Positive Transfer Of Training Research Articles

ADAPTATION OF NAVAL PENTATHLON ATHLETES TO PHYSICAL TRAINING

Rationally planned training leads to adaptation and progress, and irrational planning leads to disruption of the course of adaptation reactions and overwork. For a rational periodization it is very important to identify training concepts based on detailed analysis of fatigue development mechanisms. Proper planning and execution of training will result in an increase in effort capacity. Adaptation, viewed from a biological point of view, is a complex defense mechanism against the demands caused by environmental changes. This requires an adequate response of the organism to environmental conditions in order to survive under the new conditions. For sports training, adaptation refers to the set of transformations that the athlete's body undergoes in training, in order to develop a superior state of bio-psycho-motor balance, materialized in the easy execution of a task. Research objectives: Initial evaluation of subjects; Development of the training program; Evaluation of the level of adaptation to physical effort obtained from specific naval pentathlon training; Development of a training planning model, allowing the improvement of physical effort capacity by means specific to the naval pentathlon. Methods: The research carried out started from the premise that the appropriate use of training means specific to the naval pentathlon can lead to an improvement of the effort capacity of military students, which fully satisfies their performance needs in fulfilling combat missions arising from the graduate's model. At a preliminary stage of the research, by applying general physical training tests, we obtained an initial assessment of the research subjects. These data were a benchmark in developing the training program and setting effort parameters. The training plan thus designed contains training sessions specific to naval pentathlon trials, adapted to the normal conditions of the naval academy training process. Results: The comparative analysis of the results, based on mathematical-statistical and graphical methods, reveals significant increases in performance recorded in the final testing stage. The dynamics of the results demonstrates a significant evolution of the results of the experimental group carried out during the training program, carried out according to the designed model. This confirms to us the effectiveness of applying the training program. The statistical results confirm a very good evolution of the results for the general motor tests and for the Ruffier test. Conclusions: Regular exercise is a particularly important stimulus for adaptation. Sports training, by its specific means, aims to increase the level of performance. In order to achieve this objective, it is necessary to apply a well-defined programme in great detail. Effective training requires constant variability in programming. In addition, in order to maximize the positive transfer of training, the means used in the training lesson should be as close as possible to the characteristics of the effort. Because of this, there is a permanent conflict in training programming, between diversity and specificity. This conflict can only be successfully managed through professional intervention on the part of the coach and involvement of the athlete according to training requirements.

Lessons learnt and lessons missed from flight simulation.

This article reviews progress in the development of technologies used in flight simulation and in the training of dentists, drawing out the similarities in training objectives and the limitations of the training devices. It summarises the advances in pilot training with recognised international standards for the construction and acceptance of training devices, noting the impact of flight simulation as a major contributor to the improvements in flight safety. Attention is drawn to the positive transfer of training from synthetic training to airborne operations. The evolution of training methods in dentistry is described covering virtual reality and haptic simulation. The distinction is drawn that tactile feel and visualisation, which is very different from other forms of simulation, is critical to the introduction of synthetic training in dentistry. In particular, progress in methods to provide haptic technologies is reviewed and the importance of novel methods of visualisation, specific to dentistry, are reviewed. This article concludes by outlining progress in flight simulation that is relevant to synthetic training in dentistry but also stresses the differences between the two disciplines. The progress and limitations of flight simulation and the current status and future of synthetic training in dentistry are described, highlighting the potential benefits of lower-cost haptic devices and the lack of standardisation.

An empirical study of training transfer in an apprenticeship programme for conducive workforce

ABSTRACT Many organisations invest heavily in training. However, it is argued that only a small portion of what is learnt from training is transferred to the workplace. Using an extended Training Transfer Model, the paper examines the factors that influence the transfer of training within an apprenticeship program. In-depth semi-structured interviews with participants who had undergone the apprenticeship programme were carried out. The data were analyzed using thematic analysis, and bibliographic analysis was performed to highlight the topic’s significance and development for future research directions. The findings reveal that trainee characteristics, training design and work environment influence training transfer. Trainees with high cognitive ability, self-efficacy and motivation, who participated in a well-designed training programme and were supported by a conducive work environment, demonstrate positive transfer of training.

The factors that influence transfer of training and its effect on organizational citizenship behaviour

PurposeThis paper aims to identify the relationship between organizational learning culture, psychological contract breach, work engagement, training simulation and transfer of training, to examine the effect of transfer of training on organizational citizenship behaviour and to determine the mediating effect of transfer of training on the relationship between organizational learning culture, psychological contract breach, work engagement and training simulation with organizational citizenship behaviour. This study investigated these relationships in the context of public sector organizations in Malaysia.Design/methodology/approachThe data for this study were collected by using the purposive sampling from Malaysian Civil Defence Force or Angkatan Pertahanan Awam (APM) employees who attended a disaster preparedness training programme between March to May 2015. The questionnaire was the main tool for the data gathering. The data were analysed using structural equation modelling technique using AMOS 22 version software.FindingsThe findings showed that work engagement and training simulation are the factors that influence the transfer of training, and there is a positive effect of the transfer of training on the organizational citizenship behaviour. The result also demonstrated that the transfer of training is the mediator in the relationship between work engagement, training simulation and organizational citizenship behaviour.Research limitations/implicationsThis study focuses on public sector areas which is Malaysia Civil Defense Force (APM). No interview session was conducted due to the time constraint in completing this study.Originality/valueThis study extends the existing understanding of factors that influence transfer of training and the effect of transfer of training on employees and organization. In other words, through the positive transfer of training, organizations not only attain positive returns on their training investment but also improve the performance and the work attitude of the organization’s employees.

Learning outcomes of a work-based training programme

Purpose – The purpose of this study was to explore the extent to which first-line managers' (FLMs') support of employee learning activities influence the learning outcomes and the transfer of training from a work-based vocational education and training (VET) programme. Design/methodology/approach – The study was designed as a multiple-case study including six service units in elder care. Data were collected through interviews with managers and care workers in the six units. Findings – The study demonstrated that the role of FLMs was a significant condition for the learning outcomes attained and for positive transfer of training. For care workers to attain benefits from training that went beyond the individual level, that is, benefits at the level of the work team or the organisation, a supportive FLM role appeared to be necessary. Research limitations/implications – The statistical generalisability of the study is limited by its character of a multiple-case study of six work units. At the same time, a strength of the study lies in its potential for analytic generalisations, that is, for identifying and verifying theoretically meaningful patterns across a number of cases. Practical implications – The findings suggest a need for management development that promotes a broader understanding of the task as FLM, and, specifically, improved knowledge and skills regarding how to lead and organise learning and development processes in a workplace. Originality/value – Using a qualitative approach, this study adds to the limited knowledge of FLMs' influences on the learning outcomes and the positive transfer from work-based training.

Method-related principles of strength conditioning for attaining positive transfer of training

The aim of the current study was to analyse the method-related principles of applying different means of strength training and correspondence to attaining positive transfer of training. We applied a logical-analytical approach that is based on different concepts of strength conditioning, documented experience of elite athletes, and coaches and internationally published research data. Experience gained by top coaches and research prove that the development of strength abilities has to begin with developing muscle elasticity and inter-muscular coordination, followed by the influencing of intramuscular coordination, with the main focus on increasing the maximal muscle strength on account of hypertrophy or fast innervations. The logical sequences of developing strength abilities in annual training cycle recommended by different authors provide thought-provoking ideas for programming appropriate training patterns, bearing in mind the general principles of the transfer of training.

Enhanced Passive and Active Processing of Syllables in Musician Children

The aim of this study was to examine the influence of musical expertise in 9-year-old children on passive (as reflected by MMN) and active (as reflected by discrimination accuracy) processing of speech sounds. Musician and nonmusician children were presented with a sequence of syllables that included standards and deviants in vowel frequency, vowel duration, and VOT. Both the passive and the active processing of duration and VOT deviants were enhanced in musician compared with nonmusician children. Moreover, although no effect was found on the passive processing of frequency, active frequency discrimination was enhanced in musician children. These findings are discussed in terms of common processing of acoustic features in music and speech and of positive transfer of training from music to the more abstract phonological representations of speech units (syllables).

Enhanced passive and active processing of syllables in musician children

Event Abstract Back to Event Enhanced passive and active processing of syllables in musician children Julie Chobert1*, Céline Marie2, Clément François1, Daniele Schön1 and Mireille Besson1 1 INCM-CNRS, France 2 McMaster University, Canada The aim of this study was to examine the influence of musical expertise in 9 year-old children on passive (as reflected by the Mismatch Negativity, MMN) and active (as reflected by discrimination accuracy) processing of speech sounds. Children on their way towards musicianship had 4 years of musical training, on average and nonmusicians had no other musical training than mandatory at school. Musician and nonmusician children were presented with a sequence of syllables that included standards (syllable “Ba”) and deviants in vowel duration, vowel frequency and Voice Onset Time (VOT), either close to or far from the standard (Small and Large deviants). Following the MMN experiment, during which children watched a silent movie, the same sequence of syllables was presented again and children were asked to press a button each time they heard a deviant (active processing). Both the passive and the active processing of duration deviants were enhanced in musician compared to non-musician children. Moreover, only musician children showed larger MMN amplitude and shorter Reaction Times (RTs) to Large than to Small VOT deviants. Nonmusicians showed no differences between Large and Small VOT deviant either during passive or during active listening. Finally, no effect of musical expertise was found on the passive processing of frequency, whereas frequency discrimination was enhanced in musician children. These findings are discussed in terms of common processing of acoustic features in music and speech and of positive transfer of training from music to the more abstract phonological representations of speech units (syllables). Keywords: Language, Music Conference: XI International Conference on Cognitive Neuroscience (ICON XI), Palma, Mallorca, Spain, 25 Sep - 29 Sep, 2011. Presentation Type: Poster Presentation Topic: Poster Sessions: Neural Bases of Language Citation: Chobert J, Marie C, François C, Schön D and Besson M (2011). Enhanced passive and active processing of syllables in musician children. Conference Abstract: XI International Conference on Cognitive Neuroscience (ICON XI). doi: 10.3389/conf.fnhum.2011.207.00202 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 21 Nov 2011; Published Online: 28 Nov 2011. * Correspondence: Miss. Julie Chobert, INCM-CNRS, Marseille, France, julie.chobert@gmail.com Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Julie Chobert Céline Marie Clément François Daniele Schön Mireille Besson Google Julie Chobert Céline Marie Clément François Daniele Schön Mireille Besson Google Scholar Julie Chobert Céline Marie Clément François Daniele Schön Mireille Besson PubMed Julie Chobert Céline Marie Clément François Daniele Schön Mireille Besson Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

Transfer and Cost Effectiveness as Guides to Simulator/Flight Training Device Use

As fuel prices climb and aircraft operating expenses follow suit, the training costs incurred by aviation students continue to rise. Responsible aviation programs must seek ways to provide safe and effective training while minimizing their students’ training costs. To accomplish this, many aviation programs utilize flight simulation of some form as a complement to training in the aircraft. Simulation can be offered at greatly reduced per hour costs when compared to the aircraft, and as studies have shown, provides positive transfer of training from the simulated environment to the aircraft. Positive transfer of training implies that students will benefit from training in the simulated environment. This is only the case when the transfer effectiveness ratio (TER) is above a given value. It is the purpose of this paper to demonstrate a method of evaluating the cost effectiveness of a training device by using the TER and the cost effectiveness ratio (CER.) By using these tools, the use of simulation will be of maximum benefit, i.e. reduced training costs, to aviation programs and their students.

Technological research challenges of flight simulation and flight instructor assessments of perceived fidelity

This article postulates that perceptual fidelity is not necessarily communicated by exact physics-based simulation. Fidelity ranges widely among simulators; some re-create an environment or system so that it is difficult to distinguish between the simulator and the real system, whereas others re-create a small part of a system or present the whole system in a more compact and stylized fashion. This article aims to explore technological and perceptual fidelity metrics for flight simulators based on human judgments and technological characteristics resulting in research challenges in either facet of a system. Examples include psychophysical experiments assessing perceptual sensitivity to system faults such as latency. Focusing on commercial flight and flight systems simulation, this article presents the results of an experimental study acquiring user assessments of fidelity, involving expert users with experience of the real, operational environment and the simulated equivalent. Acquiring judgments of fidelity from flight instructors, technological development could relate to respective naturalness of a simulator toward positive transfer of training.

Can PC-Based Systems Enhance Teamwork in the Cockpit?

We used a personal computer (PC)-based flight simulator to develop a crew resource management (CRM) training module. Two-person teams practiced with the simulator and also received feedback from an instructor about their performance. We evaluated training effectiveness by comparing trained teams (N = 24) to control teams (N = 24) in a high-fidelity simulator. Raters who were blind to condition provided evaluations of the teams on both CRM and technical proficiency. The results show positive transfer of training of CRM skills from the PC-based system to the high-fidelity simulator. This study supports the effectiveness of relatively inexpensive PC-based systems for CRM training.

Personal Computer Aviation Training Devices: Their Effectiveness for Maintaining Instrument Currency

This study examined the effectiveness of personal computer aviation training devices (PCATDs) for maintaining the Federal Aviation Administration's instrument-currency requirement. One hundred and six instrument-current pilots received an instrument proficiency check (IPC) and were assigned equally to 3 independent training groups (aircraft, flight training device [FTD], and PCATD) and to a control group who received no training. The 3 training groups received recurrent training in their respective devices over the course of a 6-month period, following which all 4 groups received a second IPC. Pilots trained in the FTD and PCATD performed (a) comparably; (b) significantly better than the control group, indicating positive transfer of training; and (c) at least as well as the aircraft group.

Two tests of instance-based and abstract rule-based accounts of invariant learning

Two manipulations are argued to distinguish between instance-based and abstract rule-based accounts of invariant learning. Three experiments examined the effects of manipulating the type of invariant feature in the learning set, and the type of training schedules prior to test. In line with traditional research, selection bias at test was present when the invariant was the consistent inclusion of a stimulus item in the learning set. However, the degree of bias was identical when the invariant was the consistent exclusion of the stimulus item. In addition, negative transfer of training was observed when subjects were trained on one learning set and then shifted training to the opposite learning set, but no positive transfer of training was observed when subjects were trained on one learning set and then continued training using the same learning set. These results are argued to be evidence for instance-based accounts of invariant learning. PsycINFO classification: 2343

The relationship between organizational transfer climate and positive transfer of training

AbstractThis study describes the development and investigation of the concept of organizational transfer climate and discusses whether it influences the degree to which trainees transfer behaviors learned in a training program to their job situations. The study was conducted in a large franchise that owns and operates over one hundred fast‐food restaurants in a large metropolitan area. Analyses indicated that when manager trainees were assigned to units that had a more positive organizational transfer climate, they were rated as better performers of the behaviors previously learned in training. As was predicted, it was also found that manager trainees who learned more in training performed better on the job. It was concluded that, in addition to how much trainees learn in training, the organizational transfer climate of the work situation affects the degree to which learned behavior will be transferred onto the actual job. This research suggests that organizational transfer climate is a tool that should be investigated as a potential facilitator for enhancing positive transfer of training into the work environment.

Transfer of Fault-Finding between Simulated Chemical Plants

This study investigated the effect of training with either a qualitative model of plant functioning or a set of diagnostic heuristics on the transfer of fault-finding. Two simulated chemical plants were used. After training both conditions improve in accuracy of diagnosis of previously encountered faults, though the qualitative model condition is superior at transfer to novel faults. However, neither training condition exhibited positive transfer of training, in terms of accuracy, when tested on a second plant involving a recycle loop. Different reasons may explain this lack of transfer for each condition. Significantly, qualitative differences were found between the training conditions in the order in which plant variables were examined during fault-finding. These qualitative differences persisted in transfer to the second plant but only for faults whose symptoms were not affected by the recycle loop. Such qualitative measures offer a means of inferring the cognitive processes inculcated by different training programs.

Adult and Infantile, Human Factors Safety — Beyond Building Codes and Ordinances

What is legal and not in violation of any building code or ordinance is not sufficient to guarantee safety of the humans involved in many cases of public use. The objects and places that people encounter and use in everyday life (e.g., stairways, elevators, and shopping carts) need to be consistently designed and manufactured. Consistency in this vein will allow for a positive transfer of training and thereby allow for the human filtering function to process the stimuli received from the objects and places. An annotated discussion of several examples is provided.

Monaural localization following exposure to different segments of acoustic space.

Four groups of eight monaural listeners received practice on locating sounds coming from different segments of the horizontal plane prior to a test in which all sounds originated within the same region. An additional eight monaural listeners were given the final localization test without the pretest practice. Knowledge of results was withheld. The main finding was that positive transfer of training was not equally apparent for all groups. That group for which the pretest and test involved the same ear and the same azimuthal positions of loudspeakers performed best. Practice in locating rearwardly positioned sounds did not benefit the localization of frontally positioned sounds even when the same ear was functioning in both situations. Experience in locating sounds from all segments of the horizontal plane appears to be required in order to build up an adequate internal representation of the acoustic surrounds.

Active- and passive-avoidance learning in inbred mice: Transfer of training effects

The performance of four groups of mice of two genotypes (DBA/2J and C57BL/6J) was observed in two avoidance situations. Two groups, one of each strain, were given a maximum of 30 conditioning trials in an active avoidance situation followed by a maximum of 30 trials in a passive avoidance situation. The other two groups, one of each strain, were given passive avoidance conditioning first, followed by active avoidance conditioning. Positive transfer of training was observed in both genotypes for mice that received active avoidance conditioning prior to passive avoidance conditioning. Little or no transfer was observed from passive to active avoidance in either strain.

Training music majors in college to think creatively with sounds and words.

72 college music majors were randomly assigned to 4 treatment groups of equal numbers. Some were exposed to 3 creative thinking strategies and encouraged to brainstorm in their groups for a period of 400 min. Positive transfer of training supports the use of the procedures to encourage music students to think creatively with sounds and words.

THE USE OF A NULL‐POINT METHOD TO STUDY THE ACQUISITION OK SIMPLE AND COMPLEX TRANSFORMATION SKILLS

A null‐point experimental method for measuring human performance is described. This method can be used in studies of learning and in other situations where the effect of learning is appreciable, though irrelevant to the experimenter's objective. It provides a form of constancy of experimental conditions which is appropriate if the subject is conceived as an imperfect goal‐directed system. The method is exhibited in connexion with two experiments and a subsidiary study. One experiment involves the acquisition of a skill in which the human subject learns to apply a single transformation rule. For the other main experiment, the subject learns to deal alternately with two rules (so chosen that interference as well as positive transfer of training takes place). Further, in this case, the subject learns a concept which (in an operational sense) comprehends the pair of rules. The subsidiary experiment involves a modification of the original technique which may be useful in more detailed investigations of concept learning.