Transfer of training: some boundary conditions and initial theory.
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Analysis of Variance↗
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Learned helplessness as conditioned inattention to the target stimulus.
Learned helplessness theory explains the impaired performance that follows exposure to uncontrollable outcomes by assuming learned expectation of response-outcome independence that is transferred between tasks. Recent evidence has shown that introducing a second neutral stimulus, contingent on the offset of the uncontrollable stimulus, removes the subsequent interference. This finding has been claimed to support the view that the interference is a result of conditioned inattention rather than of the expectation of response-outcome independence. These conflicting explanations were examined in a series of four experiments that varied induction procedures (passive exposure or inescapability) and stimulus quality (aversive or nonaversive). All four experiments found the predicted interference, but only one, in which passive exposure was combined with an aversive stimulus, obtained results supporting the conditioned inattention hypothesis. We conclude that learned helplessness probably involves more than a single mechanism and that the passive exposure procedure may not be appropriate for demonstrating genuine helplessness deficits.
Adult↗
Could simulated emergency procedures practised in a static environment improve the clinical performance of a Critical Care Air Support Team (CCAST)? A literature review.
OBJECTIVE: The Royal Air Force Critical Care Air Support Teams (CCASTs) have a philosophy to undertake transfers of critically ill patients from anywhere in the world back to a UK medical facility in a stable or improved clinical condition. The training they receive is primarily taught by traditional didactic methods, with no standardisation of education between teams that are expected to deliver care to the same standard. Notwithstanding there being no current compromise to patient care during air transfer, it was important to consider the benefits of an alternative experiential teaching modality. Experiential learning utilised in the static environment could potentially improve the current CCAST training curriculum and, therefore, improve clinical performance during air transfer. METHOD: In the absence of primary research evidence investigating beneficial teaching modalities for medical flight crews, a review of recent literature was undertaken to observe any potential relevance to the aeromedical specialty. This critical review examined recent quantitative research on various modalities of experiential learning and their influence on the critical thinking, higher cognitive and psychomotor skill acquisition by healthcare professionals in a static hospital environment. The main databases were interrogated using the following inclusion criteria: patient simulation, clinical competence, aeromedical, education, computer simulation, critical thinking and problem-based learning. The number of articles obtained was 13; these were coded on methodological strength to reduce the potential for inclusion bias. Nine studies were finally selected for review. RESULTS: Many small studies have been undertaken, primarily observing benefits of experiential learning to medical students and doctors. No studies show conclusively that simulated learning improves patient outcome, but the body of evidence suggests human patient simulators to be advantageous over other modalities because of their realistic recreation of critical events. They have proven to be at least as effective as traditional teaching by didactic methods. CONCLUSION: For CCASTs to have a standardised training curriculum, they should undertake real-time missions in a flight simulator, supported by a human patient simulator programmed to respond to the physiological changes associated with altitude. Real scenarios could then be practised, on demand, in a safe environment as an augmentation to the current training programme. Consequently, those acquired skills could then be carried out with improved proficiency during real missions with a concomitant potential for improvement in the standard of patient care.
Aerospace Medicine↗
Effects of shock intensity on transfer of shock avoidance under unilateral spreading depression.
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Animals↗
Avian detection and identification of perceptual organization in random noise.
Recent research has suggested that pigeons may have difficulty globally integrating visual information in hierarchically arranged stimuli. To isolate and understand the mechanisms responsible for processing emergent perceptual structure, three pigeons were tested in a two alternative choice task that required the global integration of organized local information. They were reinforced for localizing, on randomized distractor backgrounds of black and white square elements, different types of structured targets (e.g., stripes, squares, checkerboards) arranged from these same elements. These hierarchical stimuli were tested at four different levels of spatial granularity (i.e., different element sizes). Experiment 1 found rapid acquisition for the vertical and horizontal stripes or square targets and somewhat slower learning with the checkerboard pattern. Experiment 2 demonstrated successful transfer to a novel target types (alternating bars and "diagonal" stripes). In both experiments, displays with the greatest spatial granularity (smallest elements and most repetitive structure) monotonically supported the best discrimination. These results indicate pigeons can perceive and discriminate emergent visual structure under the right circumstances and suggest they do so with a generalized rule for detecting patterns of non-random perceptual structure.
Animals↗
"Reminiscence" in bilateral transfer.
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Learning↗
The cost-effectiveness of technology transfer using telemedicine.
The high burden of disease in developing countries often makes it difficult for health systems in these countries to attain the same level of specialist skills as industrialized countries. Technology transfer is one way to improve specialist skills whilst at the same time reducing the burden of disease. This paper describes the use of teleophthalmology, a form of telemedicine, as a mode of technology transfer between the United Kingdom and South Africa. As the burden of eye disease in South Africa is high, the country cannot afford the level of ophthalmic specialization achieved in the UK. The paper estimates the cost-effectiveness of the technology transfer project in terms of a cost per Disability Adjusted Life Year (DALY) averted. We found the technology transfer project to be cost-effective in reducing the burden of eye disease, and that practitioners in South Africa also learned novel procedures that could help future patients and improve cost-effectiveness. Technology transfer using telemedicine is a cost-effective method that richer countries can employ to aid capacity building in the health care systems of poorer countries.
Cost of Illness↗
Acquisition and transfer of declarative and procedural knowledge by memory-impaired patients: a computer data-entry task.
Previous research demonstrated that a single amnesic patient could acquire complex knowledge and processes required for the performance of a computer data-entry task. The present study extends the earlier work to a larger group of brain-damaged patients with memory disorders of varying severity and of various etiologies and with other accompanying cognitive deficits. All patients were able to learn both the data-entry procedures and the factual information associated with the task. Declarative knowledge was acquired by patients at a much slower rate than normal whereas procedural learning proceeded at approximately the same rate in patients and control subjects. Patients also showed evidence of transfer of declarative knowledge to the procedural task, as well as transfer of the data-entry procedures across changes in materials.
Amnesia↗
Practice variability and transfer of training: the role of self-efficacy generality.
Practice variability has been shown to enhance transfer of training. The purpose of the present study was to examine the role of self-efficacy generality as a motivational mechanism in explaining the relationship between practice variability and transfer. Undergraduate students (N = 82) were randomly assigned to 1 of 2 training conditions (constant or variable) for a computer decision-making task. Measures of self-efficacy (intensity and generality) and transfer (near and far) were assessed. The results provided support for some of the hypothesized relationships. Specifically, practice variability led to increased self-efficacy generality. Both self-efficacy intensity and generality influenced far transfer performance, although only self-efficacy generality served as a mediator between practice variability and far transfer.
Adult↗
[The role of motivation in the performance of a conditioned switching-over of the maze habit in ants Myrmica rubra after a change in the quality of the food reinforcement].
Active foragers Myrmica rubra were trained in a maze under conditions of different levels of colony need in food with carbohydrate (sugar syrup) or protein (ants Lasius niger pupae) reinforcement. Acquisition of the maze habit was better under conditions of reinforcement with pupae, especially by its time indices. Ants were able to modify the acquired habit when the reinforcement quality was changed. It was shown that learning was possible only when the colony and after a change pupae for the syrup was "hungry". Under these conditions, after a change of the syrup for pupae or visa versa the previously acquired optimum habit was transferred. Several hours later, with satiation of the colony, food reactions learned with protein reinforcement switched-over to "stochastic" non-optimized behavior with the dominance of exploratory reactions. Thus, it was shown that higher social insects ants were capable for conditioned switching-over. Different forms of this phenomenon depended on the level of the colony need in food and, consequently, on the level of the social food motivation of foragers ants.
Animals↗
Effects of contextual interference and conditions of movement task on acquisition, retention, and transfer of motor skills by women.
This experiment was designed to investigate varying conditions of contextual interference within two different conditions of movement tasks during acquisition on the acquisition and retention of a computerized task and transfer to a functional skill. Performance of head movements was conducted under open- or closed-task conditions and with random or blocked schedules of practice. Analysis indicated that learning under the open-task condition resulted in better retention and transfer than the closed-task condition. It is suggested that increasing the within-trial variability in the open-task condition produced a contextual interference effect. In this regard, support for Battig's predictions is provided by the current findings in that the high variability present during the open-task condition was more beneficial for retention and transfer than the low variability present during the closed-task condition. Differences between random and blocked schedules of practice on the retention and transfer data were not statistically significant.
Adult↗
Assessment of graduates and diplomates in practice in the UK--are we measuring the same level of competence?
With the recent proliferation in nursing degree programmes over the last 10 years and a suggestion that nursing moves towards an all-graduate profession, the profession as well as the consumer needs to be sure that they are getting 'value added' with this 'higher level' practitioner. This paper revisits the debate on the meaning of competence in relation to fitness for practice. In particular it examines the expectations of the profession of newly registered practitioners at both diploma and degree levels of practice. It questions whether there is a difference in their level of competence at point of registration and whether it is possible to measure it. The paper presents a reflective approach to promoting ideas already emerging from the literature in relation to this measurement. It suggests a more effective use of students' portfolios of evidence against stated learning outcomes as well as their specific achievements in a range of transferable skills. A partnership approach between student, practitioner/assessor and academic could usefully share responsibilities of the assessment of competence and ultimately empower the individual for their life-long learning.
Clinical Competence↗
On the whats and hows of retrieval in the acquisition of a simple skill.
Two general views on the role of memory in cognitive skills--an instance-based theory and an associative perspective--were compared with respect to their general assumptions about the information involved and the processes that operate on that information. Characteristics of memory information were examined in terms of predictions for transfer to various stimulus forms as a function of 2 types of learning conditions. Characteristics of memory processes were examined using a set of general process models. Results of 4 experiments indicate that (a) neither theoretical perspective was capable of accounting for all the observed transfer effects, indicating needed refinements to informational assumptions, and that (b) 1 class of process assumptions was consistently supported, whereas other classes were consistently contradicted, indicating a general set of process characteristics that can be used in further model development.
Humans↗
Effects of the autoimmune uterine/maternal environment upon cortical ectopias, behavior and autoimmunity.
NZB and BXSB mice develop autoimmune disease and learn poorly on avoidance tasks. In addition, many of these mice have ectopic collections of neurons, which occur prenatally, in layer I of the cerebral neocortex. The purpose of these experiments was to evaluate the contribution of the uterine/maternal environment upon these variables by transferring fertilized ova to an autoimmune or a non-autoimmune maternal host. In Experiment 1 fertilized DBA ova were transferred into the uteri of BXSB maternal recipients. Later, these animals and conventionally reared DBAs were tested for paw preference, swimming rotation, water escape learning, and shuttlebox avoidance learning. Blood was taken for measurement of immune parameters, and their brains were examined for cortical ectopias. As compared to conventional DBAs, the ova transfer mice had greater amounts of anti-dsDNA autoantibodies, poorer avoidance learning, and poorer water escape learning; in addition, the females had greater paw asymmetry. There was only 1 ectopia in the 81 ova transfer animals, and none in the 78 control mice. In Experiment 2 fertilized NZB ova were transferred into the uteri of non-autoimmune hybrid females and the same procedures were followed as in Experiment 1. Ova transfer mice had lesser amounts of anti-dsDNA autoantibodies, better avoidance learning scores, and females had less paw asymmetry; in addition, within the ova transfer group males were clockwise swimmers whereas females swam counterclockwise. There were 4 ectopics out of 17 ova transfer mice (23.5%), which did not differ from the 40.5% of the control group. In both experiments the uterine environment did not affect the occurrence of ectopias.(ABSTRACT TRUNCATED AT 250 WORDS)
Animals↗
Differential transfer processes in incremental visuomotor adaptation.
Visuomotor adaptive processes were examined by testing transfer of adaptation between similar conditions. Participants made manual aiming movements with a joystick to hit targets on a computer screen, with real-time feedback display of their movement. They adapted to three different rotations of the display in a sequential fashion, with a return to baseline display conditions between rotations. Adaptation was better when participants had prior adaptive experiences. When performance was assessed using direction error (calculated at the time of peak velocity) and initial endpoint error (error before any overt corrective actions), transfer was greater when the final rotation reflected an addition of previously experienced rotations (adaptation order 30 degrees rotation, 15 degrees, 45 degrees) than when it was a subtraction of previously experienced conditions (adaptation order 45 degrees rotation, 15 degrees, 30 degrees). Transfer was equal regardless of adaptation order when performance was assessed with final endpoint error (error following any discrete, corrective actions). These results imply the existence of multiple independent processes in visuomotor adaptation.
Adaptation, Physiological↗
What is a global manager?
To compete around the world, a company needs three strategic capabilities: global-scale efficiency, local responsiveness, and the ability to leverage learning worldwide. No single "global" manager can build these capabilities. Rather, groups of specialized managers must integrate assets, resources, and people in diverse operating units. Such managers are made, not born. And how to make them is--and must be--the foremost question for corporate managers. Drawing on their research with leading transnational corporations, Christopher Bartlett and Sumantra Ghoshal identify three types of global managers. They also illustrate the responsibilities each position involves through a close look at the careers of successful executives: Leif Johansson of Electrolux, Howard Gottlieb of NEC, and Wahib Zaki of Procter & Gamble. The first type is the global business or product-division manager who must build worldwide efficiency and competitiveness. These managers recognize cross-border opportunities and risks as well as link activities and capabilities around the world. The second is the country manager whose unit is the building block for worldwide operations. These managers are responsible for understanding and interpreting local markets, building local resources and capabilities, and contributing to--and participating in--the development of global strategy. Finally, there are worldwide functional specialists--the managers whose potential is least appreciated in many traditional multinational companies. To transfer expertise from one unit to another and leverage learning, these managers must scan the company for good ideas and best practice, cross-pollinate among units, and champion innovations with worldwide applications.
Administrative Personnel↗
[Forgetfulness of the histology curriculum in medical students].
UNLABELLED: MEMORY: ability to record, file, classify and later recover of information., essential in processing information and learning, in analogy with a computer. FORGETFULNESS: failure to transfer information from short term memory to long term memory or to recover information from the latter. AIM: to study forgetfulness in contents of Histology in students one and half year after regular course. To evaluate level of re-utilization of contents in second and third year courses. Students with high performance in 2002 (n=26) were evaluated with 20 cytology and histology questions and 20 questions related to organs. 20 multiple choice and 20 brief filled answers were used, expressing the level of usefulness of the contents in Physiology and Physicochemistry, and in the first quarter of Pathology, Microbiology and Pharmacology. The performance of 2002 course was compared with the current test, results of cytology and histology questions versus organs ones and multiple choice answers versus brief filled answers. The loss was in the order of 50% in the recovery of contents (37.07 +/- 1,76 = 92,6% vs. 18,52 +/- 4,33 = 46,3%) without difference between cytology and histology versus organs neither among multiple choice answers versus brief filled answers. The highest usefulness in the contents refers to Pathology (69%) and Physiology (50%) and the lesser to PhysicoChemistry.(7%) We estimate that forgetfulness in our students would have been even higher without the employment of active techniques of learning.
Curriculum↗
Effects of unilateral thalamic lesion upon interocular transfer of visual discrimination in pigeons. II: Lesion in the untrained hemisphere (sensory deficits).
In a previous study, rotundal lesions in the 'trained' hemisphere caused deficits in interocular transfer of visual discrimination when the lesion was made after acquisition of the monocular learning, but not when the lesion was made before the monocular learning. In the present study, a rotundal lesion was made in the 'untrained' hemisphere before and after monocular training. The lesion caused deficits in transfer regardless of the temporal relation between the lesion and the training. Such deficits are likely to be 'sensory deficits' since visual information from the eye goes to the damaged rotundus when tested with the untrained eye. The relation between the 'sensory' versus 'mnemonic' deficits from damage to nucleus rotundus in the trained hemisphere are discussed.
Animals↗