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PubMed1976

The effects of controlled muscle tension on performance and learning of heart-rate control.

Thirty female subjects were divided in three groups and instructed in group I to increase their HRs with the aid of continuous feedback of performance, while they tensed their right forearm muscles 20% of maximal voluntary contraction. In the last session only feedback was used, Group II were trained with feedback only. Group III for the first two sessions tensed their muscles only, and in the last session trained HR increases with feedback only. Group I was superior in HR performance in the first two sessions. In the third session they deteriorated significantly and could not be distinguished from the other two groups. The results were interpreted in terms of relations between somatic and autonomic events and transfer between different states of somatic involvement during learning. Electrodermal activity and respiration were included as control variables.

Adult↗
PubMed1987

Blockade of spatial learning by the M1 muscarinic antagonist pirenzepine.

Two experiments were conducted to determine the effects of the M1 muscarinic receptor antagonist pirenzepine on place navigation in a water maze. In the first experiment rats were required to learn the location of a hidden platform following intracerebroventricular injections of equimolar doses of pirenzepine or scopolamine methylbromide. Both drugs dose-dependently impaired spatial learning according to both escape latency data and transfer test analysis. Pirenzepine was approximately 3 times less potent than scopolamine, a potency ratio which suggests M1 receptor mediation of the impairment. In the second experiment pirenzepine (1 approximately 92.3 micrograms/rat ICV) was injected prior to training on a simultaneous place discrimination task in the water maze. Impairments of choice accuracy were found with a dose of 20 micrograms/rat in the absence of any marked increases in either errors of omission or choice latency. These data suggest that M1 receptor blockade impairs processes which are involved in spatial learning.

Animals↗
PubMed1991

Development and crossmodal transfer of contextual control of emergent stimulus relations.

Six normally capable adults first learned three conditional relations in each of two prospective equivalence classes via match-to-sample training with figures as conditional (sample) and discriminative (comparison) stimuli. Then one trained conditional relation in each prospective class was brought under the control of contextual stimuli, two dictated nonsense syllables. Test performances indicated the emergence of untrained conditional relations, and therefore two equivalence classes, that were conditional on the contextual stimuli. These tests involved untrained combinations of contextual stimuli and stimuli in conditional relations, suggesting that the contextual stimuli functioned independently to control conditional relations rather than forming compound stimuli with samples and comparisons in training. Next, two novel figures were made equivalent to each of the original dictated contextual stimuli by match-to-sample training and testing. On subsequent tests, all subjects demonstrated transfer of conditional control of untrained conditional relations from the original auditory contextual stimuli to equivalent visual stimuli. These outcomes further supported the conclusion that the contextual stimuli exerted true conditional control over conditional relations in the equivalence classes and were not merely elements of compound stimuli.

Adult↗
PubMed1980

Conditional discrimination training and interocular transfer in pigeons.

Four groups of pigeons were trained either monocularly or binocularly on a series of successive line orientation discriminations. The role in interocular transfer of both changes in viewing conditions and background cues was examined. Either red or green background illumination to the patterns was used as changes in background cues; whereas alterations in viewing conditions were obtained by transferring from binocular to monocular vision, or from the left to the right eye. The results suggest that the viewing condition can operate in the same way as an external cue does for a conditional discrimination. This finding provides an explanation of the learning of conflicting discriminations with each eye by animals that also show interocular transfer.

Animals↗
PubMed1975

Stimulus selection by the retarded: list length and response requirement.

Institutionalized retardates learned paired associates of redundant trigrams and double digits (e.g., DLZ/10) and were given a transfer test to measure their stimulus selection. List length (four or six items) and response requirement (recall or recognition) were both manipulated during learning. The finding of most interest was that the retardates became more efficient at cue selection as the amount of information increased. This finding suggests that, at least to some extent, these retarded persons actively tended to choose a stimulus-processing strategy that puts a low load on memory as the overall memory requirements of the paired-associate task were increased.

Adolescent↗
PubMed1986

Effects of stimulus mode on the acquisition, transfer, and generalization of categories by severely mentally retarded children and adolescents.

The effects of object training and photograph training on comprehension of category labels by severely mentally retarded children were explored. Relatively simple tasks (acquisition of trained examples and transfer between modes) and relatively difficult tasks (generalization to novel examples in the training mode and in the other mode) were both included. Results indicated that acquisition and transfer did not differ, yet generalization was significantly more accurate with objects than with photographs. Furthermore, generalization was significantly above chance for objects but not for photographs. Results were discussed in reference to discriminability between the two modes and possible constraints of decision-making demands on generalization performance.

Adult↗
PubMed1985

An automated apparatus for the study of visual discriminations in pigeons.

A fully automated apparatus for the study of visual discriminations in pigeons is described. The apparatus allows the presentation of a single stimulus for successive discriminations and of two or more stimuli at the same time for simultaneous discriminations. It has proven advantageous for comparing successive and simultaneous discriminations in tests of interocular transfer.

Animals↗
PubMedDate not supplied

Visual discrimination learning in binocularly deprived cats: 20 years of studies in the Nencki Institute.

Data obtained by the author and his colleagues on various forms of visual discrimination learning in cats binocularly deprived of pattern vision with cloth masks (BD cats) are reviewed. In these studies two comparison groups were used: controls reared also in the laboratory but with open eyes (C cats) and cats reared in normal environment outside the laboratory (N cats). Data from other laboratories on lid-sutured and dark-reared BD cats are also shortly reviewed. The BD cats showed several clear-cut deficits. Those in pattern discrimination and in fine contrast discrimination were presumably mainly due to impairment of the perceptual inhibitory learning, whereas those in coping with the partition in the apparatus and in successive discrimination were due to impairment of associative inhibitory learning. The deficits in object discrimination and in interocular transfer were apparently due to a reduced number of binocular neurons in the deprived visual cortex and superior colliculi. Dramatic deficit in relearning after ablation of the superior colliculi-pretectum complex shows a reduced utilization of the abnormal cortex in discrimination learning. The C cats shared fully with BD cats a dramatic impairment in the visually delayed response. This short-term memory deficit was presumably due to a limited practice in visual learning in cage-reared cats. The C cats showed also some impairment in coping with the partition and in relearning after the colliculus-pretectum ablation. The BD cats were not impaired in pattern vs. no-pattern discrimination and in grating discrimination. Thus, visual deprivation does not impair the formation of excitatory and simple inhibitory connections required in crude discrimination. Moreover, presumably due to their less distractibility by external stimuli, the BD cats could be even superior to N and C cats in very crude discrimination tasks.

Animals↗
PubMed2004

Interlimb transfer of load compensation during rapid elbow joint movements.

Previous research has shown that training of a novel task can improve subsequent performance in the opposite arm owing to anticipation of the previously learned task conditions. Interestingly, we recently reported preliminary evidence that such transfer might also include modulation of feedback-mediated responses. We now test interlimb transfer of load compensation responses, measured through kinematic and EMG recordings during rapid 20 degrees elbow flexion movements. Two subject groups, LR and RL, each comprising six right-handed subjects, first performed using either the left (LR) or right (RL) arm, followed by opposite arm performance. After 30 trials of consistent performance, five random trials within a background of 50 trials were loaded with a 2-kg mass prior to the "go" signal. We compared load compensation responses for naive performance with those following opposite arm exposure. Under naive conditions, the resulting load compensation responses began about 50 ms following movement onset, and were substantially more effective for the nondominant arm. Opposite arm exposure substantially improved the accuracy of only dominant arm responses. This, however, did not occur through changes in the short latency components of the load compensation response. Instead, changes in muscle activities, associated with interlimb transfer, began some 150 ms following movement onset. We expect that these changes represent transfer in the "volitional" component of the load compensation response. Because the shorter latency response was unaffected by opposite arm exposure, modulation of this component likely requires prior experience with limb specific effectors.

Adult↗
PubMed1996

Neural network models of perceptual learning of angle discrimination.

We study neural network models of discriminating between stimuli with two similar angles, using the two-alternative forced choice (2AFC) paradigm. Two network architectures are investigated: a two-layer perceptron network and a gating network. In the two-layer network all hidden units contribute to the decision at all angles, while in the other architecture the gating units select, for each stimulus, the appropriate hidden units that will dominate the decision. We find that both architectures can perform the task reasonably well for all angles. Perceptual learning has been modeled by training the networks to perform the task, using unsupervised Hebb learning algorithms with pairs of stimuli at fixed angles theta and delta theta. Perceptual transfer is studied by measuring the performance of the network on stimuli with theta' not equal to theta. The two-layer perceptron shows a partial transfer for angles that are within a distance a from theta, where a is the angular width of the input tuning curves. The change in performance due to learning is positive for angles close to theta, but for magnitude of theta-theta' approximately a it is negative, i.e., its performance after training is worse than before. In contrast, negative transfer can be avoided in the gating network by limiting the effects of learning to hidden units that are optimized for angles that are close to the trained angle.

Discrimination, Psychological↗
PubMed1986

Reserve capacity of the elderly in aging-sensitive tests of fluid intelligence: replication and extension.

Fluid intelligence belongs to that cluster of intellectual abilities evincing aging loss. To examine further the range of intellectual reserve available to aging individuals and the question of replicability in a new cultural and laboratory setting, 204 healthy older adults (mean age = 72 years; range = 60-86) participated in a short-term longitudinal training study. For experimental subjects, 10 sessions consisted of cognitive training involving two subability tests (Figural Relations, Induction) of fluid intelligence. The pattern of outcomes replicates and expands on earlier studies. Older adults have the reserve to evince substantial increases in levels of performance in fluid intelligence tests. Transfer of training, however, is narrow in scope. Training also increases accuracy of performance and the ability to solve more difficult test items. Difficulty level was estimated in a separate study, with a comparable sample of N = 112 elderly adults. Future research is suggested to examine whether intellectual reserve extends to near-maximum levels of performance.

Aged↗
PubMed2002

Many-layered learning.

We explore incremental assimilation of new knowledge by sequential learning. Of particular interest is how a network of many knowledge layers can be constructed in an on-line manner, such that the learned units represent building blocks of knowledge that serve to compress the overall representation and facilitate transfer. We motivate the need for many layers of knowledge, and we advocate sequential learning as an avenue for promoting the construction of layered knowledge structures. Finally, our novel STL algorithm demonstrates a method for simultaneously acquiring and organizing a collection of concepts and functions as a network from a stream of unstructured information.

Algorithms↗
PubMed1998

A programme to prepare instructors for clinical teaching.

Clinical staff perfusionists are responsible for training perfusion students to perform tasks and manage patients in the clinical setting. They are often the least prepared to assume this teaching role. To address this need, a modular programme has been developed to provide the teaching staff with instructional skills. Adult learning theory specifies that an effective learning environment addresses issues of saliency, motivation, retention and transfer. Adults have different expectations, so this programme is designed to maximize this process. The programme is comprehensive and may be used for didactic instruction as well. Derived from a model designed for physicians as teachers, five modules provide theoretical support for teaching techniques, learning tools and management techniques for giving feedback and evaluating performance. Specifically, the topics address the following subjects: managing and motivating learners; teaching medical problem solving; teaching clinical skills; giving feedback and evaluating performance. The short curriculum is based on teaching principles that apply to adult learners with diverse learning styles. While presenting techniques to use with different types of learners, the programme itself incorporates these techniques in teaching the teachers. The modules use lectures, demonstrations, role playing and video taping to challenge teachers and learners in the cognitive, psychomotor and affective domains. The success of this programme is its ability to engage each participant in the learning process.

Adult↗
PubMed1992

Choice behavior of fornix-damaged rats in radial maze error-free situations and subsequent learning.

Fornix-damaged, sham-operated, and control rats were placed in a radial eight-arm maze for fixed series of runs with either a 0% or a 100% reinforcement schedule in order to study their choice behavior independently from any learning problem. Subsequently, the ability to learn the radial maze task was examined as a function of the exploratory patterns developed in each error-free situation. The results showed that the continuous absence or presence of food in the radial maze induced two distinct models of exploration in sham-operated and control rats: choice alternation in the absence of food and perseveration in the presence of food. Conversely, this dichotomy did not occur in fornix-damaged rats that run approximately the same number of paths in both error-free situations, but made fewer different path choices in the 0% reinforcement condition and more different path choices in the 100% reinforcement condition than controls. When submitted to the radial maze task, a positive transfer was observed in all groups from the error-free situation in which the rats run more different paths: from the 0% reinforcement situation for controls and from the 100% reinforcement situation for the lesioned rats. These data indicate that damaging the septo-hippocampal pathway modifies spontaneous choice behavior through a different response to specific reinforcement programs but does not prevent the memorization and the transfer of information from error-free to learning situations.

Animals↗