Learning to learn: From within-modality to cross-modality transfer during infancy.
Learning to learn: From within-modality to cross-modality transfer during infancy.
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学习学习：从模式内到婴儿期交叉模式转移。
DOI：
10.1016/j.jecp.2011.05.002
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发表时间：
2011-11
影响因子：
2.6
通讯作者：
Sloutsky VM
中科院分区：
文献类型：
--
作者：
Hupp JM;Sloutsky VM
学习的一个重要方面是将所学知识应用于新情况的能力。这种转移的能力往往是有限的，其发展也没有得到很好的理解。目前的研究调查了8至16个月大之间的迁移发展。在实验1中，8个月和16个月大的孩子（谁被确定为有一个偏好的开始的视觉序列）进行了培训，参加到一个序列的结束。然后，他们在新的视觉序列上进行测试。结果表明学习的转移，因为两组都改变了训练的结果的基线偏好。在实验2中，参与者被训练参加到视觉序列的结束，然后测试听觉序列。与实验1不同，只有老年参与者通过改变基线偏好表现出学习迁移。这些发现表明，学习的泛化随着发展而变得更广泛，跨模态迁移的发展晚于模态内的迁移。
One critical aspect of learning is the ability to apply learned knowledge to new situations. This ability to transfer is often limited, and its development is not well understood. The current research investigated the development of transfer between 8- and 16-months of age. In Experiment 1, 8- and 16-month-olds (who were established to have a preference to the beginning of a visual sequence) were trained to attend to the end of a sequence. They were then tested on novel visual sequences. Results indicated transfer of learning, as both groups changed baseline preferences as a result of training. In Experiment 2, participants were trained to attend to the end of a visual sequence and then tested on an auditory sequence. Unlike Experiment 1, only older participants exhibited transfer of learning by changing baseline preferences. These findings suggest that the generalization of learning becomes broader with development, with transfer across modalities developing later than transfer within a modality.
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影响因子：
4.6
作者：
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通讯作者：
Herbert, J
影响因子：
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作者：
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通讯作者：
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