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 829 records · Page 46Linked to original sources
PubMed2004

Differential effect of right and left basal ganglionic infarctions on procedural learning.

OBJECTIVE: To assess the effect of ischemic infarctions affecting the basal ganglia (BG) region on a series of procedural learning tasks. BACKGROUND: The basal ganglia hypothesis of procedural learning is a matter of debate. As most of the relevant research so far is based on examination of patients suffering from Parkinson disease, this inconsistency might reflect either lesion heterogeneity existing in this pathologic group or the heterogeneity of the procedural learning tasks. METHOD: Twelve patients with lesions confined to the right (BGr), 10 to the left (BGI) BG region, and 15 matched controls participated in the study. Three procedural learning tasks were used: Tower of Hanoi Puzzle, Mirror Reading, and Porteus Mazes. Declarative memory and general intelligence were also tested. RESULTS: Verbal declarative memory was impaired in the BG1 group. For each procedural learning task, baseline performance and learning rate were analyzed. Tower of Hanoi Puzzle: Baseline performance of the BG1 group was impaired compared with the other groups. The BGr group was the only group that did not improve over learning trials. MR: Baseline performance of the BGr group was impaired compared with the other groups. The groups' learning rate did not differ significantly. Porteus Mazes: Baseline performance of both patient groups was impaired compared with that of the control group. Learning rate over repetitive trials of the same maze was impaired in the BGr group. However, the transfer of procedural learning to a newly exposed maze was impaired in the BG1 group. CONCLUSIONS: First, right and left basal ganglia play different roles in different procedural learning tasks. Second, procedural learning is not a unitary capacity subserved by any single neural mechanism.

Aged↗
PubMed1986

Learning deficits occur in young mice following transfer of immunity from senescent mice.

The extent to which immune processes contribute to senescence-related neurological/behavioral impairment was examined using an adoptive transfer procedure. C57BL/6 mice aged 22 to 24 months showed impaired ability for acquisition of an active avoidance response when compared with younger mice aged 3 months. An immunofluorescence assay of the sera of these mice indicated that only sera from the senescent mice reacted with brain antigen. When tested three months following irradiation and receipt of bone marrow/spleen cell suspensions from senescent mice, young mice showed senescence-like serum-brain reactivity and declines in their abilities to acquire learning. Young control mice receiving cell suspensions from age-matched donors showed no evidence of serum-brain reactivity or learning deficits, suggesting that impaired learning was related to acquisition of aged immunity and not a nonspecific effect of the transfer procedure. These findings indicate that immune processes may be involved in the etiology of senescence-related neurological/behavioral dysfunctions.

Aging↗
PubMed2006

An analysis of visual oddity concept learning in a California sea lion (Zalophus californianus).

We tested a California sea lion for visual oddity learning by presentingproblems composed ofthree two-dimensional black-and-white stimuli, two identical (S-) and one different (S+). In the first experimental stage, a single problem per session was presented until learning criterion was reached. In the second experimental stage, all problems were presented only five times in succession; then a new problem was introduced (six problems/session). In the third experimental stage, each problem was presented only once. The sea lion mastered all stages of oddity learning. A final transfer test with oddity problems composed of completely new stimuli yielded performance significantly above chance. Data analyses suggested learning of specific stimulus properties in the first stage, learning set formation in the second stage, but oddity conceptualization in the third stage.

Animals↗
PubMed1998

Talker-specific learning in speech perception.

The effects of perceptual learning of talker identity on the recognition of spoken words and sentences were investigated in three experiments. In each experiment, listeners were trained to learn a set of 10 talkers' voices and were then given an intelligibility test to assess the influence of learning the voices on the processing of the linguistic content of speech. In the first experiment, listeners learned voices from isolated words and were then tested with novel isolated words mixed in noise. The results showed that listeners who were given words produced by familiar talkers at test showed better identification performance than did listeners who were given words produced by unfamiliar talkers. In the second experiment, listeners learned novel voices from sentence-length utterances and were then presented with isolated words. The results showed that learning a talker's voice from sentences did not generalize well to identification of novel isolated words. In the third experiment, listeners learned voices from sentence-length utterances and were then given sentence-length utterances produced by familiar and unfamiliar talkers at test. We found that perceptual learning of novel voices from sentence-length utterances improved speech intelligibility for words in sentences. Generalization and transfer from voice learning to linguistic processing was found to be sensitive to the talker-specific information available during learning and test. These findings demonstrate that increased sensitivity to talker-specific information affects the perception of the linguistic properties of speech in isolated words and sentences.

Humans↗
PubMed2006

Contextual cueing in naturalistic scenes: Global and local contexts.

In contextual cueing, the position of a target within a group of distractors is learned over repeated exposure to a display with reference to a few nearby items rather than to the global pattern created by the elements. The authors contrasted the role of global and local contexts for contextual cueing in naturalistic scenes. Experiment 1 showed that learned target positions transfer when local information is altered but not when global information is changed. Experiment 2 showed that scene-target covariation is learned more slowly when local, but not global, information is repeated across trials than when global but not local information is repeated. Thus, in naturalistic scenes, observers are biased to associate target locations with global contexts.

Association Learning↗
PubMed2002

Probabilistic classification learning in Tourette syndrome.

Tourette syndrome (TS) is characterised by stereotyped involuntary movements, called tics. Some evidence suggests that structural and functional abnormalities of the basal ganglia may explain these motor symptoms. In this study, the probabilistic classification learning (PCL) test was used to evaluate basal ganglia functions in 10 children with less severe tics (Yale Global Tic Severity Scale (YGTSS) scores<30) and in 10 children with more severe symptoms (YGTSS score>30). In the PCL task, participants are asked to decide whether different combinations of four geometric forms (cues) predict rainy or sunny weather. Each cue is probabilistically related to a weather outcome, and feedback is provided after each decision. After completion of the probabilistic stimulus-response learning procedure, subjects received a transfer test to assess explicit knowledge about the cues. The children with TS exhibited impaired learning in the PCL task in comparison with the 20 healthy control subjects. This impairment was more pronounced in the TS patients with severe symptoms, and there was a significant negative relationship between the final classification performance and the YGTSS scores. The patients showed normal learning in the transfer test. These results suggest that the neostriatal habit learning system, which may play a central role in the acquisition of probabilistic associations, is dysfunctional in TS, especially in the case of more severe motor symptoms. The classification performance and the severity of tics were independent of the explicit knowledge obtained during the test.

Adolescent↗
PubMed1980

The training characteristics of severely head-injured patients: a preliminary study.

It is argued that an important aspect of rehabilitation after severe head injury lies in training or retraining victims in skills required for independent living. Despite this, very little is known about the training characteristics of head injured patients. It is shown that in the acquisition of a psychomotor skill severely head injured subjects have very poor starting levels as compared to normal controls. They show impressive learning to the extent that they considerably close the gap between themselves and the controls. They also show appreciable transfer of the learned skill from one version of the task to another. The findings are discussed in terms of their implications for further understanding of the training process in head injured subjects in ways that could reflect upon clinical practice in rehabilitation.

Adolescent↗
PubMed1994

[Relaxation training for children--a review of the literature].

The results of a literature survey for the use of relaxation methods can be summarized to the following essential points: Children are able to learn relaxation training--generally better and faster than adults. However, they need more external instructions for doing it. The kind of instructions seem not to be of so much importance. At least younger children proceed from a more heterosuggestive procedure and using of identification figures for the experience of relaxation reaction. According to the children's age and the surrounding conditions, stories of fantasy can be used. The significance of surrounding activities (e.g. games to introduce the training) should not be undervalued for the motivation of children and thus for learning and use of the training. Generally learning of the training in a group should be preferred to individual training. Children should explicitly be trained in transferring of the learned to every-day situations.

Adolescent↗
PubMed2006

Effect of reducing frequency of augmented feedback on manual dexterity training and its retention.

OBJECTIVE: The study addressed the impact of the frequency of tutorial-enriched augmented visual feedback, provided by a virtual simulation system (DentSim), on the skill acquisition for a cavity preparation task in novice dental students. METHODS: Thirty-six subjects were assigned to two training groups and a control group. The task consisted of a geometrical cross preparation on the lower left first molar. All subjects performed a pre-test to assess their basic skill level. The training groups received simulation feedback, enriched with tutorial information, across acquisition. One group trained under continuous augmented feedback, while a second group trained under an intermittent (66% of the time) feedback. At both 1-day and 4-month interval, subjects performed a retention test to explore learning specific effects. Two transfer tests were added to assess the extrapolation of the learned skills to an adjacent molar. All tests were performed in the absence of feedback. A control group performed all the tests, without preceding training. All preparations were graded by the simulation system. RESULTS: The training groups performed similarly across acquisition and improved with practice (ANOVA, P<0.001). After 1 day and 4 months of no practice, the training groups outperformed the control group on a retention test (ANOVA, P<0.001) and transfer test (ANOVA, P<0.001). CONCLUSIONS: Performance and learning of a cavity preparation task on a simulation unit was independent of the frequency of tutorial-enriched augmented visual feedback within the range tested. Training sessions on a simulation unit could be alternated with training sessions in the traditional phantom head laboratory.

Adolescent↗
PubMed2004

Retaining and transferring nursing knowledge through a hospital internship program.

In healthcare, organizations recognize that human capital is their most valuable asset. The importance of investing in knowledge workers is imperative given the current and future shortage of health professionals. Knowledge acquisition occurs through continuous learning and the transfer of information from those who are highly experienced to those who are less qualified. At St. Michael's Hospital, two innovative and unique programs were created for the transfer of knowledge. The first was a nurse fellowship program that enabled experienced nurses to spend two to three months learning new skills to advance clinical practice. The second was a nurse internship program in which new graduates spend three to four months in their area of hire to enhance clinical practice through skill development and prioritization of patient care needs. This paper describes both programs and presents an evaluation of the new-graduate internship program as an opportunity for professional development and career enhancement For nurse interns, the program promotes self-esteem and professional confidence, improves job satisfaction and rewards nurses for their contribution. For nurse preceptors, the program provides job enrichment, experience in teaching and recognition by the organization and peers that they are knowledge experts. In healthcare, organizations have come to acknowledge that their most valuable asset is human capital, in particular, knowledge workers (Horibe 1999). Knowledge workers contribute a composite of information, intellectual property and experience (Horibe 1999), acquired by study, investigation, observation or practice (Webster's Dictionary 1989). Investing in knowledge workers is investing in the future. In this regard, organizations have implemented recruitment and retention strategies to attract, retain and advance the highest calibre of health professional. Knowledge workers contribute to an organization through their ideas, analyses of complex situations and sound judgment in decision-making (Horibe 1999). They further develop these skills over the course of their career through continuous learning. This paper will focus on the importance of investing in nurses as knowledge workers. In particular, given the shortage of nurses and the reality that 25% of today's nurses can retire over the next 10 years (CNA 2001), it is imperative that knowledge transfer occur from highly experienced to less experienced nurses.

Attitude of Health Personnel↗
PubMed1979

Pattern discrimination and visuomotor behavior following rotation of one or both eyes in kittens and in adult cats.

Sixteen cats, each of which had one or both eyes rotated at the time of natural eye opening (group K), were tested for visuomotor behavior and for learning and interocular transfer of two-choice visual discriminations. Their behavior was compared to that of two cats given monocular rotations in adulthood (group A) and to two normal controls (group N). These animals were all reared in the same colony. All cats, including those with monocular rotations up to 180 degrees and those with binocular rotations up to 80 degrees in each eye, showed good visuomotor behavior when using the rotated eye (i.e., with the normal eye covered). Both the group K and group A animals showed comparable visuomotor adaptation. All animals except those with monocular rotations of 180 degrees were able to learn several oriented pattern discriminations and showed considerable though incomplete interocular transfer of such information. The three animals with 180 degrees rotations were able to learn brightness, but not pattern discriminations. Seven further animals with large rotations were used for histological studies of the retina and primary visual pathways. Areas of reduced ganglion cell density were not observed in whole mounts of the retinae, nor were regions of reduced transport of 3H-proline from the retina to the lateral geniculate nuclei or superior colliculi detectable from autoradiographs.

Animals↗
PubMed1988

Biomedical research councils. Their role and function in transferring information.

Biomedical research plays a great part in promoting not only advances in scientific knowledge but also in the continuous flow of technological innovations in health care. One of the first conditions for the successful transformation of research into an innovation is overcoming the divisions between science and technology, between the researchers and their partners in the innovation process. Biomedical Research Councils (BMRCs) have an important role in the transfer of information. To improve the chances of successful developments and transfers of scientific breakthroughs, the BMRCs must adopt new, comprehensive strategies for such transfer. They must learn to recognize as early as possible which new opportunities hold promise, at which stage of development information should be transferred to other areas of expertise, and which target groups in which fields should be made partners in the research.

Communication↗