scholarly journals Development of oddity concept learning in children: an evidence of intra-modal transfer

2019 ◽  
Vol 7 (8) ◽  
pp. 13-23
Author(s):  
Abu Bokor Siddik ◽  
Najjeda Nahar
Keyword(s):  
Concept Learning ◽  
Transfer Test ◽  
Transfer Of Learning ◽  
Human Subjects ◽  
Stimulus Generalization ◽  
Baseline Training ◽  
Accuracy Rate ◽  
Oddity Learning ◽  
Oddity Discrimination ◽  
Specific Learning

We investigated the formation of oddity concept in human subjects by means of multiple oddity discrimination tasks. Four human subjects were concurrently trained to discriminate an odd object from three identical objects in a row where the former one was reinforced. Discrimination tasks were gradually increased (e.g. 12 oddity tasks, 30 oddity tasks). Two out of four human subjects rapidly learned the acquisition tasks with higher accuracy rate suggesting that they seemed to avoid responding based on the strategy of the item-specific learning and to adopt relational processing. This assumption was stronger when robust transfer of learning with higher accuracy in baseline training performances was showed by them in transfer test 1 and transfer test 2. Although these findings offer evidence of relational oddity learning in humans, the possibility of the effect of stimulus generalization and the sense of perceptual oddity could not be excluded.

scholarly journals Beyond the afterglow: Effective transfer of learning through instructional design

2020 ◽  
Vol 8 (1) ◽  
pp. 173-186
Author(s):  
John P Egan
Keyword(s):  
Community Of Practice ◽  
Transfer Of Learning ◽  
Course Design ◽  
Educational Practice ◽  
Learning Technologies ◽  
Learning Activities ◽  
Practice Transfer ◽  
Effective Transfer ◽  
Study Participants ◽  
Specific Learning

This article examines the experiences of students after completing an online postgraduate learning technologies applications course with respect to the transfer of learning of skills, knowledges, and perspectives to their professional educational practice. Transfer of learning was perceived to have occurred with respect to overall course design and specific learning activities. Transfer of learning from the course to educational practice was seen as effective for most study participants; however, the strong community of practice inculcated within the course eroded after the course ended.

Effect of S-R Discontiguity and Double Responding on Two-Odd Oddity Learning by Retardates

1974 ◽  
Vol 35 (3) ◽  
pp. 1327-1331
Author(s):  
Richard A. Wunderlich
Keyword(s):  
Site Response ◽  
Institutionalized Children ◽  
Oddity Learning ◽  
Double Response ◽  
Oddity Discrimination ◽  
Response Group ◽  
Remote Response

36 institutionalized children whose MA scores were at least 3 yr. below their CAs were divided into three matched groups of 12 subjects each and presented with a two-odd oddity discrimination. In two groups (S … R and Double-response), a 6-in. spatial gap was imposed between the oddity stimuli and the site response. Group Double-response differed from Group S … R only in requiring a double response, i.e., touching a chosen S before making R, In a third group (S + R), no spatial discontiguity between S and R existed; subjects responded directly to the oddity stimulus and not to the remote response block. In contrast to earlier studies there was little effect of discontiguity or of double responding on performance. Most subjects learned the oddity discrimination regardless of their experimental condition and in this regard were unlike retardates of other studies. Several possible explanations are offered.

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

Effect of test stimulus range on stimulus generalization in human subjects.

1974 ◽  
Vol 102 (4) ◽  
pp. 634-639 ◽  
Author(s):  
Gary Hansen ◽  
Arthur Tomie ◽  
David R. Thomas ◽  
Doris H. Thomas
Keyword(s):  
Test Stimulus ◽  
Human Subjects ◽  
Stimulus Range ◽  
Stimulus Generalization

scholarly journals Restricted transfer of learning between unimanual and bimanual finger sequences

2017 ◽  
Vol 117 (3) ◽  
pp. 1043-1051 ◽  
Author(s):  
Atsushi Yokoi ◽  
Wenjun Bai ◽  
Jörn Diedrichsen
Keyword(s):  
Motor Skills ◽  
Human Subjects ◽  
Critical Question ◽  
Reaching Movement ◽  
Bimanual Movements ◽  
Neural Representations ◽  
Sequence Production ◽  
Left And Right ◽  
Main Component ◽  
Specific Learning

When training bimanual skills, such as playing piano, people sometimes practice each hand separately and at a later stage combine the movements of the two hands. This poses the critical question of whether motor skills can be acquired by separately practicing each subcomponent or should be trained as a whole. In the present study, we addressed this question by training human subjects for 4 days in a unimanual or bimanual version of the discrete sequence production task. Both groups were then tested on trained and untrained sequences on both unimanual and bimanual versions of the task. Surprisingly, we found no evidence of transfer from trained unimanual to bimanual or from trained bimanual to unimanual sequences. In half the participants, we also investigated whether cuing the sequences on the left and right hand with unique letters would change transfer. With these cues, untrained sequences that shared some components with the trained sequences were performed more quickly than sequences that did not. However, the amount of this transfer was limited to ∼10% of the overall sequence-specific learning gains. These results suggest that unimanual and bimanual sequences are learned in separate representations. Making participants aware of the interrelationship between sequences can induce some transferrable component, although the main component of the skill remains unique to unimanual or bimanual execution. NEW & NOTEWORTHY Studies in reaching movement demonstrated that approximately half of motor learning can transfer across unimanual and bimanual contexts, suggesting that neural representations for unimanual and bimanual movements are fairly overlapping at the level of elementary movement. In this study, we show that little or no transfer occurred across unimanual and bimanual sequential finger movements. This result suggests that bimanual sequences are represented at a level of the motor hierarchy that integrates movements of both hands.

Elevated level of circulatory sTLT1 induces inflammation through SYK/MEK/ERK signalling in coronary artery disease

2019 ◽  
Vol 133 (22) ◽  
pp. 2283-2299
Author(s):  
Apabrita Ayan Das ◽  
Devasmita Chakravarty ◽  
Debmalya Bhunia ◽  
Surajit Ghosh ◽  
Prakash C. Mandal ◽  
...  
Keyword(s):  
Risk Factors ◽  
Coronary Artery Disease ◽  
Coronary Artery ◽  
Chronic Inflammation ◽  
Ex Vivo ◽  
Human Subjects ◽  
Critical Role ◽  
Atherosclerotic Cardiovascular Disease ◽  
Tnf Α ◽  
Artery Disease

Abstract The role of inflammation in all phases of atherosclerotic process is well established and soluble TREM-like transcript 1 (sTLT1) is reported to be associated with chronic inflammation. Yet, no information is available about the involvement of sTLT1 in atherosclerotic cardiovascular disease. Present study was undertaken to determine the pathophysiological significance of sTLT1 in atherosclerosis by employing an observational study on human subjects (n=117) followed by experiments in human macrophages and atherosclerotic apolipoprotein E (apoE)−/− mice. Plasma level of sTLT1 was found to be significantly (P<0.05) higher in clinical (2342 ± 184 pg/ml) and subclinical cases (1773 ± 118 pg/ml) than healthy controls (461 ± 57 pg/ml). Moreover, statistical analyses further indicated that sTLT1 was not only associated with common risk factors for Coronary Artery Disease (CAD) in both clinical and subclinical groups but also strongly correlated with disease severity. Ex vivo studies on macrophages showed that sTLT1 interacts with Fcɣ receptor I (FcɣRI) to activate spleen tyrosine kinase (SYK)-mediated downstream MAP kinase signalling cascade to activate nuclear factor-κ B (NF-kB). Activation of NF-kB induces secretion of tumour necrosis factor-α (TNF-α) from macrophage cells that plays pivotal role in governing the persistence of chronic inflammation. Atherosclerotic apoE−/− mice also showed high levels of sTLT1 and TNF-α in nearly occluded aortic stage indicating the contribution of sTLT1 in inflammation. Our results clearly demonstrate that sTLT1 is clinically related to the risk factors of CAD. We also showed that binding of sTLT1 with macrophage membrane receptor, FcɣR1 initiates inflammatory signals in macrophages suggesting its critical role in thrombus development and atherosclerosis.

Intradermal challenge with interleukin-8 causes tissue oedema and neutrophil accumulation in atopic and non-atopic human subjects

1996 ◽  
Vol 26 (12) ◽  
pp. 1371-1379 ◽  
Author(s):  
J. Douglass ◽  
D. Dhami ◽  
M. Bulpitt ◽  
I. J. Lindley ◽  
J. Shute ◽  
...  
Keyword(s):  
Human Subjects ◽  
Interleukin 8 ◽  
Neutrophil Accumulation ◽  
Tissue Oedema
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