Transfer-of-Learning Effect With the Tactual Performance Test Using Familiar and Unfamiliar Shapes With American, Lao, and Senegalese Children

Object The test-retest method is commonly used in the management of patients with normal-pressure hydrocephalus (NPH). One of the most widely used techniques in the diagnosis of this condition is evaluation of the patient's response to CSF evacuation by lumbar puncture (a so-called tap test or spinal tap). However, interpretation of improved results in subsequent evaluations is controversial because higher scores could reflect a real change in specific abilities or could be simply the result of a learning effect. Methods To determine the effect of testing-retesting in patients with NPH, the authors analyzed changes documented on 5 neuropsychological tests (the Toulouse-Pieron, Trail Making Test A, Grooved Pegboard, Word Fluency, and Bingley Memory tests) and several motor ability scales (motor performance test, length of step, and walking speed tests) in a series of 32 patients with NPH who underwent the same battery on 4 consecutive days. The same tests were also applied in 30 healthy volunteers. In both groups, the authors used the generalized least-squares regression method with random effects to test for learning effects. To evaluate possible differences in response depending on the degree of cognitive impairment at baseline, the results were adjusted by using the Mini-Mental State Examination scores of patients and controls when these scores were significant in the model. Results In patients with NPH there were no statistically significant differences in any of the neuropsychological or motor tests performed over the 4 consecutive days, except in the results of the Toulouse-Pieron test, which were significantly improved on Day 3. In contrast, healthy volunteers had statistically significant improvement in the results of the Toulouse-Pieron test, Trail Making Test A, and Grooved Pegboard test but not in the remaining neuropsychological tests. Patients in the healthy volunteer group also exhibited statistically significant improvement in the motor performance test but not in step length or walking speed. Conclusions No learning effect was found in patients with NPH on any of the neuropsychological or motor tests. Clinical improvement after retesting in these patients reflects real changes, and this strategy can therefore be used in both the diagnosis and evaluation of surgical outcomes.

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Cross-species transfer of learning: effect of ribonucleic acid from hamsters on rat behavior.

Proceedings of the National Academy of Sciences ◽

10.1073/pnas.54.5.1299 ◽

1965 ◽

Vol 54 (5) ◽

pp. 1299-1302 ◽

Cited By ~ 18

Author(s):

F. R. Babich ◽

A. L. Jacobson ◽

S. Bubash

Keyword(s):

Ribonucleic Acid ◽

Transfer Of Learning ◽

Learning Effect

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Contextual determinants of the social-transfer-of-learning effect

PsycEXTRA Dataset ◽

10.1037/e520592012-371 ◽

2010 ◽

Author(s):

Nadia Milanese ◽

Cristina Iani ◽

Natalie Sebanz ◽

Sandro Rubichi

Keyword(s):

Transfer Of Learning ◽

Learning Effect ◽

The Social ◽

Social Transfer ◽

Contextual Determinants

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Is Disturbed Transfer of Learning in Callosal Agenesis due to a Disconnection Syndrome?

Behavioural Neurology ◽

10.1155/1994/146072 ◽

1994 ◽

Vol 7 (2) ◽

pp. 43-48 ◽

Cited By ~ 13

Author(s):

T. Imamura ◽

A. Yamadori ◽

Y. Shiga ◽

M. Sahara ◽

H. Abiko

Keyword(s):

Motor Skill ◽

Transfer Of Learning ◽

Learning Effect ◽

The Other ◽

Intermanual Transfer ◽

Callosal Agenesis ◽

Disconnection Syndrome ◽

Tactile Learning ◽

Board Performance ◽

Normal Controls

Disturbed intermanual transfer of tactile learning in callosal agenesis has been interpreted as a sign of disconnection syndrome. We observed this sign in one of four acallosal patients with a conventional form-board task, and tried to elucidate the nature of the deficit. The form-board performance of the patient with disturbed transfer of learning totally depended on motor skill, while the other acallosals and normal controls executed the task based on spatial and somesthetic information. All acallosals and normals, however, failed to show transfer of learning with another tactile task which needed motor skill but not spatial-somesthetic information. These findings suggest that the task-performing strategies in form-board learning change the state of interhemispheric transfer. Unimanual learning effect is transferred if spatial-somesthetic information is acquired in the process of learning, but is not transferred if motor skill is the exclusive content of learning. We conclude that disturbed “transfer” of learning in some acallosals is not a true disconnection sign. It should be attributed to a lack of appropriate strategy, as a result of ineffective problem solving in tactile tasks.

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Transfer-of-learning effect based on response selection: From individual to social situations

Advances in Psychological Science ◽

10.3724/sp.j.1042.2019.01215 ◽

2019 ◽

Vol 27 (7) ◽

pp. 1215

Author(s):

Sheng XU ◽

Mi TIAN ◽

Tianrui LUO ◽

Liyang SAI

Keyword(s):

Transfer Of Learning ◽

Learning Effect ◽

Response Selection ◽

Social Situations

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The effect of single-task training on learning transfer to a novel bimanual task

10.1101/858217 ◽

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

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Can Behavioral Speech-In-Noise Tests Improve the Quality of Hearing Aid Fittings?

Perspectives on Audiology ◽

10.1044/poa7.1.8 ◽

2011 ◽

Vol 7 (1) ◽

pp. 8-14

Author(s):

Robert Moore ◽

Susan Gordon-Hickey

Keyword(s):

Working Memory ◽

Speech Perception ◽

Performance Test ◽

Hearing Aid ◽

Speech Perception In Noise ◽

Speech In Noise ◽

Acceptable Noise Level ◽

Perceptual Performance ◽

Noise Test

The purpose of this article is to propose 4 dimensions for consideration in hearing aid fittings and 4 tests to evaluate those dimensions. The 4 dimensions and tests are (a) working memory, evaluated by the Revised Speech Perception in Noise test (Bilger, Nuetzel, & Rabinowitz, 1984); (b) performance in noise, evaluated by the Quick Speech in Noise test (QSIN; Killion, Niquette, Gudmundsen, Revit, & Banerjee, 2004); (c) acceptance of noise, evaluated by the Acceptable Noise Level test (ANL; Nabelek, Tucker, & Letowski, 1991); and (d) performance versus perception, evaluated by the Perceptual–Performance test (PPT; Saunders & Cienkowski, 2002). The authors discuss the 4 dimensions and tests in the context of improving the quality of hearing aid fittings.

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A new motor performance test in a prospective study on children with suspected myopathy

Developmental Medicine & Child Neurology ◽

10.1017/s0012162206001587 ◽

2006 ◽

Vol 48 (09) ◽

pp. 739 ◽

Cited By ~ 3

Author(s):

Willeke A van den Beld ◽

Gitty AC van der Sanden ◽

Ton Feuth ◽

Anjo JWM Janssen ◽

Rob CA Sengers ◽

...

Keyword(s):

Prospective Study ◽

Motor Performance ◽

Performance Test ◽

A Prospective Study

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Contingent Negative Variation (CNV) bei Kindern mit hyperkinetischem Syndrom - eine experimentelle Untersuchung mittels des Continuous Performance Test (CPT)

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024//1422-4917.28.4.239 ◽

2000 ◽

Vol 28 (4) ◽

pp. 239-246 ◽

Cited By ~ 25

Author(s):

K. Hennighausen ◽

G. Schulte-Körne ◽

A. Warnke ◽

H. Remschmidt

Keyword(s):

Contingent Negative Variation ◽

Performance Test ◽

Continuous Performance Test ◽

Continuous Performance ◽

Experimentelle Untersuchung

Zusammenfassung Fragestellung: Gibt es neurophysiologische Korrelate der Aufmerksamkeitsstörung beim hyperkinetischen Syndrom (HKS) und welche Bedeutung haben diese für die Ätiologie der Störung. Methodik: Selektive Aufmerksamkeitsprozesse wurden anhand des zweistufigen Continuous Performance Test (CPT) bei 18 Jungen mit hyperkinetischem Syndrom (HKS) untersucht und mit einer nach dem Alter parallelisierten Kontrollgruppe von 21 Jungen verglichen. Die Altersspanne der Stichprobe betrug 6 bis 12 Jahre. Parallel dazu wurden ereigniskorrelierte Potentiale (EKP) während des Tests an den Elektrodenpositionen Fz, Cz, Pz und Oz mit Referenz zu verbundenen Ohren abgeleitet. Ergebnisse: Im EKP nach dem präparatorischen Stimulus konnten zwei Komponenten der Contingent Negative Variation (CNV) mit unterschiedlicher topographischer Verteilung identifiziert werden (CNV-1: 600 bis 1100 ms und CNV-2: 1000 bis 1500 ms nach Stimulus). Die Stichproben unterschieden sich nicht auf der Verhaltensebene (Fehlerrate und Reaktionszeit). Signifikante Gruppenunterschiede ergaben sich hinsichtlich der Topographie der beiden CNV-Komponenten. Kinder mit HKS zeigten im Vergleich zu Kontrollkindern eine signifikant niedrigere CNV-1 über der frontalen und eine Tendenz zu stärkerer Negativierung (CNV-1 und CNV-2) über der occipitalen Elektrode. Schlussfolgerungen: Die Ergebnisse unterstützen die Hypothese einer Unterfunktion frontaler inhibitorischer Prozesse bei Kindern mit HKS.

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