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At least 991 records · Page 55Linked to original sources
PubMed1996

Classical conditioning during human NREM sleep and response transfer to wakefulness.

To assess learning abilities during human NREM sleep stages, five subjects underwent simple classical conditioning during stages 2-4 using heart rate (HR) as a measure. Results show (a) significant conditioning effect was observed during slow wave sleep (SWS; stage 3 + 4) but not during stage 2; (b) some evidence was obtained to support the view that conditioning effect during sleep transferred to wakefulness.

Adult↗
PubMed1997

Using accreditation of prior learning and accreditation of prior experiential learning for entry on to the BSc in Medical Illustration.

The Accreditation of Prior Learning (APL) and Accreditation of Prior Experiential Learning (APEL) scheme described in this paper has been prepared following discussions between the Institute of Medical Illustrators (IMI) and Glasgow Caledonian University (GCU), departments of Learning and Educational Development and Biological Sciences. The scheme gives specific academic credit under the Scottish Credit Accumulation and Transfer (SCOTCAT) scheme for learning gained from experience, allowing access onto the Bachelor of Science Degree (BSc) in Medical Illustration to potential students who do not have the required Higher National Diploma (HND) or equivalent entry qualification. The need, rationale and structure of the scheme are described.

Accreditation↗
PubMed1997

Analogical transfer as guided by an abstraction process: the case of learning by doing in text editing.

The authors proposed that not only are the first attempts to solve a problem made by analogy but also that progress in learning can be guided by referring to more abstract knowledge, which affords new possibilities. Two experiments investigated this view in a situation of learning how to use a text editor. Experiments 1A to 1C identified the knowledge associated with 3 domains hypothesized as sources of transfer at increasing levels of abstraction (typewriting, writing in general, manipulating objects). Experiment 2 tested whether participants first use their knowledge about typewriting, then about writing in general, and then about manipulating objects. The data showed that the order of acquisition of text editor functions appeared to be strongly related to this hierarchy, supporting the idea that part of learning consists of discovering properties of objects by accessing increasingly general domains.

Adult↗
PubMed1994

Modulation of cortical motor output maps during development of implicit and explicit knowledge.

The excitability of the human motor cortex during the development of implicit and declarative knowledge of a motor task was examined. During a serial reaction time test, subjects developed implicit knowledge of the test sequence, which was reflected by diminishing response times. Motor cortical mapping with transcranial magnetic stimulation revealed that the cortical output maps to the muscles involved in the task became progressively larger until explicit knowledge was achieved, after which they returned to their baseline topography. These results illustrate the rapid functional plasticity of cortical outputs associated with learning and with the transfer of knowledge from an implicit to explicit state.

Brain Mapping↗
PubMed2003

Alphabetical knowledge from whole words training: effects of explicit instruction and implicit experience on learning script segmentation.

We investigated the possibility that pattern segmentation skills, specifically, phonological decoding, evolve implicitly in adult readers given training in an artificial script. In this Morse-like script each phoneme was represented by 2-3 discrete symbols. Subjects were trained in five consecutive sessions, on reading six nonsense words using a forced choice task that required translating symbol strings to sound patterns written in Latin letters. Three training conditions were compared within subject in terms of the time-course of learning and the ability to generalize the acquired knowledge (transfer): alphabetical whole words with letter decoding instruction (Explicit); alphabetical whole words (Implicit), and non-alphabetical whole words (Arbitrary). In separate blocks in each training session, a visual-matching task was administered using the same stimuli. Our results show: (a). that while all three training conditions were equally effective in terms of magnitude and time-course of learning accurate translation, each training condition resulted in a different type of knowledge (i.e. differential transfer). (b). Declarative knowledge of letters evolved from training on whole words only in subjects with previous experience in Explicit training. However, even with declarative knowledge of the specific letters subjects did not develop general letter segmentation skills. (c). Contrary to the robust transfer of learning gains to different stimuli within a given task, there was no significant transfer across tasks indicating that the locus of learning was task dependent. Altogether our results suggest that even given explicit letter instruction, training on word decoding may result in letter recognition rather than in alphabetic segmentation skills.

Adolescent↗
PubMed1991

The effect of contextual variety on the practice, retention, and transfer of an applied motor skill.

Laboratory research in motor learning has consistently demonstrated higher retention and/or transfer when practice occurs under conditions of high contextual variety (e.g., Lee & Magill, 1983; Newell & Shapiro, 1976; Shea & Morgan, 1979;). In the present study, an attempt was made to determine whether a contextual variety effect could be demonstrated in a standard physical education instructional setting. During practice trials on the long and short badminton serves, male and female subjects performed under either blocked (i.e., all trials of one serve followed by all trials of the other) or varied (i.e., alternating trials of long and short serves) conditions. Retention and transfer tests (i.e., using the service area opposite that employed during the practice phase) were administered at the end of the badminton unit. Although little difference was observed in the performance of the two groups during practice, alternating-trial subjects demonstrated significantly higher retention of the short serve and significantly higher transfer of both serves than blocked-trial subjects. The performance of male and female subjects was not differentially influenced by practice structure conditions. It was concluded that a practice schedule that requires performers to change their plan of action from trial to trial may facilitate the retention and transfer of motor skills in applied instructional settings.

Adult↗
PubMed2006

Evidence that creation of invasion sites determines the rate of strand transfer mediated by HIV-1 reverse transcriptase.

Strand transfer during reverse transcription can produce genetic recombination in human immunodeficiency virus type 1 (HIV-1) when two genomic RNAs, that are not identical, are co-packaged in the virus. Strand transfer was measured in vitro, in reactions involving primer switching from a donor to acceptor RNA template. The transfer product appeared with much slower kinetics than full-length synthesis on the donor template. The goal of this study was to learn more about the transfer mechanism by defining the steps that limit its rate. We previously proposed transfer to include the steps of acceptor invasion, hybrid propagation, terminus transfer, and re-initiation of synthesis on the acceptor template. Unexpectedly, with our templates increasing acceptor concentration increased the transfer efficiency but had no effect on the rate of transfer. Templates with a short region of homology limiting hybrid propagation exhibited a slow accumulation of transfer products, suggesting that for tested long homology templates hybrid propagation was not rate limiting. Substituting a DNA acceptor and adding Klenow polymerase accelerated re-initiation and extension exclusively on the DNA acceptor. This lead to a small rate increase due to faster extension on the acceptor, suggesting re-initiation of synthesis on the tested RNA acceptors was not rate limiting. A substrate was designed in which the 5' end of the primer was single stranded, and complimentary to the acceptor, i.e. having a pre-made invasion site. With this substrate, increasing concentrations of acceptor increased the rate of transfer. Together these data suggest that RNase H cleavage, and dissociation of RNA fragments creating an invasion site was rate limiting on most tested templates. When an accessible invasion site was present, acceptor interaction at that site influence the rate.

DNA Primers↗
PubMed2000

Implicit motor sequence learning is represented in response locations.

Previous work (Willingham, 1999) has indicated that implicit motor sequence learning is not primarily perceptual; that is, what is learned is not a sequence of stimuli. Still other work has indicated that implicit motor sequence learning is not specific to particular muscle groups or effectors. In the present work, we tested whether implicit motor sequence learning would be represented as a sequence of response locations. In Experiment 1, learning showed very poor transfer when the response locations were changed, even though the stimulus positions were unchanged. In Experiment 2, participants switched their hand positions at transfer, so that one group of participants pushed the same sequence of keys but used a different sequence of finger movements to do so, whereas another group pushed a different sequence of keys but used the same sequence of finger movements used at training. Knowledge of the sequence was shown at transfer only if the sequence of response locations was maintained, not the sequence of finger movements.

Adult↗
PubMed2005

Improving transfer from the intensive care unit: the development, implementation and evaluation of a brochure based on Knowles' Adult Learning Theory.

This paper describes the development, implementation and evaluation of a transfer brochure for family members of patients in an intensive care unit (ICU) to improve patient transfer to a general ward. When family members fail to understand information, they respond in ways that affect patient recovery. The brochure was designed within Knowles' Adult Learning Theory framework and developed using a multidisciplinary team. A mixed design was used to collect data from families and nurses. Results indicate that the brochure helped nurses to address the individual family's issues during transfer from ICU. Furthermore, 95% of nurses (n = 33) recommended its introduction for all future transfers. Family members (n = 82) who received the brochure as part of their transfer were significantly more satisfied with all aspects of transfer than those who experienced ad hoc transfer methods (n = 80). These results provide strong support for Knowles' Adult Learning Theory as an educational foundation for adult learning.

Adult↗
PubMed1995

Spatial location learning in mice with ibotenate lesions of entorhinal cortex or subiculum.

This study examined the effects of ibotenate lesions of either the entorhinal cortex (EC) or the subiculum (SUB) on the ability of mice to memorize a single spatial location (initial discrimination), and on their capacity to switch to a new location (transfer) following the initial learning in an eight-arm radial maze. Results indicated that mice with ibotenate lesions of the EC or SUB were impaired in postoperative acquisition of the spatial discrimination task, making more reference, but not working memory, errors and displaying fewer first correct response trials than sham-operated control mice. Furthermore, additional damage to the ventral hippocampus exacerbated the impairment of performance induced by lesions of the SUB alone. In addition, all mice, except for the combined lesion group, exhibited similar performance levels when they were trained to choose another arm of the maze that had not previously been baited (transfer). These findings suggest that both the EC and the SUB play important roles in spatial information processing in mice.

Animals↗