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PubMed1981

Transfer of verbal responses across instructional settings by autistic-type children.

This investigation assessed the generalization of verbal behavior by autistic-type children across different settings. Six youngsters who learned responses to common questions under two different training conditions at school were probed to determine transfer of learning to a novel instructional environment. Four children demonstrated only low rates of generalization to a novel environment regardless of the type of training. The other two children generalized most responses across settings irrespective of the original training conditions.

Autistic Disorder↗
PubMed2005

Transfer, control, and automatic processing in a complex motor task: an examination of bounce juggling.

The authors evaluated the hypothesis that controlled and automatic processes are opposite ends of a continuum of learning (e.g., R. M. Shiffrin & W. Schneider, 1977) vs. an alternative, concurrent emergence hypothesis (e.g., J. M. Bebko et al., 2003; G. Logan, 1989). The authors also measured potential positive transfer effects of learning from one motor task to another. Four experienced cascade jugglers and 5 novices learned to bounce juggle, practicing regularly for 5 weeks. The experienced jugglers showed positive transfer of learning, maintaining a lead of approximately 6-10 days over the novices, even as both groups automatized the new skill. Measures of automatic and controlled processing were positively correlated, indicating that those processes emerge concurrently. The authors present a model in which controlled and automatic processes emerge orthogonally.

Adult↗
PubMed2005

Improvement and generalization of arm motor performance through motor imagery practice.

This study compares the improvement and generalization of arm motor performance after physical or mental training in a motor task requiring a speed-accuracy tradeoff. During the pre- and post-training sessions, 40 subjects pointed with their right arm as accurately and as fast as possible toward targets placed in the frontal plane. Arm movements were performed in two different workspaces called right and left paths. During the training sessions, which included only the right path, subjects were divided into four training groups (n = 10): (i) the physical group, subjects overtly performed the task; (ii) the mental group, subjects imagined themselves performing the task; (iii) the active control group, subjects performed eye movements through the targets, (iv) the passive control group, subjects did not receive any specific training. We recorded movement duration, peak acceleration and electromyographic signals from arm muscles. Our findings showed that after both physical and mental training on the right path (training path), hand movement duration and peak acceleration respectively decreased and increased for this path. However, motor performance improvement was greater after physical compared with mental practice. Interestingly, we also observed a partial learning generalization, namely an enhancement of motor performance for the left path (non-training path). The amount of this generalization was roughly similar for the physical and mental groups. Furthermore, while arm muscle activity progressively increased during the training period for the physical group, the activity of the same muscles for the mental group was unchanged and comparable with that of the rest condition. Control groups did not exhibit any improvement. These findings put forward the idea that mental training facilitates motor learning and allows its partial transfer to nearby workspaces. They further suggest that motor prediction, a common process during both actual and imagined movements, is a fundamental operation for both sensorimotor control and learning.

Adult↗
PubMed1997

[Risk assessment in ovarian hyperstimulation syndrome (OHS) using the machine learning system (Decision Master) in 155 in-vitro fertilisations and embryo-transfer (IVF/ET) cycles with a long stimulation protocol].

In 155 selected IVF/ET cycles stimulated with the long protocol 25 cycles with severe OHS are included which turned up later on (purposely overrepresented). An inductive machine learning program is described both in informatics and medical essentials. It is tested whether there exists an algorithm for ruling out the above-mentioned complication in the follicular phase of the same cycle already. By cross validation 89% of the OHS could be predicted and proven by practical rules using hormone and ultrasound values to avoid similar events in ongoing or further cycles.

Adult↗
PubMedDate not supplied

Cross-transfer effects in the upper extremity during an occupationally embedded exercise.

OBJECTIVE: Cross-transfer effects were investigated during an occupationally embedded task that involved learning a fine motor skill. Cross-transfer is a phenomenon that occurs when an untrained limb receives some of the same benefits in performance from unilateral training that the contralateral limb received. It was hypothesized that cross-transfer would occur after a unilateral training regime using an occupationally embedded task. METHOD: Forty-eight participants (mean age = 24.4 years) volunteered for this repeated-measures study. Participants were randomly assigned to a training or control group and were asked to complete a toy maze with their right and left hands for the pretest and posttest. Whereas participants in the control group did not train, participants in the training group completed a toy maze three times a day for 7 days with their left hands. All participants returned in 1 week to complete the posttest portion of the experiment. Dependent variables included movement time, movement units, force oscillations, and average force. RESULTS: Significant decreases in movement time and force oscillations were found for the untrained limbs (p < .0125) in the training group. No significant differences were found in movement units or average force. The improved movement time and force oscillations in the untrained limb provides evidence suggesting that cross-transfer occurred. CONCLUSION: This study indicates that with a population without impairments, cross-transfer can occur during an occupationally embedded task. This phenomenon may prove useful to the field of occupational therapy to rehabilitate immobilized extremities. Further research is needed to test this phenomenon with special populations.

Adult↗
PubMed2026

Response-optimised training improves learning of a complex motor task and closely related motor tasks.

Regular physical exercise is essential for promoting healthy aging and longevity. In older adults with varying physical and cognitive decline, optimising exercise interventions is crucial to maximise benefits. A promising approach to achieve this goal is by adjusting task demands to individual abilities in turn preventing over- or underloading their abilities. In the field of motor learning, it is currently unclear whether such an optimised training improves not only performance on the trained task but also transfers to untrained motor and cognitive tasks. We conducted a randomized, single-blinded, 6-week dynamic balance training (DBT) with healthy older adults (n&#xa0;=&#xa0;30). Training was tailored to individual balance ability. Participants were assigned to either suboptimal (high or low difficulty) or optimal (moderate difficulty) training groups. Transfer effects were assessed via cognitive tasks (memory and executive) and motor tasks (untrained DBT variations and other balance tasks) measured pre-, mid- and post-intervention. Multivariate longitudinal statistical analysis showed higher performance gains in the optimal training group in three out of six sessions compared to the suboptimal groups, especially under testing conditions with high task demands. The optimal group also showed greater improvements in near motor transfer tasks mid- and post-intervention, while no significant differences were observed in the cognitive tasks. Within-group DBT learning positively correlated with transfer gains, highlighting the role of training response in achieving transfer. In conclusion, optimised task difficulty in balance training enhances both task-specific performance and related motor skills, supporting the use of personalised interventions to maintain function and independence in older adults.

Humans↗
PubMed2006

Lack of generalization of object discrimination between spatial contexts by a bat.

Discrimination and generalization are important elements of cognition in the daily lives of animals. Nectar-feeding bats detect flowers by olfaction and probably vision, but also use echolocation and echo-perception of flowers in immediate target surroundings. The echo received from an interference-rich flower corolla is a function of a bat's own relative position in space. This raises the question how easily a free-flying bat will generalize an echo stimulus from a learning situation to a new spatial context where differences in relative flight approach trajectories may lead to an unfamiliar spectral composition of the self-generated echoes. We trained free-flying Glossophaga soricina in echoacoustic discrimination in a two-alternative forced-choice (2-AFC) paradigm at location A. We then tested at location B for spontaneous transfer of discrimination ability. Bats did not spontaneously transfer the discrimination ability acquired at A to location B. This lack of spontaneous generalization may have been caused by factors of the underlying learning mechanisms. 2-AFC tasks may not be representative of the natural foraging behaviour of flower-visiting bats. In contrast to insect-eating bats that constantly evaluate the environment to detect unpredictable prey, the spatial stability of flowers may allow flower visitors to rely on spatial memory to guide foraging. The 2-AFC task requires the disregard (learned irrelevance) of salient spatial location cues that are different at each new location. In Glossophaga, a conjunction between spatial context and 2-AFC discrimination learning may have inhibited the transfer of learned irrelevance of spatial location in the 2-AFC task to new spatial locations. Alternatively, the bats may have learnt the second discrimination task completely anew, and were faster only because of an acquired learning set. We suggest a dissociation between 2-AFC task acquisition and novel object discrimination learning to resolve the issue.

Animals↗
PubMed2004

Distance communication transfer of HIV prevention interventions to service providers.

Most acquired immunodeficiency syndrome (AIDS) service providers are in countries with little access to scientific developments relevant to their programs. It is critical to transfer advances from the scientific arena to service providers on a global scale. Human immunodeficiency virus (HIV) prevention organizations in 78 countries were randomized to receive either a control condition or a technology transfer condition with an interactive distance learning computer training curriculum and individualized distance consultation. Of 42 nongovernmental organizations in the technology transfer condition, 29 adopted the science-based program in their communities or trained other agencies to also use it. Advanced communication technologies can create a cost-effective infrastructure to disseminate new intervention models to service providers worldwide.

Communication↗
PubMed1985

Interhemispheric transfer of visual discrimination in pigeons with supraoptic decussation (DSO) lesions before and after monocular learning.

Pigeons were monocularly trained on a horizontal vs vertical line orientation discrimination. In one group of birds the supraoptic decussation (DSO) was lesioned prior to monocular training, while in another group the lesion was made after the birds learned the task. Both groups were then monocularly trained on the same task with the previously untrained eye. The brains of the birds were examined histologically after the behavioral experiment. In both groups the birds that had damage restricted to the dorsal part of the DSO showed successful interocular transfer and those with completely lesioned DSO did not show the transfer. The results suggest that the tecto-fugal pathway, which connects the two hemispheres via the ventral part of the DSO, is the crucial pathway for interocular transfer, and that memory for a monocularly learned discrimination is unilateral.

Animals↗
PubMed2003

Becoming a web-based learner: registered nurses' experiences.

AIMS: The purpose of the study was to describe Registered Nurses' experiences when taking a web-based course from either the workplace or home, and the impact of their learning on clinical practice. RATIONALE: Little is known about the web-based learners' experience, particularly when courses are accessed from the nursing practice setting. Even less is known about whether nurses transfer their web-based learning to clinical practice. METHODS: A qualitative design employing focus group interviews was used. Participants included hospital and community nurses from three Canadian provinces and one territory. Data were collected at three points over a 6-month period and analysed using a thematic analysis process. These findings emanate from a larger study using survey method and focus group interviews. RESULTS: The focus group interviews captured the hurdles nurses faced during the first weeks when they struggled with technology, re-framed their views of teaching and adjusted to web-based learning from home and work. These first stressful weeks were followed by a period during which nurses developed relationships with the teacher and peers that enabled them to focus on learning and prevented attrition. Most nurses reported the web course was convenient and that they would be interested and comfortable using technology for learning and work purposes in the future. Six weeks after the course was completed, nurses articulated a number of ways the course had improved their practice. CONCLUSION: Initial weeks in a web-based course can be very challenging for novice Internet users, however, most nurses who completed the course reported a positive learning experience. Nurses, employers and educators should evaluate computer skills, computer access and the learning environment when preparing for web-based learning.

Adult↗
PubMed2002

Self-controlled feedback: does it enhance learning because performers get feedback when they need it?

This paper examines whether self-controlled feedback schedules enhance learning, because they are more tailored to the performers' needs than externally controlled feedback schedules. Participants practiced a sequential timing task. One group of learners (self-control) was provided with feedback whenever they requested it, whereas another group (yoked) had no influence on the feedback schedule. The self-control group showed learning benefits on a delayed transfer test. Questionnaire results revealed that self-control learners asked for feedback primarily after good trials and yoked learners preferred to receive feedback after good trials. Analyses demonstrated that errors were lower on feedback than no-feedback trials for the self-control group but not for the yoked group. Thus, self-control participants appeared to use a strategy for requesting feedback. This might explain learning advantages of self-controlled practice.

Adult↗
PubMed2004

The role of oculomotor information in the learning of sequential aiming movements.

With their eyes initially on either the home, midline, or final end position, 30 participants practiced a 2-target aiming movement. After 120 acquisition trials, participants performed a retention test and were then transferred to each of the other 2 eye conditions. During acquisition, all groups improved over practice, but the home group showed the greatest improvement. The temporal improvement was most pronounced in the times spent after peak velocity. Retention and transfer tests indicated that participants performed best under eye-movement conditions that were the same as the 1 they had practiced in. There was also positive transfer of training between conditions in which the oculomotor information was similar. Thus, to optimize learning, one should practice under the same afferent and oculomotor conditions that will be required for the final performance.

Adult↗
PubMed1989

The effects of central processing strategies on learning disabled, mildly retarded, average, and gifted children's elaborative encoding abilities.

The purpose of these studies was to examine potential central processing strategy differences among subgroups of children on a series of elaborative encoding tasks. To this end, two experiments included four ability groups (slow learners, learning disabled, average, and intellectually gifted children) who recalled words embedded in sentences. In general, the results suggest that lower verbal and learning ability subgroups recalled less information during elaboratorive encoding conditions than higher ability groups. More importantly, however, the results indicated that lower ability groups differed from higher ability groups in how they shared, discriminated, and selectively allocated resources between the central and secondary recall tasks. The results were discussed within a framework that views individual differences in encoding as reflecting central processing (i.e., resource monitoring) deficiencies.

Aptitude↗