scholarly journals The effect of single-task training on learning transfer to a novel bimanual task

2019 ◽  
Author(s):  
Zaeem Hadi ◽  
Aqsa Shakeel ◽  
Hafsa Ahmad ◽  
Muhammad Nabeel Anwar ◽  
Muhammad Samran Navid
Keyword(s):  
Transfer Test ◽  
Transfer Of Learning ◽  
Learning Effect ◽  
Learning Transfer ◽  
Contextual Interference ◽  
Knowledge Of Results ◽  
Single Task ◽  
Task Setting ◽  
Bimanual Task ◽  
Task Practice

AbstractBackgroundThe contextual interference effect suggests that the random practice of multiple-tasks is more beneficial for the retention and transfer of the learning as compared to blocked practice. Therefore, the transfer of learning is usually attributed to the contextual interference effect and is studied in a multi-task setting.ObjectiveThe goals of this study were to evaluate whether the transfer of learning (i) can occur when a single bimanual task is practiced, (ii) is affected by the knowledge of results (feedback), and (iii) sustains over an extended number of trials.MethodsFifty-two healthy subjects were equally divided into four groups. Before the transfer test, two groups practiced a bimanual finger-tapping task with feedback (EF) and without feedback (ENF). The third group (IM) practiced the same task using the kinesthetic motor imagery, whereas the last group acted as a control (CTRL) and performed only a bimanual button-pressing task used for the transfer test.ResultsLinear mixed-model showed that in the transfer test, groups EF, ENF and IM had similar performance but significantly higher scores compared to the CTRL group. Compared to the CTRL, the EF and IM groups showed significantly improved performance in most of the sessions but group ENF had similar results.ConclusionThis study suggests that the single-task practice of a discrete bimanual task can facilitate the learning transfer to a novel task and knowledge of results (feedback) have no significant impact on the transfer of learning. Moreover, the transfer of learning effect does not disappear in extended trials.HighlightsSingle-task practice of a discrete bimanual task can facilitate the learning of a novel bimanual taskKnowledge of results (feedback) does not improve learning transfer in single-task settingTransfer of learning effect does not disappear in extended trials

Finding the Critical Few

2016 ◽  
pp. 127-157
Author(s):  
Paul Donovan
Keyword(s):  
Regression Analysis ◽  
Behavior Change ◽  
Transfer Of Learning ◽  
Learning Transfer ◽  
Development Program ◽  
Training Transfer ◽  
Assessment Report ◽  
Evaluation Practice ◽  
Successful Case

The purpose of this chapter is to describe a successful case study of evaluation and learning transfer in a Global CRO (ICON) located in Dublin, Ireland. The case study focuses on a management development program entitled Management Essentials Two. The evaluation element of the exercise engaged the theories of Kirkpatrick and Phillips as a fundamental approach. The outcomes of the program that were measured included Levels one, two and three of both models. Post program behavior change was selected as a measure of transfer. In a departure from standard evaluation practice the case study employed an original inventory, “System of Training Transfer Assessment Report” (STAR), to measure the factors leading to transfer (Donovan & Darcy, 2011). Regression analysis was used to identify four factors that were critical to transfer of learning at ICON. Lessons for ICON, practitioners, and researchers are drawn.

THE INFLUENCE OF TDCS INTENSITY ON DECISION-MAKING TRAINING AND TRANSFER OUTCOMES

2020 ◽  
Author(s):  
Shane E Ehrhardt ◽  
Hannah L. Filmer ◽  
Yohan Wards ◽  
Jason B Mattingley ◽  
Paul E Dux
Keyword(s):  
Dual Task ◽  
Reaction Times ◽  
Performance Outcomes ◽  
Single Task ◽  
Training Performance ◽  
Dual Task Performance ◽  
Task Component ◽  
Task Practice ◽  
Task Training ◽  
Performance Gains

Transcranial direct current stimulation (tDCS) has been shown to improve single- and dual-task performance in healthy participants and enhance transferable training gains following multiple sessions of combined stimulation and task-practice. However, it has yet to be determined what the optimal stimulation dose is for facilitating such outcomes. We aimed to test the effects of different tDCS intensities, with a commonly used electrode montage, on performance outcomes in a multi-session single/dual-task training and transfer protocol. In a pre-registered study, 123 participants, who were pseudorandomised across four groups, each completed six sessions (pre- and post-training sessions and four combined tDCS and training sessions) and received 20 minutes of prefrontal anodal tDCS at 0.7 mA, 1.0 mA, 2.0 mA, or 15-second sham stimulation. Response time and accuracy were assessed in trained and untrained tasks. The 1.0 mA group showed substantial improvements in single-task reaction time and dual-task accuracy, with additional evidence for improvements in dual-task reaction times, relative to sham performance. This group also showed near transfer to the single-task component of an untrained multitasking paradigm. The 0.7 mA and 2.0 mA intensities varied in which performance measures they improved on the trained task, but in sum, the effects were less robust than for the 1.0 mA group and there was no evidence for the transfer of performance. Our study highlights that training performance gains are augmented by tDCS, but their magnitude and nature are not uniform across stimulation intensity.

Contextual determinants of the social-transfer-of-learning effect

2011 ◽  
Vol 211 (3-4) ◽  
pp. 415-422 ◽  
Author(s):  
Nadia Milanese ◽  
Cristina Iani ◽  
Natalie Sebanz ◽  
Sandro Rubichi
Keyword(s):  
Transfer Of Learning ◽  
Learning Effect ◽  
The Social ◽  
Social Transfer ◽  
Contextual Determinants

scholarly journals Effect of self-controlled knowledge of results in motor skill learning of elderly adults

2007 ◽  
Vol 2 (1) ◽  
pp. 22-30
Author(s):  
Lucieni B. Alcântara ◽  
Michela A. F. Alves ◽  
Renata C. O. Santos ◽  
Lívia K. de Medeiros ◽  
Wesley R. Gonçalves ◽  
...  
Keyword(s):  
Motor Skill ◽  
Transfer Test ◽  
Skill Learning ◽  
The Self ◽  
Acquisition Phase ◽  
Motor Skill Learning ◽  
Elderly Adults ◽  
Knowledge Of Results ◽  
Target Time ◽  
Tennis Balls

The aim of this study was to analyze the effects of self-controlled knowledge of results (KR) in motor skill learning of elderly adults. Twenty subjects (65.45 + 5.34 years-old), inexperienced in the required task, were randomly distributed in two experimental groups: 1) Self-controlled Group, who received KR whenever requested; 2) Yoked Group, who received KR on the same trials of the Self-controlled Group. The task consisted of moving three tennis balls into six roles, positioned in a wood platform, in a previously determined sequence and target time. During the acquisition phase, the subjects performed 45 trials with a target time of 4500 ms. The immediate transfer tests, conducted ten minutes after the acquisition phase, consisted of 45 trials with a target time of 5000 ms. After forty eight hours, the same procedure was conducted for the latest transfer test. The results showed marginal differences, suggesting a higher performance of self-controlled group. It was concluded that selfcontrolled KR is helpful to promote motor learning in elderly adults.

Dual-Task Measures of S-R Compatibility

1979 ◽  
Vol 23 (1) ◽  
pp. 422-426
Author(s):  
George D. Ogden ◽  
Nancy S. Anderson ◽  
Angela M. Rieck
Keyword(s):  
Reaction Time ◽  
Task Performance ◽  
Dual Task ◽  
Tracking Task ◽  
Single Task ◽  
Induced Stress ◽  
Task Setting ◽  
Choice Reaction Task ◽  
Reaction Performance ◽  
Reaction Task

The present study was designed to compare single-task and dual-task measures of S-R compatibility. A numeral-motor choice-reaction task was performed alone and with a secondary tracking task. The level of compatibility was varied by manipulating the S-R assignments in the choice-reaction task. Results of the single-task trials indicated that reaction time was significantly slower for the incompatible conditions. Reaction time was slower, more errors were made, and fewer problems were attempted in the incompatible dual-task trials. Despite instructions to maintain choice-reaction performance at single-task levels, incompatible task performance was significantly degraded in the dual-task setting. Results indicated that resistance to task-induced stress may be a major indicant of the level of compatibility.

scholarly journals An Evaluation of Simulation Debriefings on Student Nurses’ Perceptions of Clinical Reasoning and Learning Transfer: A Mixed Methods Study

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Sandra Johnston ◽  
Robyn Nash ◽  
Fiona Coyer
Keyword(s):  
Mixed Methods ◽  
Clinical Reasoning ◽  
Transfer Of Learning ◽  
Nursing Student ◽  
Learning Transfer ◽  
Intervention Group ◽  
Cognitive Effort ◽  
Control Group ◽  
Significant Difference ◽  
Post Test

AbstractTo aim of this study was to explore undergraduate nursing student (n = 256) perceptions of clinical reasoning ability and learning transfer after participating in either a standard post simulation debriefing or a debriefing based on transfer of learning principles. Background: It is assumed that students will transfer what they have learned from simulation to real world practice, however, some students are unable to identify the relevance of simulated learning experiences if scenarios are dissimilar to clinical placement settings. The nature and extent what is able to be transferred from simulated to real settings is unclear, particularly in relation to complex processes such as clinical reasoning. Transfer of learning to a new situation involves deliberate cognitive effort, including reflection and mindful abstraction of central attributes of a problem. As reflection is a key element in learning transfer, the debriefing element of simulation was seen to be a platform for this study. Method: A convergent parallel mixed methods design used a pre-test, post-test survey and focus group interviews. Results: No statistically significant difference in post-test clinical reasoning scores between groups was found. There was a statistically significant improvement in 12 out of 15 criteria among the control group and in 8 of the criteria among the intervention group. Qualitative findings provided some evidence that learning had transferred to clinical settings. Evidence of “near” transfer was more evident than “far” transfer. Conclusion: Positive findings included that all students perceived they had transferred the skills of patient assessment and effective communication during episodes of patient care. The concept of a “framework” being verbalized by many of the intervention group during practice is a promising finding and may be a useful direction for further research focusing on the instructional demonstration of explicitly promoting a level of abstraction of problems and prompting participants to search for conceptual connections. This may indicate retained idea or concepts from the debriefing which may be useful in future practice.

Investigation of the Contextual Interference Effect in the Manipulation of the Motor Parameter of Over-All Force

1996 ◽  
Vol 83 (3) ◽  
pp. 735-743 ◽  
Author(s):  
Jeff E. Goodwin ◽  
Harry J. Meeuwsen
Keyword(s):  
Interference Effect ◽  
Transfer Test ◽  
Motor Program ◽  
Contextual Interference ◽  
Random Condition ◽  
Golf Putting ◽  
Practice Condition ◽  
Undergraduate Women ◽  
Motor Parameter ◽  
Generalized Motor Program

This investigation examined the contextual interference effect when manipulating over-all force in a golf-putting task. Undergraduate women ( N = 30) were randomly assigned to a Random, Blocked-Random, or Blocked practice condition and practiced golf putting from distances of 2.43 m, 3.95 m, and 5.47 m during acquisition. Subjects in the Random condition practiced trials in a quasirandom sequence and those in the Blocked-Random condition practiced trials initially in a blocked sequence with the remainder of the trials practiced in a quasirandom sequence. In the Blocked condition subjects practiced trials in a blocked sequence. A 24-hr. transfer test consisted of 30 trials with 10 trials each from 1.67 m, 3.19 m, and 6.23 m. Transfer scores supported the Magill and Hall (1990) hypothesis that, when task variations involve learning parameters of a generalized motor program, the benefit of random practice over blocked practice would not be found.

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