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Inhibitory control is classically considered a domain-general process, yet recent findings suggest it may operate in context-specific ways. This has important implications for theories in other cognitive domains, such as mathematics, in which inhibitory control is proposed to play a key role. Inhibitory control has been implicated in resolving interference between competing number facts when retrieving them from memory, yet clear evidence for this is lacking. Here we report two pre-registered experiments with adults that investigated transfer of inhibitory control between interleaved Stroop and multiplication fact retrieval trials. Experiment 1 (n = 450) measured the congruency sequence effect, where transfer of inhibitory control between trials leads to a reduced congruency effect following an incongruent trial. Experiment 2 (n = 370) measured transfer of the list-wide proportion congruency effect, where the congruency effect is reduced when incongruent trials are more frequent. We found evidence of transfer of the congruency sequence effect between Stroop and multiplication. This did not differ depending on whether the Stroop task used number or animal stimuli. There was no transfer of the list-wide proportion congruency effect. These results suggest that reactive, transient domain-general inhibitory control processes are involved in retrieving multiplication facts from memory. Our findings have implications for theories of cognitive control and mathematical cognition, but caution should be taken in interpreting implications for educational interventions., (Copyright © 2025 The Authors. Published by Elsevier B.V. All rights reserved.)

Most cognitive training programs are adaptive, despite limited direct evidence that this maximizes children's outcomes. This randomized controlled trial evaluated working memory training with difficulty of activities presented using adaptive, self-select, or stepwise compared with an active control. At baseline, immediately, and 6-months post-intervention, 201 Australian primary school children (101 males, 7-11 years) completed working memory tests (near and intermediate transfer) and the Raven's Standard Progressive Matrices, and caregivers completed the attention-deficit/hyperactivity disorder-Rating Scale-5 (far transfer). The intervention comprised ten 20-min sessions delivered in class. For each training condition, compared with the active control, there was no evidence of transfer immediately or 6-months post-intervention (negligible to small effects). This trial provides no evidence that adaptive working memory training maximizes children's outcomes., (© 2024 The Author(s). Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.)

Previous work has investigated the information-based mechanism for learning and transfer of learning in coordinated rhythmic movements. In those papers, we trained young adults to produce either 90° or 60° and showed in both cases that learning entailed learning to use relative position as information for the relative phase. This variable then supported transfer of learning to untrained coordinations +/30° on either side. In this article, we replicate the 90° study with younger adults and extend it by training older adults (aged between 55 and 65 years). Other work has revealed a steep decline in learning rate around this age, and no follow-up study has been able to successfully train older adults to perform a novel coordination. We used a more intensive training paradigm and showed that while older adult learning rates remain about half that of younger adults, given time they are able to acquire the new coordination. They also learn to use relative position, and consequently show the same pattern of transfer. We discuss implications for attempts to model the process of learning in this task., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Spatial skills like block building and puzzle making are associated with later growth in science, technology, engineering, and mathematics learning. How these early spatial experiences-both in concrete and digital platforms-boost children's spatial skills remains a mystery. This study examined how children with low- and high-parental education use corrective feedback in a series of spatial assembly tasks. We further ask whether this spatial learning increases near- and far-transfer spatial and math skills. U.S. preschoolers ( N = 331) were randomly assigned to either a "business-as-usual" control or one of six spatial training groups (comprising concrete and digital training with modeling and feedback [MF], gesture feedback, or spatial language feedback). Children were trained for 5 weeks to construct 2D puzzles that match a model using a variety of geometric shapes. Pre- and posttests evaluated 2D and 3D spatial assembly, spatial language comprehension, shape identification, and math performance. Results indicate performance enhancement in trained 2D spatial assembly across all six trainings. Digital gesture feedback transferred, boosting 3D spatial assembly performance. Both concrete and digital spatial language feedback trainings increased shape identification performance. Concrete-MF significantly (and digital-MF marginally) increased word problem math performance for children with lower parental education. Finally, collapsing across conditions, both concrete and digital training increased overall spatial skills, especially for preschoolers with lower parental education. Transfer to overall mathematics performance was far less robust. Overall, early concrete and digital spatial assembly experiences seem to support preschoolers' spatial skill development but have a minor impact on mathematics skill development. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Within a given situation, an individual's goal motivates and structures how they interact with their surroundings. The goal also organizes the available information and specifies the role of a given item or attribute in terms of how it relates to the other aspects of the situation. We propose these ideas should inform the study of concept acquisition. There is abundant evidence that the goal orients an individual to goal-relevant attributes of items during concept acquisition. A more speculative claim is that the goal structures the conceptual knowledge acquired. We introduce a new paradigm for examining goal-directed concept acquisition (Experiment 1) and then assess how both attention to an attribute and its goal-relevance affect its centrality within the acquired concept (Experiment 2). Participants were given items to use as they completed a specified task. In both experiments, we found evidence that task goals oriented participants to goal-relevant attributes of the items. Category-based ratings for items during a transfer task, as well as how the participants sorted the items into groups, indicated that the goal-relevant attributes were more central within the acquired concepts. In Experiment 2, we found that the goal-relevance of the attribute, beyond attentional allocation to the attribute during the task, affected the organization of attribute information within the acquired concept. These results support the thesis that information captured within the conceptual knowledge is structured with respect to the goal., (Copyright © 2024 Elsevier B.V. All rights reserved.)

In the application of brain-computer interface, the differences in imaging methods and brain structure between subjects hinder the effectiveness of decoding algorithms when applied on different subjects. Transfer learning has been designed to solve this problem. There have been many applications of transfer learning in motor imagery (MI), however the effectiveness is still limited due to the inconsistent domain alignment, lack of prominent data features and allocation of weights in trails. In this paper, a Multi-layer transfer learning algorithm based on improved Common Spatial Patterns (MTICSP) was proposed to solve these problems. Firstly, the source domain data and target domain data were aligned by Target Alignment (TA)method to reduce distribution differences between subjects. Secondly, the mean covariance matrix of the two classes was re-weighted by calculating the distance between the covariance matrix of each trial in the source domain and the target domain. Thirdly, the improved Common Spatial Patterns (CSP) by introducing regularization coefficient was proposed to further reduce the difference between source domain and target domain to extract features. Finally, the feature blocks of the source domain and target domain were aligned again by Joint Distribution Adaptation (JDA) method. Experiments on two public datasets in two transfer paradigms multi-source to single-target (MTS) and single-source to single-target (STS) verified the effectiveness of our proposed method. The MTS and STS in the 5-person dataset were 80.21% and 77.58%, respectively, and 80.10% and 73.91%, respectively, in the 9-person dataset. Experimental results also showed that the proposed algorithm was superior to other state-of-the-art algorithms. In addition, the generalization ability of our algorithm MTICSP was validated on the fatigue EEG dataset collected by ourselves, and obtained 94.83% and 87.41% accuracy in MTS and STS experiments respectively. The proposed method combines improved CSP with transfer learning to extract the features of source and target domains effectively, providing a new method for combining transfer learning with motor imagination., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Successful object manipulation involves integrating object properties into a motor plan and scaling fingertip forces through learning. This study investigated whether learned manipulations using a two-digit grip transfer to a five-digit grip and vice versa, focusing on the challenges posed by added degrees of freedom in force distribution. The goal of the task was to exert the necessary compensatory torque (Tcom) and vertical forces to minimize object roll on a visually symmetrical object that with an asymmetrical mass distribution. To examine this, subjects performed blocked consecutive learning trials before switching grip type. Our results support the learning transfer between two-digits and five-digit grasp configurations despite challenges in maintaining perfect stability during the grip switch. Subjects adapted their grip forces (GF), center of pressure (CoP), and Tcom to minimize object roll, with significant improvements observed from novel (1st) to transfer (11th) trials. These findings suggest high-level, effector-independent representations of object manipulation that enable generalization across grip types, though some limitations in force distribution and digit position arise during transfers., Competing Interests: Declarations. Competing interests: The authors declare no competing interests., (© 2025. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Objective. This work explores use of a few-shot transfer learning method to train and implement a convolutional spiking neural network (CSNN) on a BrainChip Akida AKD1000 neuromorphic system-on-chip for developing individual-level, instead of traditionally used group-level, models using electroencephalographic data. The efficacy of the method is studied on an advanced driver assist system related task of predicting braking intention. Approach. Data are collected from participants operating an NVIDIA JetBot on a testbed simulating urban streets for three different scenarios. Participants receive a braking indicator in the form of: (1) an audio countdown in a nominal baseline, stress-free environment; (2) an audio countdown in an environment with added elements of physical fatigue and active cognitive distraction; (3) a visual cue given through stoplights in a stress-free environment. These datasets are then used to develop individual-level models from group-level models using a few-shot transfer learning method, which involves: (1) creating a group-level model by training a CNN on group-level data followed by quantization and recouping any performance loss using quantization-aware retraining; (2) converting the CNN to be compatible with Akida AKD1000 processor; and (3) training the final decision layer on individual-level data subsets to create individual-customized models using an online Akida edge-learning algorithm. Main results. Efficacy of the above methodology to develop individual-specific braking intention predictive models by rapidly adapting the group-level model in as few as three training epochs while achieving at least 90% accuracy, true positive rate and true negative rate is presented. Further, results show the energy-efficiency of the neuromorphic hardware through a power reduction of over 97% with only a 1.3 × increase in latency when using the Akida AKD1000 processor for network inference compared to an Intel Xeon central processing unit. Similar results were obtained in a subsequent ablation study using a subset of five out of 19 channels. Significance. Especially relevant to real-time applications, this work presents an energy-efficient, few-shot transfer learning method that is implemented on a neuromorphic processor capable of training a CSNN as new data becomes available, operating conditions change, or to customize group-level models to yield personalized models unique to each individual., (Creative Commons Attribution license.)

Reward-predictive cues can affect decision-making by enhancing instrumental responses toward the same (specific transfer) or similar (general transfer) rewards. The main theories on cue-guided decision-making consider specific transfer as driven by the activation of previously learned instrumental actions induced by cues sharing the sensory-specific properties of the reward they are associated with. However, to date, such theoretical assumption has never been directly investigated at the neural level. We hypothesize that such reactivation occurs within the premotor system and could be mapped by lateralized beta (12-30 Hz) desynchronization, a widely used marker of action selection and decision-making policy. To test this hypothesis, 42 participants (22 females) performed a pavlovian-to-instrumental transfer paradigm, while electroencephalographic activity was recorded. We anticipated increased beta desynchronization during the transfer phase when cues promoting specific transfer were presented, compared with cues predicting general transfer and neutral cues. The evidence collected confirmed our hypothesis, thus providing the first neural evidence in favor of the theorized reactivation of instrumental actions and corroborating the presence of two dissociable neural pathways underpinning specific and general transfer., Competing Interests: The authors declare no competing financial interests., (Copyright © 2024 the authors.)

Background: The visually guided Rutgers Acquired Equivalence Test (RAET) and the various visual and audiovisual versions of the test with the same structure involve rule acquisition, retrieval, and generalization and is based on learning stimulus pairs (antecedents and consequents). In an earlier study we have found no difference in the acquisition learning and only slight enhancement in retrieval and generalization in the audiovisual learning compared to the visual one if complex readily verbalizable visual stimuli (cartoon faces and color fish) were used. In this study, we sought to examine whether similar phenomena can be observed with feature-restricted, less verbalizable visual stimuli (geometric shapes)., Methods: A total of 119 healthy adult volunteers completed two computer-based test paradigms: Polygon (PO) and SoundPolygon (SP). PO is a visual test where the antecedents are shaded circles, and the consequents are geometric shapes. SP is an audiovisual test where the antecedents are sounds and the consequents are the same geometric shapes as in PO., Results: There were no significant differences in the performances and the reaction times in the acquisition phase between the PO (visual) and SP (audiovisual) tests. However, the performances in retrieval and generalization were significantly poorer in the audiovisual test and the reaction times were also longer., Conclusion: The acquisition phase seems to be independent from the stimulus modality if the simple geometric shapes were visual stimuli. However, feature-restricted, less verbalizable visual stimuli make more difficult to retrieve and generalize the already acquired audiovisual information., (© 2025 The Author(s). Brain and Behavior published by Wiley Periodicals LLC.)

Literate adults are able to produce the same word in different language modalities-for instance, through speaking and writing. Yet how speaking and writing interact is not well understood. The present study takes a new perspective on the question of the co-activation of phonological and orthographic representations in speaking and writing by examining the acquisition of novel words. We tested how novel words get integrated into modality-specific lexicons by biasing novel word acquisition toward speaking or writing and assessing cross-modal transfer at the first stages of learning. Participants learned novel words paired with pictures of novel objects and practiced them overtly through speaking or typing. At test, typed training led to higher recall accuracy than spoken training whether words were recalled through typing or speaking. Performance in typing (RT and durations) benefited more from typed than spoken training. Crucially, performance in speaking did not benefit specifically from spoken training and was similar after spoken or typed training. Results are compatible with an asymmetric integration in the phonological and orthographic lexicons according to the modality of training, with representations created in the orthographic lexicon directly transferring to the phonological lexicon, while the opposite doesn't seem to occur. Cross-modal transfer dynamics are discussed according to the level of lexical activation., Competing Interests: Declarations. Competing interests: The authors have no competing interests to declare that are relevant to the content of this article. Ethics approval: This study was performed in line with the principles of the Declaration of Helsinki. Approval was granted by the Ethics Committee of BCBL. Consent to participate: Informed consent was obtained from all individual participants included in the study. Consent for publication: Not applicable., (© 2024. The Psychonomic Society, Inc.)

Action-imagery-practice refers to the repetitive use of action imagery to improve subsequent performance leading to partially different representation types than action-execution-practice (AEP). This study explored the representation types in kinesthetic action-imagery-practice (K-AIP) and visual action-imagery-practice (V-AIP) in a serial reaction time task using the crossed hand transfer paradigm. 169 participants (age M ± SD = 25.2 ± 3.9) were randomly assigned to AEP, K-AIP, V-AIP, or control-practice (CP), practicing with uncrossed hands on ten consecutive days. Tests involved the same sequence, a mirror sequence, a shifted sequence, and a shifted mirror sequence, each with uncrossed and crossed hands. With crossed hands, sequence-specific transfer effects indicated only little evidence for effector-independent representations in late stages of learning in AEP and V-AIP. Performance in the same sequence with uncrossed hands indicated the acquisition of stimulus-response location associated effector-dependent sequence-specific representations in AEP, K-AIP and V-AIP, but not in CP. These visual-spatial effector-dependent representations were stronger after AEP than after AIP. Overall, no important differences between both AIP groups were observed, and both groups reported similar focus on kinesthesis and vision, suggesting that irrespective of the instructions, rather than focusing on one single modality, AIP always involves a combination of both modalities - vision and kinesthesis - that promote motor learning., Competing Interests: Declaration of competing interest The authors have no conflicts of interest to declare that are relevant to the content of this article., (Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)

Study Objectives: Although various wearable electroencephalography devices have been developed, performance evaluation of the devices and their associated automated sleep stage classification models is mostly limited to healthy participants. A major barrier for applying automated wearable electroencephalography sleep staging in clinical populations is the need for large-scale data for model training. We therefore investigated transfer learning as a strategy to overcome limited data availability and optimize automated single-channel electroencephalography sleep staging in people with sleep disorders., Methods: We acquired 52 single-channel frontopolar headband electroencephalography recordings from a heterogeneous sleep-disordered population with concurrent polysomnography (PSG). We compared 3 model training strategies: "pretraining" (ie, training on a larger dataset of 901 conventional PSGs), "training-from-scratch" (ie, training on wearable headband recordings), and "fine-tuning" (ie, training on conventional PSGs, followed by training on headband recordings). Performance was evaluated on all headband recordings using 10-fold cross-validation., Results: Highest performance for 5-stage classification was achieved with fine-tuning (κ = .778), significantly higher than with pretraining (κ = .769) and with training-from-scratch (κ = .733). No significant differences or systematic biases were observed with clinically relevant sleep parameters derived from PSG. All sleep disorder categories showed comparable performance., Conclusions: This study emphasizes the importance of leveraging larger available datasets through deep transfer learning to optimize performance with limited data availability. Findings indicate strong similarity in data characteristics between conventional PSG and headband recordings. Altogether, results suggest the combination of the headband, classification model, and training methodology can be viable for sleep monitoring in the heterogeneous clinical population., Citation: van der Aar JF, van Gilst MM, van den Ende DA, et al. Optimizing wearable single-channel electroencephalography sleep staging in a heterogeneous sleep-disordered population using transfer learning. J Clin Sleep Med. 2025;21(2):315-323., (© 2025 American Academy of Sleep Medicine.)

Pioneering investigations in the mid-19th century revealed that the perception of tactile cues presented to the surface of the skin improves with training, which is referred to as tactile learning . Surprisingly, tactile learning also occurs for body parts and skin locations that are not physically involved in the training. For example, after training of a finger, tactile learning transfers to adjacent untrained fingers. This suggests that the transfer of tactile learning follows a somatotopic pattern and involves brain regions such as the primary somatosensory cortex (S1), in which the trained and untrained body parts and skin locations are represented close to each other. However, other results showed that transfer occurs between body parts that are not represented close to each other in S1-for example, between the hand and the foot. These and similar findings have led to the suggestion of additional cortical mechanisms to explain the transfer of tactile learning. Here, different mechanisms are reviewed, and the extent to which they can explain the transfer of tactile learning is discussed. What all of these mechanisms have in common is that they assume a representational or functional relationship between the trained and untrained body parts and skin locations. However, none of these mechanisms alone can explain the complex pattern of transfer results, and it is likely that different mechanisms interact to enable transfer, perhaps in concert with higher somatosensory and decision-making areas., Competing Interests: Declaration of Conflicting InterestsThe author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Introduction: Motor task performance guided by one sensory modality (e.g., visual stimuli) can be improved by training; however, whether this training can also improve performance on the same task guided by another sensory modality remains uncertain (e.g., tactile stimuli). This study examined the effects of Go/No-go task training using visual stimulus cues on Go/No-go task performance using tactile cues and whether training also influences the dominance of the sensory modality., Methods: Go/No-go tasks and a temporal order judgment (TOJ) task were performed by 24 right-handed, healthy adults on days 1 and 5 of the 5-day experiment. Furthermore, a subpopulation (the training group) practiced the Go/No-go task with visual stimulus cues on days 2-4, whereas the remaining control group did not practice the task., Results: The training group demonstrated significantly reduced reaction times (RTs) on both the visual and tactile Go/No-go tasks by day 5, whereas the control group demonstrated significantly reduced RTs only on the tactile Go/No-go task. The RT change was also significantly greater in the training group than in the control group for both modalities. Conversely, no significant change in the TOJ for visual and tactile stimuli was observed between the groups., Conclusion: These results indicate that motor training with visual guidance can improve performance on the same task guided by tactile stimuli, possibly due to neuroplastic changes in the multimodal association cortices., (© 2025 The Author(s). Brain and Behavior published by Wiley Periodicals LLC.)

The growing significance of generalization in psychiatric interventions stems from the need for effective and applicable treatments across diverse populations and settings. Addressing psychiatric disorders involves navigating the complex interplay of biological, cognitive, and behavioral factors, making it crucial to assess the transferability of interventions beyond controlled environments. To tackle this challenge, we propose a novel conceptual framework, the FIELD model (Function, Implement, Ecology, Level, and Durability). This model offers a comprehensive exploration of generalization by considering the function and tools used in interventions, the ecological contexts of their application, the various levels of impact, and the durability of effects over time. In this study, we explore the dimensions of the FIELD model, emphasizing the role of assessment tools as valuable indicators and the significance of effect sizes in quantifying the transfer of training effects. The FIELD model stands as a tool to enhance our understanding of psychiatric interventions, providing a systematic and nuanced approach to evaluate their generalization across diverse scenarios., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Austria, part of Springer Nature.)

Cognitive control is a hallmark of human cognition. A large number of studies have focused on the plasticity of cognitive control and examined how repeated task experience leads to the improvement of cognitive control in novel task environments. However, it has been demonstrated that training-induced changes are very selective and that transfer occurs within one task paradigm but not across different task paradigms. The current study tested the possibility that cross-paradigm transfer would occur if a common cognitive control strategy is employed across different task paradigms. Specifically, we examined whether prior experience of using reactive control in one task paradigm (i.e., either the cued task-switching paradigm or the AX-CPT) makes adults (N = 137) and 9- to 10-year-olds (N = 126) respond in a reactive way in a subsequent condition of another task paradigm in which proactive control could have been engaged. Bayesian generalized mixed-effects models revealed clear evidence of an absence of cross-paradigm transfer of reactive control in both adults and school-aged children. Based on these findings, we discuss to what extent learned control could be transferred across different task contexts and the task-specificity of proactive/reactive control strategies., (© 2024. The Psychonomic Society, Inc.)

The Spatial-Numerical Association of Response Codes (SNARC) effect refers to the phenomenon of faster left-hand responses to smaller numbers and faster right-hand responses to larger ones. The current study examined the possible long-lasting effects of magnitude-relevant stimulus-response compatibility (SRC) practices on the SNARC effect in a transfer paradigm. Participants performed a magnitude classification task including either SNARC-compatible or SNARC-incompatible trials as practice. They performed a parity judgment task in the subsequent transfer session, administered five minutes, one day or a week after the practice session. Results revealed significant SNARC effects after compatible practices and significant reverse SNARC effects after incompatible practices in all time-interval conditions. However, a control group without practice showed no reliable SNARC effect. These findings suggest that the SNARC effect can be influenced by magnitude-relevant associations formed a week previously, highlighting the long-lasting effects of magnitude-relevant SRC practices on the SNARC effect., Competing Interests: Declarations. Competing interests: The authors declare no competing interests., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Working memory (WM) refers to the ability to actively maintain and process information needed to complete complex tasks such as comprehension, learning, and reasoning. Recent studies have examined the efficacy of computerized working memory training (WMT) in improving cognitive functions in general and WM in particular, with mixed results. Thus, to what extent can WMT produce near and far transfer effects to cognitive function is currently unclear. This study investigated the transfer effects of a computerized WMT for preschool children and also examined the possible neural correlates using the event-related potential (ERP) technique. A total of 50 Chinese preschoolers (64.44 ± 7.76 months old; 24 girls) received 4-week training during school hours. Compared with those in the active control group, children in the training group showed better gains in behavioral performance in the WM task and significantly more changes in ERP markers of the WM and inhibitory control tasks (near transfer effect). However, no evidence was found for transfer to fluid intelligence (far transfer effect). These findings suggest that WMT is capable of enhancing cognitive functioning in preschool children, and as such this work has important implications for educational practice and it may help to design and refine cognitive interventions for typically developing children and those with WM problems or other cognitive deficits (e.g., children with attention-deficit/hyperactivity disorder)., (Copyright © 2024 Elsevier Inc. All rights reserved.)

According to Fitts' law, an individual's speed-accuracy tradeoff is only related to the object's properties. According to previous research, the movement time to hit the current target can be affected by the target of different size on the previous trial where the Fitts' law task is affected by trial history. However, in a dyadic context, the question is whether there is still a trial-to-trial transfer across individuals. In this study, Experiment 1 was conducted to investigate whether the current trial would be affected by the previous trial performed by the partner in a dyadic task. The results showed trial-to-trial transfer between individuals was affected by the difficulty of the action. The current movement was only affected by the previous difficult trial but not simple task. In order to investigate whether observing only novel targets would affect the current movement, we conducted Experiment 2, which showed that observing the target was not sufficient to generate effect transfer between trials. These findings suggest that the goal-directed movement can be affected by the observation of others. In addition, the effect of trial-to-trial transfer between individuals was influenced by task difficulty, which proved this effect was not a simple imitation.

Motor competence is associated with the perceived difficulty of a task. This study hypothesized that children with higher motor competence perceive certain tasks as less challenging than their peers with lower motor competence. As a result, children with higher motor competence were expected to set more ambitious goals for themselves while learning a new task compared to children with lower motor competence. To investigate the relationship between motor competence and the difficulty of self-set goals during motor learning, we included 48 children aged between eight and ten years, stratified into terciles; our analysis focused on 32 children from the highest and lowest terciles. The experimental task required participants to throw a 100 g bean bag toward a target located 3 meters away. Children were instructed to set goals before each block of 10 trials during the learning phase. Pretest, retention, and transfer tests were administered without imposed goals. Motor competence was assessed using the Motor Competence Assessment, which integrates scores from the task used to evaluate motor learning and the percentage increase in each block to assess the difficulty of the self-set goals. The findings revealed no significant correlation between motor competence and the difficulty of self-set goals. Nevertheless, higher motor competence was linked to enhanced performance during the acquisition phase, retention and transfer tests. These results suggest that although motor competence is associated with improved motor learning, it does not influence the level of challenge of the goals that children set for themselves.

Learning structures that effectively abstract decision policies is key to the flexibility of human intelligence. Previous work has shown that humans use hierarchically structured policies to efficiently navigate complex and dynamic environments. However, the computational processes that support the learning and construction of such policies remain insufficiently understood. To address this question, we tested 1026 human participants, who made over 1 million choices combined, in a decision-making task where they could learn, transfer, and recompose multiple sets of hierarchical policies. We propose a novel algorithmic account for the learning processes underlying observed human behavior. We show that humans rely on compressed policies over states in early learning, which gradually unfold into hierarchical representations via meta-learning and Bayesian inference. Our modeling evidence suggests that these hierarchical policies are structured in a temporally backward, rather than forward, fashion. Taken together, these algorithmic architectures characterize how the interplay between reinforcement learning, policy compression, meta-learning, and working memory supports structured decision-making and compositionality in a resource-rational way., (Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)

The impact of domain-general cognitive 'brain' training on improving sports performance is highly debated. This study sought to follow-up on research that showcased the benefits of perceptual-cognitive 3D-Multiple Object Tracking (3D-MOT) training in enhancing the on-field performance of soccer players. Additionally, it explored the correlation between athletes' cognitive performance and early career success. Sixty-two males from a professional soccer academy were randomly divided into a dual-task 3D-MOT training group (n = 30) and a control group (n = 32). Participants underwent a 3D-MOT test, a cognitive test of attention, and small-sided games at pre- and post-training. Pre-post-test performances were compared using ANCOVAs. A Chi-squared test evaluated the association between the training regimen and early career success. A Spearman test assessed the correlation between performance on the 3D-MOT, attention test, and early career success. The dual-task 3D-MOT trained group significantly improved its performance on 3D-MOT compared to the control group (p < 0.001). However, no significant pre-post-test differences were observed between the groups in the near-transfer cognitive test and on-field performance (ps > 0.05). There were no associations between the athletes' early career success and the training regimen, and no associations between cognitive test performances and early career success (ps > 0.05). This follow-up study failed to replicate previous findings with dual-task 3D-MOT training unable to produce near or far transfer on soccer performance. In addition, cognitive performance was not related to early career success in this study. The value of cognitive screening and training in sport is discussed., Competing Interests: Declaration of competing interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Jocelyn Faubert is a co-founder of CogniSens Athletics Inc. who produces the commercial version of the 3D-MOT (NeuroTracker™) used in this study. In this capacity, he holds shares in the company. The other authors have no potential conflicts of interest to declare., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Motor imagery (MI) is a cognitive process believed to rely on the representation developed through experience. The equivalence between MI and execution has been questioned and the relationship between experience types and MI is unclear. We tested how observational and physical practice of hand gesture sequences impacted visual and kinesthetic MI and transfer to the unpracticed effector. Three groups (n = 22/gp.); no-vision physical practice, observational practice and no-practice control, practiced and visually and kinesthetically imagined performing the sequences. MI was assessed using mental chronometry, a movement time (MT) congruency measure and subjective ratings. Physical practice improved kinesthetic MI ratings and observational practice improved visual MI ratings. Contrary to predictions, physical practice did not enhance timing congruency. Imagined MTs were longer in transfer after physical practice, suggesting MI was not based on the same representation. These data question ideas of equivalence, with poor temporal matching after no-vision physical practice., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Author(s). Published by Elsevier Inc. All rights reserved.)

The present experiment used the Serial Reaction Time Task(SRTT) to investigate if auditory cueing or feedback in the form of spatially compatible tones benefited sequence learning similarly. Fifty-three neurotypical adults (18-35 years; 32 cis-females; 21 cis-males) were randomly assigned to three groups in which they practiced a visual SRTT: Group AC was supplemented with auditory cues; group AF received auditory feedback; group NS performed without sound. Retention and transfer tests (i.e., in the other two sensory conditions), and an explicit awareness test were conducted 48 h after practice. Changes in Total Sequence Time (TST), Total Error (TE), and acquired knowledge of the 10-item sequence order quantified sequence learning and were assessed using a two-way mixed ANOVA with repeated measures ( p  ≤ 0.05). A significant group-by-time interaction indicated only the AC group maintained their performance improvements when the sequence was perturbed. Overall, improvements in TST on day 1 and day 2 were consistent with all groups acquiring task-general and sequence-specific knowledge. TE outcomes suggested no speed-accuracy tradeoff. On Day 2, all groups performed best in the no-sound condition, indicating performance was maintained when sound cues or feedback were removed. All groups acquired equivalent implicit motor sequence knowledge regardless of sound condition.

The capacity for goal-directed behavior relies on the generation and implementation of task sets. While task sets are traditionally defined as mnemonic ensembles linking task goals to stimulus-response mappings, we here asked the question whether they may also entail information about task difficulty: does the level of focus required for performing a task become incorporated within the task set? We addressed this question by employing a cued task-switching protocol, wherein participants engaged in two intermixed tasks with trial-unique stimuli. Both tasks were equally challenging during a baseline and a transfer phase, while their difficulty was manipulated during an intermediate learning phase by varying the proportion of trials with congruent versus incongruent response mappings between the two tasks. Comparing congruency effects between the baseline and transfer phases, Experiment 1 showed that the task with a low (high) proportion of congruent trials in the learning phase displayed reduced (increased) cross-task interference effects in the transfer phase, indicating that the level of task focus required in the learning phase had become associated with each task set. Experiment 2 indicated that strengthening of task focus level in the task with a low proportion of congruent trials was the primary driver of this effect. Experiment 3 ruled out the possibility of cue-control associations mediating this effect. Taken together, our results show that task sets can become associated with the focus level required to successfully implement them, thus significantly expanding our concept of the type of information that makes up a task set. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

We report six experiments that examine how two essential components of a category-learning paradigm, training and feedback, can be manipulated to maximize learning and transfer of real-world, complex concepts. Some subjects learned through classification and were asked to classify hypothetical experiment scenarios as either true or non-true experiments; others learned through observation, wherein these same scenarios were presented along with the corresponding category label. Additionally, some subjects were presented correct-answer feedback (the category label), whereas others were presented explanation feedback (the correct answer and a detailed explanation). For classification training, this feedback was presented after each classification judgment; for observation training this feedback was presented simultaneously with the hypothetical experiment. After the learning phase, subjects completed a posttest that included one task that involved classifying novel hypothetical scenarios and another task comprising multiple-choice questions about novel scenarios, in which subjects had to specify the issue with the scenario or indicate how it could be fixed. The posttest either occurred immediately after the learning phase (Experiments 1-2), 10 min later (Experiments 3-4), two days later (Experiment 5), or one week later (Experiment 6). Explanation feedback generally led to better learning and transfer than correct-answer feedback. However, although subjects showed clear evidence of learning and transfer, posttest performance did not differ between classification and observation training. Critically, various learning theories and principles (e.g., retrieval practice, generation, active learning) predict a classification advantage. Our results thus call into question the extent to which such theories and principles extend to the transfer of learning., Competing Interests: Declarations. Ethics approval and consent to participate: Experiments 1–2 and 5–6 were approved by the institutional review board (IRB) at Iowa State University. Experiments 3–4 were approved by the IRB at the University of Colorado Boulder. Consent for publication: Not applicable. Competing interests: The authors declare that they have no competing interests., (© 2024. The Author(s).)

Subsecond temporal perception is critical for understanding time-varying events. Many studies suggest that subsecond timing is an intrinsic property of neural dynamics, distributed across sensory modalities and brain areas. However, our recent finding of the transfer of temporal interval discrimination (TID) learning across sensory modalities supports the existence of a more abstract and conceptual representation of subsecond time that guides the temporal processing of distributed mechanisms. One major challenge to this hypothesis is that TID learning consistently fails to transfer from trained intervals to untrained intervals. To address this issue, here, we examined whether this interval specificity can be removed with double training, a procedure originally developed to eliminate various specificities in visual perceptual learning. Specifically, participants practiced the primary TID task, the learning of which per se was specific to the trained interval (e.g., 100 ms). In addition, they also received exposure to a new interval (e.g., 200 ms) through a secondary and functionally independent tone-frequency discrimination task. This double training successfully enabled complete transfer of TID learning to the new interval, indicating that training improved an interval-invariant component of temporal interval perception, which supports our proposal of an abstract and conceptual representation of subsecond time in the brain. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Utilizing large-scale pretrained models is a well-known strategy to enhance performance on various target tasks. It is typically achieved through fine-tuning pretrained models on target tasks. However, naï ve fine-tuning may not fully leverage knowledge embedded in pretrained models. In this study, we introduce a novel fine-tuning method, called stochastic cross-attention (StochCA), specific to Transformer architectures. This method modifies the Transformer's self-attention mechanism to selectively utilize knowledge from pretrained models during fine-tuning. Specifically, in each block, instead of self-attention, cross-attention is performed stochastically according to the predefined probability, where keys and values are extracted from the corresponding block of a pretrained model. By doing so, queries and channel-mixing multi-layer perceptron layers of a target model are fine-tuned to target tasks to learn how to effectively exploit rich representations of pretrained models. To verify the effectiveness of StochCA, extensive experiments are conducted on benchmarks in the areas of transfer learning and domain generalization, where the exploitation of pretrained models is critical. Our experimental results show the superiority of StochCA over state-of-the-art approaches in both areas. Furthermore, we demonstrate that StochCA is complementary to existing approaches, i.e., it can be combined with them to further improve performance. We release the code at https://github.com/daintlab/stochastic&#95;cross&#95;attention., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

The learned predictiveness effect refers to the tendency for predictive cues to attract greater attention and show faster learning in subsequent tasks. However, in typical designs, the predictiveness of each cue (its objective cue-outcome correlation) is confounded with the degree to which it is informative for making the correct response on each trial (a feature we term choice relevance). In four experiments, we tested the unique contributions of cue-outcome correlation and choice relevance to the learned predictiveness effect by manipulating the outcome choices available on each trial. Experiments 1A and 1B compared two sets of partially predictive cues and found that participants learned more in a transfer phase about the set of cues that were previously choice-relevant. Experiments 2A and 2B used a design in which the cue-outcome correlation was stronger for one set of cues (perfect predictors) than the other set (imperfect predictors). Manipulating the choice relevance of the imperfect predictors in this design did not influence the magnitude of the learning bias toward the perfect predictor. Unlike cue-outcome correlation, choice relevance did not seem to correspond to biases in eye-gaze, suggesting that it operates via a distinct mechanism. Simulations with a modified EXIT model successfully predicted cue-outcome correlation and choice relevance effects by assuming that participants update learning for present outcomes only, but incorrectly predicted additive effects. We conclude that cue-outcome correlation and choice relevance are important factors that can lead to biases in future learning; both were individually sufficient but neither was necessary. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Individuals with dissociative identity disorder (DID) often report an inability to retrieve memories associated with other identities, termed inter-identity amnesia (IIA). Research investigating IIA has amassed, and interest surrounds whether objective deficits in retrieval mechanisms necessarily underlie the experience of IIA. This study conducted a systematic literature review with meta-analyses to examine current findings on IIA in DID. In particular, we explored whether DID patients' clinical reports of retrieval failure across identities were substantiated by controlled measures of memory. Nineteen empirical and four case studies informed the systematic review. The meta-analyses comprised twelve of the included studies. The systematic review findings suggested a degree of inter-identity memory transfer, a conclusion which was supported by two of the four meta-analyses. The remaining two meta-analyses evidenced patterns closer to IIA. Closer examination drew attention to methodological considerations that may limit definitive conclusions drawn from present studies. These include substantial heterogeneity between participants' scores which is masked by group statistics, a small and homogenous cumulative sample, limited research teams, and minimal domains of memory assessed. The paper urges a nuanced understanding of the phenomenon of IIA in light of current findings., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Motor imagery (MI) is one of the popular control paradigms in the non-invasive brain-computer interface (BCI) field. MI-BCI generally requires users to conduct the imagination of movement (e.g., left or right hand) to collect training data for generating a classification model during the calibration phase. However, this calibration phase is generally time-consuming and tedious, as users conduct the imagination of hand movement several times without being given feedback for an extended period. This obstacle makes MI-BCI non user-friendly and hinders its use. On the other hand, motor execution (ME) and motor observation (MO) are relatively easier tasks, yield lower fatigue than MI, and share similar neural mechanisms to MI. However, few studies have integrated these three tasks into BCIs. In this study, we propose a new task-to-task transfer learning approach of 3-motor tasks (ME, MO, and MI) for building a better user-friendly MI-BCI. For this study, 28 subjects participated in 3-motor tasks experiment, and electroencephalography (EEG) was acquired. User opinions regarding the 3-motor tasks were also collected through questionnaire survey. The 3-motor tasks showed a power decrease in the alpha rhythm, known as event-related desynchronization, but with slight differences in the temporal patterns. In the classification analysis, the cross-validated accuracy (within-task) was 67.05 % for ME, 65.93 % for MI, and 73.16 % for MO on average. Consistently with the results, the subjects scored MI (3.16) as the most difficult task compared with MO (1.42) and ME (1.41), with p < 0.05. In the analysis of task-to-task transfer learning, where training and testing are performed using different task datasets, the ME-trained model yielded an accuracy of 65.93 % (MI test), which is statistically similar to the within-task accuracy (p > 0.05). The MO-trained model achieved an accuracy of 60.82 % (MI test). On the other hand, combining two datasets yielded interesting results. ME and 50 % of the MI-trained model (50-shot) classified MI with a 69.21 % accuracy, which outperformed the within-task accuracy (p < 0.05), and MO and 50 % of the MI-trained model showed an accuracy of 66.75 %. Of the low performers with a within-task accuracy of 70 % or less, 90 % (n = 21) of the subjects improved in training with ME, and 76.2 % (n = 16) improved in training with MO on the MI test at 50-shot. These results demonstrate that task-to-task transfer learning is possible and could be a promising approach to building a user-friendly training protocol in MI-BCI., Competing Interests: Declaration of competing interest The authors declare no competing interests., (Copyright © 2024 The Author(s). Published by Elsevier Inc. All rights reserved.)

Multisensory integration is essential for learning and sensorimotor coding, facilitating learners' adaptation to environmental changes. Recent findings confirm that introducing unreliability into visual feedback enhances the use of motor coding, probably because proprioceptive cues are given greater weight. The present study was designed to test this hypothesis and, more generally, to explore the impact of visual versus proprioceptive cue reliability on learning processes. Participants performed a 12-target pointing sequence 100 times with different combinations of visual and proprioceptive feedback: reliable versus unreliable. Retention tests and intermanual transfer tests were administered 24 h later. Results showed that learning and sensorimotor coding were both affected by the different combinations of visual and proprioceptive cue reliability. Fully reliable feedback allowed for the best retention, while fully unreliable feedback resulted in the worst retention. Visual reliability alone mediated the level of visuospatial coding performance in visuospatial transfer, regardless of the level of proprioceptive reliability, and conversely, reliable proprioception combined with unreliable vision provided the optimum sensory environment for motor coding in the motor transfer test. Overall, our study highlighted the essential role of both visual cue reliability and proprioceptive cue reliability -and their interactions- in motor learning and its generalization., Competing Interests: Declarations Ethics approval and consent to participate The study was approved by the local ethics committee (no. 201965) with the ethical standards laid down in the 1964 Declaration of Helsinki and its later amendments. All participants gave written informed consent prior to the study. Competing interests The authors declare no competing interests., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Action video game (AVG) playing has been found to transfer to a variety of laboratory tasks in visual cognition. More recently, it has even been found to transfer to low-level visual "psychophysics tasks. This is unexpected since such low-level tasks have traditionally been found to be largely "immune" to transfer from another task, or even from the same task but a different stimulus attribute, e.g., motion direction. In this study, we set out to directly quantify transfer efficiency from AVG training to motion discrimination. Participants (n = 65) trained for 20 h on either a first-person active shooting video game, or a motion direction discrimination task with random dots. They were tested before, midway, and after training with the same motion task and an orientation discrimination task that had been shown to receive transfer from AVG training, but not from motion training. A subsequent control group (n = 18) was recruited to rule out any test-retest effect, by taking the same tests with the same time intervals, but without training. We found that improvement in motion discrimination performance was comparable between the AVG training and control groups, and less than the motion discrimination training group. We could not replicate the AVG transfer to orientation discrimination, but this was likely due to the fact that our participants were practically at chance for this task at all test points. Our study found no evidence, in either accuracy or reaction time, that AVG training transferred to motion discrimination. Overall, our results suggest that AVG training transferred little to lower-level visual skills, refining understanding of the mechanisms by which AVGs may affect vision. Protocol registration The accepted stage 1 protocol for this study can be found on the Open Science Framework at https://osf.io/zdv9c/?view&#95;only=5b3b0c161dad448d9d1d8b14ce91ab11 . The stage 1 protocol for this Registered Report was accepted in principle on 01/12/22. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/ZDV9C., Competing Interests: Competing interests The authors declare no competing interests., (© 2024. The Author(s).)

Motor learning does not occur on a 'blank slate', but in the context of prior coordination solutions. The role of prior coordination solutions is likely critical in redundant tasks where there are multiple solutions to achieve the task goal - yet their influence on subsequent learning is currently not well understood. Here we addressed this issue by having human participants learn a redundant virtual shuffleboard task, where they held a bimanual manipulandum and made a discrete throwing motion to slide a virtual puck towards a target. The task was redundant because the distance traveled by the puck was determined by the sum of the left- and right-hand speeds at the time of release. On the first day, 37 participants in different groups practiced symmetric or asymmetric solutions. On the second day, all participants transferred to a common criterion task, which required an asymmetric solution. Results showed that: (i) the symmetry of the practiced solution affected motor variability during practice, with more asymmetric solutions showing higher exploration of the null space, (ii) when transferring to the common criterion task, participants in the symmetric group showed much higher null space exploration, and (iii) when no constraints were placed on the solution, participants tended to return to the symmetric solution regardless of the solution originally practiced. Overall, these results suggest that the stability of prior coordination solutions plays an important role in shaping learning in redundant motor tasks., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 International Brain Research Organization (IBRO). Published by Elsevier Inc. All rights reserved.)

A stimulus that predicts the delivery of a specific food outcome can bias performance towards instrumental actions that earn that same outcome in a phenomenon known as specific Pavlovian-instrumental transfer (PIT). The precise mechanism by which the specific instrumental action is selected under these circumstances has remained elusive. The present set of experiments explored whether treatments that undermine the response-outcome (R-O) association also affect the expression of specific PIT. Consistent with previous work, in Experiment 1 we showed that specific PIT remains intact after an instrumental degradation treatment that attempted to undermine R-O associations. However, we additionally demonstrated that outcome-devaluation sensitivity also persisted after degradation, suggesting that R-O associations were impervious to the degradation treatment, and precluding any conclusions about the necessity of R-O associations for specific PIT expression. Nevertheless, given the two-lever two-outcome design of this experiment it is possible that R-O associations were indeed undermined by degradation and that the devaluation effect was driven by distinct, incidental Pavlovian lever-outcome associations. To nullify the obscuring effects of these incidental Pavlovian associations, we used a bidirectional lever for instrumental conditioning that could be pushed to the left or the right for distinct outcomes. In Experiment 2 we demonstrated that specific PIT could be observed on this bidirectional manipulandum whether the subjects were hungry or sated, consistent with the literature. The critical third Experiment used an identical design to Experiment 1 except that the two instrumental responses were made on the single bidirectional manipulanda. Here, specific PIT was intact after instrumental degradation and, crucially, we saw no evidence of outcome devaluation sensitivity in these same subjects, suggesting that the R-O associations were weakened or undermined by this treatment. We conclude that the expression of specific PIT is resistant to treatments that undermine R-O associations and disrupt value based choice, and discuss how these findings contribute to our understanding of the associative framework supporting behavioral control., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Author(s). Published by Elsevier Inc. All rights reserved.)

Subsecond temporal processing is crucial for activities requiring precise timing. Here, we investigated perceptual learning of crossmodal (auditory-visual or visual-auditory) temporal interval discrimination (TID) and its impacts on unimodal (visual or auditory) TID performance. The research purpose was to test whether learning is based on a more abstract and conceptual representation of subsecond time, which would predict crossmodal to unimodal learning transfer. The experiments revealed that learning to discriminate a 200-ms crossmodal temporal interval, defined by a pair of visual and auditory stimuli, significantly reduced crossmodal TID thresholds. Moreover, the crossmodal TID training also minimized unimodal TID thresholds with a pair of visual or auditory stimuli at the same interval, even if crossmodal TID thresholds are multiple times higher than unimodal TID thresholds. Subsequent training on unimodal TID failed to reduce unimodal TID thresholds further. These results indicate that learning of high-threshold crossmodal TID tasks can benefit low-threshold unimodal temporal processing, which may be achieved through training-induced improvement of a conceptual representation of subsecond time in the brain., Competing Interests: Declaration of Conflicting InterestsThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

The standard explanation for bilingual effects on cognition is that an aspect of language processing transfers to nonverbal cognitive performance, leading to improvements in executive functioning. However, much evidence is incompatible with that view, and transfer across those domains seems unlikely. The present argument is that bilingual experience modifies cognition through an adaptation to the underlying attention system, making attention more efficient. 'Transfer' focuses on the overlap of specific processes, so task similarity predicts outcomes. By contrast, 'adaptation' focuses on recruitment of the modified resource, so the degree of attention required predicts outcome. In this view, bilinguals require less attentional effort than monolinguals for similar levels of performance, and outperform monolinguals on tasks with high attention demands regardless of task similarity., Competing Interests: Declaration of interests No interests are declared., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Unitization - the fusion of objects into a single unit through an action/consequence sequence - can mitigate relational memory impairments, but the circumstances under which unitization is effective are unclear. Using transverse patterning (TP), we compared unitization (and its component processes of fusion, motion, and action/consequence) with extended practice on relational learning and transfer in older adults and neuropsychological cases with lesions (to varying extents) in the medial prefrontal cortex (mPFC) or hippocampus/medial temporal lobe (HC/MTL). The latter included a person with bilateral HC lesions primarily within the dentate gyrus. For older adults, TP accuracy increased, and transfer benefits were observed, with extended practice and unitization. Broadly, the lesion cases did not benefit from either extended practice or unitization, suggesting the mPFC and dentate gyrus play important roles in relational memory and in unitization. The results suggest that personalized strategy interventions must align with the cognitive and neural profiles of the user.

Parameter efficient transfer learning (PETL) methods provide an efficient alternative for fine-tuning. However, typical PETL methods inject the same structures to all Pre-trained Language Model (PLM) layers and only use the final hidden states for downstream tasks, regardless of the knowledge diversity across PLM layers. Additionally, the backpropagation path of existing PETL methods still passes through the frozen PLM during training, which is computational and memory inefficient. In this paper, we propose FLAT, a generic PETL method that explicitly and individually combines knowledge across all PLM layers based on the tokens to perform a better transferring. FLAT considers the backbone PLM as a feature extractor and combines the features in a side-network, hence the backpropagation does not involve the PLM, which results in much less memory requirement than previous methods. The results on the GLUE benchmark show that FLAT outperforms other tuning techniques in the low-resource scenarios and achieves on-par performance in the high-resource scenarios with only 0.53% trainable parameters per task and 3.2× less GPU memory usagewith BERT base . Besides, further ablation study is conducted to reveal that the proposed fusion layer effectively combines knowledge from PLM and helps the classifier to exploit the PLM knowledge to downstream tasks. We will release our code for better reproducibility., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Memory updating is essential for integrating new information into existing representations. However, this process could become maladaptive in conditions like post-traumatic stress disorder (PTSD), when fear memories generalize to neutral contexts. Previously, we have shown that contextual fear memory malleability in rats requires activation of M1 muscarinic acetylcholine receptors in the dorsal hippocampus. Here, we investigated the involvement of this mechanism in the transfer of contextual fear memories to other contexts using a novel fear memory updating paradigm. Following brief reexposure to a previously fear conditioned context, male rats ( n = 8-10/group) were placed into a neutral context to evaluate the transfer of fear memory. We also infused the selective M1 receptor antagonist pirenzepine into the dorsal hippocampus before memory reactivation to try to block this effect. Results support the hypothesis that fear memory can be updated with novel contextual information, but only if rats are reexposed to the originally trained context relatively recently before the neutral context; evidence for transfer was not seen if the fear memory reactivation was omitted or if it occurred 6 h before neutral context exposure. The transferred fear persisted for 4 weeks, and the effect was blocked by M1 antagonism. These findings strongly suggest that fear transfer requires reactivation and destabilization of the original fear memory. The novel preclinical model introduced here, and its implication of muscarinic receptors in this process, could therefore inform therapeutic strategies for PTSD and similar conditions., (© 2024 Abouelnaga et al.; Published by Cold Spring Harbor Laboratory Press.)

Benefits of self-testing for learning have been consistently shown for simple materials such as word lists learned by rote memorization. Considerably less evidence for such benefits exists for complex, more educationally relevant materials and its application to new situations. The present study explores the mechanisms underlying this transfer. To this end, a typical retrieval-practice-effect paradigm was applied to foster the learning of an artificial language. Participants either repeatedly studied grammatically correct exemplar sentences of the artificial language or engaged in a cloze test as the interim test after learning. To assess far transfer, participants in both groups of restudy and retrieval practice engaged in a grammaticality judgment test after a delay of 5 min and 1 week. In addition, participants in both groups completed a final memory test (i.e., a cloze test identical to the initial test) 1 week after learning. In addition to a long-term memory benefit of retrieval practice, results revealed also a retrieval-practice benefit in the far-transfer test after the 1-week delay. The findings further support the view that far transfer is supported by learning the underlying grammatical rules as opposed to memorizing the material. Thus, retrieval practice is also effective for fostering learning of complex materials and, even more importantly, for promoting transfer of learning-a crucial goal in modern educational practices., (© 2024. The Author(s).)

We investigated whether allowing individuals to exchange verbal information during dyadic practice changed the effect of analogy instructions intended to strengthen explicit motor learning by an implicit means. Forty-three right-handed college students performed golf putting, aiming at a target three meters away. Participants were assigned to one of two groups: Dyadic Practice Analogy Instruction or Individual Practice Analogy Instruction. Participants in the Dyadic Practice group were allowed to communicate with one another about the task during their practice. Before practice, participants performed a working memory capacity test. Both groups performed 180 trials of golf distributed across three days. On each day, there were four blocks of 15 trials. On the third day, participants reported the explicit rules they used to learn the task and they completed the Intrinsic Motivation Inventory. On the fourth day, they took three learning tests: retention, dual-task transfer, and social pressure transfer tests. Results of the retention test indicated that both groups learned the task comparably. Similarly, there were no significant group differences between the participants' number of explicit rules learned and their motivation levels on either of the transfer tests. Finally, only the participants in the Dyadic Practice Analogy Group showed a significant correlation between their performance on the dual-task transfer test and their working memory capacity. Overall, we found that dyadic practice did not interfere with the implicit type of motor learning promoted by analogy instruction (i.e., implicit learning)., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Previous research suggests that the neural processes underlying specification of movement direction and amplitude are independently represented in the nervous system. However, our understanding of acquisition and consolidation processes in the direction and distance learning remains limited. We designed a virtual air hockey task, in which the puck direction is determined by the hand direction at impact, while the puck distance is determined by the amplitude of the velocity. In two versions of this task, participants were required to either specify the direction or the distance of the puck, while the alternate variable did not contribute to task success. Separate groups of right-handed participants were recruited for each task. Each participant was randomly assigned to one of two groups with a counter-balanced arm practice sequence (right to left, or left to right). We examined acquisition and, after 24 h, we examined two aspects of consolidation: 1) same hand performance to test the durability and 2) the opposite hand to test the effector-independent consolidation (interlimb transfer) of learning. The distance task showed symmetry between hands in the extent of acquisition as well as in both aspects of consolidation. In contrast, the direction task showed asymmetry in both acquisition and consolidation: the dominant right arm showed faster and greater acquisition and greater transfer from the opposite arm training. The asymmetric acquisition and consolidation processes shown in the direction task might be explained by lateralized control and mapping of direction, an interpretation consistent with previous findings on motor adaptation paradigms., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Background: Besides motor coordination problems, attentional impairments are reported in children with developmental coordination disorder (DCD), but the connection or trainability is still unclear., Aim: To test changes on attentional abilities after playing active video games (AVG) in children with DCD and their peers (TD), to evaluate near transfer and the relationship between omissions in attentional and motor tests., Methods: Seventy children (35 DCD; 35 TD), 7-12 years old, were assessed on three types of attention: distractibility (DIS); divided-attention (DA); sustained-attention (SA) and on the Wii Fit test pre- and post-training., Results: A significant decrease of errors in attentional tasks was found after training, independent of group (TD/DCD) and console (Wii Fit/Xbox) with medium-strong effect sizes (DIS η 2 p =.42; DA η 2 p =.51; SA η 2 p =.41). The groups responded similarly to the training but the DCD children scored poorer on the DA. A positive transfer-effect to the non-trained Wii Fit test was found in accuracy (missed gates), while speed proved console-specific. A medium/strong relation was found between omissions in attentional tasks and the missed gates (Wii Fit test)., Conclusion: More accurate responses on attentional tasks were found after AVG-training in both groups. A clear relationship between attentional abilities and motor performance was found.

Flexible, adaptive behaviour depends on the application of prior learning to novel contexts (transfer). Transfer can take many forms, but the focus of the present study was on "task schemas"-learning strategies that guide the earliest stages of engaging in a novel task. The central aim was to examine the architecture of task schemas and determine whether strategic task components can expedite learning novel tasks that share some structural components with the training tasks. Groups of participants across two experiments were exposed to different training regimes centred around multiple unique tasks that shared some/all/none of the structural task components (the kinds of stimuli, classifications, and/or responses) but none of the surface features (the specific stimuli, classifications, and/or responses) with the test task (a dot-pattern classification task). Initial test performance was improved (to a degree) in all groups relative to a control group whose training did not include any of the structural components relevant to the test task. The strongest evidence of transfer was found in the motoric, perceptual   +   categorization , and full schema training groups. This observation indicates that training with some (or all) strategic task components expedited learning of a novel task that shared those components. That is, task schemas were found to be componential and were able to expedite learning a novel task where similar (learning) strategies could be applied to specific elements of the test task., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Through traditional mass media and online social media, we are almost constantly exposed to second-hand experiences of trauma and violence, providing ample opportunities for us to learn about threats through social means. This social threat learning can influence instrumental decision making through a social learning to decision-making transfer process, resembling the so-called Pavlovian to instrumental transfer effect, resulting in consequences that can be maladaptive. Here, we assessed if this influence could be diminished by extinction learning, a procedure where a previously threatening stimulus is learned to be safe, and thereby mitigate possible maladaptive consequences. To this end, we recruited 251 participants to undergo a social threat learning procedure (where they observed someone else receive electric shocks to one out of two images), followed by either a social or direct extinction procedure (in which no shocks were given), before conducting an instrumental decision-making task to measure the strength of the transfer effect. Based on theoretical considerations and previous literature, we proposed two competing hypotheses: (a) extinction learning would diminish the transfer effect or (b) the transfer effect would be robust to extinction. Our results clearly demonstrate that the social to instrumental transfer effect is remarkedly robust to extinction, supporting the second hypotheses. Irrespective of whether extinction was carried out through direct experience or social means, learning about threats through second-hand aversive experiences strongly influence instrumental behavior, suggesting that potentially maladaptive effects of social threat learning are challenging to diminish. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Mathematical learning and ability are crucial for individual and national economic and technological development, but the neural mechanisms underlying advanced mathematical learning remain unclear. The current study used functional magnetic resonance imaging (fMRI) to investigate how brain networks were involved in advanced mathematical learning and transfer. We recorded fMRI data from 24 undergraduate students as they learned the advanced mathematical concept of a commutative mathematical group. After learning, participants were required to complete learning and transfer behavioural tests. Results of single-trial interindividual brain-behaviour correlation analysis found that brain activity in the semantic and visuospatial networks, and the functional connectivity within the semantic network during advanced mathematical learning were positively correlated with learning and transfer effects. Additionally, the functional connectivity between the semantic and visuospatial networks was negatively correlated with the learning and transfer effects. These findings suggest that advanced mathematical learning relies on both semantic and visuospatial networks., (© 2024 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.)

Background: Interlimb transfer of sequential motor learning (SML) refers to the positive influence of prior experiences in performing the same sequential movements using different effectors. Despite evidence from intermanual SML, and while most daily living activities involve interlimb cooperation and coordination between the four limbs, nothing is known about bilateral SML transfer between the upper and lower limbs., Research Question: We examined the transfer of bilateral SML from the upper to the lower limbs and vice versa., Methods: Twenty-four participants had to learn an initial bilateral SML task using the upper limbs and then performed the same sequence using the lower limbs during a transfer SML task. They performed the reversed situation 1 month apart. The performance was evaluated at the beginning and the end of both initial and transfer SML practice phases., Results: Significant and reciprocal transfer gains in performance were observed regardless of the effectors. Greater transfer gains in performance were observed at the beginning of the transfer SML from the lower to the upper limbs (44 %) but these gains vanished after practice with the transfer effectors (5 %). Although smaller gains were initially achieved in the transfer of SML from the upper to the lower limbs (15 %), these gains persisted and remained significant (9 %) after practice with the transfer effectors., Significance: Our results provide evidence of a reciprocal and asymmetrical interlimb transfer of bilateral SML between the upper and lower limbs. These findings could be leveraged as a relevant strategy in the context of sports and functional rehabilitation., Competing Interests: Declaration of Competing Interest The authors declare that they have no conflicts of interest regarding the research presented in this manuscript. No financial or personal relationships with other individuals or organizations have influenced the work, including employment, consultancies, honoraria, stock ownership or options, grants, or other funding. This research was conducted with integrity, adhering to the standards of scientific rigor and ethical conduct., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Background: Computerized cognitive training (CCT) has been proposed as a potential therapy for cognitive decline. One of the benefits of CCT is a transfer effect, but its mechanism on the memory domain is unclear. This study aimed to investigate the transfer effect of non-memory multidomain CCT on the memory domain and its neural basis in patients with mild cognitive impairment (MCI) through a randomized controlled trial., Methods: Patients with MCI recruited from memory clinics were randomly assigned to either the CCT or the control group. The CCT group received multidomain CCT training excluding memory training, while the control group read educational books with learning-based quizzes twice a week for 8 weeks. Participants underwent memory tests yielding a composite score, other cognitive domain tests, non-cognitive scales, and resting-state functional magnetic resonance imaging (rsfMRI), at baseline and after intervention. Within- and between-group comparisons, group × time interactions, and seed-to-voxel analyses in memory-involving brain networks were performed., Results: The CCT group showed improvement over the control group in memory domain (Group × time, F = 5.87, P = 0.03, η 2  = 0.31), which was related with the increased connectivity in the hippocampal-frontal and fusiform-occipital network. No other cognitive and non-cognitive symptoms differed between groups after adjusting for covariates., Conclusion: Eight weeks of multidomain CCT without memory training improved memory function and restored functional network in the hippocampal and medial temporal region in MCI patients. These results can provide evidence for the transferring ability of CCT on memory functioning with its neural basis., (© 2024 The Author(s). Psychogeriatrics published by John Wiley & Sons Australia, Ltd on behalf of Japanese Psychogeriatric Society.)