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Results for “Transfer learning”

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At least 91 records · Page 5Linked to original sources
PubMed2002

Learning to discriminate simple sinusoidal gratings is task specific.

Learning transfer effects of a modified spatial frequency discrimination task with simple sinusoidal gratings on various untrained test tasks, testing performance in relative position, local width and global size discrimination, have been investigated. Six subjects were exposed to grating stimuli of varying spatial frequency and size but constant relative position while they had to respond only to spatial frequency. In the course of 7 consecutive days all subjects showed significant reduction of spatial frequency discrimination thresholds. Comparison of discrimination thresholds for the untrained test tasks, taken before and after the learning epoch, reveals complete learning transfer to spatial frequency discrimination with gratings of constant size and variable relative position, but complete lack of transfer when grating spatial frequency is shifted about one octave lower. Further, there is improvement of relative position discrimination and width discrimination of single luminance bars, which is not very specific for the learnt spatial frequency. Although size variation was part of the learning procedure, discrimination of global stimulus size did not improve. Generally, the observed scheme of learning transfer reveals that there is learning only for stimulus attributes that are behaviorally relevant in the learning task. The differential scheme of improvement and code usage in the test tasks strongly indicates involvement of higher stages capable of independent access to different coding domains, as well as attentionally guided attribute selection and suppression. Supported by other recent findings, it is suggested that discrimination learning can be understood as a higher level process of gradual refinement of code selection out of a rich code base provided by lower level stages.

Adult↗
PubMed2001

Learning and transfer in two perceptual-motor skills in Duchenne muscular dystrophy.

The present study examined perceptual-motor learning and its bilateral transfer in Duchenne muscular dystrophy. which is well known as a genetically determined disorder in which muscles gradually degenerate and weaken across age. Mirror-tracing and rotary-pursuit tasks were used to measure perceptual-motor performance in 18 patients with and 28 without (control subjects) the disorder. The results of two experiments indicated that the patients showed learning basically similar to most of the controls. Relatively low performance of these patients seemed to be associated with their kinetic disability, not by deterioration of the mediating process in perceptual-motor coordination.

Adolescent↗
PubMedDate not supplied

Interactions between homogeneous conditioned motor reflexes during conditioned reflex switching: transfer of learning and interference.

Studies in rabbits of the time course of the formation of conditioned reflex switching of homogeneous reflexes showed that learning involved three main stages, characterized by the extent of stability of the conditioned reflexes, their interaction, and the level of switching. Formation of conditioned reflex switching was found to involve transfer of motor learning and interference of motor reflexes.

Animals↗
PubMed2004

Naive theory and transfer of learning: when less is more and more is less.

In this research, we examine how young children perform induction in the domain of biology. According to the essentialist view, even young children have a priori knowledge that some predictors of biological properties are central, whereas others are peripheral. According to the flexible-learning view, the roles of predictors are not fixed, and young children flexibly learn the predictive value of each predictor. In the experiment reported, 4- to 5-year-olds and 11- to 12-year-old preadolescents were taught the predictive values of features that were (by the essentialist account) either central or peripheral for predicting the biological properties of animals. Retention of the learned predictors was then tested immediately after learning, 1 h afterleaning, and 2.5-3.5 months later. The results indicate that 2.5-3.5 months after learning, young children retained learned predictors well regardless of their putative centrality, whereas preadolescents were likely to retain and recall only central, but not peripheral, predictors. These results do not support the essentialist claim that young children differentiate between central (or essential) and peripheral predictors in the domain of biology and, thus, challenge the naive-theory view of induction in young children.

Child↗
PubMed1983

Transfer of student learning in medical education.

Transfer of learning among the cognitive, psychomotor, and affective domains and among three clinical disciplines--medicine, pediatrics, and surgery--was examined in the final year of a medical student clerkship program. Rather than following the traditional psychological approach, the authors used a model based on ethnographic analysis followed by performance measurement. The general assumption that what students learn in one subject area is transferred to another area was questioned. A total of 120 medical students were assessed in knowledge, skills, and attitudes prior to and after three clinical rotations. The results indicated that learning was discipline-specific as well as specific to the learning domain studied. Therefore, no generalizations can be made from the study of one subject area or one specific aspect of student learning to another. The use of an alternative methodology to study complex behavior rather than the traditional paradigm is suggested.

Clinical Clerkship↗
PubMed2000

Behavioural treatment of urinary incontinence and encopresis in children with learning disabilities: transfer of stimulus control.

Urinary and faecal incontinence present a considerable problem in people with learning disabilities, despite the general effectiveness of behavioural techniques in continence training. Children with learning disabilities and obsessional behaviour may be particularly resistant to toilet training, even where relatively cognitively able, and often despite a substantial degree of control over their eliminatory functions. Their resistance may be more appropriately regarded as a challenging behaviour and their incontinence better explained by factors other than a simple failure to learn. A 'stimulus-control' hypothesis proposes that the child's nappy (diaper)/potty/underwear has developed strong stimulus control over the elimination response. This report describes three case studies in which treatment-resistant children, aged between 8 and 12 years, with mild or moderate learning disabilities, were successfully treated for nappy-dependent nocturnal encopresis or diurnal urinary incontinence. The children were routine case referrals for whom previous attempts to train bowel or bladder control had failed. Behavioural techniques, such as 'shaping' (gradually increasing the proximity to the toilet), 'fading' (reducing the presence of the nappy), and rewards for eliminating, effected successful transfer of stimulus control over elimination from nappy to toilet. Treatment times varied, depending on the degree of the child's obsession and resistance to change.

Behavior Therapy↗
PubMed2005

Learning and transfer of bimanual multifrequency patterns: effector-independent and effector-specific levels of movement representation.

Current behavioural theories consider that during motor learning, an effector-independent memory representation of the acquired skill is built up. Using a transfer paradigm, we addressed the nature of the memory representation for a 2:1 multifrequency co-ordination task, requiring, for example, the left arm to cycle twice as fast as the right. After learning this 2:1 pattern, transfer to its converse pattern (i.e., the right arm cycles twice as fast as the left) revealed powerful evidence for negative transfer. The converse task arrangement revealed similar effects. These observations suggest a reconsideration of current viewpoints on movement representations, which emphasize effector independence. Based on the present findings, we propose a new model of motor memory, consisting of an abstract, effector-independent and an effector-specific layer. The abstract code is hypothesized to represent general spatiotemporal movement features, whereas the specific representation refers to effector-related movement commands. This concept is consistent with recent neuroscientific evidence in animal and human species, and invites a reconsideration of current behavioural theories of motor learning and memory.

Adult↗
PubMedDate not supplied

[The interaction of homogeneous motor conditioned reflexes during conditioned-reflex switchover: the transfer of learning and interference].

The dynamics of elaboration of the conditioned switchover (CSw) of homogeneous motor conditioned reflexes (CR) with different lateralization of the motor skill was studied in rabbits. Learning of CSw was shown to pass three basic stages characterized by different degree of consolidation of the CRs, by interaction between the two CRs, and by manifestation of CSw. Stages I and II reflected the process of afferent and efferent generalization of CRs and CSw, stage III was associated with specialization of CRs and CSw. Both positive and negative transfer of motor learning as well as interference between the two motor skills took place during CSw elaboration. The highest rate of CSw acquisition was observed in rabbits displaying positive motor transfer.

Animals↗