Bilateral Transfer of Learning

Jagriti Nambiar

Amity Institute of Psychology and Allied Sciences

PSYC153: Basics of Psychology

Mr. Jalendu Dhamija

29th December 2021

Aim

To demonstrate the process of bilateral transfer of learning

Introduction

Learning is the ‘relatively permanent change in behaviour or behavioural potentiality that

results from experience and cannot be attributed to temporary body states such as those induced

by illness, fatigue or drugs’ (Hergenhahn & Olson, 1988). Learning can be defined in two ways –

‘the act or process of acquiring new information, behaviour, or skill, which lasts for a

considerable period’ and ‘the acquisition of any new stimulus-response pattern’ (Matsumoto,

2009). Learning can be defined as ‘a relatively permanent change in behaviour brought about by

experience’ (Feldman, 2011). The three elements of learning are – One, change in behaviour is

observed, Two, it can take place as a result of practice or experience and, Three, it is a relatively

permanent change (Morgan et al. 2018).

There are two basic kinds of learning – non-associative learning and associative learning. Non –

associative learning, as the name suggests, does not involve associating stimulus with responses,

rather learning about a single stimulus. It includes habituation and sensitization. Habituation is

characterized by a decreased behavioural response to an innocuous stimulus. In sensitization,

there is an increase in a behavioural response to an intense stimulus. It typically occurs when a

noxious or fearful stimulus is presented to an organism. Both habituation and sensitization are

short-lived. Associative learning, on the other hand, involves learning relationships among

events and is more complicated. It is further classified as classical conditioning and instrumental
conditioning. (Nolen-Hoeksema et al., 2009). Classical conditioning is ‘a basic form of learning

in which one stimulus comes to serve as a signal for the occurrence of a second stimulus.’

During classical conditioning, organisms acquire information about their environment by relating

various stimuli and not just the simple associations between them. Instrumental conditioning, or

operant conditioning, refers to ‘a process through which organisms learn to repeat behaviours

that yield positive outcomes or permit them to avoid or escape from negative outcomes.’ Another

very important type of learning is observational learning. It can be defined as ‘the acquisition of

new information, concepts, or forms of behaviour through exposure to other and the

consequences they experience.’ (Baron & Misra, 2018).Other learning types could be skill

learning, cognitive learning, latent learning and insight learning.

The main factors affecting learning are cognitive factors, biological factors and the motivation to

learn. Cognitive factors or concepts in conditioning include contingency, contiguity and learned

helplessness. The biological factors influencing learning would include evolutionary aspects,

physical restraints, species-specific predispositions to behaviour (if any) and instinctive drift.

Motivation to learn could be ‘intrinsic’ – arising internally – or ‘extrinsic’ – arising due to

external rewards.

Bilateral learning is the acquisition of knowledge in one level of learning and can be transferred

or applied to other similar situations or tasks. There are three types of bilateral transfer viz.

Positive transfer, Negative transfer and Zero transfer. Positive transfer happens when previous

learning facilitates new learning. Negative transfer happens when previous learning hinders new

learning. Zero transfer happens when previous learning has no impact on new learning.
Bilateral transfer of learning is also the transference of physical performance learned 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.

Review of Literature

A study by William Land et al. in 2016 suggest that imaging training facilitates the transfer of

motor skills from trained limbs to untrained limbs beyond physical practice. To further

investigate this effect, this study investigated the effect of exercise time and task difficulty on the

extent to which image training and physical training affect bilateral transmission of continuous

key press tasks. In Experiment 1, participants exercised their non-dominant arm in one of the

three most important printing tasks (physical exercise, visual exercise, and no exercise). In

subsequent bilateral mobility tests, participants performed sequential tasks using their untrained

dominant arm in their original or mirror-inverted order. In Experiment 2, the same procedure as

in Experiment 1 was followed, except that the participants exercised with their dominant arm

and performed a bilateral movement task with their non-dominant arm. The results showed that

more physical exercise than was used in previous studies promoted bilateral movement more

effectively than image-based training. Interestingly, significant bilateral movements are only

observed when moving from the non-dominant arm to the dominant arm, and no difference is

observed while performing the task in the original sequence or the sequence in the mirror order.

did. Overall, these results suggest that image training can facilitate bilateral transfer, especially

in the early stages of learning, but with prolonged training, physical practice can have a

significant impact on transfer.

motor components in movement control” was investigated through two experiments. In

Experiment 1 a simple anticipatory timing task was practiced with either the preferred or the

non-preferred hand. After a short resting interval, an additional set of trials was performed with

the contralateral hand. In Experiment 2, the same experimental design was used to investigate

the bilateral transfer of fine force control in a wrist-flexion movement. Analysis of the results

showed that bilateral transfer of learning took place for both anticipatory timing and force

control, with the more noticeable transfer of training for the former. Asymmetry in the transfer

was found for force control, with significant transfer only in the preferred-to-nonpreferred

direction. Transfer of anticipatory timing occurred similarly in both directions. These results

indicated anticipatory timing as a powerful component for bilateral transfer, while force control

showed to be more dependent on practice with the specific muscular system.

Bilateral transfer of skill as a function of speed and accuracy was examined in self-classified

left-handed (n = 20) and right-handed (n = 40) subjects. Two transfer conditions (non-preferred

to preferred hand, preferred to non-preferred hand) were manipulated in a mirror-drawing task

and data were treated with Groups (left, right hander) × Transfer type (speed, accuracy) × Side

(non-preferred to preferred hand, preferred to non-preferred hand) mixed factorial ANOVA with

repeated measure in Transfer and Side factors. Percentage of bilateral transfer (First 5 trials−Last

5 trials/First 5 trials × 100) was the dependent measure. Left and right-handers did not differ in

the magnitude of bilateral transfer. 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.
50 subjects were given 50 trials with the left hand followed by 500 trials with the right hand on a

task involving eye-hand coordination. Subsequently 50 trials with the left hand showed an

average improvement of 61%. A control group of 50 subjects possessing initial ability

comparable to that of the experimental group showed an average amount of transfer due to

practice with the right hand of 32.6%. Subjects tended to formulate the problem during training.

This formulation carried over to performance with the left hand. In the author's opinion incipient

movements of the left hand, while the right hand was being used, may have enhanced the

transfer effect.(PsycINFO Database Record (c) 2016 APA, all rights reserved)

Right-handed college students practiced printing inverted and reversed letters, using either their

left or their right hand, for ten trials. Half the subjects then continued printing throughout the

experiment with the previously practiced hand, while the other half switched to the unpracticed

hand for the remaining trials. Transfer was found to be greater from the left to the right hand

than vice versa, and the processes controlling responses with the two hands were more similar in

the group switched from the left to the right hand than in the group switched from the right to the

left hand.

Method

Hypothesis

The performance by the non-dominant hand increases (wherein the error and time taken

decreases) after practising the task with the dominant hand

Name: Priya Malik

Sex: Female

Age: 18

Education Qualification: undergraduate (1st year)

Design

The design used in this experiment is single subject pretest – posttest design. APA

Dictionary defines it as “a variation of the pretest-posttest design in which only a single

participant is measured on a dependent variable of interest, exposed to a treatment or

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 non-preferred hand. In

such an experiment, it is observed that there is difference between pretest and posttest

measurements due to the trials given by the participant using the preferred hand.

Materials required

Apparatus for bilateral transfer of learning experiment, Stopwatch, Paper, and pen (for

noting down observations)

Variables

Independent variable: Practice using the preferred hand

Rapport formation

The participant was made to sit comfortably. A friendly conversation was held 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 addressed and the procedure was

started.

Administration

Instructions

“As you can see, the apparatus consists of a star pattern, a mirror, a cardboard and a

stylus. This experiment would require you to trace the star pattern using the stylus, not by

directly looking at it but indirectly by 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 no preferred

hand. During the process, the errors in each trial will be counted when your stylus touches the

border and the time taken to complete 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 apparatus 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 stylus. This experiment required the participant to trace the star pattern

using the stylus, not by directly looking at it but indirectly by 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

nonpreferred 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 stylus touched the border and the time taken by the participant to

complete pattern was also noted down in each trial.

Introspective report

“It was very interesting to find out that our hands have the ability to transfer learning. The whole

experiment was a little difficult to do but I was comfortable throughout. Overall a good learning

experience.”

Observational report

The subject seemed comfortable and calm throughout and was interested in drawing the star

patterns. She cooperated throughout the experiment.

The aim of this experiment was to demonstrate the process 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 non-pdominant hand. The pretest and the

posttest measurement denotes the condition where the star pattern in the apparatus is done using

the non-dominant hand. In such an experiment, it is observed that there is difference between

pretest and posttest measurements due to the trials given by the participant using the dominant

hand.

Provided below are the results of the experiment.

Table 1: Result table containing the errors and the time taken to trace the star pattern using the
preferred hand and the non-preferred hand

S. No. Hand Error Time (in seconds)

1 N.D.H 30 7o

2 D.H 25 68

3 N.D.H 28 69

4 D.H 20 60

5 N.D.H 23 65

6 D.H 17 55

7 N.D.H 20 60

8 D.H 15 54

9 N.D.H 19 59

10 D.H 15 50
55
11 N.D.H 18
 12 D.H 13 53

13 N.D.H 16 55

14 D.H 13 50

15 N.D.H 14 55

16 D.H 10 48

17 N.D.H 10 50

18 D.H 9 43

19 N.D.H 10 45

20 D.H 7 40

21 N.D.H 9 35

22 D.H 6 30

23 N.D.H 7 32

24 D.H 5 27

Table 2: The difference between the errors and the time taken of the first trial and the final trial
using the non-preferred hand

Error Time taken (in seconds)

Non-preferred hand – Trial 1 30 70

Non-preferred hand – Final 7 32

Table 3: The difference between the errors and the time taken of the first trial (second trial in the
experiment) and the final trial (eleventh trial in the experiment) using the preferred hand
 Error Time taken (in seconds)

Preferred hand – Trial 1 25 68

Preferred hand – Final 5 27

INTERPRETATION

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-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 23 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 in

less time, after practising 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 dominant hand – is accepted.

Conclusion

Bilateral transfer of learning is also the transference of physical performance learned by

one side of the body to the opposite side of the body. This type of transfer is also called

crosslimb 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

demonstrate the process of bilateral transfer of learning. The hypothesis of the 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 he

is given ten trials to practice using the preferred hand.

References

Land, W. M., Liu, B., Cordova, A., Fang, M., Huang, Y., & Yao, W. X. (2016). Effects of
physical practice and imagery practice on bilateral transfer in learning a sequential tapping
task. PloS one, 11(4), e0152228.

Teixeira(2000) “Bilateral transfer of perceptual and motor components in movement control”

[Link]

Bray, C. W. (1928). Transfer of learning. Journal of Experimental Psychology, 11(6), 443.

Munn, N. L. (1932). Bilateral transfer of learning. Journal of experimental psychology, 15(3),

343.

Hicks, R. E. (1974). Asymmetry of bilateral transfer. The American Journal of Psychology, 667-

674.
Appendix