The Experts below are selected from a list of 315 Experts worldwide ranked by ideXlab platform
Andrew D Wilson - One of the best experts on this subject based on the ideXlab platform.
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Perceptual information supports Transfer of Learning in coordinated rhythmic movement
Psychological Research, 2020Co-Authors: Daniel Leach, Zoe Kolokotroni, Andrew D WilsonAbstract:In this paper, we trained people to produce 90° mean relative phase using task-appropriate feedback and investigated whether and how that Learning Transfers to other coordinations. Past work has failed to find Transfer of Learning to other relative phases, only to symmetry partners (identical coordinations with reversed lead–lag relationships) and to other effector combinations. However, that research has all trained people using transformed visual feedback (visual metronomes, Lissajous feedback) which removes the relative motion information typically used to produce various coordinations (relative direction, relative position; Wilson and Bingham, in Percept Psychophys 70(3):465–476, 2008). Coordination feedback (Wilson et al., in J Exp Psychol Hum Percept Perform 36(6):1508, 2010) preserves that information and we have recently shown that relative position supports Transfer of Learning between unimanual and bimanual performance of 90° (Snapp-Childs et al., in Exp Brain Res 233(7), 2225–2238, 2015). Here, we ask whether that information can support the production of other relative phases. We found large, asymmetric Transfer of Learning bimanual 90° to bimanual 60° and 120°, supported by perceptual Learning of relative position information at 90°. For Learning to Transfer, the two tasks must overlap in some critical way; this is additional evidence that this overlap must be informational. We discuss the results in the context of an ecological, task dynamical approach to understanding the nature of perception–action tasks.
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Perceptual Information Supports Transfer of Learning in Coordinated Rhythmic Movement
2019Co-Authors: Daniel Peter Leach, Zoe Kolokotroni, Andrew D WilsonAbstract:In this paper, we trained people to produce 90° mean relative phase using task-appropriate feedback and investigated whether and how that Learning Transfers to other coordinations. Past work has failed to find Transfer of Learning to other relative phases, only to symmetry partners (identical coordinations with reversed lead-lag relationships) and to other effector combinations. However, that research has all trained people using transformed visual feedback (visual metronomes, Lissajous feedback) which removes the relative motion information typically used to produce various coordinations (relative direction, relative position; Wilson & Bingham, 2008) . Coordination feedback (Wilson, Snapp-Childs, Coats, & Bingham, 2010) preserves that information and we have recently shown that relative position supports Transfer of Learning between unimanual and bimanual performance of 90° (Snapp-Childs, Wilson, & Bingham, 2015). Here we ask whether that information can support the production of other relative phases. We found large, asymmetric Transfer of Learning bimanual 90° to bimanual 60° and 120°, supported by perceptual Learning of relative position information at 90°. For Learning to Transfer, the two tasks must overlap in some critical way; this is additional evidence that this overlap must be informational. We discuss the results in the context of an ecological, task dynamical approach to understanding the nature of perception-action tasks.
Jonathan H. Green - One of the best experts on this subject based on the ideXlab platform.
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Transfer of Learning and the Cultural Matrix: Culture, Beliefs and Learning in Thailand Higher Education
2015Co-Authors: Jonathan H. GreenAbstract:This book reports on a study conducted in an international college in Thailand that aimed to contribute to our understanding of the Transfer of Learning from an undergraduate academic literacy programme to the disciplines. The study adopted a cultural matrix to investigate the interrelationship among students' perceptions of Transfer of Learning, their personal beliefs about knowledge, knowing and Learning, and their secondary school backgrounds. The findings give partial support for the application of the cultural matrix to Transfer of Learning, while revealing also an intriguing complexity to the beliefs systems of students who had been exposed to international education. To borrow from linguistics parlance, these multicultural students may code-switch between beliefs systems in much the same manner as multilinguals between languages. The study makes an original contribution by applying the cultural matrix to Learning in a previously unexplored way. In so doing, it aims to generate a general theory of Transfer of Learning while fostering a culturally pluralistic understanding of learners' beliefs about knowledge and Learning and the implications for such Transfer. It also advocates an approach that supplements existing classroom-specific pedagogical methods with school-wide cultural management initiatives in order to better effect Transfer of Learning.
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Transfer of Learning and the cultural matrix: the interrelationship of culture, beliefs, and Learning
2015Co-Authors: Jonathan H. GreenAbstract:This study, conducted in an international college in Thailand, aimed to understand the Transfer of Learning from an undergraduate academic literacy programme to the disciplines. In so doing, it adopted a cultural matrix to investigate the interrelationship among students’ perceptions of Transfer of Learning, their personal beliefs about knowledge, knowing and Learning, and their secondary school backgrounds. A three-part questionnaire, supplemented by purposive semistructured interviews, was used to collect data from all consenting students from the final course in a four-trimester programme. The first part of the questionnaire employed the Epistemic Beliefs Inventory (EBI) in gauging students’ beliefs about knowing and Learning, the second part comprised the Measure of Academic Literacy (MALT) , which measure students’ perceptions of Transfer of Learning from the academic literacy programme to the disciplines, and the third part of the questionnaire surveyed students’ demographic details, specifically with regard to their secondary school context. Data were then analysed to establish the interrelationship between these data sets. Open-ended questions to the MALT section of the questionnaire were analysed, and, in order to illustrate and further understand the data analysis from the questionnaire, trained interviewers conducted semi-structured interviews. Initial, factorial analysis of the EBI indicated a factor structure that differed from that of the US origins of the instrument, suggesting a relationship between culture and beliefs. While analysis indicated a significant low-moderate relationship between students’ beliefs about knowledge and Learning and the Transfer of Learning, no such association was detected between the beliefs and students’ secondary school background. The students’ multicultural backgrounds, coupled with ambivalent beliefs, may provide an explanation for this. The findings, thus,give partial support for the application of the cultural matrix to Transfer of Learning. The study makes an original contribution by applying the cultural matrix to Learning in a previously unexplored way. In so doing, it aims to generate a general theory of Transfer of Learning while fostering a culturally pluralistic understanding of learners’ beliefs about knowledge and Learning and the implications for such Transfer. It also advocates an approach that supplements existing classroom-specific pedagogical methods with school-wide cultural management initiatives in order to better effect Transfer of Learning.
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Transfer of Learning and its ascendancy in higher education: a cultural critique
Teaching in Higher Education, 2013Co-Authors: Jonathan H. GreenAbstract:Transfer of Learning has long been posited as a goal of education. Recent ideological developments have raised Transfer's prominence in higher education: increasingly, universities measure their success by the Transferability of graduates' skills and knowledge to the workplace. A cultural matrix of social psychology provides an alternative discourse, holding that many psychological characteristics and values that underpin Transfer are based on assumptions that may not apply universally and that, accordingly, Transfer may not be the central goal that it is frequently assumed to be. This discussion presents a critique on an adherence to Transfer that ignores values that may be equally important to students' personal and social development. In so doing, it advocates the application of the cultural matrix to the theory of Transfer of Learning. It concludes that, paradoxically, recognition of divergent cultural values from around the globe, including the East, may guide universities back to the western cultura...
Shana K Carpenter - One of the best experts on this subject based on the ideXlab platform.
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testing enhances the Transfer of Learning
Current Directions in Psychological Science, 2012Co-Authors: Shana K CarpenterAbstract:Many studies have shown that retrieving information during a test facilitates later memory for that information. Most research on this testing effect has focused on retention of information measured via a final test that is similar to the initial test. Much less is known about the potential of testing to promote the application—i.e., Transfer—of Learning. In this article, I review recent studies that have begun to address this issue, specifically with regard to the benefits of testing on Transfer across temporal contexts, test formats, and knowledge domains. The small but growing number of studies on this topic have so far reported robust benefits of testing on Transfer of Learning. Future research is encouraged that explores the potential of tests to promote not just direct retention of information, but also the application of knowledge to new situations.
Brandon Sholar - One of the best experts on this subject based on the ideXlab platform.
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tests enhance the Transfer of Learning
Journal of Experimental Psychology: Learning Memory and Cognition, 2010Co-Authors: Doug Rohrer, Kelli M Taylor, Brandon SholarAbstract:Numerous Learning studies have shown that if the period of time devoted to studying information (e.g., casa-house) includes at least 1 test (casa-?), performance on a final test is improved—a finding known as the testing effect. In most of these studies, however, the final test is identical to the initial test. If the final test requires a novel demonstration of Learning (i.e., Transfer), prior studies suggest that a greater degree of Transfer reduces the size of the testing effect. The authors tested this conjecture. In 2 experiments, 4th- or 5th-grade students learned to assign regions or cities to map locations and returned 1 day later for 2 kinds of final tests. One final test required exactly the same task seen during the Learning session, and the other final test consisted of novel, more challenging questions. In both experiments, testing effects were found for both kinds of final tests, and the testing effect was no smaller, and actually slightly larger, for the final test requiring Transfer.
Daniel Leach - One of the best experts on this subject based on the ideXlab platform.
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Perceptual information supports Transfer of Learning in coordinated rhythmic movement
Psychological Research, 2020Co-Authors: Daniel Leach, Zoe Kolokotroni, Andrew D WilsonAbstract:In this paper, we trained people to produce 90° mean relative phase using task-appropriate feedback and investigated whether and how that Learning Transfers to other coordinations. Past work has failed to find Transfer of Learning to other relative phases, only to symmetry partners (identical coordinations with reversed lead–lag relationships) and to other effector combinations. However, that research has all trained people using transformed visual feedback (visual metronomes, Lissajous feedback) which removes the relative motion information typically used to produce various coordinations (relative direction, relative position; Wilson and Bingham, in Percept Psychophys 70(3):465–476, 2008). Coordination feedback (Wilson et al., in J Exp Psychol Hum Percept Perform 36(6):1508, 2010) preserves that information and we have recently shown that relative position supports Transfer of Learning between unimanual and bimanual performance of 90° (Snapp-Childs et al., in Exp Brain Res 233(7), 2225–2238, 2015). Here, we ask whether that information can support the production of other relative phases. We found large, asymmetric Transfer of Learning bimanual 90° to bimanual 60° and 120°, supported by perceptual Learning of relative position information at 90°. For Learning to Transfer, the two tasks must overlap in some critical way; this is additional evidence that this overlap must be informational. We discuss the results in the context of an ecological, task dynamical approach to understanding the nature of perception–action tasks.