Neuronal pathways involved in transfer of information related to leg position learning in the cockroach, P. americana.
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Animals↗
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Results for “Transfer learning”
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Learning pop-out detection: building representations for conflicting target-distractor relationships.
Studies of perceptual learning consistently found that improvement is stimulus specific. These findings were interpreted as indicating an early cortical learning site. In line with this interpretation, we consider two alternative hypotheses: the 'earliest modification' and the 'output-level modification' assumptions, which respectively assume that learning occurs within the earliest representation which is selective for the trained stimuli, or at cortical levels receiving its output. We studied performance in a pop-out task using light bar distractor elements of one orientation, and a target element rotated by 30 degrees (or 90 degrees). We tested the alternative hypotheses by examining pop-out learning through an initial training phase, a subsequent learning stage with swapped target and distracted orientations, and a final re-test with the originally trained stimuli. We found learning does not transfer across orientation swapping. However, following training with swapped orientations, a similar performance level is reached as with original orientations. That is, learning neither facilitates nor interferes to a substantial degree with subsequent performance with altered stimuli. Furthermore, this re-training does not hamper performance with the original trained stimuli. If training changed the earliest orientation selective representation (specializing it for performance of the particular performed task) it would necessarily affect performance with swapped orientations, as well. The co-existence of similar asymptotes for apparently conflicting stimulus sets refutes the 'earliest modification' hypothesis, supporting the alternative 'output level modification' hypothesis. We conclude that secondary cortical processing levels use outputs from the earliest orientation representation to compute higher order structures, promoting and improving successful task performance.
Adult↗
Challenges of clinical learning for student midwives.
OBJECTIVE: to identify factors which affect the learning of clinical skills by student midwives. DESIGN: ethnographic, grounded theory. SETTING: a large urban maternity hospital and its community area in the south of England. PARTICIPANTS: student midwives, midwives, midwifery managers and teachers. DATA COLLECTION: by observation in clinical settings and interviews. KEY CONCLUSIONS: observation, indirect learning and trial and error were the strategies used by midwives and students in order to obtain competency in clinical skills. However, anxiety, because of inadequate instruction and supervision and poor communication, interfered with learning and students felt ill prepared to function as midwives. IMPLICATIONS FOR PRACTICE: clinical midwives need to be educated to facilitate the transfer of theoretical learning into clinical practice, and teachers need to re-learn the experience of being a clinical midwife.
Anxiety↗
Virtual reality training for health-care professionals.
Emerging changes in health-care delivery are having a significant impact on the structure of health-care professionals' education. Today it is recognized that medical knowledge doubles every 6-8 years, with new medical procedures emerging everyday. While the half-life of medical information is so short, the average physician practices 30 years and the average nurse 40 years. Continuing education thus represents an important challenge to face. Recent advances in educational technology are offering an increasing number of innovative learning tools. Among these, Virtual Reality represents a promising area with high potential of enhancing the training of health-care professionals. Virtual Reality Training can provide a rich, interactive, engaging educational context, thus supporting experiential learning-by-doing; it can, in fact, contribute to raise interest and motivation in trainees and to effectively support skills acquisition and transfer, since the learning process can be settled within an experiential framework. Current virtual training applications for health-care differ a lot as to both their technological/multimedia sophistication and to the types of skills trained, varying for example from telesurgical applications to interactive simulations of human body and brain, to virtual worlds for emergency training. Other interesting applications include the development of immersive 3D environments for training psychiatrists and psychologists in the treatment of mental disorders. This paper has the main aim of discussing the rationale and main benefits for the use of virtual reality in health-care education and training. Significant research and projects carried out in this field will also be presented, followed by discussion on key issues concerning current limitations and future development directions.
Computer Simulation↗
Physiatric therapeutics. 4. Transfers and mobility/community reentry.
This self-directed learning module highlights advances in transfer and mobility skills, and community reentry. It is part of the chapter on physiatric therapeutics for the Self-Directed Medical Program Study Guide for practitioners and trainees in physical medicine and rehabilitation. This section contains essential information on bed mobility, dependent or assisted bed transfers, assisted and independent wheelchair transfers, advanced wheelchair skills, mobility in the community, activities of daily living and advanced living skills, communication, social support, adjustment to disability, prevocational and vocational issues, options for community living, and public policies regarding people with disabilities.
Activities of Daily Living↗
4.1 Web-based interactive learning programmes.
In the future, the training of competent dentists will need to take advantage of up-to-date digital technologies and learning practices. In order to accomplish this, the following goals should be considered: i) the design of 'customizable' web-based curriculum matrices that accommodate the training philosophies and resources of individual dental schools; ii) the development of digital instructional modules that can be incorporated or downloaded into specific parts of a curriculum; iii) the establishment of an e-consortium, which provides peer view and guidance in the design of teaching modules, and which is responsible for the storage, maintenance, and distribution of teaching modules within the consortium; iv) the development of central human and physical resources at each dental school to enable the seamless delivery of instructional modules in a variety of learning environments; and v) the assessment and provision of ICT training to students and faculty with respect to the use of computers and related digital technologies and educational software programmes. These goals should lead to the creation of a 'virtual dental school'. Within this project summative and formative evaluations should be performed during both the production and development of teaching material (e-learning material) and the learning process. During the learning process the following aspects should be measured and evaluated: i) students' behaviour; and ii) effectiveness, retention and the transfer of e-learned material into the clinical situation. To obtain evidence of the efficacy of e-learning material a certain amount of research has to be done in the near future. It is suggested that all parameters currently known have to be implemented during the development of a learning programme. Previous workers have evaluated the following elements with e-learning: i) planning, ii) programming and technical development, iii) learning behaviours, iv) learning outcomes of both the programme and the student, v) the acquisition of knowledge, skills and attitude and vi) the transfer of e-learned skills into clinical situations.
Competency-Based Education↗
Understanding performance and learning in consistent memory search: an age-related perspective.
This study was conducted to investigate learning in memory search tasks. Young and old participants were trained for 5,640 trials of consistent mapping (CM) and varied mapping (VM) memory search. After training, participants were transferred into New CM and CM Reversal conditions. During training, both young and old adults improved reaction time performance, with more rapid improvement for the young adults. In CM training, both age groups achieved zero comparison slopes, indicating automaticity in CM memory search. VM training maintained a large age-related difference in search times. Age did not moderate the transfer effects, suggesting similar learning mechanisms were responsible for the original CM training gains in both age groups; however, transfer effects were different for CM Reversal and New CM. The pattern of transfer data argues against several possible mechanisms for automaticity in memory search. The data are most compatible with a hypothesis of memory-set unitization as the locus of automaticity in memory search.
Adolescent↗
Medical education and the GCSE generation--a transferable activity-skills programme in medical sociology.
The first major intake of medical students who studied the new GCSE occurred in Autumn 1990. These students have experienced a range of student-centred educational approaches to learning, but medical education in the UK remains committed to teacher-centred approaches. This mismatch of expectations is discussed. An innovative course in medical sociology at the University of Sheffield is reported, which illustrates student-centred learning approaches including transferable activity-skills development and self-assessment profiling. An innovative approach to course evaluation is discussed.
Adolescent↗
Linguistic structure and transposition.
Transfer of a learned discrimination along the size dimension was studied in groups of American and African tribal children. The language spoken by the African children contains an asymmetry in the expression of size comparisons that is not present in English. Contrary to theories of linguistic mediation of choice behavior, transfer choices were not related to the differing linguistic patterns; however, initial choices and post-test descriptions of choices were so related.
Child↗
Motor learning and occupational therapy: the organization of practice.
This article addresses implications for the practice of occupational therapy when that therapy is guided by theories of motor learning. In occupational therapy, clients must learn or relearn motor skills through the use of activities. The occupational therapist must present activities in a manner that elicits the retention and transfer of the desired skills for use in functional settings. Therefore, the therapist should strive for acquisition conditions that facilitate retention and transfer of the learned skills. The processes that underlie motor learning should guide therapy. Three major factors that affect motor learning are environmental conditions, cognitive processes, and movement organization. Examination of the clinical implications of these factors, however, results in contradictory predictions regarding optimal practice conditions for motor skills. This article explores the successful integration of these factors and its application in occupational therapy practice. It is suggested that increasing the difficulty of the learning context during practice is beneficial for retention.
Humans↗
TRANSPOSITION AFTER 'SINGLE-STIMULUS' TRAINING.
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Discrimination Learning↗
Effectiveness of virtual reality for teaching pedestrian safety.
Sixty percent to 70% of pedestrian injuries in children under the age of 10 years are the result of the child either improperly crossing intersections or dashing out in the street between intersections. The purpose of this injury prevention research study was to evaluate a desktop virtual reality (VR) program that was designed to educate and train children to safely cross intersections. Specifically, the objectives were to determine whether children can learn pedestrian safety skills while working in a virtual environment and whether pedestrian safety learning in VR transfers to real world behavior. Following focus groups with a number of key experts, a virtual city with eight interactive intersections was developed. Ninety-five children participated in a community trial from two schools (urban and suburban). Approximately half were assigned to a control group who received an unrelated VR program, and half received the pedestrian safety VR intervention. Children were identified by group and grade by colored tags on their backpacks, and actual street crossing behavior of all children was observed 1 week before and 1 week after the interventions. There was a significant change in performance after three trials with the VR intervention. Children learned safe street crossing within the virtual environment. Learning, identified as improved street-crossing behavior, transferred to real world behavior in the suburban school children but not in the urban school. The results are discussed in relation to possibilities for future VR interventions for injury prevention.
Accidents, Traffic↗
Practice effects for auditory localization: a test of a differentiation theory of perceptual learning and development.
Practice and transfer of practice in an auditory localization task were observed for three different information conditions (normal, transformed and reduced) to examine four aspects of Gibson's (1969) differentiation theory of perceptual learning and development. Support was found for the propositions that: (i) dimensions of difference, rather than prototypes, are learned; (ii) specificity is a more appropriate response measure than number of correct responses; (iii) perceptual learning will occur regardless of whether feedback is given or not; (iv) transfer of practice will be greater if dimensions of difference (as opposed to prototypes) are learned. It was also found that feedback during practice did not affect transfer. In an apparent contradiction though, specificity increased in the absence of dimension of difference. This increase was interpreted as being associated with the detection of non-task-related information and was seen as lending support to Gibson's hypothesis that, perceptual learning is motivated by intrinsic cognitive drive and is terminated by a reduction in subjective uncertainty.
Auditory Perception↗
Transfer of training as a function of degree of response overlearning.
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Humans↗
Interocular transfer of visual discriminations in goldfish after selective commissure lesions.
Goldfish with transections of the intertectal commissure learned but failed to transfer interocularly a simple visually cued avoidance task in a shuttle box, whereas posterior commissure lesions had no effect on this simple transfer task. However, fish with tectal commissure lesions could show normal interocular transfer of a shape discrimination, once discrimination pretraining with color cues had been carried out with each eye separately. Lesions of anterior commissure had no effect on either shape or color transfer, but fish with intended cuts of the postoptic commissures showed striking deficits of interocular transfer. As with comparable studies in the pigeon, it is concluded that postoptic, but not tectal, commissures are required for interocular transfer in the goldfish.
Animals↗
Influence of Expertise on the Intentional Transfer of Motor Skill.
Intentional transfer of expert knowledge is an important issue in cognitive science and motor skills. How subjects deliberately transfer expertise in karate when learning a closely related motor skill (tai chi) was examined in this study. Subjects (N = 20) learned a videotaped sequence of self-defense movements, evaluated their learning, and then performed the sequence. Self-regulation of learning is believed to be central to effective transfer. The measures of self-regulation were accuracy of self-evaluation, video use, and approach to learning. Results showed that unlike novices, experts used self-regulation, learning strategies, and the video player in more complex ways in self-regulation. Experts, as compared with novices, demonstrated their greater knowledge through the higher quality of their performance and their better comprehension of movement meaning; but both groups recalled an equal number of moments, suggesting that both experts and novices transferred general knowledge about learning.
Journal Article↗
Fast perceptual learning in visual hyperacuity.
In many different spatial discrimination tasks, such as in determining the sign of the offset in a vernier stimulus, the human visual system exhibits hyperacuity by evaluating spatial relations with the precision of a fraction of a photoreceptor's diameter. It is proposed that this impressive performance depends in part on a fast learning process that uses relatively few examples and that occurs at an early processing stage in the visual pathway. This hypothesis is given support by the demonstration that it is possible to synthesize, from a small number of examples of a given task, a simple network that attains the required performance level. Psychophysical experiments agree with some of the key predictions of the model. In particular, fast stimulus-specific learning is found to take place in the human visual system, and this learning does not transfer between two slightly different hyperacuity tasks.
Algorithms↗
Attentional control of early perceptual learning.
The performance of adult humans in simple visual tasks improves dramatically with practice. This improvement is highly specific to basic attributes of the trained stimulus, suggesting that the underlying changes occur at low-level processing stages in the brain, where different orientations and spatial frequencies are handled by separate channels. We asked whether these practice effects are determined solely by activity in stimulus-driven mechanisms or whether high-level attentional mechanisms, which are linked to the perceptual task, might control the learning process. We found that practicing one task did not improve performance in an alternative task, even though both tasks used exactly the same visual stimuli but depended on different stimulus attributes (either orientation of local elements or global shape). Moreover, even when the experiment was designed so that the same responses were associated with the same stimuli (although subjects were instructed to attend to the attribute underlying one task), learning did not transfer from one task to the other. These results suggest that specific high-level attentional mechanisms, controlling changes at early visual processing levels, are essential in perceptual learning.
Adult↗