD cats are deficient in discrimination transfer of even highly similar pairs of visual stimuli.

Animals↗