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With the quick advancement of keen fabricating, information-based blame determination has pulled in expanding attention. As one of the foremost prevalent strategies of diagnosing errors, deep learning has accomplished exceptional comes about. Be that as it may, due to the truth that the estimate of the seeded tests is little in diagnosing mistakes, the profundities of the deep learning (DL) models for fault conclusion are shallow compared to the convolutional neural network in other regions (including ImageNet), which limits the accuracy of the final prediction. In this paper, ResNet-50 with a 25 convolutional layer depth has been proposed to diagnose anomalous images. Trained ResNet-50 applies ImageNet as a feature extractor to diagnose errors. It was proposed on three sets of data which are the bottle, the spoon, and the carton, and the proposed method was achieved. The prediction accuracy of the data set was 99%, 95% and 90%, respectively. 

Recently neural style transfer (NST) has drawn a lot of interest of researchers, with notable advancements in color representation, texture, speed, and image quality. While previous studies focused on transferring artistic style across entire content images, a new approach proposes to transfer style specifically to objects within the content image based on the style image and maintain photorealism. Recent techniques have produced intriguing creative effects, but often only work with artificial effects, leaving real flaws visible in photographs used as references for styles. The suggested approach employs a two-dimensional wavelet transform (WT) to achieve style transfer by adjusting image structure with high-pass and low pass filters (LPF). Preserving the information content and numerical attributes of VGGNet19 through WT-based style transfer using the db5 WT at level 5, we can achieve a peak signal-to-noise ratio (PSNR) value of up to 96.76725. The qualitative result of the proposed methodology is compared with other existing algorithm. Also, the time complexity of the proposed methodology on different hardware platforms has been calculated and presented in the paper. The proposed methodology able to maintains appealing and precise quality of resultant image.

As a technology to read brain states from measurable brain activities, brain decoding are widely applied in industries and medical sciences. In spite of high demands in these applications for a universal decoder that can be applied to all individuals simultaneously, large variation in brain activities across individuals has limited the scope of many studies to the development of individual-specific decoders. In this study, we used deep neural network (DNN), a nonlinear hierarchical model, to construct a subject-transfer decoder. Our decoder is the first successful DNN-based subject-transfer decoder. When applied to a large-scale functional magnetic resonance imaging (fMRI) database, our DNN-based decoder achieved higher decoding accuracy than other baseline methods, including support vector machine (SVM). In order to analyze the knowledge acquired by this decoder, we applied principal sensitivity analysis (PSA) to the decoder and visualized the discriminative features that are common to all subjects in the dataset. Our PSA successfully visualized the subject-independent features contributing to the subject-transferability of the trained decoder.

We guess humans start acquiring grasping skills as early as at the infant stage by virtue of two key processes. First, infants attempt to learn grasps for known objects by imitating humans. Secondly, knowledge acquired during this process is reused in learning to grasp novel objects. We argue that these processes of active and transfer learning boil down to a random search of grasps on an object, suitably biased by prior experience. In this paper we introduce active learning of grasps for known objects as well as transfer learning of grasps for novel objects grounded on kernel adaptive, mode-hopping Markov Chain Monte Carlo. Our experiments show promising applicability of our proposed learning methods.

Since the 1950s some educational researchers have argued for a strong focus on problem solving in administrator-preparation programs. This paper discusses two types of problem-based learning (PBL)--simulated and authentic. It discusses various PBL concepts and presents two vignettes used during the 1995 and 1996 academic years at the University of Connecticut's Department of Educational Leadership. The first vignette was a simulated-problem project involving the integration of educational technology in a school district, and the second involved an authentic-problem project in a magnet school program. Each project's planning and scheduling activities, setting, sequence of project activities, culminating activity, and assessment are described. The paper argues that because PBL is situated, involves group problem solving, and deals with highly complex problems, it helps students transfer learning to the work place. Both simulated and authentic PBL offer students opportunities to transfer declarative and procedural knowledge to work-place settings. (Contains 32 references.) (LMI)

This symposium on transfer of learning consists of four presentations. "The Influence of the Implementation of a Transfer Management Intervention on Transfer of Training" (Patricia R. Saylor, Marijke T. Kehrhahn) reports a study that evaluated effectiveness of transfer management interventions provided by a change facilitator in establishing a positive transfer climate and promoting achievement of transfer goals set by middle school teachers. "Learning Strategies: A Key to Training Effectiveness" (Paula Willyard, Gary J. Conti) describes a study of learning strategies of 456 adults that found a connection between the image of the organization and the type of learners attracted to it and identified learning characteristics that trainers can use to improve learning. "An Examination of Learning Transfer System Characteristics Across Organizational Settings" (Elwood F. Holton III et al.) discusses a study that compared transfer systems across three organization types, eight different organizations, and nine different types of training and found they are significantly different across organizational types, organizations, and training types. "Adult Learning and the Internet" (Gary J. Conti, Anne A. Ghost Bear) focuses on a study that describes learning strategies used by eBay users and finds that learners using critical thinking skills are attracted to the Internet, Internet use leads to differing attitudes about skill and self concept changes, and learning strategy groups approach learning on the Internet very differently. All four papers include substantial bibliographies. (YLB)

Every day, we are confronted with numerous sources of information that compete for attention. This often poses an attentional challenge, since only a portion of these sources may be compatible with our goal. Often, paying attention to some sources of information has detrimental effects on performance, i.e., it generates interference. Hallmark of attentional control is the ability to adjust control settings in reaction to such events, to overcome future interference. We have recently shown that, in multi-dimensional environments, attentional control is achieved by modulating the processing of task-irrelevant information. Specifically, control adaptation is highly dimension-specific rather than dimension-general because it selectively suppresses or enhances task-irrelevant dimensions based on their history of compatibility with the instructed task. However, our prior findings also raised the question of whether people may adopt dimension-general control settings in specific circumstances. For example, we surmised that transfer of control across non-task-relevant dimensions may happen when their features systematically co-occur (i.e., statistically bound). We reasoned that such circumstances would strongly reduce the benefit of assigning dimension-specific control based on individual dimensions’ conflict history. In other words, it may be possible that co-occurring distractors may be clustered together during control adaptation. Therefore, with this study, we introduce a statistical relationship between non-task-relevant information, and measure cross-dimension transfer of attentional control. This preregistered study aims to examine if humans can learn statistical relationships of non-task-relevant task features, and whether this can lead to generalization of adjustments in attentional control towards them.

This paper discusses the concepts of Human Resources Development (HRD), andragogy (adult learning), and transfer of training as factors to be considered when designing training for special education teachers in rural schools. A critical question facing HRD professionals who design and deliver inservice training for special education teachers in rural schools is "What can be done to ensure that the skills learned and practiced during training will result in behavior changes once the trainees return to their classrooms?" Transfer of training may be a particularly challenging issue in rural schools because schools often are located in areas where access to educational agencies, and even trained teachers, is difficult for recent trainees. Transfer strategies recommended by HRD and staff development professionals are listed. Finally, some results are presented from a transfer of training survey that asked 44 rural Kentucky special education teachers to list factors that assisted them most in implementing their recent inservice training. This paper contains 28 references. (TES)

This research contrasts the learning effects of an affective dimension of meaningfulness with the word-quality of consonant-vowel-consonant trigrams. Subject rated trigrams for both "association value"--having word-quality versus lacking word-quality--and "reinforcement value"--liking versus disliking the trigram regardless of word quality. Paired associates lists were then constructed in which association value and reinforcement value were counterbalanced. Subjects learned two different lists. Experiment I established that the order of positive transfer across lists (best to poorest improvement) was as follows: dislike to liked, like to liked, disliked to disliked, and liked to disliked. Association value meaningfulness failed to produce interlist effects. Experiment II found that the left-hand member of a paired-associate contributed more to nonspecific transfer than the right-hand member. Experiment III found that the learning style of whites is relatively more along an association value than a response value dimension, whereas blacks reflected the opposite tendency. It was concluded that (1) affective factors play a greater role than hitherto acknowledged in theories of human verbal learning and (2) blacks may be socio-culturally different in style of learning than whites, thereby contributing to much of the confusion regarding relative capacity between races. (Author/JM)

The purpose of this white paper is to discuss the best method to connect a log data collecting learning management system used for exams to a data warehouse in which this exam data can be stored and analyzed. This research will utilize a multi-phase approach to evaluate the feasibility of connecting a log data collecting learning management system with a data warehouse. The results of this research will be used to develop best practices for connecting a log data collecting learning management system to a data warehouse.

Business degree programs typically include a variety of required courses targeting analytical skills, general knowledge, and communication competencies. Integration of these learning outcomes is crucial for students' effective professional activities, yet little is known about cross-disciplinary transfer of specific knowledge, skills, and attitudes (KSAs). This study examined the extent to which graduate students applied oral and written communication skills and strategies learned in a Managerial Communication course to assignments in a Managerial Finance course. Principles of organization were the most frequently applied communication strategies. Additionally, quality levels of the Finance course deliverables seemed relatively unaffected by students' prior Managerial Communication course experience.

Note this registration has been withdrawn: Please read the summary and the PDF attached. This preregistration also includes a zip folder containing the materials of the current study.

Note this registration has been withdrawn: Please read the summary and the PDF attached. This preregistration also includes a zip folder containing the materials of the current study.

In this paper we explored whether engaging in two inquiry skills associated with data collection, designing controlled experiments and testing stated hypotheses, within microworlds for one physical science domain (density) impacted the acquisition of inquiry skills in another domain (phase change). To do so, we leveraged educational data mining techniques to both assess and estimate students' inquiry skills across domains. Analyses revealed that honing these skills in density activities provided benefits in terms of transfer and skill acquisition. More specifically, students who practiced in density activities first were more likely to show mastery of the designing controlled experiments skill than those who had no prior practice. These same students were also more likely to test their stated hypotheses during their first data collection in phase change. Thus, practice in one domain can positively impact acquisition and transfer of skill in a second domain, suggesting that inquiry skills also have a degree of domain generality.

This study examined whether audio feedback provided to undergraduates (N=51) about one paper would prove beneficial in terms of improving their grades on another, unrelated paper of the same type. We examined this issue both in terms of student "beliefs" about learning transfer, as well as their "actual ability" to transfer what had been learned on one assignment to another, subsequent assignment. Results indicated that students believed that they would be able to transfer what they had learned via audio feedback. Moreover, results also suggested that students actually did generalize the overarching comments about content and structure made in the audio files to a subsequent paper, the content of which differed substantially from the initial one. Both students and teaching assistants demonstrated very favourable responses to this type of feedback, suggesting that it was both clear and comprehensive.

In order to analyze the effectiveness of various learner strategies upon initial learning, retention, and subsequent transfer of a motor skill, 50 college-age subjects were randomly assigned to one of five strategy conditions: imagery, rhythmic, anticipatory, informed choice, and control. The task, which used a visual tracking apparatus, required subjects to follow a moving target in both visible and invisible conditions. Following the learning trials, subjects were administered a retention test and subsequent transfer task involving the same apparatus. Separate analysis for the two dependent variables, time on target and absolute error, revealed subjects displayed superior performance (in terms of both dependent variables) during the transfer task. A significant group effect for total time on target appeared to suggest that the rhythmic strategy group was superior to the control group. In general, however, no one strategy was more effective than any other or the control condition in producing learning during the acquisition, retention, or transfer phases in this experiment.

This study aimed to investigate the effect of the van Hiele model in Geometric Concepts Acquisition, and the attitudes towards Geometry and learning transfer of the first three grades students in Jordan. Participants of the study consisted of 60 students from the third grade primary school students from the First Directorate, Amman, in the academic year (2015-2016) and they were divided randomly into a control group and an experimental group. To achieve the objectives of the study, the teacher's guide was prepared for the unit of Engineering and Statistics taken from the text book of Mathematics of the third grade in accordance with the model of Van Hiele, and the preparation of test engineering concepts which consisted of 17 questions of multiple choice, in addition to the scale of attitudes towards engineering and test learning transfer effect. Data were analyzed using ANCOVA and results were as follows: there are significant differences between the average performance of each of the two groups of the study on the scale of Geometric Concepts acquisition in favor of the experimental group taught by using the Van Hiele model. And there are significant differences between the average performance of the two groups on a scale of attitudes towards geometry in favor of the experimental group taught by the Van Hiele model. There are significant differences between the average performance of each of the two groups on the learning transfer test in favor of the group taught by the Van Hiele model.

THE OBJECTIVES OF THIS STUDY WERE (1) TO IDENTIFY AND COMPARE THREE KINDS OF TRANSFER EFFECTS--AN EFFECT ASSOCIATED WITH CUE REPETITION, A LEARNING-TO-LEARN EFFECT, AND A WARM-UP EFFECT, AND (2) TO EVALUATE THE USEFULNESS OF CUE-RESPONSE CORRELATIONS IN EXPLAINING TRANSFER EFFECTS. THE STUDY WAS BASED ON THE DEFINITION OF TRANSFER EFFECTS AS CHANGES IN ABILITY TO DEAL WITH SITUATIONS NOT ENCOUNTERED DURING TRAINING. SUBJECTS WERE UNDERGRADUATE COLLEGE STUDENTS WHO WERE DIVIDED INTO SIX GROUPS. FOR HALF OF THE SAMPLE, THE TRAINING AND CRITERIA TASKS WERE SIMILAR. FOR THE OTHER HALF, THE TRAINING AND CRITERIA TASKS WERE QUITE DIFFERENT. FOR ONE GROUP FROM EACH HALF OF THE SAMPLE, THE RELEVANT AND IRRELEVANT CUES REMAINED THE SAME FOR ALL TASKS. FOR THE SECOND GROUP FROM EACH HALF, THE RELEVANT AND IRRELEVANT CUES WERE REVERSED ON THE CRITERION TASK. FOR THE REMAINING GROUPS, COMPLETELY NEW CUES WERE INTRODUCED DURING THE CRITERION TASK. A CONTROL GROUP PERFORMED ONLY THE CRITERION TASK. THE ENTIRE EXPERIMENT WAS CARRIED OUT TWICE, ONCE USING LARGE GROUP TESTING PROCEDURES AND ONCE WITH GROUPS OF EITHER SEVEN OR 14 AT A TIME. ERROR SCORES WERE USED AS A MEASURE OF RATE OF LEARNING. THE INVESTIGATOR ATTRIBUTED THE GREATEST TRANSFER EFFECT TO WARM-UP, AND THE NEXT LARGEST TO LEARNING-TO-LEARN EFFECTS. NO SIGNIFICANT EFFECT WAS FOUND FOR CUE REPETITION. SINGLE-TRIAL, CUE-RESPONSE CORRELATIONS (CRITERIALITIES) PROVED USEFUL IN INTERPRETING THE TEST RESULTS. THEY ALSO DEMONSTRATED THE PRESENCE OF CUE-SIMILARITY EFFECTS NOT DETECTABLE IN THE ERROR SCORES. (AL)

The introduction of engineering practices within the "Next Generation Science Standards" provides technology educators with opportunities to help STEM educators infuse engineering design within a core curriculum. The introduction of teaching engineering design in early elementary grades also provides opportunities to conduct research investigating how young students use engineering design as a way to solve problems. There is a need for research to assess how students experience engineering design as a pedagogical approach to learning science. This article will feature research on elementary students' cognitive strategies used during engineering-design science activities. We adopted the concurrent think-aloud (CTA) protocol analysis method to capture how students conceptualize design and enhance science learning. During the 2012-2013 school year, we video recorded 66 CTA sessions, and this study examines six of those sessions. NVivo (Version 10) was used to code each video using common cognitive strategies categorized by Halfin (1973). Research findings indicate that participants increased the amount of time spent on mathematical thinking by 34% when given a math-specific design task. Pre- and post-tests showed that participants gained significant science content knowledge. However, we also confirmed that participants struggled with applying accurate mathematical and scientific knowledge to solving the given design problem.

The effective "transfer" of knowledge and skills from university to the workplace is of global interest, yet this area of inquiry lacks research. Teacher educators, for example, require information on how to advance pre-service teachers' transfer of group-based learning to the primary school classroom (Scott & Baker, 2003). Group-based learning (GBL) is a valued means of developing learners' group work, personal attributes and interpersonal skills, and in the case pre-service teachers their professional skills. Graduate teachers do not necessarily generalise GBL pedagogy to the classroom. This discussion paper draws from a qualitative case study that examined this pedagogy in a pre-service teacher education program at Edith Cowan University. The case study revealed three core GBL issues: "consistency and coherence"; "equity and fairness"; "pragmatism and adding value". This paper proposes four principles of effective transfer and examines how, in relation to these three issues, these principles can promote effective transfer.

Debates on transfer of learning in mathematics are not new. Claims of situatedness of learning within tasks and non-transferability of knowledge between tasks are widely contested. Direct Application (DA) of learning is a common paradigm for characterising transfer which led to many instances of transfer failure (Bransford & Schwartz, 2001). The alternative framework presented here shows that some of the transfer failures in mathematics can be considered as partial transfer by broadening the DA paradigm which can scaffold classroom pedagogy by drawing upon everyday mathematics. Claims are supported by data drawn from an economically active low income settlement where sample middle graders are engaged in house-hold based micro-enterprise, possess diverse opportunities for gaining mathematical knowledge. [For the complete proceedings, see ED597799.]

Articulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandated in some Canadian provinces and highly encouraged in others. In this study, we compared learning in college transfer and direct-entry from high school (DEHS) students at the University of Guelph-Humber in Ontario, using eight factors related to learning: age, gender, years of prior postsecondary experience, learning approach, academic performance, use of available learning resources, subjective course experience, and career goals. Our results show that while college-transfer students tend to be older than DEHS students, they do not significantly differ in either learning approach or academic performance. This is an important finding, suggesting that college-transfer programs are a viable option for non-traditional university students. We conclude that the academic success of college-transfer students is attainable with careful consideration of policies, such as admissions criteria, and the drafting of formal articulation agreements between institutions.

Articulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandated in some Canadian provinces and highly encouraged in others. In this study, we compared learning in college transfer and direct-entry from high school (DEHS) students at the University of Guelph-Humber in Ontario, using eight factors related to learning: age, gender, years of prior postsecondary experience, learning approach, academic performance, use of available learning resources, subjective course experience, and career goals. Our results show that while college-transfer students tend to be older than DEHS students, they do not significantly differ in either learning approach or academic performance. This is an important finding, suggesting that college-transfer programs are a viable option for non-traditional university students. We conclude that the academic success of college-transfer students is attainable with careful consideration of policies, such as admissions criteria, and the drafting of formal articulation agreements between institutions.

This article is from Nature and Science of Sleep , volume 6 . Abstract There is increasing evidence that sleep promotes off-line enhancement of a variety of explicitly learned motor tasks in young adults. However, whether sleep promotes off-line consolidation of implicitly learned motor tasks is still under question. Furthermore, the role of sleep in promoting transfer of learning remains unknown. This study examined the role of sleep in learning and transfer of learning of an implicit continuous motor task. Twenty-three neurologically intact individuals (mean age 26.4 years) were randomly assigned to either a sleep group or a no-sleep group. The sleep group practiced a continuous tracking task in the evening and underwent retention and transfer testing the following morning, while the no-sleep group practiced the tracking task in the morning and underwent retention and transfer testing in the evening. The results show that in both the sleep and no-sleep groups, performance improved off-line without further practice for both the general skill and the sequence-specific skill. The results also indicate that sleep and time promote transfer of learning of both sequence-specific and general skill learning to a spatial and temporal variation of the motor task. These findings demonstrate that sleep does not play a critical role in promoting off-line learning and transfer of learning of an implicit continuous motor task.

Effects of working with the deep comprehension and decoding activities supported by the software created by Brophy and colleagues to enhance literacy skills in young, at-risk children were studied. Subjects were 53 at-risk kindergartners from a public inner-city school (24 in the control group and 29 in the experimental group). The experimental group used the Multimedia Environments that Organize and Support Text (MOST) environment. This environment involved the subjects' having half-hour sessions each day on the sequencer and multimedia bookmaker software for about 3 months using the "Miss Emma Anchor" video. At the end of 3 months subjects were given a standardized test (the Metropolitan Readiness Test) and MOST assessments. Children in the experimental group gained more on the auditory and language skills portions of the standardized tests and performed better on the MOST assessments, indicating that the MOST software promotes deep comprehension and aids in development of listening comprehension, story production, and decoding skills. Nine figures illustrate the study, and three appendixes give narrative, episodic, and overall components. (Contains 3 references.) (SLD)

The purpose of this study was to translate and validate an Arabic version of the Learning Transfer System Inventory (LTSI) for use in Jordan. The LTSI was administered to 450 employees employed by public and private sector organizations operating in Jordan. Principle axis factoring with oblique rotation was used to uncover the underlying structure of the Arabic version of the LTSI (ALTSI). Results showed a latent factor structure highly consistent with the original LTSI. (Contains 1 figure and 2 tables.) [For complete proceedings, see ED491481.]

Prior research has shown that retrieval can enhance learning of new (i.e., not-previously presented) information. This forward testing effect (FTE; for reviews, see Pastötter & Bäuml, 2014; Yang et al., 2018, 2021) has already been demonstrated with various study materials (e.g., single words, key-term definitions, texts and videos; for a meta-analysis, see Chan et al., 2018b). It has been suggested that metacognitive judgements, specifically Judgments of Learning (JOLs), are based on at least partial covert retrieval attempts when not all information is available (Dougherty et al., 2018), and thereby can produce retrieval-like effects. Thus, JOLs do not only index metacognitive monitoring (Rhodes, 2015), but can also enhance learning (Tauber & Witherby, 2019). Only a few prior studies examined the extent to which JOLs can enhance new learning of information (see Kubik et al., 2022; Lee & Ha, 2019). In the present study, we aim to investigate the relative advantage of JOLs (perhaps eliciting covert retrieval) and overt retrieval on new episodic and inductive learning compared to restudy. Lee and Ha (2019) examined forward effects of metacognitive judgments on inductive learning in two sections. In Section A, participants learned the painting styles of six artists by studying 36 painting–artist pairs (i.e., six paintings per artist). They were then asked to restudy these prior 36 pairs, take a cued-recall test on them (i.e., using the painting as a cue to retrieve the artist’s name), or evaluate the pairs’ learning status by performing a JOL task: Participants were either asked to perform item-based JOLs (i.e., assessing probability that they could identify the artist of a particular painting in a later test when the painting–artist pair is presented); category-based JOLs (i.e., assessing the probability that they could identify new paintings of an artist when the artist’s last name was shown); or global JOLs (in response to a single prompt that solicit an aggregate estimation of their future overall learning performance). In Section B, they learned six painting styles by studying 36 painting–artist pairs. Subsequently, they received a final cumulative transfer test, in which 48 new paintings (i.e., 4 of each artist) were presented in a single-choice test; participants’ task was to choose the correct artists’ last name. The authors demonstrated that category-based JOLs enhanced performance in a later transfer test identifying new paintings of the same artists, but item-based judgments did not. The latter finding in Experient 1 of Lee and Ha (2019) might be due to the fact that the task consisted of participants evaluating their learning of specific painting–artist pairs, which was inconsistent with the objective of learning the artists’ general painting styles and applying them in a transfer test. In addition, item-based judgments were solicited based on the complete cue–target pairs, that is, including both the cue (painting) and the target (last name of the artist). Lee and Ha (2019) argued that item-based JOLs cannot enhance new inductive learning of painting styles. We hypothesize that presenting the cue–target pairs rather than only the cue reduced the likelihood that participants engaged in covert retrieval when making JOLs. Based on the two-stage theory (Son & Metcalfe, 2005), making JOLs on complete information may only involve a first pre-retrieval stage of a quick familiarity assessment, while JOLs based on incomplete information likely covert retrieval attempts and thereby to enhance new inductive learning, similarly to overt retrieval practice. That is, participants are more likely to attempt complete retrieval attempts from memory when only the painting without the artist’s last name is presented than when both the cue (painting) and the target (last name of the artist) are presented. A first indication was provided by Kubik et al. (2022) using simple lists of words that JOLs based on incomplete information (i.e., cue-only JOLs) but not on complete information (i.e., cue–target JOLs) can enhance new learning. However, analogous research has not been conducted with more complex materials or inductive learning. To this end, we aim to replicate and extend the study by Lee and Ha (2019). We investigate and compare the benefits of JOLs and retrieval practice on future learning using pairs of paintings and artists. However, in addition to groups of cue–target JOLs, overt retrieval practice and restudy, we added an additional experimental group of cue-only JOLs.

Prior research has shown that retrieval can enhance learning of new (i.e., not-previously presented) information. This forward testing effect (FTE; for reviews, see Pastötter & Bäuml, 2014; Yang et al., 2018, 2021) has already been demonstrated with various study materials (e.g., single words, key-term definitions, texts and videos; for a meta-analysis, see Chan et al., 2018b). It has been suggested that metacognitive judgements, specifically Judgments of Learning (JOLs), are based on at least partial covert retrieval attempts when not all information is available (Dougherty et al., 2018), and thereby can produce retrieval-like effects. Thus, JOLs do not only index metacognitive monitoring (Rhodes, 2015), but can also enhance learning (Tauber & Witherby, 2019). Only a few prior studies examined the extent to which JOLs can enhance new learning of information (see Kubik et al., 2022; Lee & Ha, 2019). In the present study, we aim to investigate the relative advantage of JOLs (perhaps eliciting covert retrieval) and overt retrieval on new episodic and inductive learning compared to restudy. Lee and Ha (2019) examined forward effects of metacognitive judgments on inductive learning in two sections. In Section A, participants learned the painting styles of six artists by studying 36 painting–artist pairs (i.e., six paintings per artist). They were then asked to restudy these prior 36 pairs, take a cued-recall test on them (i.e., using the painting as a cue to retrieve the artist’s name), or evaluate the pairs’ learning status by performing a JOL task: Participants were either asked to perform item-based JOLs (i.e., assessing probability that they could identify the artist of a particular painting in a later test when the painting–artist pair is presented); category-based JOLs (i.e., assessing the probability that they could identify new paintings of an artist when the artist’s last name was shown); or global JOLs (in response to a single prompt that solicit an aggregate estimation of their future overall learning performance). In Section B, they learned six painting styles by studying 36 painting–artist pairs. Subsequently, they received a final cumulative transfer test, in which 48 new paintings (i.e., 4 of each artist) were presented in a single-choice test; participants’ task was to choose the correct artists’ last name. The authors demonstrated that category-based JOLs enhanced performance in a later transfer test identifying new paintings of the same artists, but item-based judgments did not. The latter finding in Experient 1 of Lee and Ha (2019) might be due to the fact that the task consisted of participants evaluating their learning of specific painting–artist pairs, which was inconsistent with the objective of learning the artists’ general painting styles and applying them in a transfer test. In addition, item-based judgments were solicited based on the complete cue–target pairs, that is, including both the cue (painting) and the target (last name of the artist). Lee and Ha (2019) argued that item-based JOLs cannot enhance new inductive learning of painting styles. We hypothesize that presenting the cue–target pairs rather than only the cue reduced the likelihood that participants engaged in covert retrieval when making JOLs. Based on the two-stage theory (Son & Metcalfe, 2005), making JOLs on complete information may only involve a first pre-retrieval stage of a quick familiarity assessment, while JOLs based on incomplete information likely covert retrieval attempts and thereby to enhance new inductive learning, similarly to overt retrieval practice. That is, participants are more likely to attempt complete retrieval attempts from memory when only the painting without the artist’s last name is presented than when both the cue (painting) and the target (last name of the artist) are presented. A first indication was provided by Kubik et al. (2022) using simple lists of words that JOLs based on incomplete information (i.e., cue-only JOLs) but not on complete information (i.e., cue–target JOLs) can enhance new learning. However, analogous research has not been conducted with more complex materials or inductive learning. To this end, we aim to replicate and extend the study by Lee and Ha (2019). We investigate and compare the benefits of JOLs and retrieval practice on future learning using pairs of paintings and artists. However, in addition to groups of cue–target JOLs, overt retrieval practice and restudy, we added an additional experimental group of cue-only JOLs.

The present research addresses the issues of whether there exist certain cognitive skills that facilitate transfer, and whether such skills are themselves transferable across domains. Of primary concern is the instructability of such skills. The Systems Thinking and Curriculum Innovation Project (STACI) is a two-year research project testing the potentials and effects of using the systems approach to teach content specific knowledge and general problem solving skills. The content of existing high school science courses has been integrated with instruction and computer software that emphasize higher-order cognitive skills. The study also examines the effectiveness of using Structural Thinking Experimental Learning Laboratory with Animation (STELLA) to teach system dynamics and content knowledge. Four science teachers at a high school in Vermont are using STELLA and systems thinking in their courses. Teachers and researchers are working in a collaborative effort. The teachers' primary goal is to infuse the classes with systems thinking and to determine if the curriculum innovation is an effective way of teaching certain topics and skills; the researchers' goal is to document the curriculum innovation and to examine its cognitive consequences. A primary outcome of the project will be to disseminate information about the theory that underlies systems thinking and the methods by which the approach has been infused in the curricula. (BAE)

Evaluating the relation between evidence and theory should be a central activity for science learners. Evaluation comprises both hypothetico-deductive analysis, where theory precedes evidence, and inductive synthesis, where theory emerges from evidence. There is mounting evidence that induction is an especially good way to help learners grasp the deep structure (i.e., underlying principles) of phenomena. However, compared to the clear falsification logic of hypothetico-deductive analysis, a major challenge for inductive activities is structuring the process to be systematic and effective. To address this challenge, we draw on Sir Francis Bacon's original treatise on inductive science. In a pair of experiments, college students used a computer simulation to learn about Faraday's law. In the inductive conditions, students sought a general explanation for several cases organized according to Bacon's tenets. In contrast, other students engaged a more hypothetico-deductive approach of sequentially testing (and revising) their hypotheses using the simulation. The inductive activity led to superior learning of a target principle measured by in-task explanations and posttests of near transfer and mathematical understanding. The results provide two important pieces of information. The first is that inductive activities organized by Bacon's tenets help students find the deep structure of empirical phenomena. The second is that, without an inductive "push," students tend to treat instances separately rather than searching for how they partake of the same underlying principle. [This paper was published in the "Journal of Research in Science Teaching" (EJ1048840).]

The number of articulation agreements between Canadian colleges and universities has been increasing steadily since the early 2000s. Though various implications of these agreements have been discussed, missing are the students' grounded transfer experiences. This paper discusses the academic and social experiences of college transfer students at a Southern Ontario university. Using multiple methods, this paper identifies the following issues regarding the college transfer experience: transfer shock; expectations about university life; the social aspects of the college transfer experience; and student concerns about college transfer credits. Student-based recommendations for the development and assessment of college transfer processes are also presented. Across Canada, community colleges and university relationships are structured according to two arrangements. British Columbia, Alberta and Quebec pioneered the development postsecondary systems in which direct university and college collaboration have been encouraged. Subsequently, the provinces of Saskatchewan and Manitoba have also developed stronger links between colleges and universities (Stanyon, 2003). In Ontario, the community colleges and universities have traditionally maintained relatively separate roles with community colleges being established to fulfill the demand for technical training while universities have provided career-oriented preparation for professions and knowledge-based occupations (Beach, Boadway & McInnis, 2005, p.10). However, Ontario has recently moved in the direction of the latter provinces in initiating formal articulation links between university and college programs (Stanyon, 2003). In Ontario, a growing number of college students are now pursuing post-graduate studies at universities. In 2004, over 4100 Ontario college graduates enrolled in university studies within six months of completing their college studies (ACAATO, 2005). In addition, a recent study indicates that over 20% of Ontario college students intend to pursue university and/or further college studies (ACAATO, 2005). According to the Ontario College University Transfer Guide, these students currently have 217 transfer agreements from which to choose (OCUTG, 2006). 173 of these agreements are bilateral (versus multilateral or direct entry articulation categories). The most common type of articulation agreement in Ontario is the degree completion arrangement (N = 156) in which "[a]college(s) and at least one university negotiate an articulation agreement whereby graduates of a diploma program receive specified transfer credit for a completed diploma program toward a degree and then complete a specified number of additional credits at the university in order to qualify for the baccalaureate degree" (OCUTG, 2006). The success of these college-university articulation arrangements depends, in part, on an understanding of the experiences, challenges and motivations of students who transfer from one type of institution to another, as well as the experiences of staff who oversee the implementation of the articulation agreements. This paper is one in a series of two papers which focuses on the college transfer experience from the student's perspective; the companion paper describes the experiences of university staff. Relatively well-established research in the United States has identified a range of student and institutional issues related to the transfer experience. Some of the issues include the effects of transfer upon student grades commonly known as "transfer shock" and "transfer ecstasy" (Carlan & Byxbe, 2000; Cjeda, 1997; Fredrickson, 1998; Glass & Harrington, 2002; Laanan, 2001; Rhine, Milligan & Nelson, 2000), student withdrawal rates (Minear, 1998 in D.S. Peterman, 2002; Van Middlesworth, Carpenter-Davis & McCool, 2002), student perceptions of the cultural differences between college and university (Davies & Dickmann, 1998) and institutional remedies to enhance the success of transfer students (Rhine, Milligan & Nelson, 2000). The importance of understanding the factors and processes that contribute to the experiences of college transfer students has important implications for the retention, graduation and overall success of students. While there are statistical analyses and reports detailing the mobility of students from college to university (ACAATO, 2005), their grade patterns, graduation rates and withdrawals (Chan, 1995), we know very little about the qualitative experiences of college transfer students, particularly in a Canadian context. This paper presents the results of a case study that analyzes the academic adjustment and social activities of college transfer students at a medium-sized university campus in Southern Ontario where college transfers constitute approximately 20 percent of the student population. The goals of this paper are threefold. First, it attempts to identify whether the "transfer shock" phenomenon is evident among students at this university institution. If transfer shock is evident, then a finer-grained analysis is performed to examine if the phenomenon is specific to certain academic programs. Second, the paper explores the perceptions and experiences of college transfer students to better understand the ways in which university and college experiences are similar and the ways in which they are different, and the implications of these similarities and differences for a successful transfer experience. Finally, the paper identifies the difficulties, if any, faced by college transfer students and subsequently proposes recommendations for established and prospective transfer arrangements in other postsecondary contexts. (Contains 2 tables.)

Recognising detailed clothing characteristics (fine-grained attributes) in unconstrained images of people in-the-wild is a challenging task for computer vision, especially when there is only limited training data from the wild whilst most data available for model learning are captured in well-controlled environments using fashion models (well lit, no background clutter, frontal view, high-resolution). In this work, we develop a deep learning framework capable of model transfer learning from well-controlled shop clothing images collected from web retailers to in-the-wild images from the street. Specifically, we formulate a novel Multi-Task Curriculum Transfer (MTCT) deep learning method to explore multiple sources of different types of web annotations with multi-labelled fine-grained attributes. Our multi-task loss function is designed to extract more discriminative representations in training by jointly learning all attributes, and our curriculum strategy exploits the staged easy-to-complex transfer learning motivated by cognitive studies. We demonstrate the advantages of the MTCT model over the state-of-the-art methods on the X-Domain benchmark, a large scale clothing attribute dataset. Moreover, we show that the MTCT model has a notable advantage over contemporary models when the training data size is small.

Chronic obstructive pulmonary disease (COPD) is a lung disease which can be quantified using chest computed tomography (CT) scans. Recent studies have shown that COPD can be automatically diagnosed using weakly supervised learning of intensity and texture distributions. However, up till now such classifiers have only been evaluated on scans from a single domain, and it is unclear whether they would generalize across domains, such as different scanners or scanning protocols. To address this problem, we investigate classification of COPD in a multi-center dataset with a total of 803 scans from three different centers, four different scanners, with heterogenous subject distributions. Our method is based on Gaussian texture features, and a weighted logistic classifier, which increases the weights of samples similar to the test data. We show that Gaussian texture features outperform intensity features previously used in multi-center classification tasks. We also show that a weighting strategy based on a classifier that is trained to discriminate between scans from different domains, can further improve the results. To encourage further research into transfer learning methods for classification of COPD, upon acceptance of the paper we will release two feature datasets used in this study on http://TBA.

The main purpose of this study was to examine the validity of a new systemic model of learning transfer and thus determine if a more holistic approach to training transfer could better explain the phenomenon. In all, this study confirmed the validity of the new systemic model and suggested that a high performance work system could indeed serve as a catalyst to successful learning transfer. (Contains 1 figure and 4 tables.) [For complete proceedings, see ED491481].

This research aims to explore the transfer learning of cognitive control skills using mobile applications. We explored whether mobile application can serve as a viable platform in training interference control, specifically the color Stroop task. Mobile phone's advantage lies in its portability and its ability to reach many people. Forty undergraduates from the authors' university were involved in the experiment. We introduced the use of a mobile application to present training exercises as well as to record answers and reaction times. Half of the participants were given standard logical thinking questions whereas the other half was given different types of Stroop task as a form of training, followed by the color Stroop test as a test of transference. The results showed that mobile app training using different types of Stroop task significantly improved the performance on the color Stroop Task in reaction time. Future studies can explore transfer learning of other types of cognitive control as well as explore our findings for other age groups. [For the complete proceedings, see ED600498.]

Many children in the U.S. initially come to understand the equal sign operationally, as a symbol meaning "add up the numbers" rather than relationally, as an indication that the two sides of an equation share a common value. According to a change-resistance account (McNeil & Alibali, 2005b), children's operational ways of thinking are never erased, and when activated, can interfere with mathematics learning and performance, even in educated adults. To test this theory, undergraduates practiced unfamiliar multiplication facts (e.g., 17-times table) in one of three conditions that differed in terms of how the equal sign was represented in the problems. In the operational words condition, the equal sign was replaced by operational words (e.g., "multiplies to"). In the relational words condition, the equal sign was replaced by relational words (e.g., "is equivalent to"). In the control condition, the equal sign was used in all problems. The hypothesis was that undergraduates' fluency with practiced facts and transfer problems would be hindered in the operational words condition compared to the other conditions. Results supported this hypothesis, indicating that the activation of operational thinking is indeed detrimental to learning and transfer, even in educated adults.

In this exploratory research project, our team's goal was to design and begin validation of a measurement approach that could provide indication of a student's ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition's product, would leverage Cignition's use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment research. [This report was co-produced by MenloEDU with additional funding from Schmidt Futures under a subcontract from Cignition.]

Student project winter term 2016/17 ("Empirisch-experimentelles Praktikum")

This article is from PLoS ONE , volume 8 . Abstract Many tasks involve tracking multiple moving objects, or stimuli. Some require that individuals adapt to changing or unfamiliar conditions to be able to track well. This study explores processes involved in such adaptation through an investigation of the interaction of attention and memory during tracking. Previous research has shown that during tracking, attention operates independently to some degree in the left and right visual hemifields, due to putative anatomical constraints. It has been suggested that the degree of independence is related to the relative dominance of processes of attention versus processes of memory. Here we show that when individuals are trained to track a unique pattern of movement in one hemifield, that learning can be transferred to the opposite hemifield, without any evidence of hemifield independence. However, learning is not influenced by an explicit strategy of memorisation of brief periods of recognisable movement. The findings lend support to a role for implicit memory in overcoming putative anatomical constraints on the dynamic, distributed spatial allocation of attention involved in tracking multiple objects.

This experiment examines whether learning of a repeated ordered sequence of category labels (i.e., the Hebb repetition effect) can be transferred to a list of exemplars of those categories presented in the same order as the original Hebb list. That is, we are testing whether the learnt Hebb sequence chunk contains a basic semantic pattern.

Prior research in category learning has primarily focused on the transfer of novel instances within the same context. Whether the learning context (i.e. the perceptual quality of learning stimuli) in a category learning task impacts the transfer to novel instances in a new context remains largely unanswered. We are investigating how learning in reliably imperfect contexts (i.e. a consistent stimulus feature is occluded throughout the block) as compared to perfect contexts, transfers to ‘imperfect world’ contexts, in which all stimuli features are perceptually occluded.

This study seeks to replicate and extend prior literature by examining whether training transfers to the Linda problem when participants are not instructed or strongly implied to apply their learning to the Linda problem. Any training effect is further strengthened and qualified by the additional measurement of individual differences that have been identified to be critical in answering heuristics & biases problems and a measure of individual difference that we speculate are generally important in transfer.

This study seeks to replicate and extend prior literature by examining whether training transfers to the Linda problem when participants are not instructed or strongly implied to apply their learning to the Linda problem. Any training effect is further strengthened and qualified by the additional measurement of individual differences that have been identified to be critical in answering heuristics & biases problems and a measure of individual difference that we speculate are generally important in transfer.

For artificial intelligence (AI) applications, centralized learning on a cloud server and local learning on an internet-of-things device may suffer from data privacy leakage due to data sharing and inaccurate prediction due to limited computing resources. Transfer learning has been proposed as one potential solution to the world's big data problems. Transfer learning eliminates the need for each internet-of-things device to share local data with the cloud server during the training process. Instead, it can go through the training process on its own, using a cloud server's pre-trained model with high accuracy. As a result, despite its limited computing resources, the internet of things device can still predict with high accuracy. This paper proposes a transfer learning model for improving image detection accuracy on IoT devices with restricted computation. To obtain accurate image classification, a deep learning approach based on convolutional neural networks is used. The proposed method with freeze and unfreeze approaches achieves a higher validation accuracy (up to 43.6%) and a lower validation loss (up to 6.5 times) than the non-transfer learning method, according to simulation results using three relevant internet-of-things datasets.

Resnet architecture was used to create a user-friendly drug analyser web application. This architecture is a transfer learning method that was used as a convolutional neural network in this case, and it will be trained on a collection of images that contain labels for each drug individually. The activation functions used within these neural networks are ReLU (Rectified Linear Unit) and softmax activation functions, as well as categorical cross-entropy as a loss function. Stochastic gradient descent (adam optimizer) was used to change the weights for each input on each epoch. Finally, after receiving a traditional model, it was merged with a web application API such as flask in Python. After that, the web application was deployed to cloud platforms such as Heroku. 

This volume was digitized and made accessible online due to deterioration of the original print copy.

This article is from Frontiers in Psychology , volume 4 . Abstract The perception of speech sounds can be re-tuned through a mechanism of lexically driven perceptual learning after exposure to instances of atypical speech production. This study asked whether this re-tuning is sensitive to the position of the atypical sound within the word. We investigated perceptual learning using English voiced stop consonants, which are commonly devoiced in word-final position by Dutch learners of English. After exposure to a Dutch learner’s productions of devoiced stops in word-final position (but not in any other positions), British English (BE) listeners showed evidence of perceptual learning in a subsequent cross-modal priming task, where auditory primes with devoiced final stops (e.g., “seed”, pronounced [si:th]), facilitated recognition of visual targets with voiced final stops (e.g., SEED). In Experiment 1, this learning effect generalized to test pairs where the critical contrast was in word-initial position, e.g., auditory primes such as “town” facilitated recognition of visual targets like DOWN. Control listeners, who had not heard any stops by the speaker during exposure, showed no learning effects. The generalization to word-initial position did not occur when participants had also heard correctly voiced, word-initial stops during exposure (Experiment 2), and when the speaker was a native BE speaker who mimicked the word-final devoicing (Experiment 3). The readiness of the perceptual system to generalize a previously learned adjustment to other positions within the word thus appears to be modulated by distributional properties of the speech input, as well as by the perceived sociophonetic characteristics of the speaker. The results suggest that the transfer of pre-lexical perceptual adjustments that occur through lexically driven learning can be affected by a combination of acoustic, phonological, and sociophonetic factors.

This article is from Frontiers in Psychology , volume 5 . Abstract The pedagogical paradigm shift in higher education to 24-h learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus.

Although evidence for knowledge transfer has been found in some learning and test situations (Kamouri et al., 1986; Schwartz et al., 2011; Slotta & Chi, 2010), understanding the cognitive and motivational factors and processes that underlie those effects remains a persistent challenge (Carraher & Schliemann, 2002; Day & Goldstone, 2012). Individual differences in learning strategies may be one explanation for this variation in transfer outcomes. The strategies employed during learning and the resulting knowledge representation can impact the likelihood of transfer. Prior research has demonstrated individual differences in which some individuals tend to focus on memorizing exemplars during learning while others focus on isolating an abstraction of the underlying concept (McDaniel et al., 2014). However, questions remain on how people acquire these strategies and what specific factors affect their use. Research in social psychology has examined how priming effects can impact behavior and have shown that individuals can be primed to have a more abstract or concrete mindset through construal-level (Burgoon et al., 2011; Jia et al., 2009; Jiga-Boy et al., 2013). Construal-level theory suggests that people’s construals (i.e., how individuals perceive, comprehend, and interpret the world around them) can be more high-level (i.e., abstract) or low-level (i.e., concrete) (Trope & Liberman, 2010). Previous studies have demonstrated that construal-level can be manipulated within individuals to be more concrete or abstract through various tasks (e.g., answering how they would implement an activity vs. why they would implement that activity). However, few studies have examined construal-level in relation to learning or more complex problem-solving. The current work will attempt to integrate these separate disciplinary strands of research in order to better understand how to facilitate transfer processes. Specifically, we will investigate the effect of construal-level on learning strategies (memorization vs. rule-abstraction) and subsequent transfer. A high-level construal level is theorized to result in individuals focusing on abstract and global information and a low-level construal resulting in focusing on concrete and contextualized information. An intervention which manipulates this construal-level should influence whether individuals focus on memorization / exemplars vs. rule-abstraction strategies during learning and thus their likelihood of transferring that knowledge to a new situation.

The use of an alternative methodology to study transfer of learning in clinical instruction during medical school was investigated. The environment in which clinical instruction takes place was examined, after which hypotheses were proposed and tested in a quasi-experimental design. The first phase of the study, an ethnographic analysis of the teaching and learning environment, revealed that different disciplines (medicine, pediatrics, and surgery) provided quite different environments for the students. Different types of learning (factual knowledge, problem-solving, technical skill, interpersonal skill, and attitude toward health care) were emphasized in each discipline; students were involved in varying activities for varying amounts of time; and the roles of the individuals involved in the teaching process (residents, interns, attending staff) differed among the rotations. Both of the following hypotheses were partially confirmed: (1) the different disciplines in the clerkship program would facilitate different types of learning, and (2) there would be no significant transfer of learning among the disciplines. Factual knowledge and problem-solving were facilitated by different disciplines. These two types of learning were also the ones that appeared to transfer from one discipline to the other. The remaining types (interpersonal skill, technical skill, and attitude toward health care) showed no evidence of being transferred. These results indicate that the clinical teaching and learning process is complex, and it is suggested that educators consider the variety of tasks that students undertake, the situations encountered, and the types of abilities required. A bibliography is appended. (SW)