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At least 1,063 records · Page 59Linked to original sources
PubMed1991

An informational perspective on skill transfer in human-machine systems.

Differentiation of perceptual invariants is proposed as a theoretical approach to explain skill transfer for control at the human-machine interface. I propose that sensitivity to perceptual invariants is enhanced during learning and that this sensitivity forms the basis for transfer of skill from one task to another. The hypothesis implies that detection and discrimination of critical features, patterns, and dimension of difference are important for learning and for transfer. This account goes beyond other similarity conceptions of transfer. To the extent that those conceptions are specific, they cannot account for effects in which performance is better following training on tasks that are less rather than more similar to the criterion task. In essence, this is a theory about the central role of low-dimensional informational patterns for control of behavior within a high-dimensional environment, and about the adjustment of an actor's sensitivity to changes in those low-dimensional patterns.

Inservice Training↗
PubMed2000

Spatial information transfer from virtual to real versions of the Kiel locomotor maze.

The Kiel locomotor maze requires participants to choose five targets from among 20 locations marked by small red lights on the floor of a dimly lit circular environment having four wall-mounted extramaze cues and two intramaze cues at floor level. In the present study, acquisition of the real task was examined in 11-year-old children following prior accurate training in a virtual version, following misleading virtual training, or following no training. The virtual version was displayed on a desk-top computer monitor. Acquisition testing in the real maze was either locomotor or non-locomotor. Good transfer was achieved from virtual to real versions. Children's exploration of the real maze prior to real maze acquisition training revealed a clear transfer of spatial information previously learned in the virtual version. Children taught the correct target configuration in the simulation made fewer errors and more rapid, confident responses to targets in the real maze than children given no training. However, acquisition was also better following misleading training than no training, suggesting that a non-specific components of performance also transferred. Male superiority was only seen following misleading training, which was interpreted in terms of male superiority in mental rotation. After acquisition, a single probe trial was performed, in which proximal cues and participants' starting position were rotated, but this had equivalent effects on all groups' performance. It is clear that transfer of spatial information occurs from the simulated Kiel maze to the real version. This has implications for its use in diagnosis and training.

Child↗
PubMed2002

Evaluations of emotional reactions and coping behaviors as well as correlated factors for infertile couples receiving assisted reproductive technologies.

The purpose of this research was to explore the following objectives for infertile couples receiving infertility treatment: Differences between wives and husbands in their emotional reactions and coping behaviors. This research, using structured questionnaires, was based on 120 infertile couples attending the Intrauterine Insemination (IUI) or the In Vitro Fertilization-Embryo Transfer (IVF-ET) program. The research instruments consisted of Demographic Data Form, Profile of Mood States (POMS), and Ways of Coping Questionnaire. The research results showed that infertile wives experienced more emotional disturbance than husbands did, as shown in the four subscales of Tension-Anxiety, Depression-Dejection, Anger-Hostility, and Fatigue-Inertia, as well as the total scale of POMS. It was also shown that wives adopted more coping behaviors to deal with infertility and treatment than husbands did, as revealed in the subscales of Self-Controlling, Seeking Social Support and Escape-Avoidance and the total scale of the Ways of Coping Questionnaire. All of the above reached significant statistical differences. The emotional reactions of infertile couples varied with the differences in education levels, duration of treatment, number of treatments received, and numbers of existing children. The emotional reactions of infertile husbands had a significantly positive correlation with the factors Confronting, Accepting Responsibility, and Escape-Avoidance. The emotional reactions of wives had a significantly negative correlation with Positive Reappraisal. The research results can provide clinical staff with a correct understanding of the differences between husbands and wives in emotional reactions and coping behavior, as well as related factors, to help them to provide better medical treatment.

Adaptation, Psychological↗
PubMed2000

Effect of Indian Hypericum perforatum Linn on animal models of cognitive dysfunction.

The effect of a standardised 50% ethanolic extract of Indian Hypericum perforatum (IHp) was investigated for its putative nootropic activity on various experimental paradigms of learning and memory, viz. transfer latency (TL) on elevated plus-maze, passive avoidance (PA), active avoidance (AA), scopolamine and sodium nitrite induced amnesia (SIA & NIA) in albino rats. Pilot studies indicated that single dose administration of IHp had little or no acute behavioural effects, hence the extract of IHp was administered orally at two dose levels (100 and 200 mg/kg, p.o.), once in daily for three consecutive days, while piracetam (500/kg, i.p.), a clinically used nootropic agent, was administered acutely to rats as the standard drug. Control rats were treated with equal volume of vehicle (0.3% carboxymethyl cellulose (CMC)). IHp and piracetam when given alone shortened the TL on day 1, 2, 9 and also antagonised the amnesic effects of scopolamine and sodium nitrite on the TL significantly. IHp had no significant per se effect on the retention of the PA in rats. Only the higher dose (200 mg/kg, p.o.) produced a significant reversal of scopolamine induced PA retention deficit but no significant reversal was observed with sodium nitrite. Piracetam showed significant per se facilitatory effect on PA retention and also reversed the scopolamine and sodium nitrite induced impaired PA retention. In the AA test, IHp in both the doses, and piracetam, facilitated the acquisition and retention of AA in rats and the IHp effects were found to be dose dependent. Both the doses of IHp and piracetam significantly attenuated the scopolamine and sodium nitrite induced impaired retention of AA. These results indicate a possible nootropic action of IHp, which was qualitatively comparable with that induced by piracetam.

Amnesia↗
PubMed1997

Employing computer technology to assess visual attention in young children and adolescents with severe mental retardation.

The intent of this investigation was to establish a valid and sensitive computer measurement technique for educational assessment applications. An integral part of the investigation was to establish the similarities and differences in how prior reinforcement histories of individual stimuli affect attention to compound visual cues for young children of normal development versus adolescents with severe mental retardation, both groups having comparable mental age. A series of identical conflict compound discrimination tasks was presented to the two groups. In addition, generalization effects were investigated for both groups by presenting compounds containing some or all novel cues. The similarities and differences in performance for young children of normal development and adolescents with severe mental retardation were analyzed using multiple testing procedures. In addition to assessing stimulus control by presenting stimulus components separately following acquisition of compound discriminations, response topographies of the compound stimuli were recorded with a touch screen attached to a computer monitor screen. This study demonstrated that overselective attention did not occur only for students with severe mental retardation but also for young children of normal development if multiple tests were employed. A difference was found, however, between the two populations in the efficiency with which they shifted attention among elements of complex stimuli depending on prior conditioning histories. Presentation of compounds whose components had conflicting reinforcement histories was found to be a more sensitive assessment technique than presentation of compounds containing some or all novel components for distinguishing between the two groups. The use of multiple testing procedures was critical in preventing false conclusions from altered test performances arising from reinforcement contingencies in effect during the test.

Adolescent↗
PubMed2004

EEG correlates of coordinate processing during intermanual transfer.

Goal-directed movements require mapping of target information to patterns of muscular activation. While visually acquired information about targets is initially encoded in extrinsic, object-centered coordinates, muscular activation patterns are encoded in intrinsic, body-related coordinates. Intermanual transfer of movements previously learned with one hand is accomplished by the recall of unmodified extrinsic coordinates if the task is performed in original orientation. Intrinsic coordinates are retrieved in case of mirror-reversed orientation. In contrast, learned extrinsic coordinates are modified during the mirror movement and intrinsic coordinates during the originally oriented task. To investigate the neural processes of recall and modification, electroencephalogram (EEG) recording was employed during the performance of a figure drawing task previously trained with the right hand in humans. The figure was reproduced with the right hand (Learned-task) and with the left hand in original (Normal-task) and mirror orientations (Mirror-task). Prior to movement onset, beta-power and alpha- and beta-coherence decreased during the Normal-task as compared with the Learned-task. Negative amplitudes over fronto-central sites during the Normal-task exceeded amplitudes manifested during the Learned-task. In comparison to the Learned-task, coherences between fronto-parietal sites increased during the Mirror-task. Results indicate that intrinsic coordinates are processed during the pre-movement period. During the Normal-task, modification of intrinsic coordinates was revealed by cerebral activation. Decreased coherences appeared to reflect suppressed inter-regional information flow associated with utilization of intrinsic coordinates. During the Mirror-task, modification of extrinsic coordinates induced activation of cortical networks.

Adult↗
PubMed1982

Interocular transfer of visual discriminations in Wulst-ablated pigeons.

Interocular transfer (IOT) of monocularly learned pattern, brightness and color discriminations was studied in normal pigeons and in pigeons with a bilateral ablation of the visual Wulst. No significant differences were found between the two groups in terms of both rate of monocular learning and degree of IOT. Pigeons with a Wulst ablation which had shown a normal capacity for IOT, subsequently lost this capacity following a section of the supra-optic decussation (DSO). It is concluded that IOT in pigeons does not require the presence of the binocular neurons of the visual Wulst, and that in absence of this structure, IOT must rely on other centers for binocular interaction which receive fibers from the DSO.

Animals↗
PubMed2006

Lateralized cognition: asymmetrical and complementary strategies of pigeons during discrimination of the "human concept".

This study was aimed at revealing which cognitive processes are lateralized in visual categorizations of "humans" by pigeons. To this end, pigeons were trained to categorize pictures of humans and then tested binocularly or monocularly (left or right eye) on the learned categorization and for transfer to novel exemplars (Experiment 1). Subsequent tests examined whether they relied on memorized features or on a conceptual strategy, using stimuli composed of new combinations of familiar and novel humans and backgrounds (Experiment 2), whether the hemispheres processed global or local information, using pictures with different levels of scrambling (Experiment 3), and whether they attended to configuration, using distorted human figures (Experiment 4). The results suggest that the left hemisphere employs a category strategy and concentrates on local features, while the right hemisphere uses an exemplar strategy and relies on configuration. These cognitive dichotomies of the cerebral hemispheres are largely shared by humans, suggesting that lateralized cognitive systems already defined the neural architecture of the common ancestor of birds and mammals.

Animals↗
PubMed1997

Habituation of ocular following reflex requires corpus callosum for interhemispheric transfer.

In cats, unanesthetized following transection of the brainstem at a level precluding painful sensation, and limiting ocular motility to a vertically oriented course (the pretrigeminal preparation), habituation of the orienting reflex, consisting of ocular fixation and smooth pursuit, readily transferred between moving visual stimuli directed first at one and then the other cerebral hemisphere. Under the same conditions, when the corpus callosum had been transected 2 weeks prior to the habituation, interhemispheric transfer was absent. Thus, despite substantial brainstem involvement and bilateral coordination of ocular motility the neocortex plays an essential role in this habituation, just as it does in the interhemispheric transfer of visual discrimination learning. This suggests that habituation is a fundamental form of learning in the mammalian forebrain.

Animals↗
PubMed1993

Incidental concept learning, feature frequency, and correlated properties.

Four experiments examined sensitivity to feature frequencies and feature correlations as a function of intentional and incidental concept learning. Feature frequencies were encoded equally well across variations in learning strategies, and although classification decisions in both intentional and incidental conditions preserved correlated features, this sensitivity was achieved through different processes. With intentional learning, sensitivity to correlations resulted from explicit rules, whereas incidental encoding preserved correlations through a similarity-based analogical process. In incidental tasks that promoted exemplar storage, classification decisions were mediated by similarity to retrieved examples, and correlated features were indirectly preserved in this process. The results are discussed in terms of the diversity of encoding processes and representations that can occur with incidental category learning.

Adult↗
PubMed2004

The conditions for temporal tracking under interval schedules of reinforcement.

On many cyclic-interval schedules, animals adjust their postreinforcement pause to follow the interval duration (temporal tracking). Six pigeons were trained on a series of square-wave (2-valued) interval schedules (e.g., 12 fixed-interval [FI] 60, 4 FI 180). Experiment 1 showed that pigeons track square-wave schedules, except those with a single long interval per cycle. Experiments 2 and 3 established that tracking and nontracking are learned and both can transfer from one cyclic schedule to another. Experiment 4 demonstrated that pigeons track a schedule with a single short interval per cycle, suggesting that a dual process--cuing and tracking--is necessary to explain behavior on these schedules. These findings suggest a potential explanation for earlier results that reported a failure to track square-wave schedules.

Animals↗
PubMed2005

Integrating novel dimensions to eliminate category exceptions: when more is less.

Category learning can be characterized as a process of discovering the dimensions that represent stimuli efficiently and effectively. Categories that are overlapping when represented in 1 dimensionality may be separate in a higher dimensional cue set. The authors report 2 experiments in which participants were shown an additional cue after learning to use 2 imperfect cues. The results revealed that participants can integrate new information into their categorization cue set. The authors discovered wide individual differences, however, with many participants favoring simpler, but less accurate, cue sets. Some participants demonstrated the ability to discard information previously used when new, more accurate information was introduced. The categorization model RASHNL (J. K. Kruschke & M. K. Johansen, 1999) gave qualitatively accurate fits of the data.

Cues↗