PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Transfer learning”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,801 records · Page 100Linked to original sources
PubMed1999

A neural model of saccadic eye movement control explains task-specific adaptation.

Multiple brain learning sites are needed to calibrate the accuracy of saccadic eye movements. This is true because saccades can be made reactively to visual cues, attentively to visual or auditory cues, or planned in response to memory cues using visual, parietal, and prefrontal cortex, as well as superior colliculus, cerebellum, and reticular formation. The organization of these sites can be probed by displacing a visual target during a saccade. The resulting adaptation typically shows incomplete and asymmetric transfer between different tasks. A neural model of saccadic system learning is developed to explain these data, as well as data about saccadic coordinate changes.

Adaptation, Physiological↗
PubMed2002

Technological transfers from the European space programs: a dynamic view and comparison with other R&D projects.

This article presents the results and lessons learned from a series of studies carried out by the BETA research team (University Louis Pasteur of Strasbourg, France) to measure the spin-offs and technological transfers that resulted from European space programs. Beyond the quantitative results that are analyzed in detail, the article examines some of the main qualitative characteristics that shape the technology transfer process generated by these programs. In particular, it is demonstrated that three main characteristics have a significant impact on the technology transfer process: the nature of the technologies at stake (their degree of maturity, their degree of diversity, the extent to which they are generic or specific), the nature of the network of participants to the programs (the degree of mutual trust, the existence of absorptive capabilities) and the nature of the organizational structure of those firms which participated in the projects (their degree of decentralization, their degree of vertical integration). The article concludes by discussing how these lessons learned could be used to shape the procurement policies to be followed by space agencies in order to favor a high potential for technological transfers arising from future space projects.

Europe↗
PubMed2005

Using computer-assisted learning to gain knowledge about child death and bereavement.

Computer-assisted learning (CAL) can be a useful tool in helping nurses to learn about child death and bereavement. A CAL package on the care of children with life-limited illnesses and their families has been designed, developed and evaluated with students on the diploma in nursing (child) programme. Early indications are that CAL, in conjunction with teacher support, can offer a means to allow individuals to work at their own pace, apply learning and explore new learning in a non-threatening environment. This article argues that the skills required to care holistically for children with life-threatening illnesses and their families are complex. Extensive applications of previously learnt transferable skills, as well as a good grasp of multidisciplinary working, are needed. In turn, these skills are transferable and applicable in almost any other professional situation. CAL combines different learning styles, such as factual information giving, enquiry-based and practice-based learning; therefore, integrating learning about child death and bereavement both in theory and in practice.

Attitude of Health Personnel↗
PubMed1991

Interocular transfer of depth discrimination in intact and in DSO-sectioned pigeons.

Interocular transfer (IOT) of a depth discrimination task was studied in intact pigeons and with a section of the supraoptic decussation (DSO). Animals were trained to respond to the nearer of two small light emitting diodes placed at different depths in the left and right compartments of a black tunnel. The near stimulus (at 10.5 cm from the eyes) and the far one (at 21 cm) could only be seen one at a time. Though the task was difficult to learn monocularly, intact as well as lesioned animals had good transfer scores with the untrained eye. Success in transfer may be related to the presentation of the discriminanda which assured that their images impinged upon the retinal 'red field'. DSO-transection did not affect IOT possibly because differential oculomotor adjustments needed for focusing near or far targets provide central bilateral and/or binocular information which is not conveyed by the DSO.

Animals↗
PubMed1993

Selective hippocampal lesions abolish the contextual specificity of latent inhibition and conditioning.

The contextual specificity of the conditioned response (CR) and latent inhibition (LI) was examined in rats with selective hippocampal lesions. Acquisition of the CR to a novel conditioned stimulus (CS) was equally rapid in control and hippocampal rats (Experiments 1 and 2), and CS preexposure disrupted acquisition, (i.e., produced LI) to an equal extent in both groups (Experiment 2). In control subjects, however, the CR established in one context transferred incompletely to a second context (Experiment 1), and LI was attenuated when CS preexposure and conditioning occurred in different contexts (Experiment 3). This context specificity of the CR and LI was not apparent in hippocampal rats--the CR and LI transferred readily from one context to another. In addition, hippocampal rats were impaired in a spatial learning task (Experiment 2) but were unimpaired in learning a Pavlovian contextual discrimination (Experiment 3). These results suggest that a common contextual retrieval process underlies the contextual dependence of the CR and of LI and that this process is mediated by the hippocampus.

Animals↗
PubMed1997

Learning in the development of infant locomotion.

Infants master crawling and walking in an environment filled with varied and unfamiliar surfaces. At the same time, infants' bodies and skills continually change. The changing demands of everyday locomotion require infants to adapt locomotion to the properties of the terrain and to their own physical abilities. This Monograph examines how infants acquire adaptive locomotion in a novel task--going up and down slopes. Infants were tested longitudinally from their first week of crawling until several weeks after they began walking. Everyday locomotor experience played a central role in adaptive responding. Over weeks of crawling, infants' judgments became increasingly accurate, and exploration became increasingly efficient. There was no transfer over the transition from crawling to walking. Instead, infants learned, all over again, how to cope with slopes from an upright position. Findings indicate that learning generalized from everyday experience traveling over flat surfaces at home but that learning was specific to infants' typical method of locomotion and vantage point. Moreover, learning was not the result of simple associations between a particular locomotor response and a particular slope. Rather, infants learned to gauge their abilities on-line as they encountered each hill at the start of the trial. Change in locomotor responses and exploratory movements revealed a process of differentiation and selection spurred by changes in infants' everyday experience, body dimensions, and locomotor proficiency on flat ground.

Child Development↗
PubMed1982

Varieties of transference in the analysis of an adolescent.

Material from four and a half years of five times per week analysis of a 15-year-old boy is used to examine a series of transference issues, in particular the distinction between an externalizing and a differentiated transference. The initial year-and-a-half of intense anxiety and resistance to treatment is discussed in relation to this difference and the externalizing transference is viewed both as a resistance and as a step in the formation of integrated self and object representations, leading to a differentiated transference. The distinction is also of value near the end of the analysis when an attempted unilateral termination by the adolescent is conceptualized as a shift from a differentiated to an externalizing transference.

Adolescent↗
PubMed2004

Effects of age on associating virtual and embodied toys.

Technologies such as videos, toys, and video games are used as tools in delivering education to young children. Do children spontaneously transfer between virtual and real-world mediums as they learn? Fifty-six children learned facts about a toy dog presented through varying levels of technology and interactivity (e.g., video game, stuffed animal, picture books). They then met a similar dog character in a new embodiment (e.g., as a stuffed animal if first met the dog as video character). Would children spontaneously generalize the facts they learned about the dog character across mediums (dynamic and static environments)? Results indicate that younger children were more likely to generalize facts across mediums. Specific aspects of the level of technology and interactivity had little effect.

Child↗
PubMed2000

Physical and observational practice afford unique learning opportunities.

In 2 experiments, the authors studied the effectiveness of physical and observational practice on learning and the effect on learning of combining physical practice and observation, as compared with providing physical practice alone. In Experiment 1, retention and transfer performance of 30 university students after physical, observational, or no practice were contrasted. Consistent with findings from other studies, the retention results indicated that observational practice is inferior to physical practice. The transfer data indicated no differences between observation and physical practice groups. In Experiment 2, retention and transfer performance of 30 participants in physical and combined (alternating physical and observational) practice groups were contrasted. The retention results showed no differences between the combined and physical practice groups, but the combined group performed significantly better than the physical practice group on the transfer test. Those findings suggest that a combination of observation and physical practice permits unique opportunities for learning beyond those available via either practice regimen alone.

Analysis of Variance↗
PubMed1990

Utility of an elevated plus-maze for the evaluation of memory in mice: effects of nootropics, scopolamine and electroconvulsive shock.

An elevated plus-maze consisting of two open and two enclosed arms was employed for an evaluation of memory in mice. Mice in the plus-maze escaped from the open arm to the enclosed arm because mice apparently dislike open and high spaces. The time it took for the mice to move from the open arm to the enclosed arm (transfer latency) was recorded. The transfer latency after the 2nd day was significantly shorter than that on the 1st day when it was recorded at a rate of one trial a day for 5 days. The transfer latency on the 2nd day was significantly prolonged in the mice administered electroconvulsive shock (300 V, 1 s) or scopolamine (20 micrograms, ICV) immediately after the first trial compared to the transfer latency in the control group. The prolongation of transfer latency in the mice administered an electroconvulsive shock was reversed by pretreatment with aniracetam (20 mg/kg, PO), but not tacrine and physostigmine. The prolongation of transfer latency in the mice administered scopolamine was reversed by pretreatment with aniracetam (10 and 20 mg/kg, PO) tacrine (1 and 3 mg/kg, PO), or physostigmine (0.025-0.2 mg/kg, IP). These results suggest that transfer latency may be one of the parameters of learning and memory.

Amnesia↗
PubMed1977

Further studies of tactile perception and motor coordination in agenesis of the corpus callosum.

A 12-year-old female with total agenesis of the corpus callosum has been tested on several tasks involving tactile perception and motor coordination. Her performance has been compared with a group of normals of the same age and sex and a group of subjects matched for age, sex and I.Q. On 3 of the bimanual motor coordination tasks the acallosal's performance was not clearly distinguishable from the control's. She was, however, slower than the controls on the pegboard task. On a transfer of training task (formboard) the acallosal was slower than normals and did not manifest transfer. However, transfer of training was shown on a maze-learning task. No deficit was found in the ability to tactually cross-identify objects, but a deficit in tactile cross-localization was evidenced.

Adolescent↗
PubMed1998

Adaptive internal model of intrinsic kinematics involved in learning an aiming task.

The elbow-joint angle and the shoulder-joint angle of participants aiming at targets were multiplied in an experiment that used a position-recording system and a cathode-ray tube screen. The linear transformation in joint angles (intrinsic coordinates) corresponded to a nonlinear transformation between the hand coordinates and the screen coordinates (extrinsic coordinates). We examined whether participants could learn this transformation in the intrinsic coordinates or in the extrinsic coordinates by investigating intermanual (between-hands) transfer under an intrinsically consistent condition and an extrinsically consistent condition. Positive intermanual transfer was observed in the former condition but not in the latter condition. Results suggest that participants can learn the linear transformation in joint angles under the intrinsic coordinates and that the central nervous system adaptively represents the intrinsic kinematics.

Adaptation, Psychological↗
PubMed1990

Inferences about guessing and knowing by chimpanzees (Pan troglodytes).

The visual perspective-taking ability of 4 chimpanzees (Pan troglodytes) was investigated. The subjects chose between information about the location of hidden food provided by 2 experimenters who randomly alternated between two roles (the guesser and the knower). The knower baited 1 of 4 obscured cups so that the subjects could watch the process but could not see which of the cups contained the reward. The guesser waited outside the room until the food was hidden. Finally, the knower pointed to the correct cup while the guesser pointed to an incorrect one. The chimpanzees quickly learned to respond to the knower. They also showed transfer to a novel variation of the task, in which the guesser remained inside the room and covered his head while the knower stood next to him and watched a third experimenter bait the cups. The results are consistent with the hypothesis that chimpanzees are capable of modeling the visual perspectives of others.

Animals↗

Refine your search to explore more results.