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Bilateral Transfer of Learning

Tanya Kim Mehra, A015116721023

BA+MA (Clinical Psychology) – Integrated, Amity Institute of Psychology & Allied

Sciences, Amity University Noida

PSYC153: Basic of Psychological Processes

Professor Dr Mohammad Imran

November 22, 2021

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Bilateral Transfer of Learning

Aim

To demonstrate the phenomenon of bilateral transfer of learning.

Introduction

Learning involves consciously or non-consciously attending to relevant aspects of

incoming information, mentally organising the information into a coherent cognitive

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.

And a step-by-step process in which an individual experiences permanent, lasting change in

knowledge, behaviour, or ways of processing the world. It is a key process in human

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

interacting with and is being influenced by their environment.

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

and classical conditioning. In operant conditioning, we learn that a particular behaviour is

usually followed by a reward or punishment. It is a learning process in which the probability

of response occurring is increased or decreased due to reinforcement or punishment. The

underlying idea behind operant conditioning is that the consequences of our actions shape

voluntary behaviour. In classical conditioning, learning is associated to a particular thing in

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

time. Classical conditioning is further divided into generalization and extinction. In

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

extinction, the gradual disappearance of an acquired response by the absence of the

unconditioned stimulus occurs.

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

listening. In kinaesthetic learning, learning is done through movement or by tactile or touch

memory.

Bilateral transfer of learning is 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. 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

learning and can be transferred or applied to other similar situations or tasks.

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

contralateral and ipsilateral to the trained limb.

Review of Literature

Teixeira, L. A. (2000). Timing and Force Components in Bilateral Transfer of

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

with either the preferred or the non-preferred hand. Meanwhile, in Experiment 2, he

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

preferred to non-preferred direction. The results showed anticipatory timing as a powerful

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

transfer conditions (non-preferred to preferred hand, preferred to non-preferred hand), and

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

specific preparatory set aroused by the situation.

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

Educational Qualification- BA, LLB (H)

Design
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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.

Material required

Apparatus for bilateral transfer of learning experiment, stopwatch, paper, and pen (for

noting down observations).

Variables

Independent variable: Test Condition (pretest/posttest).

Dependent variable: Errors; time taken.

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

addressed, and the procedure was started.

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

often. It was very fun and interesting.”

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.

Results and Discussion

S.No. Hand Error Time (in seconds)

1 N.P.H. 36 53

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

the preferred and the non-preferred hand.

P.H. Error Time taken (in seconds)

Preferred hand (Trial 2) 32 36

Preferred hand (Trial 11) 21 19

Difference 11 17

Table 2: The difference between the errors and the time taken of the first trial using the

preferred hand and the last trial.

N.P.H. Error Time taken (in seconds)

Non-preferred hand (Trial 1) 36 53

Non-preferred hand (Trial 12) 24 37

Difference 12 16

Table 3: The difference between the errors and the time taken of the first trial using the non-

preferred hand and the last trial.

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

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

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

demonstrate the phenomenon 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 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

drawing due to the practice of the task by the preferred hand.

References

Teixeira, L. A. (2000). Timing and Force Components in Bilateral Transfer of Learning.

Brain and Cognition, 44(3), 455–469. https://doi.org/10.1006/brcg.1999.1205

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.

https://doi.org/10.1080/13576500442000120

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.

https://doi.org/10.1037/h0071059

Global, S. (2019, December 9). The 3 Main Learning Styles: Kinaesthetic, Visual and

Auditory Learning styles. Stafford Global. Retrieved 23 November 2021, from

https://www.staffordglobal.org/articles-and-blogs/education-articles-and-blogs/3-

main-learning-styles/

iEduNote.com. (2019, November 21). 4 Theories of Learning. IEduNote. Retrieved 22

November 2021, from https://www.iedunote.com/learning-theories

APA Dictionary of Psychology. (n.d.). APA Dictionary of Psychology. Retrieved 21

November 2021, from https://dictionary.apa.org/learning