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1.
Sci Rep ; 14(1): 3251, 2024 02 08.
Artigo em Inglês | MEDLINE | ID: mdl-38331950

RESUMO

We aimed to investigate transfer of learning, whereby previously acquired skills impact new task learning. While it has been debated whether such transfer may yield positive, negative, or no effects on performance, very little is known about the underlying neural mechanisms, especially concerning the role of inhibitory (GABA) and excitatory (Glu) (measured as Glu + glutamine (Glx)) neurometabolites, as measured by magnetic resonance spectroscopy (MRS). Participants practiced a bimanual coordination task across four days. The Experimental group trained a task variant with the right hand moving faster than the left (Task A) for three days and then switched to the opposite variant (Task B) on Day4. The control group trained Task B across four days. MRS data were collected before, during, and after task performance on Day4 in the somatosensory (S1) and visual (MT/V5) cortex. Results showed that both groups improved performance consistently across three days. On Day4, the Experimental group experienced performance decline due to negative task transfer while the control group continuously improved. GABA and Glx concentrations obtained during task performance showed no significant group-level changes. However, individual Glx levels during task performance correlated with better (less negative) transfer performance. These findings provide a first window into the neurochemical mechanisms underlying task transfer.


Assuntos
Glutamina , Transferência de Experiência , Humanos , Espectroscopia de Ressonância Magnética/métodos , Aprendizagem , Ácido gama-Aminobutírico , Ácido Glutâmico
2.
Hum Mov Sci ; 94: 103195, 2024 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-38359609

RESUMO

Across-task binding is defined as the stimulus/response of one task being linked to the response of another task. The purpose of the present experiment was to determine across-task binding in a continuous movement sequence task with an auditory task of high and low pitch tones and the development of a movement sequence representation. According to the two systems theory of sequence learning, we expected that the developed representation in the across-task binding context relies on the multi-dimensional system rather than on the unidimensional system which is restricted to a set of modules where each module processed information along one task/dimension. An inter-manual transfer design was used to disentangle the sequence representations. The mirror transfer test required the same pattern of muscle activation and joint angles (motor coordinates) in the contralateral limb as experienced during the acquisition phase, while in the non-mirror transfer test, the visual-spatial locations (spatial coordinates) of the target waveform were reinstated. The main finding was that consistently combining visual-spatial positions in a sequence and auditory dimensions such as the tone pitch does not rely on a multidimensional system as predicted by the two-systems theory.


Assuntos
Desempenho Psicomotor , Transferência de Experiência , Humanos , Desempenho Psicomotor/fisiologia , Transferência de Experiência/fisiologia , Retenção Psicológica/fisiologia , Aprendizagem/fisiologia , Movimento/fisiologia
3.
J Neurosci ; 44(8)2024 Feb 21.
Artigo em Inglês | MEDLINE | ID: mdl-38123361

RESUMO

When we intensively train a timing skill, such as learning to play the piano, we not only produce brain changes associated with task-specific learning but also improve our performance in other temporal behaviors that depend on these tuned neural resources. Since the neural basis of time learning and generalization is still unknown, we measured the changes in neural activity associated with the transfer of learning from perceptual to motor timing in a large sample of subjects (n = 65; 39 women). We found that intense training in an interval discrimination task increased the acuity of time perception in a group of subjects that also exhibited learning transfer, expressed as a reduction in inter-tap interval variability during an internally driven periodic motor task. In addition, we found subjects with no learning and/or generalization effects. Notably, functional imaging showed an increase in pre-supplementary motor area and caudate-putamen activity between the post- and pre-training sessions of the tapping task. This increase was specific to the subjects that generalized their timing acuity from the perceptual to the motor context. These results emphasize the central role of the cortico-basal ganglia circuit in the generalization of timing abilities between tasks.


Assuntos
Córtex Motor , Humanos , Feminino , Transferência de Experiência , Imageamento por Ressonância Magnética/métodos , Encéfalo , Gânglios da Base , Destreza Motora
4.
Anat Sci Educ ; 17(2): 274-286, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38158384

RESUMO

All anatomical educators hope that students apply past training to both similar and new tasks. This two-group longitudinal study investigated the development of such transfer of learning in a histology course. After 0, 10, and 20 sessions of the 10-week-long course, medical students completed theoretical tasks, examined histological slides trained in the course (retention task), and unfamiliar histological slides (transfer task). The results showed that students in the histology group gradually outperformed the control group in all tasks, especially in the second half of the course, η2 = 0.268 (p < 0.001). The best predictor of final transfer performance was students' retention performance after 10 sessions, ß = 0.32 (p = 0.028), and theoretical knowledge after 20 sessions, ß = 0.46 (p = 0.003). Results of eye tracking methodology further revealed that the histology group engaged in greater "visual activity" when solving transfer tasks, as indicated by an increase in the total fixation count, η2 = 0.103 (p = 0.014). This longitudinal study provides evidence that medical students can use what they learn in histology courses to solve unfamiliar problems but cautions that positive transfer effects develop relatively late in the course. Thus, course time and the complex relationship between theory, retention, and transfer holds critical implications for anatomical curricula seeking to foster the transfer of learning.


Assuntos
Anatomia , Histologia , Estudantes de Medicina , Humanos , Transferência de Experiência , Estudos Longitudinais , Anatomia/educação , Aprendizagem , Currículo , Histologia/educação
5.
Int J Nurs Educ Scholarsh ; 20(1)2023 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-38073587

RESUMO

OBJECTIVES: This study examined the possible correlation between metacognition and learning experience transfer of nursing students after engaging in an urgent and cognitively demanding clinical situation. METHODS: This is a one-group post-test- only study design in which participants engaged in an emergency care scenario simulation and completed the Meta-Cognitive Awareness Scale - Domain Specific (MCAS-DS). RESULTS: Study results revealed that participants' metacognitive awareness is significantly correlated to the learning transfer (p=0.0001) and GPA (p=0.006). There is also a positive correlation between learning transfer and GPA (p=0.04), clinical settings-based training experience (p=0.021) and metacognitive confidence (p=0.0001). CONCLUSIONS: This study may imply that academic achievement can be used as a potential screening tool to identify students requiring metacognitive training. It may also imply that metacognitive abilities can be enhanced indirectly through considering factors that may influence the transfer of learning such as increasing the hours of clinical training.


Assuntos
Metacognição , Estudantes de Enfermagem , Humanos , Transferência de Experiência , Incerteza , Aprendizagem , Estudantes de Enfermagem/psicologia
6.
PLoS One ; 18(10): e0279856, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-37788277

RESUMO

The evolution of virtual reality (VR) has created the opportunity for a relatively low-cost and accessible method to practice motor skills. Previous studies have demonstrated how motor skill practice in non-immersive virtual environments transfers to physical environments. Though minimal research has investigated motor learning and transfer within immersive VR, multiple experiments provide empirical evidence of positive transfer effects. Most studies have used software engines and modified hardware to enhance the similarities between virtual and physical environments. However, many learners and practitioners currently use commercially available VR intending to enhance real-world performance, though there is very little evidence to support the notion of positive transfer for these systems. Therefore, this experiment aimed to investigate how motor skill practice using a commercially available VR system improved real-world performance and how that compared to physical practice. Participants (n = 68) were randomly selected into one of two groups: virtual reality (VR) practice (n = 33) or real-world (RW) practice (n = 35). The experiment occurred over two consecutive days, with a pretest, posttest, and practice phase occurring each day. The pre- and post-testing phases were identical for both groups and consisted of putting a golf ball 10 times on a carpeted surface towards the center of a target. The practice phases consisted of 60 total putts per day in the respective environment (VR or RW). Participants continuously alternated golf putting holes from three different distances until they accrued 60 total putts. Participants in the RW group performed golf putts to three targets. Participants in the VR group also performed golf putts on three different miniature golf putting holes, using the commercially available Oculus Rift and the Cloudlands VR Minigolf game. The VR putting targets were designed to replicate the putting holes in the physical environment. Separate 2 (group) x 4 (test) repeated measures ANOVAs were used to assess accuracy and club head kinematics. The results revealed a significant main effect for test, but not for group. Post hoc analyses revealed that both groups significantly improved their putting accuracy and club head kinematics at similar rates. The results from this study indicate that the transfer of learning that occurred as a result of practicing in a commercially available VR environment was similarly effective when compared to RW practice.


Assuntos
Transferência de Experiência , Realidade Virtual , Humanos , Aprendizagem , Destreza Motora , Software
7.
J Exp Anal Behav ; 120(3): 376-393, 2023 11.
Artigo em Inglês | MEDLINE | ID: mdl-37727992

RESUMO

We hypothesized that a three-sample conditional discrimination can emerge as a result of learning conditional discriminations with relational stimuli. After learning three first-order conditional discriminations AB, PQ, and CD, we taught a second-order conditional discrimination XAB in which X1 indicated selection of related stimuli (e.g., A1 and B1) and X2 of unrelated stimuli (e.g., A1 and B2). Then, we probed the emergence of conditional discriminations PQX and XCD in which the X stimuli were comparisons and contextual stimuli, respectively. Finally, a conditional discrimination was probed with stimuli P, Q, and C as samples and D1 and D2 as comparisons. When the P and Q stimuli were related (and related to X1 in PQX), all participants selected the D stimulus that was related to the C stimulus (D1 when C1 was present and D2 when C2 was present); when the P and Q stimuli were unrelated (and related to X2 in PQX), they selected the D stimulus unrelated to the C stimulus (D2 when C1 and D1 when C2), which demonstrated emergence based on the relations established among all stimuli. In Experiment 2, the teaching of XAB was omitted and only one in six participants demonstrated emergence, which indicated that relational stimuli X1 and X2 played an important role in emergence. Thus, a new type of emergence that mimics analogical reasoning was demonstrated. The obtained outcome suggests that this procedure provides a learning foundation for acquiring reasoning capabilities.


Assuntos
Aprendizagem por Discriminação , Resolução de Problemas , Humanos , Aprendizagem , Transferência de Experiência
8.
Exerc Sport Sci Rev ; 51(4): 117-127, 2023 10 01.
Artigo em Inglês | MEDLINE | ID: mdl-37560939

RESUMO

Rapid force production and its transmission to the skeleton are important factors in movements that involve the stretch-shortening cycle. Plyometric exercises are known to augment this cycle and thereby improve the neuromechanical function of the muscle. However, the training exercises that maximize translation of these gains to sports performance are not well defined. We discuss ways to improve this transfer.


Assuntos
Desempenho Atlético , Exercício Pliométrico , Humanos , Transferência de Experiência , Terapia por Exercício , Movimento , Força Muscular/fisiologia
9.
Nurse Educ Pract ; 71: 103731, 2023 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-37517230

RESUMO

AIM: The aim of this integrative review was to examine the theoretical, qualitative, quantitative and mixed-methods literature focused on how nursing students transfer learning from theory courses into clinical practice. BACKGROUND: As nursing curriculum aligns with the growing body of nursing knowledge, nursing students continue to develop their knowledge base and skill sets to prepare for future nursing practice. The bulk of this preparation involves developing connections between classroom/lab knowledge and further demonstrating those connections in clinical practice. However, the extant state of evidence on undergraduate nursing students' learning transfer has not yet been synthesized. DESIGN: This integrative review was conducted using the Whittemore and Knafl framework. REVIEW METHODS: Eight databases were searched in June 2022: MEDLINE, APA PsycInfo, EMBASE, Web of Science, CINAHL, ERIC, Academic Search Complete and Education Research Complete. Literature was included if it focused on undergraduate nursing students who have participated in at least one clinical practicum and reported on learning transfer in clinical settings. Only English-language, peer-reviewed literature was included. Two researchers independently assessed the eligibility of articles at the title-and-abstract level and at the full-text level, followed by an assessment of methodological quality. The Joanna Briggs Institute's critical appraisal checklists were used to assess theoretical papers and literature reviews and the mixed-methods appraisal tool (MMAT) was used to appraise all studies. Reference lists of included articles were searched for additional relevant literature. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement guidelines. RESULTS: Twenty-eight articles met our inclusion criteria and were included in this review, including 20 qualitative studies, one quantitative study, three mixed-methods studies, three theoretical articles and one integrative review. The results of this review highlighted that numerous facilitators and barriers influence nursing students' ability to transfer learning within clinical learning environments. Facilitators included having knowledgeable and supportive educators and nursing staff, using strategies to promote connections, fostering reflection and aligning theory and practice. Barriers included unclear connections between course content, incongruencies between classroom and practice, lack of nurse role models, lack of real-world applicability and unsupportive nurse educators. CONCLUSIONS: The information generated from this integrative review provides evidence about barriers that can be mitigated and facilitators that can be leveraged to facilitate undergraduate nursing students' learning transfer into clinical practice. The findings also highlighted gaps in evidence surrounding the need to understand how nursing students transfer learning from classroom settings to clinical practice settings.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Bacharelado em Enfermagem/métodos , Transferência de Experiência , Currículo , Docentes de Enfermagem
10.
J Exp Psychol Hum Percept Perform ; 49(5): 725-736, 2023 May.
Artigo em Inglês | MEDLINE | ID: mdl-37261776

RESUMO

Motor skills learned with one effector are known to transfer to an untrained effector. However, which of the many mechanisms that drive learning principally predict interlimb transfer, is less clear. Recent studies of motor adaptation suggest that transfer is tied to the state of an implicit mechanism that evolves gradually during learning. Interestingly, this "slow" process also promotes spontaneous recovery, or adaptation rebound, when error feedback is clamped to zero following adaptation-extinction training. If this mechanism also drives transfer, then recovery must occur in an arm performing zero-error-clamp movements after adaptation-extinction training with the opposite arm. Here we show this to be the case in participants who undergo visuomotor learning with their left arm and perform error-clamp movements with the right, but not vice versa. The performance of control participants reveals that the absence of a rebound in this latter group is not due to an inability to recover past learning when using the left arm. Our findings firstly advance the view that interlimb transfer following visuomotor adaptation is asymmetric. Secondly, since spontaneous recovery is a hallmark of the slow process, they lend strong support to the idea that it is this specific mechanism that provides a gateway for post-learning transfer to occur. (PsycInfo Database Record (c) 2023 APA, all rights reserved).


Assuntos
Braço , Desempenho Psicomotor , Humanos , Transferência de Experiência , Aprendizagem , Destreza Motora , Adaptação Fisiológica , Lateralidade Funcional
11.
J Exp Psychol Gen ; 152(8): 2270-2299, 2023 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-37126049

RESUMO

Crossmodal transfer of learning is a neurocognitive process whereby a learner's experience and knowledge acquired through one sensory mode enable him/her to perform a similar task using a different sensory mode. This study examined the transfer of (mostly) visually acquired knowledge of first- and second-language characters to the tactile modality typically not used in that acquisition process. Two experiments were conducted, one to assess letter recognition skills and one to assess digit recognition skills in both Bangla and English, in 30 sighted young children who had mastered those characters through sensory learning in natural settings. Results unequivocally demonstrated that children were able to recognize/classify the first and second language letters or digits presented not only to the (trained) visual modality but to the (untrained) tactile modality as well, and as expected, with greater recognition accuracy and shorter recognition time in the former than the latter modality. Their character recognition performance was found to be significantly influenced not by language but by character type, with digits being more accurately and more speedily recognized than letters. Moreover, language-task modality interaction was found to mediate letter recognition accuracy, digit recognition accuracy, and digit recognition time, whereas character type-task modality interaction was found to significantly mediate character recognition time only. The ecological and theoretical significance of these findings is discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).


Assuntos
Aprendizagem , Transferência de Experiência , Masculino , Feminino , Humanos , Criança , Pré-Escolar , Reconhecimento Psicológico , Idioma , Tato , Reconhecimento Visual de Modelos
12.
Memory ; 31(7): 918-930, 2023 08.
Artigo em Inglês | MEDLINE | ID: mdl-37143213

RESUMO

ABSTRACTMaking judgments of learning (JOLs) can reactively change memory, a phenomenon termed the reactivity effect. The current study was designed to explore whether the reactivity effect transfers to subsequent learning of new information. Participants studied two blocks of words (Experiment 1) or related word pairs (Experiments 2 & 3). In Block 1, participants in the experimental (JOL) group made a JOL while studying each item, whereas the control (no-JOL) group did not make item-by-item JOLs. Then both groups studied Block 2, in which they did not make JOLs, and finally, they took a test on Blocks 1 and 2. Across Experiments 1 -3, the results showed superior Block 1 test performance in the JOL than in the no-JOL group, demonstrating a positive reactivity effect. Critically, there was minimal difference in Block 2 test performance between the two groups, implying little transfer of the positive reactivity effect to subsequent learning of new information. Furthermore, Experiment 3 demonstrated that the reactivity effect still failed to transfer even when participants explicitly appreciated the benefits of making JOLs. Educational implications are discussed.


Assuntos
Julgamento , Transferência de Experiência , Humanos , Aprendizagem , Rememoração Mental , Sinais (Psicologia)
13.
PLoS One ; 18(5): e0281095, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-37195927

RESUMO

Fundamental to the efficacy of cognitive training (CT) is its dose. Here we used the power and breadth afforded by a large dataset to measure precisely dose-response (D-R) functions for CT and to examine the generality of their magnitude and form. The present observational study involved 107,000 users of Lumosity, a commercial program comprising computer games designed to provide CT over the internet. In addition to training with Lumosity games, these users took an online battery of cognitive assessments (NeuroCognitive Performance Test, NCPT) on two or more occasions separated by at least 10 weeks. Changes in performance on the NCPT between the first and second assessments were examined as a function of the amount of intervening gameplay. The resulting D-R functions were obtained both for overall performance on the NCPT and performance on its eight subtests. Also examined were differences between D-R functions from demographic groups defined by age, gender, and education. Monotonically increasing D-R functions, well fit by an exponential approach to an asymptote, were found consistently for overall performance on the NCPT, performance on seven of the eight subtests, and at each level of age, education, and gender. By examining how individual parameters of the D-R functions varied across subtests and groups, it was possible to measure separately changes in the effects on NCPT performance of 1) transfer from CT and 2) direct practice due to repeated testing. The impact of both transfer and direct practice varied across subtests. In contrast, while the effects of direct practice diminished with age, those of transfer remained constant. Besides its implications for CT by older adults, this latter finding suggests that direct practice and transfer do not involve identical learning processes, with transfer being limited to learning processes that remain constant across the adult lifespan.


Assuntos
Treino Cognitivo , Transferência de Experiência , Humanos , Idoso , Aprendizagem/fisiologia
14.
BMC Med Educ ; 23(1): 208, 2023 Apr 04.
Artigo em Inglês | MEDLINE | ID: mdl-37013537

RESUMO

BACKGROUND: Anaesthesia personnel are an integral part of an interprofessional operating room-team; hence, team-based training in non-technical skills (NTS) are important in preventing adverse events. Quite a few studies have been done on interprofessional in situ simulation-based team training (SBTT). However, research on anaesthesia personnel's experiences and the significance for transfer of learning to clinical practice is limited. The aim of this study is to explore anaesthesia personnel's experience from interprofessional in situ SBTT in NTS and its significance for transfer of learning to clinical practice. METHODS: Follow-up focus group interviews with anaesthesia personnel, who had taken part in interprofessional in situ SBTT were conducted. A qualitative inductive content analysis was performed. RESULTS: Anaesthesia personnel experienced that interprofessional in situ SBTT motivated transfer of learning and provided the opportunity to be aware of own practice regarding NTS and teamwork. One main category, 'interprofessional in situ SBTT as a contributor to enhance anaesthesia practice' and three generic categories, 'interprofessional in situ SBTT motivates learning and improves NTS', 'realism in SBTT is important for learning outcome', and 'SBTT increases the awareness of teamwork' illustrated their experiences. CONCLUSIONS: Participants in the interprofessional in situ SBTT gained experiences in coping with emotions and demanding situations, which could be significant for transfer of learning essential for clinical practice. Herein communication and decision-making were highlighted as important learning objectives. Furthermore, participants emphasized the importance of realism and fidelity and debriefing in the learning design.


Assuntos
Anestesia , Treinamento por Simulação , Humanos , Grupos Focais , Transferência de Experiência , Pesquisa Qualitativa , Equipe de Assistência ao Paciente , Relações Interprofissionais
15.
Mem Cognit ; 51(7): 1654-1669, 2023 10.
Artigo em Inglês | MEDLINE | ID: mdl-37084067

RESUMO

Gathercole et al. (Journal of Memory and Language, 105, 19-42, 2019) presented a cognitive routine framework for explaining the underlying mechanisms of working memory (WM) training and transfer. This framework conceptualizes training-induced changes as the acquisition of novel cognitive routines similar to learning a new skill. We further infer that WM training might not always generate positive outcomes because previously acquired routines may affect subsequent task performance in various ways. Thus, the present study aimed to demonstrate the negative effects of WM training via two experiments. We conducted Experiment 1 online using a two-phase training paradigm with only three training sessions per phase and replicated the key findings of Gathercole and Norris (in prep.) that training on a backward circle span task (a spatial task) transferred negatively to subsequent training on a backward letter span task (a verbal task). We conducted Experiment 2 using a reversed task order design corresponding to Experiment 1. The results indicated that the transfer from backward letter training to backward circle training was not negative, but rather weakly positive, suggesting that the direction of the negative transfer effect is asymmetric. The present study therefore found that a negative transfer effect can indeed occur under certain WM training designs. The presence of this asymmetric effect indicates that backward circle and backward letter tasks require different optimal routines and that the locus of negative transfer might be the acquisition process of such optimal routines. Hence, the routines already established for backward circle might hinder the development of optimal routines for backward letter, but not vice versa.


Assuntos
Memória de Curto Prazo , Transferência de Experiência , Humanos , Treino Cognitivo , Aprendizagem , Análise e Desempenho de Tarefas
16.
Artigo em Inglês | MEDLINE | ID: mdl-37100591

RESUMO

PURPOSE: The aim of this study was to identify factors influencing the learning transfer of nursing students in a non-face-to-face educational environment through structural equation modeling and suggest ways to improve the transfer of learning. METHODS: In this cross-sectional study, data were collected via online surveys from February 9 to March 1, 2022, from 218 nursing students in Korea. Learning transfer, learning immersion, learning satisfaction, learning efficacy, self-directed learning ability and information technology utilization ability were analyzed using IBM SPSS for Windows ver. 22.0 and AMOS ver. 22.0. RESULTS: The assessment of structural equation modeling showed adequate model fit, with normed χ2=1.74 (P<0.024), goodness-of-fit index=0.97, adjusted goodness-of-fit index=0.93, comparative fit index=0.98, root mean square residual=0.02, Tucker-Lewis index=0.97, normed fit index=0.96, and root mean square error of approximation=0.06. In a hypothetical model analysis, 9 out of 11 pathways of the hypothetical structural model for learning transfer in nursing students were statistically significant. Learning self-efficacy and learning immersion of nursing students directly affected learning transfer, and subjective information technology utilization ability, self-directed learning ability, and learning satisfaction were variables with indirect effects. The explanatory power of immersion, satisfaction, and self-efficacy for learning transfer was 44.4%. CONCLUSION: The assessment of structural equation modeling indicated an acceptable fit. It is necessary to improve the transfer of learning through the development of a self-directed program for learning ability improvement, including the use of information technology in nursing students' learning environment in non-face-to-face conditions.


Assuntos
Estudantes de Enfermagem , Transferência de Experiência , Humanos , Estudantes de Enfermagem/psicologia , COVID-19/epidemiologia , Pandemias , República da Coreia , Análise de Classes Latentes , Estudos Transversais , Inquéritos e Questionários , Masculino , Feminino , Adulto
17.
Behav Brain Res ; 446: 114413, 2023 05 28.
Artigo em Inglês | MEDLINE | ID: mdl-37001819

RESUMO

Environmental cues that remind us of rewarding outcomes (drugs, food) play a significant role in addiction relapse. In the lab the Pavlovian-to-instrumental transfer (PIT) task has been used to formally examine how cues associated with reward or punishment can bias ongoing instrumental responding. Using a version of this paradigm that integrates PIT with a go/no-go task many studies have related stronger PIT effects (with non-drug rewards) to problematic alcohol use including risky alcohol users relative to non-risky drinkers, individuals with alcohol dependence versus healthy controls and individuals in recovery from alcohol use disorder who are more likely to relapse. However the theoretical importance of these findings and the implications for models of addiction was previously not clear. Understanding if this task indexes the general motivating effects of reward cues on instrumental responding (and whether this is sensitive to shifts in motivation for those outcomes) is critical for understanding these previous results within the context of addiction. Thus, in the current study we aimed to delineate the associative mechanisms that drive the stimulus effects observed in this PIT task. Specifically, we wished to examine whether the cueing effects observed in the cued-go/no-go task were selective in their effect on action, insofar as Pavlovian cues specifically invigorated (or suppressed) responding only if they were associated with congruent outcomes. We conclude that the PIT measured with this task is general in nature. Surprisingly however, the biasing effects of Pavlovian cues on instrumental responding did not appear to be sensitive to outcome devaluation.


Assuntos
Alcoolismo , Condicionamento Operante , Humanos , Sinais (Psicologia) , Condicionamento Clássico , Transferência de Experiência , Recompensa , Recidiva
18.
J Contin Educ Health Prof ; 43(1): 21-27, 2023 01 01.
Artigo em Inglês | MEDLINE | ID: mdl-36728965

RESUMO

INTRODUCTION: Infectious disease training is considered vital in health care systems to improve knowledge, skills, and work performance of infection control professionals. However, the extent to which trainees effectively transfer knowledge, skills, and attitudes that they acquire through training has received little attention. This study aimed to identify factors influencing training transfer of infection control professionals receiving infectious disease training. METHODS: This cross-sectional study selected infection control professionals who completed an infectious disease training program provided by Korea Human Resources Development Institute for Health and Welfare. A self-reported questionnaire was used to collect data on sociodemographic variables, trainee characteristics, training design, work environment, and training transfer. Data analysis was conducted using SPSS (version 26.0). RESULTS: The mean age of the 139 participants was 41.45 years, and 77% were female participants. Regression analysis indicated that the following factors significantly influenced the training transfer of infection control professionals and thereby decrease morbidity and mortality: for trainee characteristics, transfer experience (ß = 0.205, P = 0.012) and motivation to learn (ß = 0.196, P =0.016); for training design, learning objectives (ß = 0.269, P = 0.021), goals (ß = 0.356, P =0.023), and methods (ß = 0.365, P = 0.020); and for the work environment, supervisor support (ß = 0.275, P =0.024) and colleague support (ß = 0.474, P = 0.022). CONCLUSION: Future training programs for improving training transfer should focus more on strategies to improve the motivation for training transfer. Trainees should be guided on (1) how to apply training knowledge in specific clinical contexts to improve their performance and (2) potential methods to get support from their supervisors and colleagues during training.


Assuntos
Doenças Transmissíveis , Transferência de Experiência , Humanos , Feminino , Adulto , Masculino , Estudos Transversais , Aprendizagem , Controle de Infecções
20.
Atten Percept Psychophys ; 85(4): 1253-1266, 2023 May.
Artigo em Inglês | MEDLINE | ID: mdl-36720781

RESUMO

The approximate number system (ANS) is thought to be an innate cognitive system that allows humans to perceive numbers (>4) in a fuzzy manner. One assumption of the ANS is that numerosity is represented amodally due to a mechanism, which filters out nonnumerical information from stimulus material. However, some studies show that nonnumerical information (e.g., spatial parameters) influence the numerosity percept as well. Here, we investigated whether there is a cross-modal transfer of spatial information between the haptic and visual modality in an approximate cross-modal number matching task. We presented different arrays of dowels (haptic stimuli) to 50 undergraduates and asked them to compare haptically perceived numerosity to two visually presented dot arrays. Participants chose which visually presented array matched the numerosity of the haptic stimulus. The distractor varied in number and displayed a random pattern, whereas the matching (target) dot array was either spatially identical or spatially randomized (to the haptic stimulus). We hypothesized that if a "numerosity" percept is based solely on number, neither spatially identical nor spatial congruence between the haptic and the visual target arrays would affect the accuracy in the task. However, results show significant processing advantages for targets with spatially identical patterns and, furthermore, that spatial congruency between haptic source and visual target facilitates performance. Our results show that spatial information was extracted from the haptic stimuli and influenced participants' responses, which challenges the assumption that numerosity is represented in a truly abstract manner by filtering out any other stimulus features.


Assuntos
Estudantes , Transferência de Experiência , Humanos , Percepção Visual/fisiologia
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