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Scientific Reports Feb 2016Cognitive training offers the potential for individualised learning, prevention of cognitive decline, and rehabilitation. However, key research challenges include...
Cognitive training offers the potential for individualised learning, prevention of cognitive decline, and rehabilitation. However, key research challenges include ecological validity (training design), transfer of learning and long-term effects. Given that cognitive training and neuromodulation affect neuroplasticity, their combination could promote greater, synergistic effects. We investigated whether combining transcranial direct current stimulation (tDCS) with cognitive training could further enhance cognitive performance compared to training alone, and promote transfer within a short period of time. Healthy adults received real or sham tDCS over their dorsolateral prefrontal cortices during two 30-minute mathematics training sessions involving body movements. To examine the role of training, an active control group received tDCS during a non-mathematical task. Those who received real tDCS performed significantly better in the game than the sham group, and showed transfer effects to working memory, a related but non-numerical cognitive domain. This transfer effect was absent in active and sham control groups. Furthermore, training gains were more pronounced amongst those with lower baseline cognitive abilities, suggesting the potential for reducing cognitive inequalities. All effects associated with real tDCS remained 2 months post-training. Our study demonstrates the potential benefit of this approach for long-term enhancement of human learning and cognition.
Topics: Adult; Cognition; Exercise Movement Techniques; Female; Humans; Male; Mathematics; Memory, Long-Term; Memory, Short-Term; Prefrontal Cortex; Transcranial Direct Current Stimulation; Transfer, Psychology; Video Games
PubMed: 26902664
DOI: 10.1038/srep22003 -
Behavioural Brain Research Feb 2021Animals organize reward seeking around aversive events. An abundance of research shows that foot shock, as well as a shock-associated cue, can elicit freezing and...
Animals organize reward seeking around aversive events. An abundance of research shows that foot shock, as well as a shock-associated cue, can elicit freezing and suppress reward seeking. Yet, there is evidence that experience can flip the effect of foot shock to facilitate reward seeking. Here we examined cue suppression, foot shock suppression and foot shock facilitation of reward seeking in a single behavioural setting. Male Long Evans rats received fear discrimination consisting of danger, uncertainty, and safety cues. Discrimination took place over a baseline of rewarded nose poking. With limited experience (1-2 sessions), all cues and foot shock suppressed reward seeking. With continued experience (10-16 sessions), suppression became specific to shock-associated cues, foot shock briefly suppressed, then facilitated reward seeking. Our results provide a means of assessing positive properties of foot shock, and may provide insight into maladaptive behaviour around aversive events.
Topics: Animals; Behavior, Animal; Cues; Discrimination Learning; Electric Stimulation; Fear; Male; Rats; Rats, Long-Evans; Reward; Transfer, Psychology
PubMed: 33144178
DOI: 10.1016/j.bbr.2020.112974 -
NeuroImage Aug 2020Brain age prediction models using diffusion magnetic resonance imaging (dMRI) and machine learning techniques enable individual assessment of brain aging status in...
Brain age prediction models using diffusion magnetic resonance imaging (dMRI) and machine learning techniques enable individual assessment of brain aging status in healthy people and patients with brain disorders. However, dMRI data are notorious for high intersite variability, prohibiting direct application of a model to the datasets obtained from other sites. In this study, we generalized the dMRI-based brain age model to different dMRI datasets acquired under different imaging conditions. Specifically, we adopted a transfer learning approach to achieve domain adaptation. To evaluate the performance of transferred models, brain age prediction models were constructed using a large dMRI dataset as the source domain, and the models were transferred to three target domains with distinct acquisition scenarios. The experiments were performed to investigate (1) the tuning data size needed to achieve satisfactory performance for brain age prediction, (2) the feature types suitable for different dMRI acquisition scenarios, and (3) performance of the transfer learning approach compared with the statistical covariate approach. By tuning the models with relatively small data size and certain feature types, optimal transferred models were obtained with significantly improved prediction performance in all three target cohorts (p < 0.001). The mean absolute error of the predicted age was reduced from 13.89 to 4.78 years in Cohort 1, 8.34 to 5.35 years in Cohort 2, and 8.74 to 5.64 years in Cohort 3. The test-retest reliability of the transferred model was verified using dMRI data acquired at two timepoints (intraclass correlation coefficient = 0.950). Clinical sensitivity of the brain age prediction model was investigated by estimating the brain age in patients with schizophrenia. The prediction made by the transferred model was not significantly different from that made by the reference model. Both models predicted significant brain aging in patients with schizophrenia as compared with healthy controls (p < 0.001); the predicted age difference of the transferred model was 4.63 and 0.26 years for patients and controls, respectively, and that of the reference model was 4.39 and -0.09 years, respectively. In conclusion, transfer learning approach is an efficient way to generalize the dMRI-based brain age prediction model. Appropriate transfer learning approach and suitable tuning data size should be chosen according to different dMRI acquisition scenarios.
Topics: Adolescent; Adult; Aged; Aged, 80 and over; Brain; Diffusion Magnetic Resonance Imaging; Feasibility Studies; Female; Humans; Image Processing, Computer-Assisted; Machine Learning; Male; Middle Aged; Predictive Value of Tests; Reproducibility of Results; Schizophrenia; Schizophrenic Psychology; Transfer, Psychology; Young Adult
PubMed: 32438048
DOI: 10.1016/j.neuroimage.2020.116831 -
ENeuro 2018Our understanding of the neurobiological underpinnings of learning and behavior relies on the use of invasive techniques, which necessitate the use of animal models....
Our understanding of the neurobiological underpinnings of learning and behavior relies on the use of invasive techniques, which necessitate the use of animal models. However, when different species learn the same task, to what degree are they actually producing the same behavior and engaging homologous neural circuitry? This question has received virtually no recent attention, even as the most powerful new methodologies for measuring and perturbing the nervous system have become increasingly dependent on the use of murine species. Here, we test humans, rats, monkeys, and an evolutionarily intermediate species, tree shrews, on a three alternative, forced choice, visual contrast discrimination task. As anticipated, learning rate, peak performance, and transfer across contrasts was lower in the rat compared to the other species. More interestingly, rats exhibited two major behavioral peculiarities: while monkeys and tree shrews based their choices largely on visual information, rats tended to base their choices on past reward history. Furthermore, as the task became more difficult, rats largely disengaged from the visual stimulus, reverting to innate spatial predispositions in order to collect rewards near chance probability. Our findings highlight the limitation of muridae as models for translational research, at least in the area of visually based decision making.
Topics: Animals; Behavior, Animal; Conditioning, Operant; Female; Humans; Macaca fascicularis; Male; Problem Solving; Rats; Rats, Long-Evans; Reward; Species Specificity; Transfer, Psychology; Tupaiidae; Visual Perception
PubMed: 30073190
DOI: 10.1523/ENEURO.0167-18.2018 -
Frontiers in Public Health 2022This study aimed to evaluate the influence of learning transfer on the clinical performance of medical staff.
PURPOSE
This study aimed to evaluate the influence of learning transfer on the clinical performance of medical staff.
METHODS
We searched PubMed, Embase, and the Cochrane Library for all associated studies without any language restrictions from the inception until 31 December 2021.
RESULTS
This systematic review screened out 14 eligible studies that met the inclusion criteria. Most of these studies showed that learning transfer contributed to the clinical performance of medical staff. Through education, or when knowledge and skills have common basic principles, learning transfer will be more apparent than for those who learn by themselves and those without simulation training.
CONCLUSIONS
The findings of this review support an association between learning transfer and the clinical performance of medical staff. However, it was noted that due to the lack of relevant research and the major differences in the methods and indicators used in previous studies, we are restricted in conducting an effective meta-analysis. Further comprehensive trials will be needed to assess the impact of learning transfer on the clinical performance of medical staff.
SYSTEMATIC REVIEW REGISTRATION
PROSPERO, identifier: 341439.
Topics: Humans; Learning; Medical Staff; Randomized Controlled Trials as Topic; Transfer, Psychology
PubMed: 35865247
DOI: 10.3389/fpubh.2022.874115 -
The American Journal of Psychology 2015In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that... (Comparative Study)
Comparative Study
In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is understood and produced. From each perspective we discuss evidence that supports the notion that difficulties in learning and imposed costs to language processing may produce benefits because they are likely to increase conceptual understanding. We then consider the consequences of these processes for actual second-language learning and suggest that some of the domain-general cognitive advantages that have been reported for proficient bilinguals may reflect difficulties imposed by the learning process, and by the requirement to negotiate cross-language competition, that are broadly desirable. As Alice Healy and her collaborators were perhaps the first to demonstrate, research on desirable difficulties in vocabulary and language learning holds the promise of bringing together research traditions on memory and language that have much to offer each other.
Topics: Attention; Concept Formation; Cues; Educational Measurement; Humans; Mental Recall; Multilingualism; Practice, Psychological; Research; Retention, Psychology; Semantics; Transfer, Psychology; Translating; Verbal Learning; Vocabulary
PubMed: 26255443
DOI: 10.5406/amerjpsyc.128.2.0241 -
BMC Medical Education Jun 2012Effective communication between clinicians is essential for safe, efficient healthcare. We undertook a study to determine the longer-term effectiveness of an education... (Randomized Controlled Trial)
Randomized Controlled Trial
BACKGROUND
Effective communication between clinicians is essential for safe, efficient healthcare. We undertook a study to determine the longer-term effectiveness of an education session employing a structured method to teach referral-making skills to medical students.
METHODS
All final year medical students received a forty-five minute education intervention consisting: discussion of effective telephone referrals; video viewing and critique; explanation, demonstration and practice using ISBAR; provision of a memory aid for use in their clinical work. Audio recordings were taken during a subsequent standardised simulation scenario and blindly assessed using a validated scoring system. Recordings were taken immediately before (control), several hours after (intervention), and at approximately six months after the education. Retention of the acronym and self-reports of transfer to the clinical environment were measured with a questionnaire at eight months.
RESULTS
Referral clarity at six months was significantly improved from pre-intervention, and referral content showed a trend towards improvement. Both measures were lower than the immediate post-education test. The ISBAR acronym was remembered by 59.4% (n = 95/160) and used by the vast majority of the respondents who had made a clinical telephone referral (n = 135/143; 94.4%).
CONCLUSIONS
A brief education session improved telephone communication in a simulated environment above baseline for over six months, achieved functional retention of the acronym over a seven to eight month period and resulted in self reports of transfer of the learning into practice.
Topics: Abbreviations as Topic; Clinical Competence; Communication; Cooperative Behavior; Curriculum; Education, Medical, Undergraduate; Feedback, Psychological; Humans; Interdisciplinary Communication; Referral and Consultation; Retention, Psychology; Telephone; Transfer, Psychology; Video Recording
PubMed: 22676409
DOI: 10.1186/1472-6920-12-38 -
Acta Psychologica Feb 2023Self-regulation (SR) as well as self-regulated learning (SRL) show large interindividual variance in preschoolers. This variance may result in differential developmental...
Self-regulation (SR) as well as self-regulated learning (SRL) show large interindividual variance in preschoolers. This variance may result in differential developmental trajectories. The present study aims to investigate whether a reduction in interindividual differences over time, which could previously be found for preschoolers' SR, is also present for SRL. Furthermore, the present study aims to explore whether preschool SRL training transfers to SR and whether training effects visible in SRL depend on initial performance. A sample of 94 preschoolers participated in this intervention study. Children were assigned to either a training group or to an active control group. Additionally, the sample was divided into high- and low-SRL preschoolers based on pretest SRL performance. Repeated measures ANCOVAs revealed that in the active control group, differences between high- and low-SRL preschoolers decreased over time. The training group showed a greater increase in SRL than the active control group. Training-induced increases did not vary between high- and low-SRL preschoolers. Additionally, increases in SR were identical for training and active control group. Further research on the transferability of preschool SRL training to SR is needed.
Topics: Child; Humans; Child, Preschool; Learning; Transfer, Psychology; Schools
PubMed: 36493593
DOI: 10.1016/j.actpsy.2022.103802 -
Journal of Vision Oct 2013Generalization represents the ability to transfer what has been learned in one context to another context beyond limited experience. Because acquired motor...
Generalization represents the ability to transfer what has been learned in one context to another context beyond limited experience. Because acquired motor representations often have to be reinstated in a different or novel environment, generalization is a crucial part of visuomotor learning. In daily life, training for new motor skills often occurs in a complex environment, in which dividing attentional resources for multiple stimuli is required. However, it is unknown how dividing attention during learning affects the generalization of visuomotor learning. We examined how divided attention during training modulates the generalization of visuomotor rotational adaptation. Participants were trained to adapt to one direction with or without dividing attention to a simultaneously presented visual detection task. Then, they had to generalize rotational adaptation to other untrained directions. We show that visuomotor training with divided attention multiplicatively reduces the gain and sharpens the tuning of the generalization function. We suggest that limiting attention narrowly restricts an internal model, reducing the range and magnitude of transfer. This result suggests that attention modulates a selective subpopulation of neurons in motor areas, those with directional tuning values in or near the training direction.
Topics: Adaptation, Physiological; Attention; Female; Generalization, Psychological; Humans; Learning; Male; Motor Cortex; Motor Skills; Movement; Neurons; Photic Stimulation; Psychomotor Performance; Transfer, Psychology; Young Adult
PubMed: 24133292
DOI: 10.1167/13.12.12 -
Epilepsia Aug 2014
Review
Topics: Adult; Child; Continuity of Patient Care; Epilepsy; Humans; Transfer, Psychology; Transition to Adult Care; Treatment Outcome
PubMed: 25209088
DOI: 10.1111/epi.12598