Prospective Corollary of Ophthalmic Nanomedicine: A Concept Shift toward Chitosan-Based Mucoadhesive Nanomedicine

The literature suggested that, whereas prior partial reinforcement of a relevant dimension in a concept-shift task has a detrimental effect on learning an extradimensional shift, prior partial reinforcement of an irrelevant dimension has no effect on subsequent transfer performance. The experiment involved increasing the salience of a partially reinforced irrelevant dimension by varying the number of values on this dimension during original learning and determining the effects of this on extra-dimensional shift performance. Subjects were 120 male and female students. Negative transfer occurred. The effect interacted with the number of values present on irrelevant dimensions; results were interpreted in terms of the relative noticeability of the different dimensions within the paradigm.

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From hardware and software to kernels and envelopes: a concept shift for robotics, developmental psychology, and brain sciences

Neuromorphic and Brain-Based Robots ◽

10.1017/cbo9780511994838.011 ◽

2012 ◽

pp. 217-250 ◽

Cited By ~ 1

Author(s):

Frédéric Kaplan ◽

Pierre-Yves Oudeyer ◽

Jeffrey Krichmar ◽

Hiroaki Wagatsuma

Keyword(s):

Developmental Psychology ◽

Brain Sciences ◽

Concept Shift

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Factor Analytic Study of Learning and Perceptual and Conceptual Performance by a Psychiatric Outpatient Population

Psychological Reports ◽

10.2466/pr0.1967.21.1.129 ◽

1967 ◽

Vol 21 (1) ◽

pp. 129-139

Author(s):

J. R. Sutterer ◽

C. J. Rosecrans

Keyword(s):

Discrimination Test ◽

Psychiatric Outpatients ◽

Embedded Figures Test ◽

Paired Associates ◽

Factor Analytic Study ◽

Dimensions Of Learning ◽

High Intelligence ◽

Conceptual Performance ◽

Tone Discrimination ◽

Concept Shift

43 psychiatric outpatients of varying diagnoses were given a battery of tests, i.e., a Circle Discrimination Test, Tone Discrimination Test, Gottschaldt Embedded-figures Test, Paired Associates, and a Concept Shift Test. Scores derived from these 5 tests, plus age and IQ (13 variables) were intercorrelated and factor analyzed to establish the dimensions of learning and perceptual and conceptual performance for these psychiatric outpatients. The 5 orthogonal factors obtained were named: discrimination, rapid concept-shift adaptation, learning-reasoning, older age-high intelligence, and slow concept-shift adaptation.

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