Supplemental Material for Rapid Learning of Associations Between Sound and Action Through Observed Movement: A TMS Study

2016 ◽  
Keyword(s):  
Rapid Learning

scholarly journals Rapid learning of minimally different words in five- to six-year-old children: effects of acoustic salience and hearing impairment

2015 ◽  
Vol 43 (2) ◽  
pp. 310-337 ◽  
Author(s):  
MARCEL R. GIEZEN ◽  
PAOLA ESCUDERO ◽  
ANNE E. BAKER
Keyword(s):  
Cochlear Implant ◽  
Hearing Impairment ◽  
Normal Hearing ◽  
Task Demands ◽  
Deaf Children ◽  
Matching Task ◽  
Object Matching ◽  
Rapid Learning ◽  
Minimal Pairs

AbstractThis study investigates the role of acoustic salience and hearing impairment in learning phonologically minimal pairs. Picture-matching and object-matching tasks were used to investigate the learning of consonant and vowel minimal pairs in five- to six-year-old deaf children with a cochlear implant (CI), and children of the same age with normal hearing (NH). In both tasks, the CI children showed clear difficulties with learning minimal pairs. The NH children also showed some difficulties, however, particularly in the picture-matching task. Vowel minimal pairs were learned more successfully than consonant minimal pairs, particularly in the object-matching task. These results suggest that the ability to encode phonetic detail in novel words is not fully developed at age six and is affected by task demands and acoustic salience. CI children experience persistent difficulties with accurately mapping sound contrasts to novel meanings, but seem to benefit from the relative acoustic salience of vowel sounds.

Video Feedforward for Rapid Learning of a Picture-Based Communication System

2013 ◽  
Vol 44 (4) ◽  
pp. 926-936 ◽  
Author(s):  
Jemma Smith ◽  
Linda Hand ◽  
Peter W. Dowrick
Keyword(s):  
Communication System ◽  
Rapid Learning

Learning healthcare systems and rapid learning in radiation oncology: Where are we and where are we going?”

2021 ◽  
Author(s):  
Gareth Price ◽  
Ranald Mackay ◽  
Marianne Aznar ◽  
Alan McWilliam ◽  
Corinne Johnson-Hart ◽  
...  
Keyword(s):  
Radiation Oncology ◽  
Healthcare Systems ◽  
Rapid Learning

Retention of Hindlimb Stepping Ability in Adult Spinal Cats After the Cessation of Step Training

1999 ◽  
Vol 81 (1) ◽  
pp. 85-94 ◽  
Author(s):  
R. D. De Leon ◽  
J. A. Hodgson ◽  
R. R. Roy ◽  
V. R. Edgerton
Keyword(s):  
Weight Bearing ◽  
Activity Patterns ◽  
Motor Task ◽  
Full Weight Bearing ◽  
Electromyographic Activity ◽  
Locomotor Training ◽  
Neural Pathways ◽  
Step Cycle ◽  
Rapid Learning ◽  
Hindlimb Muscle

de Leon, R. D., J. A. Hodgson, R. R. Roy, and V. R. Edgerton. Retention of hindlimb stepping ability in adult spinal cats after the cessation of step training. J. Neurophysiol. 81: 85–94, 1999. Adult spinal cats were trained to perform bipedal hindlimb locomotion on a treadmill for 6–12 wk. After each animal acquired the ability to step, locomotor training was withheld, and stepping was reexamined 6 and 12 wk after training ended. The performance characteristics, hindlimb muscle electromyographic activity patterns, and kinematic characteristics of the step cycle that were acquired with training were largely maintained when training was withheld for 6 wk. However, after 12 wk without training, locomotor performance declined, i.e., stumbling was more frequent, and the ability to consistently execute full weight-bearing steps at any treadmill speed decreased. In addition, the height that the paw was lifted during the swing phase decreased, and a smaller range of extension in the hindlimbs occurred during the E3 phase of stance. When three of the spinal cats underwent 1 wk of retraining, stepping ability was regained more rapidly than when trained initially. The finding that stepping ability in trained adult spinal cats can persist for 6 wk without training provides further evidence that training-induced enhancement of stepping is learned in the spinal cats and that a memory of the enhanced stepping is stored in the spinal networks. However, it appears that the spinal cord can forget how to consistently execute stepping if that task is not practiced for 12 wk. The more rapid learning that occurred with retraining is also consistent with a learning phenomenon. These results in conjunction with our earlier findings suggest that the efficacy of the neural pathways that execute a motor task is highly dependent on the periodic activation of those pathways in a sequence compatible with that motor task.

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