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Performance on cognitive tasks during learning is used to measure knowledge, yet it remains controversial since such testing is susceptible to contextual factors. To what extent does performance during learning depend on the testing context, rather than underlying knowledge? We trained mice, rats and ferrets on a range of tasks to examine how testing context impacts the acquisition of knowledge versus its expression. We interleaved reinforced trials with probe trials in which we omitted reinforcement. Across tasks, each animal species performed remarkably better in probe trials during learning and inter-animal variability was strikingly reduced. Reinforcement feedback is thus critical for learning-related behavioral improvements but, paradoxically masks the expression of underlying knowledge. We capture these results with a network model in which learning occurs during reinforced trials while context modulates only the read-out parameters. Probing learning by omitting reinforcement thus uncovers latent knowledge and identifies context- not “smartness”- as the major source of individual variability.

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Cleaning is a highly physically demanding job with a high frequency of awkward postures and working environments as contributing risk factors. Participatory ergonomics is a method in which end-users take an active role in identifying risk factors and solutions. The aim of this study was to apply the participatory ergonomics method to identify cleaning problems and to evaluate the effect of a low-cost improvement on cleaners' working postures in an office environment. The results show that the cleaning problem was identified, and the low-cost ergonomics solution suggested by the cleaners was implemented. Thus an improved working environment reduced the number of awkward cleaning postures and the Ovako Working Posture Analysis System (OWAS) action category for floor mopping decreased. It can be concluded that working in an improved environment can lead to better working postures which, in turn, leads to the cleaners' better health and better cleaning results.

Performance on cognitive tasks during learning is used to measure knowledge, yet it remains controversial since such testing is susceptible to contextual factors. To what extent does performance during learning depend on the testing context, rather than underlying knowledge? We trained mice, rats and ferrets on a range of tasks to examine how testing context impacts the acquisition of knowledge versus its expression. We interleaved reinforced trials with probe trials in which we omitted reinforcement. Across tasks, each animal species performed remarkably better in probe trials during learning and inter-animal variability was strikingly reduced. Reinforcement feedback is thus critical for learning-related behavioral improvements but, paradoxically masks the expression of underlying knowledge. We capture these results with a network model in which learning occurs during reinforced trials while context modulates only the read-out parameters. Probing learning by omitting reinforcement thus uncovers latent knowledge and identifies context-not "smartness"as the major source of individual variability.

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