Bilateral Transfer of Learning
Bilateral Transfer of Learning
Bilateral Transfer of Learning
Aim
Introduction
representation, and integrating it with relevant existing knowledge activated from long-term
memory. It is “a process that leads to change, which occurs as a result of experience and
increases the potential for improved performance and future learning” (Ambrose et al, 2010).
Learning is not something which is done to people, but rather something people
themselves do. It is a direct result of how people interpret and respond to their experiences.
behaviour. All living beings learn. If we compare the simple, crude way a child behaves and
feels, with the complex feeling of an adult’s behaviour, habits, thoughts, skill, sentiment; we
will know what difference learning had made to the individual. A person is constantly
There are many types of learning but for now we will only be focusing on a few of
them. They are observational learning, cognitive learning, and conditioning. Observational
learning is the type of learning which is not done by our own experience but rather, by
watching someone else behave and by noting the consequences of that behaviour.
Meanwhile, cognitive learning is a type of learning in which learning is done through active
and constructive thought processes, such as practice or using our memory. According to
conditioned learning, learning is a process of change that occurs because of the conditions
which then cause a reaction. The most important thing in learning according to conditioning
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is continuous practice. There are two types of conditioning, they are, operant conditioning
underlying idea behind operant conditioning is that the consequences of our actions shape
our environment with a prediction of what will happen next, it is a form of learning in which
a new, involuntary response is acquired because of two stimuli being presented at the same
generalization, in the conditioning process, stimulus generalization is the tendency for the
conditioned stimulus to evoke similar response after the response has been conditioned. In
There are three types of learning styles which are visual learning, auditory learning,
and kinaesthetic learning. In visual learning, learners need to see what is being taught instead
of being talked at. Meanwhile in auditory learning, learning is done through the act of
memory.
one side of the body to the opposite side of the body. This type of transfer is also called cross-
limb transfer. From many experiments, it appears clear that skill acquired in a particular task
by practice on one hand can often be carried over to the other hand (Woodworth &
Schlosberg, 1971). There are three types of bilateral transfer; Positive transfer, Negative
transfer, and Zero transfer. Positive transfer happens when previous learning facilitates new
learning, meanwhile Negative transfer happened when previous learning hinders new
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learning. And on the other hand, Zero transfer happens when previous learning has no impact
on you learning. Bilateral transform learning is the acquisition of knowledge in one level of
The neural mechanism underlying this phenomenon has not been yet fully discovered.
But there are three models which can explain bilateral transfer of learning. The first model,
callosal access, which proposes that the motor ability is generated in the dominant
hemisphere and then reached by the opposite untrained limb. The second model, the
proficiency model, tells that the motor programmes are created and stored in the opposite
hemisphere to the hand being trained. And the third model, cross activation hypothesis, based
on the evidence that performing a repetitive unilateral task generates cortical activity both
Review of Literature
Learning. Brain and Cognition, 44(3), 455–469. In this study, two experiments were done to
investigate bilateral transfer of perceptual and motor components in movement control. In the
Experiment 1, the author conducted a simple anticipatory timing task, which was practiced
conducted the same experiment but this time the design was used to investigate bilateral
transfer of fine force control in a wrist-flexion movement. When later the results were
analysed, he found out that bilateral transfer of earning took place for both anticipatory
timing and force control, with more noticeable transfer of training for the former. He found
asymmetry in transfer for force control, with significant transfer being only present in the
component for bilateral transfer, while force control showed to be more dependent on
practice with the specific muscular system. The author hypothesized that asymmetry in
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bilateral transfer of force control observed here is due to asymmetric neural architectures
established before the beginning of learning because of previous differential usage of the two
hands.
Kumar, S., & Mandal, M. (2005). Bilateral transfer of skill in left- and right-handers.
Laterality: Asymmetries of Body, Brain and Cognition, 10(4), 337–344. The literature
suggests that motor learning can be transferred from one half of the body to the other. The
authors, to examine bilateral transfer of skill as a function of speed and accuracy, examined
self-classified left-handed (n = 20) and right-handed (n = 40) subjects. They imposed two
manipulated it in a mirror-drawing task and data were treated with Groups (left, right hander)
X Transfer type (speed, accuracy) X Side (non-preferred to preferred hand, preferred to non-
preferred hand) mixed with repeated measure in Transfer and Side factors. Percentage of
bilateral transfer (First 5 trials – Last 5 trials/First 5 trials X 100) was the dependent measure.
They found out that the left and right-handers did not differ in the magnitude of bilateral
transfer. They also found that bilateral transfer was greater (a) from non-preferred to
preferred side as compared to the reverse and (b) was greater with respect to speed but not
with accuracy. The result of the experiment conducted by them indicated that (1) the groups
did not differ based on bilateral transfer; (1) the transfer was greater from preferred to non-
preferred hand as compared to the opposite direction; (3) there was a greater bilateral transfer
with respect to speed as compared to accuracy. The mirror-drawing task used un their study
required subjects to learn a form of eye-hand coordination due to reversal of visual patterns
(Stevens, 1951).
Gibson, J. J., Jack, E. G., & Raffel, G. (1932). Bilateral transfer of the conditioned
response in the human subject. Journal of Experimental Psychology, 15(4), 416–421. In this
study, data were taken on 13 subjects for transfer of the conditioned response (removal of the
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hand from an uncharged electrode at the sound of a buzzer). In this experiment they used 20
subjects. During the experiment they found that 19 were successfully conditioned to
withdraw the finger of the right hand when the buzzer was sounded alone. Later, 6 out of the
19 showed some indication of responding to the buzzer alone before the experiment even
begun, and their results have accordingly not been considered. The remaining 13 subjects
remained and the data in transfer of the conditioned response collected from them seemed
valid. They suggested that it is possible that a larger number of subjects might have
manifested transfer if the experiment had been continued longer. They later concluded that
since a conditioned response can be formed between a stimulus and a response which was
never overtly made during the conditioning process and that avoidance to shock is not a
reflex. They wrote that when the finger of the untrained hand is placed in that situation, the
sound of the buzzer sets off the proper response. So consequently, the difference between the
latent or potential conditioned response and the actual one depends on the presence of a
Hypothesis
The performance by the non-dominant hand increases (wherein the error and time
taken decreases) after practising the task with the dominant hand.
Method
Participant Preliminaries
Name- A.V.
Gender- Female
Age- 20
Design
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The design used in this experiment is single subject pretest–posttest design. APA
intervention, and then measured again to determine the change or difference between the
initial (pre-) and second (post-) measurement”. Here, the treatment given denotes the ten
trials given by the participant using the non-preferred hand. The pretest and the posttest
measurement denotes the condition where the star pattern in the apparatus is done using the
pretest and posttest measurements due to the trials given by the participant using the preferred
hand.
Material required
Apparatus for bilateral transfer of learning experiment, stopwatch, paper, and pen (for
Variables
Rapport Formation
The participant was made to sit comfortably. The participant was engaged in an
informal conversation to make them feel relaxed. When the participant felt at ease, the
experiment was introduced. The instructions were given, and the participant was assured that
confidentiality of their identity would be maintained. The queries of the participant were
Administration
Instructions
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“As you can see, the apparatus consists of a star pattern, a mirror, a cardboard and a
pen. This experiment would require you to trace the star pattern using the pen, not by directly
looking at it but indirectly, looking at it through the mirror. You must practice caution not to
touch the borders of the pattern. There will be twelve trials, out of which, the first trial will be
done using the non-preferred hand, after which you will have to give ten trials using the
preferred hand. Later, the last trial, that is, the twelfth trial would be given using the non-
preferred hand. During the process, the errors in each trial will be counted when your pen
touches the border and the time taken to complete the pattern will also be noted down.”
Precautions
Before the conduction of the experiment, it was ensured that the room was well lit and
ventilated. Also, it was made sure that the possible extraneous variables, like noise,
temperature, and other distractions, were kept at constant or controlled. It was ensured that
the participant was comfortably seated. Functioning of the stopwatch and pen was also
checked.
Procedure
The participant was made to sit comfortably. The instructions were explained clearly
to the participant and the queries were addressed. The apparatus consisted of a star pattern, a
mirror, a cardboard, and a pen. This experiment required the participant to trace the star
pattern using the pen, not by directly looking at it but indirectly, looking at it through the
mirror. As per the instructions provided, the participant should not touch the borders of the
pattern, while tracing it. Twelve trials were provided, out of which, the first trial was done
using the non-preferred hand, after which the participant gave ten trials using the preferred
hand. Later, the last trial, that is, the twelfth trial was given using the non-preferred hand.
During the process, the errors were counted when the pen touched the border and the time
taken by the participant to complete pattern was also noted down in each trial.
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Introspective report
“I was very interested in how this apparatus works and what it will measure. I was
excited to trace the pattern as it was very challenging for me, especially during the first few
trials, and I aimed to complete the task as soon as possible without touching the borders
Observational report
The participant was very excited and curious to see what this experiment was about.
The participant was also calm at first and was not in a hurry to complete the experiment. As
time passed by the participant got used to tracing the star pattern. The participant listened
carefully to all the instructions given and the experiment was carried out calmly and
smoothly.
2 P.H. 32 36
3 P.H. 26 22
4 P.H. 24 16
5 P.H. 21 17
6 P.H. 27 24
7 P.H. 23 14
8 P.H. 23 16
9 P.H. 17 18
10 P.H. 22 12
11 P.H. 21 19
12 N.P.H. 24 33
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Table 1: Result table containing the errors and the time taken to trace the star pattern using
Difference 11 17
Table 2: The difference between the errors and the time taken of the first trial using the
Difference 12 16
Table 3: The difference between the errors and the time taken of the first trial using the non-
The aim of this experiment was to demonstrate the phenomenon of bilateral transfer
of learning. The design used here is the single subject pretest-posttest design. The treatment
given denotes the ten trials given by the participant using the preferred hand. The pretest and
the posttest measurement denotes the condition where the star pattern in the apparatus is done
using the non-preferred hand. In such an experiment, it is observed that there is a difference
between pretest and posttest measurements due to the trials given by the participant using the
preferred hand.
The results explain that there has been positive bilateral transfer from the preferred
hand to the non-preferred hand. It is seen in the first trial, which is done using the non-
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preferred hand, the number of errors and the time taken for completion are high. However, as
the participant reached the end of the experiment, the number of errors and the time taken for
completion reduced. It can be told that the trials done by the preferred hand helped the
participant to understand the experiment better and hence, the performance then done using
the non-preferred hand improved. There is a difference of 16 seconds between the first and
the last trial which clearly indicates that the participant found it easy to complete tracing
along the pattern using the non-preferred hand, after practicing the same using the preferred
hand. Hence, the hypothesis of the experiment - The performance by the non-dominant hand
increases (wherein the error and time taken decreases) after practising the task with the
Conclusion
by one side of the body to the opposite side of the body. This type of transfer is also called
cross- limb transfer. This transfer of learning is made possible by the two-way information
traffic that exists through the corpus callosum, the band of fibres in the brain that allows the
two hemispheres to communicate and transfer information. The aim of the experiment was to
experiment which states that the performance by the non-dominant hand increases (wherein
the error and time taken decreases) after practising the task with the dominant hand. The
results of the experiment provided evidence supporting the hypothesis and it can, therefore,
be concluded that bilateral transfer of learning has taken place between the preferred and the
non-preferred hand thereby making it easy for the participant to complete tracing the star
pattern in less time with fewer errors in the last trial as compared to the first trial, after being
exposed to the treatment where they were given ten trials to practice using the preferred hand.
The subject learns a new eye-hand coordination in mirror drawing. Due to positive transfer,
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there was also an improvement in the quality as well as quantity of learning. Thus, based on
the results, it can be said that there has been positive transfer in the task of mirror tracing or
References
Kumar, S., & Mandal, M. (2005). Bilateral transfer of skill in left- and right-handers.
https://doi.org/10.1080/13576500442000120
Gibson, J. J., Jack, E. G., & Raffel, G. (1932). Bilateral transfer of the conditioned response
https://doi.org/10.1037/h0071059
Global, S. (2019, December 9). The 3 Main Learning Styles: Kinaesthetic, Visual and
https://www.staffordglobal.org/articles-and-blogs/education-articles-and-blogs/3-
main-learning-styles/