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Sample records for adaptive learning behaviors

  1. Adaptive Prediction Error Coding in the Human Midbrain and Striatum Facilitates Behavioral Adaptation and Learning Efficiency.

    PubMed

    Diederen, Kelly M J; Spencer, Tom; Vestergaard, Martin D; Fletcher, Paul C; Schultz, Wolfram

    2016-06-01

    Effective error-driven learning benefits from scaling of prediction errors to reward variability. Such behavioral adaptation may be facilitated by neurons coding prediction errors relative to the standard deviation (SD) of reward distributions. To investigate this hypothesis, we required participants to predict the magnitude of upcoming reward drawn from distributions with different SDs. After each prediction, participants received a reward, yielding trial-by-trial prediction errors. In line with the notion of adaptive coding, BOLD response slopes in the Substantia Nigra/Ventral Tegmental Area (SN/VTA) and ventral striatum were steeper for prediction errors occurring in distributions with smaller SDs. SN/VTA adaptation was not instantaneous but developed across trials. Adaptive prediction error coding was paralleled by behavioral adaptation, as reflected by SD-dependent changes in learning rate. Crucially, increased SN/VTA and ventral striatal adaptation was related to improved task performance. These results suggest that adaptive coding facilitates behavioral adaptation and supports efficient learning. PMID:27181060

  2. Learning about stress: neural, endocrine and behavioral adaptations.

    PubMed

    McCarty, Richard

    2016-09-01

    In this review, nonassociative learning is advanced as an organizing principle to draw together findings from both sympathetic-adrenal medullary and hypothalamic-pituitary-adrenocortical (HPA) axis responses to chronic intermittent exposure to a variety of stressors. Studies of habituation, facilitation and sensitization of stress effector systems are reviewed and linked to an animal's prior experience with a given stressor, the intensity of the stressor and the appraisal by the animal of its ability to mobilize physiological systems to adapt to the stressor. Brain pathways that regulate physiological and behavioral responses to stress are discussed, especially in light of their regulation of nonassociative processes in chronic intermittent stress. These findings may have special relevance to various psychiatric diseases, including depression and post-traumatic stress disorder (PTSD). PMID:27294884

  3. Adaptive categorization of ART networks in robot behavior learning using game-theoretic formulation.

    PubMed

    Fung, Wai-keung; Liu, Yun-hui

    2003-12-01

    Adaptive Resonance Theory (ART) networks are employed in robot behavior learning. Two of the difficulties in online robot behavior learning, namely, (1) exponential memory increases with time, (2) difficulty for operators to specify learning tasks accuracy and control learning attention before learning. In order to remedy the aforementioned difficulties, an adaptive categorization mechanism is introduced in ART networks for perceptual and action patterns categorization in this paper. A game-theoretic formulation of adaptive categorization for ART networks is proposed for vigilance parameter adaptation for category size control on the categories formed. The proposed vigilance parameter update rule can help improving categorization performance in the aspect of category number stability and solve the problem of selecting initial vigilance parameter prior to pattern categorization in traditional ART networks. Behavior learning using physical robot is conducted to demonstrate the effectiveness of the proposed adaptive categorization mechanism in ART networks. PMID:14622873

  4. Modeling the behavioral substrates of associate learning and memory - Adaptive neural models

    NASA Technical Reports Server (NTRS)

    Lee, Chuen-Chien

    1991-01-01

    Three adaptive single-neuron models based on neural analogies of behavior modification episodes are proposed, which attempt to bridge the gap between psychology and neurophysiology. The proposed models capture the predictive nature of Pavlovian conditioning, which is essential to the theory of adaptive/learning systems. The models learn to anticipate the occurrence of a conditioned response before the presence of a reinforcing stimulus when training is complete. Furthermore, each model can find the most nonredundant and earliest predictor of reinforcement. The behavior of the models accounts for several aspects of basic animal learning phenomena in Pavlovian conditioning beyond previous related models. Computer simulations show how well the models fit empirical data from various animal learning paradigms.

  5. Assessment of Social Competence, Adaptive Behaviors, and Approaches to Learning with Young Children. Working Paper Series.

    ERIC Educational Resources Information Center

    Meisels, Samuel J.; Atkins-Burnett, Sally; Nicholson, Julie

    Prepared in support of the Early Childhood Longitudinal Study (ECLS), which will examine children's early school experiences beginning with kindergarten, this working paper focuses on research regarding the measurement of young children's social competence, adaptive behavior, and approaches to learning. The paper reviews the key variables and…

  6. LABRADOR: a learning autonomous behavior-based robot for adaptive detection and object retrieval

    NASA Astrophysics Data System (ADS)

    Yamauchi, Brian; Moseley, Mark; Brookshire, Jonathan

    2013-01-01

    As part of the TARDEC-funded CANINE (Cooperative Autonomous Navigation in a Networked Environment) Program, iRobot developed LABRADOR (Learning Autonomous Behavior-based Robot for Adaptive Detection and Object Retrieval). LABRADOR was based on the rugged, man-portable, iRobot PackBot unmanned ground vehicle (UGV) equipped with an explosives ordnance disposal (EOD) manipulator arm and a custom gripper. For LABRADOR, we developed a vision-based object learning and recognition system that combined a TLD (track-learn-detect) filter based on object shape features with a color-histogram-based object detector. Our vision system was able to learn in real-time to recognize objects presented to the robot. We also implemented a waypoint navigation system based on fused GPS, IMU (inertial measurement unit), and odometry data. We used this navigation capability to implement autonomous behaviors capable of searching a specified area using a variety of robust coverage strategies - including outward spiral, random bounce, random waypoint, and perimeter following behaviors. While the full system was not integrated in time to compete in the CANINE competition event, we developed useful perception, navigation, and behavior capabilities that may be applied to future autonomous robot systems.

  7. Promoting Classroom Learning for Head Start Children: The Importance of Identifying Early Behavior Problems and Fostering Adaptive Learning Behaviors

    ERIC Educational Resources Information Center

    Escalon, Ximena Dominguez; Shearer, Rebecca Bulotsky; Greenfield, Daryl; Manrique, Sandra

    2009-01-01

    In partnership with a local Head Start program in the southeastern United States, this study sought to: (a) examine the influence of problem behaviors on preschool language and literacy and mathematics achievement and (b) identify mechanisms that explain why children with behavior problems have difficulty learning in the preschool classroom.…

  8. Learning from experience: Event-related potential correlates of reward processing, neural adaptation, and behavioral choice

    PubMed Central

    Walsh, Matthew M.; Anderson, John R.

    2012-01-01

    To behave adaptively, we must learn from the consequences of our actions. Studies using event-related potentials (ERPs) have been informative with respect to the question of how such learning occurs. These studies have revealed a frontocentral negativity termed the feedback-related negativity (FRN) that appears after negative feedback. According to one prominent theory, the FRN tracks the difference between the values of actual and expected outcomes, or reward prediction errors. As such, the FRN provides a tool for studying reward valuation and decision making. We begin this review by examining the neural significance of the FRN. We then examine its functional significance. To understand the cognitive processes that occur when the FRN is generated, we explore variables that influence its appearance and amplitude. Specifically, we evaluate four hypotheses: (1) the FRN encodes a quantitative reward prediction error; (2) the FRN is evoked by outcomes and by stimuli that predict outcomes; (3) the FRN and behavior change with experience; and (4) the system that produces the FRN is maximally engaged by volitional actions. PMID:22683741

  9. Adaptive Learning and Risk Taking

    ERIC Educational Resources Information Center

    Denrell, Jerker

    2007-01-01

    Humans and animals learn from experience by reducing the probability of sampling alternatives with poor past outcomes. Using simulations, J. G. March (1996) illustrated how such adaptive sampling could lead to risk-averse as well as risk-seeking behavior. In this article, the author develops a formal theory of how adaptive sampling influences risk…

  10. Theta synchronization between medial prefrontal cortex and cerebellum is associated with adaptive performance of associative learning behavior

    PubMed Central

    Chen, Hao; Wang, Yi-jie; Yang, Li; Sui, Jian-feng; Hu, Zhi-an; Hu, Bo

    2016-01-01

    Associative learning is thought to require coordinated activities among distributed brain regions. For example, to direct behavior appropriately, the medial prefrontal cortex (mPFC) must encode and maintain sensory information and then interact with the cerebellum during trace eyeblink conditioning (TEBC), a commonly-used associative learning model. However, the mechanisms by which these two distant areas interact remain elusive. By simultaneously recording local field potential (LFP) signals from the mPFC and the cerebellum in guinea pigs undergoing TEBC, we found that theta-frequency (5.0–12.0 Hz) oscillations in the mPFC and the cerebellum became strongly synchronized following presentation of auditory conditioned stimulus. Intriguingly, the conditioned eyeblink response (CR) with adaptive timing occurred preferentially in the trials where mPFC-cerebellum theta coherence was stronger. Moreover, both the mPFC-cerebellum theta coherence and the adaptive CR performance were impaired after the disruption of endogenous orexins in the cerebellum. Finally, association of the mPFC -cerebellum theta coherence with adaptive CR performance was time-limited occurring in the early stage of associative learning. These findings suggest that the mPFC and the cerebellum may act together to contribute to the adaptive performance of associative learning behavior by means of theta synchronization. PMID:26879632

  11. Neuromodulatory adaptive combination of correlation-based learning in cerebellum and reward-based learning in basal ganglia for goal-directed behavior control.

    PubMed

    Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

    2014-01-01

    Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms. PMID:25389391

  12. Neuromodulatory adaptive combination of correlation-based learning in cerebellum and reward-based learning in basal ganglia for goal-directed behavior control

    PubMed Central

    Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

    2014-01-01

    Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms. PMID:25389391

  13. Learning and Domain Adaptation

    NASA Astrophysics Data System (ADS)

    Mansour, Yishay

    Domain adaptation is a fundamental learning problem where one wishes to use labeled data from one or several source domains to learn a hypothesis performing well on a different, yet related, domain for which no labeled data is available. This generalization across domains is a very significant challenge for many machine learning applications and arises in a variety of natural settings, including NLP tasks (document classification, sentiment analysis, etc.), speech recognition (speakers and noise or environment adaptation) and face recognition (different lighting conditions, different population composition).

  14. Adaptive manifold learning.

    PubMed

    Zhang, Zhenyue; Wang, Jing; Zha, Hongyuan

    2012-02-01

    Manifold learning algorithms seek to find a low-dimensional parameterization of high-dimensional data. They heavily rely on the notion of what can be considered as local, how accurately the manifold can be approximated locally, and, last but not least, how the local structures can be patched together to produce the global parameterization. In this paper, we develop algorithms that address two key issues in manifold learning: 1) the adaptive selection of the local neighborhood sizes when imposing a connectivity structure on the given set of high-dimensional data points and 2) the adaptive bias reduction in the local low-dimensional embedding by accounting for the variations in the curvature of the manifold as well as its interplay with the sampling density of the data set. We demonstrate the effectiveness of our methods for improving the performance of manifold learning algorithms using both synthetic and real-world data sets. PMID:21670485

  15. Comparative Analysis of Behavioral Models for Adaptive Learning in Changing Environments.

    PubMed

    Marković, Dimitrije; Kiebel, Stefan J

    2016-01-01

    Probabilistic models of decision making under various forms of uncertainty have been applied in recent years to numerous behavioral and model-based fMRI studies. These studies were highly successful in enabling a better understanding of behavior and delineating the functional properties of brain areas involved in decision making under uncertainty. However, as different studies considered different models of decision making under uncertainty, it is unclear which of these computational models provides the best account of the observed behavioral and neuroimaging data. This is an important issue, as not performing model comparison may tempt researchers to over-interpret results based on a single model. Here we describe how in practice one can compare different behavioral models and test the accuracy of model comparison and parameter estimation of Bayesian and maximum-likelihood based methods. We focus our analysis on two well-established hierarchical probabilistic models that aim at capturing the evolution of beliefs in changing environments: Hierarchical Gaussian Filters and Change Point Models. To our knowledge, these two, well-established models have never been compared on the same data. We demonstrate, using simulated behavioral experiments, that one can accurately disambiguate between these two models, and accurately infer free model parameters and hidden belief trajectories (e.g., posterior expectations, posterior uncertainties, and prediction errors) even when using noisy and highly correlated behavioral measurements. Importantly, we found several advantages of Bayesian inference and Bayesian model comparison compared to often-used Maximum-Likelihood schemes combined with the Bayesian Information Criterion. These results stress the relevance of Bayesian data analysis for model-based neuroimaging studies that investigate human decision making under uncertainty. PMID:27148030

  16. Comparative Analysis of Behavioral Models for Adaptive Learning in Changing Environments

    PubMed Central

    Marković, Dimitrije; Kiebel, Stefan J.

    2016-01-01

    Probabilistic models of decision making under various forms of uncertainty have been applied in recent years to numerous behavioral and model-based fMRI studies. These studies were highly successful in enabling a better understanding of behavior and delineating the functional properties of brain areas involved in decision making under uncertainty. However, as different studies considered different models of decision making under uncertainty, it is unclear which of these computational models provides the best account of the observed behavioral and neuroimaging data. This is an important issue, as not performing model comparison may tempt researchers to over-interpret results based on a single model. Here we describe how in practice one can compare different behavioral models and test the accuracy of model comparison and parameter estimation of Bayesian and maximum-likelihood based methods. We focus our analysis on two well-established hierarchical probabilistic models that aim at capturing the evolution of beliefs in changing environments: Hierarchical Gaussian Filters and Change Point Models. To our knowledge, these two, well-established models have never been compared on the same data. We demonstrate, using simulated behavioral experiments, that one can accurately disambiguate between these two models, and accurately infer free model parameters and hidden belief trajectories (e.g., posterior expectations, posterior uncertainties, and prediction errors) even when using noisy and highly correlated behavioral measurements. Importantly, we found several advantages of Bayesian inference and Bayesian model comparison compared to often-used Maximum-Likelihood schemes combined with the Bayesian Information Criterion. These results stress the relevance of Bayesian data analysis for model-based neuroimaging studies that investigate human decision making under uncertainty. PMID:27148030

  17. Adaptive Behavior Evaluation Scale: School Version Technical Manual. Revised.

    ERIC Educational Resources Information Center

    McCarney, Stephen B.

    This test manual provides information on the Adaptive Behavior Education Scale-Revised (ABES-R), a 25-minute behavior scale designed to evaluate adaptive skills in students with behavioral, learning, and intellectual disabilities, including educationally relevant behavior which may be identified as contributing to more appropriate diagnosis,…

  18. Adaptive Behavior Evaluation Scale: Home Version Technical Manual. Revised.

    ERIC Educational Resources Information Center

    McCarney, Stephen B.

    This test manual provides information on the Adaptive Behavior Education Scale-Home Version (ABES), a 25-minute behavior scale designed to evaluate adaptive skills in students with behavioral, learning, and intellectual disabilities, including educationally relevant behavior which may be identified as contributing to more appropriate diagnosis,…

  19. Adaptive capture of expert behavior

    SciTech Connect

    Jones, R.D.; Barrett, C.L.; Hand, U.; Gordon, R.C.

    1994-08-01

    The authors smoothed and captured a set of expert rules with adaptive networks. The motivation for doing this is discussed. (1) Smoothing leads to stabler control actions. (2) For some sets of rules, the evaluation of the rules can be sped up. This is important in large-scale simulations where many intelligent elements are present. (3) Variability of the intelligent elements can be achieved by adjusting the weights in an adaptive network. (4) After capture has occurred, the weights can be adjusted based on performance criteria. The authors thus have the capability of learning a new set of rules that lead to better performance. The set of rules the authors chose to capture were based on a set of threat determining rules for tank commanders. The approach in this paper: (1) They smoothed the rules. The rule set was converted into a simple set of arithmetic statements. Continuous, non-binary inputs, are now permitted. (2) An operational measure of capturability was developed. (3) They chose four candidate networks for the rule set capture: (a) multi-linear network, (b) adaptive partial least squares, (c) connectionist normalized local spline (CNLS) network, and (d) CNLS net with a PLS preprocessor. These networks were able to capture the rule set to within a few percent. For the simple tank rule set, the multi-linear network performed the best. When the rules were modified to include more nonlinear behavior, CNLS net performed better than the other three nets which made linear assumptions. (4) The networks were tested for robustness to input noise. Noise levels of plus or minus 10% had no real effect on the network performance. Noise levels in the plus or minus 30% range degraded performance by a factor of two. Some performance enhancement occurred when the networks were trained with noisy data. (5) The scaling of the evaluation time was calculated. (6) Human variation can be mimicked in all the networks by perturbing the weights.

  20. Adaptive Behavior: A Conceptual Analysis.

    ERIC Educational Resources Information Center

    Schmidt, Mary W.; Salvia, John

    1984-01-01

    The paper presents a model that examines the domain of adaptive behavior in terms of components (including physical needs, care of the environment, vocation, and understanding social conventions), and levels of performance (such as timing and degree of adaptation). (Author/CL)

  1. Learning Behaviors and Learning Spaces

    ERIC Educational Resources Information Center

    Bennett, Scott

    2011-01-01

    What specific learning behaviors are important to students and faculty members? Does the campus provide spaces that foster these behaviors? Where are those spaces? Asking these three questions at six colleges and universities reveals notable differences in the ways students and faculty members answer them. Student and faculty member answers also…

  2. The Adaptive Behavior Rating Scale.

    ERIC Educational Resources Information Center

    Meyer, William J.

    A scale to identify important behaviors in preschool children was developed, and ratings were related to more traditional indices of development and academic readiness. Teacher interviews were used to identify 62 specific behaviors related to maximally adapted and maximally maladapted kindergarten children. These were incorporated into a…

  3. Neurophysiology of performance monitoring and adaptive behavior.

    PubMed

    Ullsperger, Markus; Danielmeier, Claudia; Jocham, Gerhard

    2014-01-01

    Successful goal-directed behavior requires not only correct action selection, planning, and execution but also the ability to flexibly adapt behavior when performance problems occur or the environment changes. A prerequisite for determining the necessity, type, and magnitude of adjustments is to continuously monitor the course and outcome of one's actions. Feedback-control loops correcting deviations from intended states constitute a basic functional principle of adaptation at all levels of the nervous system. Here, we review the neurophysiology of evaluating action course and outcome with respect to their valence, i.e., reward and punishment, and initiating short- and long-term adaptations, learning, and decisions. Based on studies in humans and other mammals, we outline the physiological principles of performance monitoring and subsequent cognitive, motivational, autonomic, and behavioral adaptation and link them to the underlying neuroanatomy, neurochemistry, psychological theories, and computational models. We provide an overview of invasive and noninvasive systemic measures, such as electrophysiological, neuroimaging, and lesion data. We describe how a wide network of brain areas encompassing frontal cortices, basal ganglia, thalamus, and monoaminergic brain stem nuclei detects and evaluates deviations of actual from predicted states indicating changed action costs or outcomes. This information is used to learn and update stimulus and action values, guide action selection, and recruit adaptive mechanisms that compensate errors and optimize goal achievement. PMID:24382883

  4. Organization of Distributed Adaptive Learning

    ERIC Educational Resources Information Center

    Vengerov, Alexander

    2009-01-01

    The growing sensitivity of various systems and parts of industry, society, and even everyday individual life leads to the increased volume of changes and needs for adaptation and learning. This creates a new situation where learning from being purely academic knowledge transfer procedure is becoming a ubiquitous always-on essential part of all…

  5. Brain aerobic glycolysis and motor adaptation learning

    PubMed Central

    Shannon, Benjamin J.; Vaishnavi, Sanjeev Neil; Vlassenko, Andrei G.; Shimony, Joshua S.; Rutlin, Jerrel; Raichle, Marcus E.

    2016-01-01

    Ten percent to 15% of glucose used by the brain is metabolized nonoxidatively despite adequate tissue oxygenation, a process termed aerobic glycolysis (AG). Because of the known role of glycolysis in biosynthesis, we tested whether learning-induced synaptic plasticity would lead to regionally appropriate, learning-dependent changes in AG. Functional MRI (fMRI) before, during, and after performance of a visual–motor adaptation task demonstrated that left Brodmann area 44 (BA44) played a key role in adaptation, with learning-related changes to activity during the task and altered resting-state, functional connectivity after the task. PET scans before and after task performance indicated a sustained increase in AG in left BA 44 accompanied by decreased oxygen consumption. Intersubject variability in behavioral adaptation rate correlated strongly with changes in AG in this region, as well as functional connectivity, which is consistent with a role for AG in synaptic plasticity. PMID:27217563

  6. Brain aerobic glycolysis and motor adaptation learning.

    PubMed

    Shannon, Benjamin J; Vaishnavi, Sanjeev Neil; Vlassenko, Andrei G; Shimony, Joshua S; Rutlin, Jerrel; Raichle, Marcus E

    2016-06-28

    Ten percent to 15% of glucose used by the brain is metabolized nonoxidatively despite adequate tissue oxygenation, a process termed aerobic glycolysis (AG). Because of the known role of glycolysis in biosynthesis, we tested whether learning-induced synaptic plasticity would lead to regionally appropriate, learning-dependent changes in AG. Functional MRI (fMRI) before, during, and after performance of a visual-motor adaptation task demonstrated that left Brodmann area 44 (BA44) played a key role in adaptation, with learning-related changes to activity during the task and altered resting-state, functional connectivity after the task. PET scans before and after task performance indicated a sustained increase in AG in left BA 44 accompanied by decreased oxygen consumption. Intersubject variability in behavioral adaptation rate correlated strongly with changes in AG in this region, as well as functional connectivity, which is consistent with a role for AG in synaptic plasticity. PMID:27217563

  7. Adaptive functional systems: Learning with chaos

    NASA Astrophysics Data System (ADS)

    Komarov, M. A.; Osipov, G. V.; Burtsev, M. S.

    2010-12-01

    We propose a new model of adaptive behavior that combines a winnerless competition principle and chaos to learn new functional systems. The model consists of a complex network of nonlinear dynamical elements producing sequences of goal-directed actions. Each element describes dynamics and activity of the functional system which is supposed to be a distributed set of interacting physiological elements such as nerve or muscle that cooperates to obtain certain goal at the level of the whole organism. During "normal" behavior, the dynamics of the system follows heteroclinic channels, but in the novel situation chaotic search is activated and a new channel leading to the target state is gradually created simulating the process of learning. The model was tested in single and multigoal environments and had demonstrated a good potential for generation of new adaptations.

  8. Behavior of adaptive digital erosions

    NASA Astrophysics Data System (ADS)

    Cuciurean-Zapan, Clara; Dougherty, Edward R.; Chen, Yidong

    1996-10-01

    Design of statistically optimal erosion-based filters is problematic due to the complexity of the search process. Specialized search techniques and constraints on optimality are used to mitigate the full search. Adaptation of structuring elements has also ben employed. The present paper looks at the behavior of an adaptive filter relative to the actual optimal filter for a single erosion in two models, signal-union-noise and dilation. It does so in the context of state transitions, where filter states are stacks that determine the structuring element upon thresholding.

  9. Interoperability in Personalized Adaptive Learning

    ERIC Educational Resources Information Center

    Aroyo, Lora; Dolog, Peter; Houben, Geert-Jan; Kravcik, Milos; Naeve, Ambjorn; Nilsson, Mikael; Wild, Fridolin

    2006-01-01

    Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services. The technological and conceptual differences can be bridged either by means of standards or via approaches based on the…

  10. Adaptively Ubiquitous Learning in Campus Math Path

    ERIC Educational Resources Information Center

    Shih, Shu-Chuan; Kuo, Bor-Chen; Liu, Yu-Lung

    2012-01-01

    The purposes of this study are to develop and evaluate the instructional model and learning system which integrate ubiquitous learning, computerized adaptive diagnostic testing system and campus math path learning. The researcher first creates a ubiquitous learning environment which is called "adaptive U-learning math path system". This system…

  11. Perceptual learning in sensorimotor adaptation.

    PubMed

    Darainy, Mohammad; Vahdat, Shahabeddin; Ostry, David J

    2013-11-01

    Motor learning often involves situations in which the somatosensory targets of movement are, at least initially, poorly defined, as for example, in learning to speak or learning the feel of a proper tennis serve. Under these conditions, motor skill acquisition presumably requires perceptual as well as motor learning. That is, it engages both the progressive shaping of sensory targets and associated changes in motor performance. In the present study, we test the idea that perceptual learning alters somatosensory function and in so doing produces changes to human motor performance and sensorimotor adaptation. Subjects in these experiments undergo perceptual training in which a robotic device passively moves the subject's arm on one of a set of fan-shaped trajectories. Subjects are required to indicate whether the robot moved the limb to the right or the left and feedback is provided. Over the course of training both the perceptual boundary and acuity are altered. The perceptual learning is observed to improve both the rate and extent of learning in a subsequent sensorimotor adaptation task and the benefits persist for at least 24 h. The improvement in the present studies varies systematically with changes in perceptual acuity and is obtained regardless of whether the perceptual boundary shift serves to systematically increase or decrease error on subsequent movements. The beneficial effects of perceptual training are found to be substantially dependent on reinforced decision-making in the sensory domain. Passive-movement training on its own is less able to alter subsequent learning in the motor system. Overall, this study suggests perceptual learning plays an integral role in motor learning. PMID:23966671

  12. Perceptual learning in sensorimotor adaptation

    PubMed Central

    Darainy, Mohammad; Vahdat, Shahabeddin

    2013-01-01

    Motor learning often involves situations in which the somatosensory targets of movement are, at least initially, poorly defined, as for example, in learning to speak or learning the feel of a proper tennis serve. Under these conditions, motor skill acquisition presumably requires perceptual as well as motor learning. That is, it engages both the progressive shaping of sensory targets and associated changes in motor performance. In the present study, we test the idea that perceptual learning alters somatosensory function and in so doing produces changes to human motor performance and sensorimotor adaptation. Subjects in these experiments undergo perceptual training in which a robotic device passively moves the subject's arm on one of a set of fan-shaped trajectories. Subjects are required to indicate whether the robot moved the limb to the right or the left and feedback is provided. Over the course of training both the perceptual boundary and acuity are altered. The perceptual learning is observed to improve both the rate and extent of learning in a subsequent sensorimotor adaptation task and the benefits persist for at least 24 h. The improvement in the present studies varies systematically with changes in perceptual acuity and is obtained regardless of whether the perceptual boundary shift serves to systematically increase or decrease error on subsequent movements. The beneficial effects of perceptual training are found to be substantially dependent on reinforced decision-making in the sensory domain. Passive-movement training on its own is less able to alter subsequent learning in the motor system. Overall, this study suggests perceptual learning plays an integral role in motor learning. PMID:23966671

  13. Prefrontal executive function and adaptive behavior in complex environments.

    PubMed

    Koechlin, Etienne

    2016-04-01

    The prefrontal cortex (PFC) subserves higher cognitive abilities such as planning, reasoning and creativity. Here we review recent findings from both empirical and theoretical studies providing new insights about these cognitive abilities and their neural underpinnings in the PFC as overcoming key adaptive limitations in reinforcement learning. We outline a unified theoretical framework describing the PFC function as implementing an algorithmic solution approximating statistically optimal, but computationally intractable, adaptive processes. The resulting PFC functional architecture combines learning, planning, reasoning and creativity processes for balancing exploitation and exploration behaviors and optimizing behavioral adaptations in uncertain, variable and open-ended environments. PMID:26687618

  14. Adaptable, Personalised E-Learning Incorporating Learning Styles

    ERIC Educational Resources Information Center

    Peter, Sophie E.; Bacon, Elizabeth; Dastbaz, Mohammad

    2010-01-01

    Purpose: The purpose of this paper is to discuss how learning styles and theories are currently used within personalised adaptable e-learning adaptive systems. This paper then aims to describe the e-learning platform iLearn and how this platform is designed to incorporate learning styles as part of the personalisation offered by the system.…

  15. Learning Channels and Verbal Behavior

    ERIC Educational Resources Information Center

    Lin, Fan-Yu; Kubina, Richard M., Jr.

    2004-01-01

    This article reviews the basics of learning channels and how specification of stimuli can help enhance verbal behavior. This article will define learning channels and the role of the ability matrix in training verbal behavior.

  16. Adaptive Units of Learning and Educational Videogames

    ERIC Educational Resources Information Center

    Moreno-Ger, Pablo; Thomas, Pilar Sancho; Martinez-Ortiz, Ivan; Sierra, Jose Luis; Fernandez-Manjon, Baltasar

    2007-01-01

    In this paper, we propose three different ways of using IMS Learning Design to support online adaptive learning modules that include educational videogames. The first approach relies on IMS LD to support adaptation procedures where the educational games are considered as Learning Objects. These games can be included instead of traditional content…

  17. Adaptive Learning Systems: Beyond Teaching Machines

    ERIC Educational Resources Information Center

    Kara, Nuri; Sevim, Nese

    2013-01-01

    Since 1950s, teaching machines have changed a lot. Today, we have different ideas about how people learn, what instructor should do to help students during their learning process. We have adaptive learning technologies that can create much more student oriented learning environments. The purpose of this article is to present these changes and its…

  18. Variable memory strategy use in children's adaptive intratask learning behavior: developmental changes and working memory influences in free recall.

    PubMed

    Lehmann, Martin; Hasselhorn, Marcus

    2007-01-01

    Variability in strategy use within single trials in free recall was analyzed longitudinally from second to fourth grades (ages 8-10 years). To control for practice effects another sample of fourth graders was included (age 10 years). Video analyses revealed that children employed different strategies when preparing for free recall. A gradual shift from labeling to cumulative rehearsal was present both with increasing age and across different list positions. Whereas cumulative rehearsal was frequent at early list positions, labeling was dominant at later list portions. Working memory capacity predicted the extent of cumulative rehearsal usage, which became more efficient with increasing age. Results are discussed in the context of the adaptive strategy choice model. PMID:17650126

  19. Adaptive learning based heartbeat classification.

    PubMed

    Srinivas, M; Basil, Tony; Mohan, C Krishna

    2015-01-01

    Cardiovascular diseases (CVD) are a leading cause of unnecessary hospital admissions as well as fatalities placing an immense burden on the healthcare industry. A process to provide timely intervention can reduce the morbidity rate as well as control rising costs. Patients with cardiovascular diseases require quick intervention. Towards that end, automated detection of abnormal heartbeats captured by electronic cardiogram (ECG) signals is vital. While cardiologists can identify different heartbeat morphologies quite accurately among different patients, the manual evaluation is tedious and time consuming. In this chapter, we propose new features from the time and frequency domains and furthermore, feature normalization techniques to reduce inter-patient and intra-patient variations in heartbeat cycles. Our results using the adaptive learning based classifier emulate those reported in existing literature and in most cases deliver improved performance, while eliminating the need for labeling of signals by domain experts. PMID:26484555

  20. From Concept to Measurement in Adaptive Behavior.

    ERIC Educational Resources Information Center

    Leland, Henry

    The concept of adaptation is approached from several directions: (1) a discussion of the meanings of adaptation; (2) a functional socio-cultural set of considerations on which one can base measurement in adaptive behavior; and (3) a practical, applied conceptualization relative to the utilization of the obtained information and the reasons for…

  1. Adaptive Behavior Profiles of Students with Disabilities

    ERIC Educational Resources Information Center

    Ditterline, Jeffrey; Banner, Diane; Oakland, Thomas; Becton, Daniel

    2008-01-01

    Assessment of adaptive behavior traditionally has been associated with the identification of individuals with mental retardation. Information on adaptive behavior increasingly is being used for comprehensive assessment, treatment planning, intervention, and program evaluation for individuals with various disorders. Data from the normative samples…

  2. Performance & Emotion--A Study on Adaptive E-Learning Based on Visual/Verbal Learning Styles

    ERIC Educational Resources Information Center

    Beckmann, Jennifer; Bertel, Sven; Zander, Steffi

    2015-01-01

    Adaptive e-Learning systems are able to adjust to a user's learning needs, usually by user modeling or tracking progress. Such learner-adaptive behavior has rapidly become a hot topic for e-Learning, furthered in part by the recent rapid increase in the use of MOOCs (Massive Open Online Courses). A lack of general, individual, and situational data…

  3. Integrating Learning Styles into Adaptive E-Learning System

    ERIC Educational Resources Information Center

    Truong, Huong May

    2015-01-01

    This paper provides an overview and update on my PhD research project which focuses on integrating learning styles into adaptive e-learning system. The project, firstly, aims to develop a system to classify students' learning styles through their online learning behaviour. This will be followed by a study on the complex relationship between…

  4. Adaptive Controller Effects on Pilot Behavior

    NASA Technical Reports Server (NTRS)

    Trujillo, Anna C.; Gregory, Irene M.; Hempley, Lucas E.

    2014-01-01

    Adaptive control provides robustness and resilience for highly uncertain, and potentially unpredictable, flight dynamics characteristic. Some of the recent flight experiences of pilot-in-the-loop with an adaptive controller have exhibited unpredicted interactions. In retrospect, this is not surprising once it is realized that there are now two adaptive controllers interacting, the software adaptive control system and the pilot. An experiment was conducted to categorize these interactions on the pilot with an adaptive controller during control surface failures. One of the objectives of this experiment was to determine how the adaptation time of the controller affects pilots. The pitch and roll errors, and stick input increased for increasing adaptation time and during the segment when the adaptive controller was adapting. Not surprisingly, altitude, cross track and angle deviations, and vertical velocity also increase during the failure and then slowly return to pre-failure levels. Subjects may change their behavior even as an adaptive controller is adapting with additional stick inputs. Therefore, the adaptive controller should adapt as fast as possible to minimize flight track errors. This will minimize undesirable interactions between the pilot and the adaptive controller and maintain maneuvering precision.

  5. Complex adaptive behavior and dexterous action

    PubMed Central

    Harrison, Steven J.; Stergiou, Nicholas

    2016-01-01

    Dexterous action, as conceptualized by Bernstein in his influential ecological analysis of human behavior, is revealed in the ability to flexibly generate behaviors that are adaptively tailored to the demands of the context in which they are embedded. Conceived as complex adaptive behavior, dexterity depends upon the qualities of robustness and degeneracy, and is supported by the functional complexity of the agent-environment system. Using Bernstein’s and Gibson’s ecological analyses of behavior situated in natural environments as conceptual touchstones, we consider the hypothesis that complex adaptive behavior capitalizes upon general principles of self-organization. Here, we outline a perspective in which the complex interactivity of nervous-system, body, and environment is revealed as an essential resource for adaptive behavior. From this perspective, we consider the implications for interpreting the functionality and dysfunctionality of human behavior. This paper demonstrates that, optimal variability, the topic of this special issue, is a logical consequence of interpreting the functionality of human behavior as complex adaptive behavior. PMID:26375932

  6. Risk and Resiliency in the Preschool Classroom: Examining the Effects of Problem Behaviors and Adaptive Learning Behaviors in Children's Early Achievement

    ERIC Educational Resources Information Center

    Dominguez, Maria Ximena

    2010-01-01

    Problem behaviors early in the preschool year have been negatively linked to a variety of school readiness outcomes, including language, literacy and mathematics, both at the end of preschool and later on as children transition to elementary school. In order to inform preschool intervention efforts, the current study extends this research by…

  7. A Machine Learning Based Framework for Adaptive Mobile Learning

    NASA Astrophysics Data System (ADS)

    Al-Hmouz, Ahmed; Shen, Jun; Yan, Jun

    Advances in wireless technology and handheld devices have created significant interest in mobile learning (m-learning) in recent years. Students nowadays are able to learn anywhere and at any time. Mobile learning environments must also cater for different user preferences and various devices with limited capability, where not all of the information is relevant and critical to each learning environment. To address this issue, this paper presents a framework that depicts the process of adapting learning content to satisfy individual learner characteristics by taking into consideration his/her learning style. We use a machine learning based algorithm for acquiring, representing, storing, reasoning and updating each learner acquired profile.

  8. Adaptive Learning Object Selection in Intelligent Learning Systems

    ERIC Educational Resources Information Center

    Karampiperis, Pythagoras; Sampson, Demetrios

    2004-01-01

    Adaptive learning object selection and sequencing is recognized as among the most interesting research questions in intelligent web-based education. In most intelligent learning systems that incorporate course sequencing techniques, learning object selection is based on a set of teaching rules according to the cognitive style or learning…

  9. Motor sequence learning and motor adaptation in primary cervical dystonia.

    PubMed

    Katschnig-Winter, Petra; Schwingenschuh, Petra; Davare, Marco; Sadnicka, Anna; Schmidt, Reinhold; Rothwell, John C; Bhatia, Kailash P; Edwards, Mark J

    2014-06-01

    Motor sequence learning and motor adaptation rely on overlapping circuits predominantly involving the basal ganglia and cerebellum. Given the importance of these brain regions to the pathophysiology of primary dystonia, and the previous finding of abnormal motor sequence learning in DYT1 gene carriers, we explored motor sequence learning and motor adaptation in patients with primary cervical dystonia. We recruited 12 patients with cervical dystonia and 11 healthy controls matched for age. Subjects used a joystick to move a cursor from a central starting point to radial targets as fast and accurately as possible. Using this device, we recorded baseline motor performance, motor sequence learning and a visuomotor adaptation task. Patients with cervical dystonia had a significantly higher peak velocity than controls. Baseline performance with random target presentation was otherwise normal. Patients and controls had similar levels of motor sequence learning and motor adaptation. Our patients had significantly higher peak velocity compared to controls, with similar movement times, implying a different performance strategy. The preservation of motor sequence learning in cervical dystonia patients contrasts with the previously observed deficit seen in patients with DYT1 gene mutations, supporting the hypothesis of differing pathophysiology in different forms of primary dystonia. Normal motor adaptation is an interesting finding. With our paradigm we did not find evidence that the previously documented cerebellar abnormalities in cervical dystonia have a behavioral correlate, and thus could be compensatory or reflect "contamination" rather than being directly pathological. PMID:24411324

  10. Adaptive Behavior for Mobile Robots

    NASA Technical Reports Server (NTRS)

    Huntsberger, Terrance

    2009-01-01

    The term "System for Mobility and Access to Rough Terrain" (SMART) denotes a theoretical framework, a control architecture, and an algorithm that implements the framework and architecture, for enabling a land-mobile robot to adapt to changing conditions. SMART is intended to enable the robot to recognize adverse terrain conditions beyond its optimal operational envelope, and, in response, to intelligently reconfigure itself (e.g., adjust suspension heights or baseline distances between suspension points) or adapt its driving techniques (e.g., engage in a crabbing motion as a switchback technique for ascending steep terrain). Conceived for original application aboard Mars rovers and similar autonomous or semi-autonomous mobile robots used in exploration of remote planets, SMART could also be applied to autonomous terrestrial vehicles to be used for search, rescue, and/or exploration on rough terrain.

  11. Different Futures of Adaptive Collaborative Learning Support

    ERIC Educational Resources Information Center

    Rummel, Nikol; Walker, Erin; Aleven, Vincent

    2016-01-01

    In this position paper we contrast a Dystopian view of the future of adaptive collaborative learning support (ACLS) with a Utopian scenario that--due to better-designed technology, grounded in research--avoids the pitfalls of the Dystopian version and paints a positive picture of the practice of computer-supported collaborative learning 25 years…

  12. Adaptive Educational Software by Applying Reinforcement Learning

    ERIC Educational Resources Information Center

    Bennane, Abdellah

    2013-01-01

    The introduction of the intelligence in teaching software is the object of this paper. In software elaboration process, one uses some learning techniques in order to adapt the teaching software to characteristics of student. Generally, one uses the artificial intelligence techniques like reinforcement learning, Bayesian network in order to adapt…

  13. Animal social learning: associations and adaptations

    PubMed Central

    Reader, Simon M.

    2016-01-01

    Social learning, learning from others, is a powerful process known to impact the success and survival of humans and non-human animals alike. Yet we understand little about the neurocognitive and other processes that underpin social learning. Social learning has often been assumed to involve specialized, derived cognitive processes that evolve and develop independently from other processes. However, this assumption is increasingly questioned, and evidence from a variety of organisms demonstrates that current, recent, and early life experience all predict the reliance on social information and thus can potentially explain variation in social learning as a result of experiential effects rather than evolved differences. General associative learning processes, rather than adaptive specializations, may underpin much social learning, as well as social learning strategies. Uncovering these distinctions is important to a variety of fields, for example by widening current views of the possible breadth and adaptive flexibility of social learning. Nonetheless, just like adaptationist evolutionary explanations, associationist explanations for social learning cannot be assumed, and empirical work is required to uncover the mechanisms involved and their impact on the efficacy of social learning. This work is being done, but more is needed. Current evidence suggests that much social learning may be based on ‘ordinary’ processes but with extraordinary consequences.

  14. Adaptations to a Learning Resource

    ERIC Educational Resources Information Center

    Libbrecht, Paul

    2015-01-01

    Learning resources have been created to represent digital units of exchangeable materials that teachers and learners can pull from in order to support the learning processes. They resource themselves. Leveraging the web, one can often find these resources. But what characteristics do they need in order to be easily exchangeable? Although several…

  15. Biologically-inspired adaptive obstacle negotiation behavior of hexapod robots.

    PubMed

    Goldschmidt, Dennis; Wörgötter, Florentin; Manoonpong, Poramate

    2014-01-01

    Neurobiological studies have shown that insects are able to adapt leg movements and posture for obstacle negotiation in changing environments. Moreover, the distance to an obstacle where an insect begins to climb is found to be a major parameter for successful obstacle negotiation. Inspired by these findings, we present an adaptive neural control mechanism for obstacle negotiation behavior in hexapod robots. It combines locomotion control, backbone joint control, local leg reflexes, and neural learning. While the first three components generate locomotion including walking and climbing, the neural learning mechanism allows the robot to adapt its behavior for obstacle negotiation with respect to changing conditions, e.g., variable obstacle heights and different walking gaits. By successfully learning the association of an early, predictive signal (conditioned stimulus, CS) and a late, reflex signal (unconditioned stimulus, UCS), both provided by ultrasonic sensors at the front of the robot, the robot can autonomously find an appropriate distance from an obstacle to initiate climbing. The adaptive neural control was developed and tested first on a physical robot simulation, and was then successfully transferred to a real hexapod robot, called AMOS II. The results show that the robot can efficiently negotiate obstacles with a height up to 85% of the robot's leg length in simulation and 75% in a real environment. PMID:24523694

  16. Biologically-inspired adaptive obstacle negotiation behavior of hexapod robots

    PubMed Central

    Goldschmidt, Dennis; Wörgötter, Florentin; Manoonpong, Poramate

    2014-01-01

    Neurobiological studies have shown that insects are able to adapt leg movements and posture for obstacle negotiation in changing environments. Moreover, the distance to an obstacle where an insect begins to climb is found to be a major parameter for successful obstacle negotiation. Inspired by these findings, we present an adaptive neural control mechanism for obstacle negotiation behavior in hexapod robots. It combines locomotion control, backbone joint control, local leg reflexes, and neural learning. While the first three components generate locomotion including walking and climbing, the neural learning mechanism allows the robot to adapt its behavior for obstacle negotiation with respect to changing conditions, e.g., variable obstacle heights and different walking gaits. By successfully learning the association of an early, predictive signal (conditioned stimulus, CS) and a late, reflex signal (unconditioned stimulus, UCS), both provided by ultrasonic sensors at the front of the robot, the robot can autonomously find an appropriate distance from an obstacle to initiate climbing. The adaptive neural control was developed and tested first on a physical robot simulation, and was then successfully transferred to a real hexapod robot, called AMOS II. The results show that the robot can efficiently negotiate obstacles with a height up to 85% of the robot's leg length in simulation and 75% in a real environment. PMID:24523694

  17. Exploring Adaptability through Learning Layers and Learning Loops

    ERIC Educational Resources Information Center

    Lof, Annette

    2010-01-01

    Adaptability in social-ecological systems results from individual and collective action, and multi-level interactions. It can be understood in a dual sense as a system's ability to adapt to disturbance and change, and to navigate system transformation. Inherent in this conception, as found in resilience thinking, are the concepts of learning and…

  18. An adaptive learning control system for aircraft

    NASA Technical Reports Server (NTRS)

    Mekel, R.; Nachmias, S.

    1976-01-01

    A learning control system is developed which blends the gain scheduling and adaptive control into a single learning system that has the advantages of both. An important feature of the developed learning control system is its capability to adjust the gain schedule in a prescribed manner to account for changing aircraft operating characteristics. Furthermore, if tests performed by the criteria of the learning system preclude any possible change in the gain schedule, then the overall system becomes an ordinary gain scheduling system. Examples are discussed.

  19. Psychosocial and Adaptive Deficits Associated With Learning Disability Subtypes.

    PubMed

    Backenson, Erica M; Holland, Sara C; Kubas, Hanna A; Fitzer, Kim R; Wilcox, Gabrielle; Carmichael, Jessica A; Fraccaro, Rebecca L; Smith, Amanda D; Macoun, Sarah J; Harrison, Gina L; Hale, James B

    2015-01-01

    Children with specific learning disabilities (SLD) have deficits in the basic psychological processes that interfere with learning and academic achievement, and for some SLD subtypes, these deficits can also lead to emotional and/or behavior problems. This study examined psychosocial functioning in 123 students, aged 6 to 11, who underwent comprehensive evaluations for learning and/or behavior problems in two Pacific Northwest school districts. Using concordance-discordance model (C-DM) processing strengths and weaknesses SLD identification criteria, results revealed working memory SLD (n = 20), processing speed SLD (n = 30), executive SLD (n = 32), and no disability groups (n = 41). Of the SLD subtypes, repeated measures MANOVA results revealed the processing speed SLD subtype exhibited the greatest psychosocial and adaptive impairment according to teacher behavior ratings. Findings suggest processing speed deficits may be behind the cognitive and psychosocial disturbances found in what has been termed "nonverbal" SLD. Limitations, implications, and future research needs are addressed. PMID:24300589

  20. Adapting Active Learning in Ethiopia

    ERIC Educational Resources Information Center

    Casale, Carolyn Frances

    2010-01-01

    Ethiopia is a developing country that has invested extensively in expanding its educational opportunities. In this expansion, there has been a drastic restructuring of its system of preparing teachers and teacher educators. Often, improving teacher quality is dependent on professional development that diversifies pedagogy (active learning). This…

  1. Adaptive Cognitive-Based Selection of Learning Objects

    ERIC Educational Resources Information Center

    Karampiperis, Pythagoras; Lin, Taiyu; Sampson, Demetrios G.; Kinshuk

    2006-01-01

    Adaptive cognitive-based selection is recognized as among the most significant open issues in adaptive web-based learning systems. In order to adaptively select learning resources, the definition of adaptation rules according to the cognitive style or learning preferences of the learners is required. Although some efforts have been reported in…

  2. Adaptive human behavior in epidemiological models.

    PubMed

    Fenichel, Eli P; Castillo-Chavez, Carlos; Ceddia, M G; Chowell, Gerardo; Parra, Paula A Gonzalez; Hickling, Graham J; Holloway, Garth; Horan, Richard; Morin, Benjamin; Perrings, Charles; Springborn, Michael; Velazquez, Leticia; Villalobos, Cristina

    2011-04-12

    The science and management of infectious disease are entering a new stage. Increasingly public policy to manage epidemics focuses on motivating people, through social distancing policies, to alter their behavior to reduce contacts and reduce public disease risk. Person-to-person contacts drive human disease dynamics. People value such contacts and are willing to accept some disease risk to gain contact-related benefits. The cost-benefit trade-offs that shape contact behavior, and hence the course of epidemics, are often only implicitly incorporated in epidemiological models. This approach creates difficulty in parsing out the effects of adaptive behavior. We use an epidemiological-economic model of disease dynamics to explicitly model the trade-offs that drive person-to-person contact decisions. Results indicate that including adaptive human behavior significantly changes the predicted course of epidemics and that this inclusion has implications for parameter estimation and interpretation and for the development of social distancing policies. Acknowledging adaptive behavior requires a shift in thinking about epidemiological processes and parameters. PMID:21444809

  3. Adaptive human behavior in epidemiological models

    PubMed Central

    Fenichel, Eli P.; Castillo-Chavez, Carlos; Ceddia, M. G.; Chowell, Gerardo; Parra, Paula A. Gonzalez; Hickling, Graham J.; Holloway, Garth; Horan, Richard; Morin, Benjamin; Perrings, Charles; Springborn, Michael; Velazquez, Leticia; Villalobos, Cristina

    2011-01-01

    The science and management of infectious disease are entering a new stage. Increasingly public policy to manage epidemics focuses on motivating people, through social distancing policies, to alter their behavior to reduce contacts and reduce public disease risk. Person-to-person contacts drive human disease dynamics. People value such contacts and are willing to accept some disease risk to gain contact-related benefits. The cost–benefit trade-offs that shape contact behavior, and hence the course of epidemics, are often only implicitly incorporated in epidemiological models. This approach creates difficulty in parsing out the effects of adaptive behavior. We use an epidemiological–economic model of disease dynamics to explicitly model the trade-offs that drive person-to-person contact decisions. Results indicate that including adaptive human behavior significantly changes the predicted course of epidemics and that this inclusion has implications for parameter estimation and interpretation and for the development of social distancing policies. Acknowledging adaptive behavior requires a shift in thinking about epidemiological processes and parameters. PMID:21444809

  4. Adaptive Learning Resources Sequencing in Educational Hypermedia Systems

    ERIC Educational Resources Information Center

    Karampiperis, Pythagoras; Sampson, Demetrios

    2005-01-01

    Adaptive learning resources selection and sequencing is recognized as among the most interesting research questions in adaptive educational hypermedia systems (AEHS). In order to adaptively select and sequence learning resources in AEHS, the definition of adaptation rules contained in the Adaptation Model, is required. Although, some efforts have…

  5. Mouse Behavior: Conjectures about Adaptations for Survival.

    ERIC Educational Resources Information Center

    Rop, Charles

    2001-01-01

    Presents an experiment on mouse behavior in which students learn to observe, pay attention to details, record field notes, and ask questions about their observations. Uses a white mouse to eliminate the risk of disease that a wild rodent might carry. Lists materials, set up, and procedure. (YDS)

  6. Making Mistakes: Emotional Adaptation and Classroom Learning

    ERIC Educational Resources Information Center

    McCaslin, Mary; Vriesema, Christine C.; Burggraf, Susan

    2016-01-01

    Background: We studied how students in Grades 4-6 participate in and emotionally adapt to the give-and-take of learning in classrooms, particularly when making mistakes. Our approach is consistent with researchers who (a) include cognitive appraisals in the study of emotional experiences, (b) consider how personal concerns might mediate…

  7. Adaptable Learning Assistant for Item Bank Management

    ERIC Educational Resources Information Center

    Nuntiyagul, Atorn; Naruedomkul, Kanlaya; Cercone, Nick; Wongsawang, Damras

    2008-01-01

    We present PKIP, an adaptable learning assistant tool for managing question items in item banks. PKIP is not only able to automatically assist educational users to categorize the question items into predefined categories by their contents but also to correctly retrieve the items by specifying the category and/or the difficulty level. PKIP adapts…

  8. Malnutrition, Learning, and Behavior.

    ERIC Educational Resources Information Center

    Read, Merrill S.; Felson, David

    The problems of those children who are chronically malnourished, the cultural environment of malnutrition, and the extent to which children are temporarily or permanently handicapped in learning because of malnutrition are discussed in this booklet. It also describes hunger and its effects on child development. The topics addressed are: definition…

  9. Supervised Learning in Adaptive DNA Strand Displacement Networks.

    PubMed

    Lakin, Matthew R; Stefanovic, Darko

    2016-08-19

    The development of engineered biochemical circuits that exhibit adaptive behavior is a key goal of synthetic biology and molecular computing. Such circuits could be used for long-term monitoring and control of biochemical systems, for instance, to prevent disease or to enable the development of artificial life. In this article, we present a framework for developing adaptive molecular circuits using buffered DNA strand displacement networks, which extend existing DNA strand displacement circuit architectures to enable straightforward storage and modification of behavioral parameters. As a proof of concept, we use this framework to design and simulate a DNA circuit for supervised learning of a class of linear functions by stochastic gradient descent. This work highlights the potential of buffered DNA strand displacement as a powerful circuit architecture for implementing adaptive molecular systems. PMID:27111037

  10. Maximization, learning, and economic behavior.

    PubMed

    Erev, Ido; Roth, Alvin E

    2014-07-22

    The rationality assumption that underlies mainstream economic theory has proved to be a useful approximation, despite the fact that systematic violations to its predictions can be found. That is, the assumption of rational behavior is useful in understanding the ways in which many successful economic institutions function, although it is also true that actual human behavior falls systematically short of perfect rationality. We consider a possible explanation of this apparent inconsistency, suggesting that mechanisms that rest on the rationality assumption are likely to be successful when they create an environment in which the behavior they try to facilitate leads to the best payoff for all agents on average, and most of the time. Review of basic learning research suggests that, under these conditions, people quickly learn to maximize expected return. This review also shows that there are many situations in which experience does not increase maximization. In many cases, experience leads people to underweight rare events. In addition, the current paper suggests that it is convenient to distinguish between two behavioral approaches to improve economic analyses. The first, and more conventional approach among behavioral economists and psychologists interested in judgment and decision making, highlights violations of the rational model and proposes descriptive models that capture these violations. The second approach studies human learning to clarify the conditions under which people quickly learn to maximize expected return. The current review highlights one set of conditions of this type and shows how the understanding of these conditions can facilitate market design. PMID:25024182

  11. Maximization, learning, and economic behavior

    PubMed Central

    Erev, Ido; Roth, Alvin E.

    2014-01-01

    The rationality assumption that underlies mainstream economic theory has proved to be a useful approximation, despite the fact that systematic violations to its predictions can be found. That is, the assumption of rational behavior is useful in understanding the ways in which many successful economic institutions function, although it is also true that actual human behavior falls systematically short of perfect rationality. We consider a possible explanation of this apparent inconsistency, suggesting that mechanisms that rest on the rationality assumption are likely to be successful when they create an environment in which the behavior they try to facilitate leads to the best payoff for all agents on average, and most of the time. Review of basic learning research suggests that, under these conditions, people quickly learn to maximize expected return. This review also shows that there are many situations in which experience does not increase maximization. In many cases, experience leads people to underweight rare events. In addition, the current paper suggests that it is convenient to distinguish between two behavioral approaches to improve economic analyses. The first, and more conventional approach among behavioral economists and psychologists interested in judgment and decision making, highlights violations of the rational model and proposes descriptive models that capture these violations. The second approach studies human learning to clarify the conditions under which people quickly learn to maximize expected return. The current review highlights one set of conditions of this type and shows how the understanding of these conditions can facilitate market design. PMID:25024182

  12. Information theory of adaptation in neurons, behavior, and mood

    PubMed Central

    Sharpee, Tatyana O.; Calhoun, Adam J.; Chalasani, Sreekanth H.

    2014-01-01

    The ability to make accurate predictions of future stimuli and consequences of one’s actions are crucial for the survival and appropriate decision-making. These predictions are constantly being made at different levels of the nervous system. This is evidenced by adaptation to stimulus parameters in sensory coding, and in learning of an up-to-date model of the environment at the behavioral level. This review will discuss recent findings that actions of neurons and animals are selected based on detailed stimulus history in such a way as to maximize information for achieving the task at hand. Information maximization dictates not only how sensory coding should adapt to various statistical aspects of stimuli, but also that reward function should adapt to match the predictive information from past to future. PMID:24709600

  13. The Learning About My Pain study protocol: Reducing disparities with literacy-adapted psychosocial treatments for chronic pain, a comparative behavioral trial.

    PubMed

    Eyer, Joshua C; Thorn, Beverly E

    2016-09-01

    Chronic pain is a critical public health problem that affects over 100 million Americans. Medical pain treatments carry undesirable side effects, whereas low-risk psychosocial treatments offer notable benefits, in combination or in isolation. This report presents the protocol for the Learning About My Pain study, one of the first comparative-effectiveness trials funded by the Patient-Centered Outcomes Research Institute. Adhering to published standards for clinical trials (e.g. Standard Protocol Items: Recommendations for Intervention Trials), it provides an overview of the trial (n = 294), comparing cognitive-behavioral and education pain interventions to usual care, and a detailed description of how its methodology reduces the risks from bias. PMID:25712491

  14. Contrarian behavior in a complex adaptive system

    NASA Astrophysics Data System (ADS)

    Liang, Y.; An, K. N.; Yang, G.; Huang, J. P.

    2013-01-01

    Contrarian behavior is a kind of self-organization in complex adaptive systems (CASs). Here we report the existence of a transition point in a model resource-allocation CAS with contrarian behavior by using human experiments, computer simulations, and theoretical analysis. The resource ratio and system predictability serve as the tuning parameter and order parameter, respectively. The transition point helps to reveal the positive or negative role of contrarian behavior. This finding is in contrast to the common belief that contrarian behavior always has a positive role in resource allocation, say, stabilizing resource allocation by shrinking the redundancy or the lack of resources. It is further shown that resource allocation can be optimized at the transition point by adding an appropriate size of contrarians. This work is also expected to be of value to some other fields ranging from management and social science to ecology and evolution.

  15. Intelligent robots that adapt, learn, and predict

    NASA Astrophysics Data System (ADS)

    Hall, E. L.; Liao, X.; Ghaffari, M.; Alhaj Ali, S. M.

    2005-10-01

    The purpose of this paper is to describe the concept and architecture for an intelligent robot system that can adapt, learn and predict the future. This evolutionary approach to the design of intelligent robots is the result of several years of study on the design of intelligent machines that could adapt using computer vision or other sensory inputs, learn using artificial neural networks or genetic algorithms, exhibit semiotic closure with a creative controller and perceive present situations by interpretation of visual and voice commands. This information processing would then permit the robot to predict the future and plan its actions accordingly. In this paper we show that the capability to adapt, and learn naturally leads to the ability to predict the future state of the environment which is just another form of semiotic closure. That is, predicting a future state without knowledge of the future is similar to making a present action without knowledge of the present state. The theory will be illustrated by considering the situation of guiding a mobile robot through an unstructured environment for a rescue operation. The significance of this work is in providing a greater understanding of the applications of learning to mobile robots.

  16. Student Nutrition, Learning and Behavior.

    ERIC Educational Resources Information Center

    Royster, Martha

    This discussion addresses several nutrition issues considered important to schools, students, and educators in the United States. Contents consist of a review of malnutrition and learning research and discussions of food additives and allergies, diet and hyperkinesia, the effects of caffeine and sugar on children's behavior, and the National…

  17. Improving Adaptive Learning Technology through the Use of Response Times

    ERIC Educational Resources Information Center

    Mettler, Everett; Massey, Christine M.; Kellman, Philip J.

    2011-01-01

    Adaptive learning techniques have typically scheduled practice using learners' accuracy and item presentation history. We describe an adaptive learning system (Adaptive Response Time Based Sequencing--ARTS) that uses both accuracy and response time (RT) as direct inputs into sequencing. Response times are used to assess learning strength and…

  18. Adaptive Behavior of Children and Adolescents with Visual Impairments

    ERIC Educational Resources Information Center

    Papadopoulos, Konstantinos; Metsiou, Katerina; Agaliotis, Ioannis

    2011-01-01

    The present study explored the total adaptive behavior of children and adolescents with visual impairments, as well as their adaptive behavior in each of the domains of Communication, Daily Living Skills, and Socialization. Moreover, the predictors of the performance and developmental delay in adaptive behavior were investigated. Instrumentation…

  19. Concept Based Approach for Adaptive Personalized Course Learning System

    ERIC Educational Resources Information Center

    Salahli, Mehmet Ali; Özdemir, Muzaffer; Yasar, Cumali

    2013-01-01

    One of the most important factors for improving the personalization aspects of learning systems is to enable adaptive properties to them. The aim of the adaptive personalized learning system is to offer the most appropriate learning path and learning materials to learners by taking into account their profiles. In this paper, a new approach to…

  20. MEAT: An Authoring Tool for Generating Adaptable Learning Resources

    ERIC Educational Resources Information Center

    Kuo, Yen-Hung; Huang, Yueh-Min

    2009-01-01

    Mobile learning (m-learning) is a new trend in the e-learning field. The learning services in m-learning environments are supported by fundamental functions, especially the content and assessment services, which need an authoring tool to rapidly generate adaptable learning resources. To fulfill the imperious demand, this study proposes an…

  1. Yet Another Adaptive Learning Management System Based on Felder and Silverman's Learning Styles and Mashup

    ERIC Educational Resources Information Center

    Chang, Yi-Hsing; Chen, Yen-Yi; Chen, Nian-Shing; Lu, You-Te; Fang, Rong-Jyue

    2016-01-01

    This study designs and implements an adaptive learning management system based on Felder and Silverman's Learning Style Model and the Mashup technology. In this system, Felder and Silverman's Learning Style model is used to assess students' learning styles, in order to provide adaptive learning to leverage learners' learning preferences.…

  2. Identifying Students' Characteristic Learning Behaviors in an Intelligent Tutoring System Fostering Self-Regulated Learning

    ERIC Educational Resources Information Center

    Bouchet, Francois; Azevedo, Roger; Kinnebrew, John S.; Biswas, Gautam

    2012-01-01

    Identification of student learning behaviors, especially those that characterize or distinguish students, can yield important insights for the design of adaptation and feedback mechanisms in Intelligent Tutoring Systems (ITS). In this paper, we analyze trace data to identify distinguishing patterns of behavior in a study of 51 college students…

  3. Using Assistive Technology Adaptations To Include Students with Learning Disabilities in Cooperative Learning Activities.

    ERIC Educational Resources Information Center

    Bryant, Diane Pedrotty; Bryant, Brian R.

    1998-01-01

    Discusses a process for integrating technology adaptations for students with learning disabilities into cooperative-learning activities in terms of three components: (1) selecting adaptations; (2) monitoring use of adaptations during cooperative-learning activities; and (3) evaluating the adaptations' effectiveness. Barriers to and support systems…

  4. Reactive behavior, learning, and anticipation

    NASA Technical Reports Server (NTRS)

    Whitehead, Steven D.; Ballard, Dana H.

    1989-01-01

    Reactive systems always act, thinking only long enough to 'look up' the action to execute. Traditional planning systems think a lot, and act only after generating fairly precise plans. Each represents an endpoint on a spectrum. It is argued that primitive forms of reasoning, like anticipation, play an important role in reducing the cost of learning and that the decision to act or think should be based on the uncertainty associated with the utility of executing an action in a particular situation. An architecture for an adaptable reactive system is presented and it is shown how it can be augmented with a simple anticipation mechanism that can substantially reduce the cost and time of learning.

  5. Designing an Adaptive Web-Based Learning System Based on Students' Cognitive Styles Identified Online

    ERIC Educational Resources Information Center

    Lo, Jia-Jiunn; Chan, Ya-Chen; Yeh, Shiou-Wen

    2012-01-01

    This study developed an adaptive web-based learning system focusing on students' cognitive styles. The system is composed of a student model and an adaptation model. It collected students' browsing behaviors to update the student model for unobtrusively identifying student cognitive styles through a multi-layer feed-forward neural network (MLFF).…

  6. AH-Questionnaire: An Adaptive Hierarchical Questionnaire for Learning Styles

    ERIC Educational Resources Information Center

    Ortigosa, Alvaro; Paredes, Pedro; Rodriguez, Pilar

    2010-01-01

    One of the main concerns when providing learning style adaptation in Adaptive Educational Hypermedia Systems is the number of questions the students have to answer. Most of the times, adaptive material available will discriminate among a few categories for each learning style dimension. Consequently, it is only needed to take into account the…

  7. Adaptable Learning Pathway Generation with Ant Colony Optimization

    ERIC Educational Resources Information Center

    Wong, Lung-Hsiang; Looi, Chee-Kit

    2009-01-01

    One of the new major directions in research on web-based educational systems is the notion of adaptability: the educational system adapts itself to the learning profile, preferences and ability of the student. In this paper, we look into the issues of providing adaptability with respect to learning pathways. We explore the state of the art with…

  8. Critical Thinking, Developmental Learning, and Adaptive Flexibility in Organizational Leaders.

    ERIC Educational Resources Information Center

    Duchesne, Robert E., Jr.

    A study examined how developmental learning and adaptive flexibility relate to critical thinking though a survey of 119 organizational leaders (of 341) who had attended a 5-day Leadership Development Program. A questionnaire adapted from the Center for Creative Leadership's Job Challenge Profile measured developmental learning, the Adaptive Style…

  9. An adaptive learning control system for aircraft

    NASA Technical Reports Server (NTRS)

    Mekel, R.; Nachmias, S.

    1978-01-01

    A learning control system and its utilization as a flight control system for F-8 Digital Fly-By-Wire (DFBW) research aircraft is studied. The system has the ability to adjust a gain schedule to account for changing plant characteristics and to improve its performance and the plant's performance in the course of its own operation. Three subsystems are detailed: (1) the information acquisition subsystem which identifies the plant's parameters at a given operating condition; (2) the learning algorithm subsystem which relates the identified parameters to predetermined analytical expressions describing the behavior of the parameters over a range of operating conditions; and (3) the memory and control process subsystem which consists of the collection of updated coefficients (memory) and the derived control laws. Simulation experiments indicate that the learning control system is effective in compensating for parameter variations caused by changes in flight conditions.

  10. Adaptive Behavior and Problem Behavior in Young Children with Williams Syndrome

    ERIC Educational Resources Information Center

    Hahn, Laura J.; Fidler, Deborah J.; Hepburn, Susan L.

    2014-01-01

    The present study compares the adaptive behavior profile of 18 young children with Williams syndrome (WS) and a developmentally matched group of 19 children with developmental disabilities and examines the relationship between adaptive behavior and problem behaviors in WS. Parents completed the Vineland Adaptive Behavioral Scales--Interview…

  11. Adaptive hybrid learning for neural networks.

    PubMed

    Smithies, Rob; Salhi, Said; Queen, Nat

    2004-01-01

    A robust locally adaptive learning algorithm is developed via two enhancements of the Resilient Propagation (RPROP) method. Remaining drawbacks of the gradient-based approach are addressed by hybridization with gradient-independent Local Search. Finally, a global optimization method based on recursion of the hybrid is constructed, making use of tabu neighborhoods to accelerate the search for minima through diversification. Enhanced RPROP is shown to be faster and more accurate than the standard RPROP in solving classification tasks based on natural data sets taken from the UCI repository of machine learning databases. Furthermore, the use of Local Search is shown to improve Enhanced RPROP by solving the same classification tasks as part of the global optimization method. PMID:15006027

  12. Development of Adaptive Kanji Learning System for Mobile Phone

    ERIC Educational Resources Information Center

    Li, Mengmeng; Ogata, Hiroaki; Hou, Bin; Hashimoto, Satoshi; Liu, Yuqin; Uosaki, Noriko; Yano, Yoneo

    2010-01-01

    This paper describes an adaptive learning system based on mobile phone email to support the study of Japanese Kanji. In this study, the main emphasis is on using the adaptive learning to resolve one common problem of the mobile-based email or SMS language learning systems. To achieve this goal, the authors main efforts focus on three aspects:…

  13. How Language Supports Adaptive Teaching through a Responsive Learning Culture

    ERIC Educational Resources Information Center

    Johnston, Peter; Dozier, Cheryl; Smit, Julie

    2016-01-01

    For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

  14. Anomalous human behavior detection: an adaptive approach

    NASA Astrophysics Data System (ADS)

    van Leeuwen, Coen; Halma, Arvid; Schutte, Klamer

    2013-05-01

    Detection of anomalies (outliers or abnormal instances) is an important element in a range of applications such as fault, fraud, suspicious behavior detection and knowledge discovery. In this article we propose a new method for anomaly detection and performed tested its ability to detect anomalous behavior in videos from DARPA's Mind's Eye program, containing a variety of human activities. In this semi-unsupervised task a set of normal instances is provided for training, after which unknown abnormal behavior has to be detected in a test set. The features extracted from the video data have high dimensionality, are sparse and inhomogeneously distributed in the feature space making it a challenging task. Given these characteristics a distance-based method is preferred, but choosing a threshold to classify instances as (ab)normal is non-trivial. Our novel aproach, the Adaptive Outlier Distance (AOD) is able to detect outliers in these conditions based on local distance ratios. The underlying assumption is that the local maximum distance between labeled examples is a good indicator of the variation in that neighborhood, and therefore a local threshold will result in more robust outlier detection. We compare our method to existing state-of-art methods such as the Local Outlier Factor (LOF) and the Local Distance-based Outlier Factor (LDOF). The results of the experiments show that our novel approach improves the quality of the anomaly detection.

  15. A neural learning classifier system with self-adaptive constructivism for mobile robot control.

    PubMed

    Hurst, Jacob; Bull, Larry

    2006-01-01

    For artificial entities to achieve true autonomy and display complex lifelike behavior, they will need to exploit appropriate adaptable learning algorithms. In this context adaptability implies flexibility guided by the environment at any given time and an open-ended ability to learn appropriate behaviors. This article examines the use of constructivism-inspired mechanisms within a neural learning classifier system architecture that exploits parameter self-adaptation as an approach to realize such behavior. The system uses a rule structure in which each rule is represented by an artificial neural network. It is shown that appropriate internal rule complexity emerges during learning at a rate controlled by the learner and that the structure indicates underlying features of the task. Results are presented in simulated mazes before moving to a mobile robot platform. PMID:16859445

  16. Adaptive Metric Learning for Saliency Detection.

    PubMed

    Li, Shuang; Lu, Huchuan; Lin, Zhe; Shen, Xiaohui; Price, Brian

    2015-11-01

    In this paper, we propose a novel adaptive metric learning algorithm (AML) for visual saliency detection. A key observation is that the saliency of a superpixel can be estimated by the distance from the most certain foreground and background seeds. Instead of measuring distance on the Euclidean space, we present a learning method based on two complementary Mahalanobis distance metrics: 1) generic metric learning (GML) and 2) specific metric learning (SML). GML aims at the global distribution of the whole training set, while SML considers the specific structure of a single image. Considering that multiple similarity measures from different views may enhance the relevant information and alleviate the irrelevant one, we try to fuse the GML and SML together and experimentally find the combining result does work well. Different from the most existing methods which are directly based on low-level features, we devise a superpixelwise Fisher vector coding approach to better distinguish salient objects from the background. We also propose an accurate seeds selection mechanism and exploit contextual and multiscale information when constructing the final saliency map. Experimental results on various image sets show that the proposed AML performs favorably against the state-of-the-arts. PMID:26054067

  17. Adaptive Behavior in Children with Fragile X Syndrome.

    ERIC Educational Resources Information Center

    Hatton, Deborah D.; Wheeler, Anne C.; Skinner, Martie L.; Bailey, Donald B.; Sullivan, Kelly M.; Roberts, Jane E.; Mirrett, Penny; Clark, Renee D.

    2003-01-01

    Adaptive behavior was measured over time in 70 children, ages 1 to 12 years, with fragile X syndrome. With a mean of 4.4 assessments per child, adaptive behavior skills increased steadily and gradually over time. Children with less autistic behavior and higher percentages of the fragile X mental retardation gene protein showed better performance…

  18. Cross-National Assessment of Adaptive Behavior in Three Countries

    ERIC Educational Resources Information Center

    Oakland, Thomas; Iliescu, Dragos; Chen, Hsin-Yi; Chen, Juliet Honglei

    2013-01-01

    Measures of adaptive behaviors provide an important tool in the repertoire of clinical and school/educational psychologists. Measures that assess adaptive behaviors typically have been built in Western cultures and developed in light of behaviors common to them. Nevertheless, these measures are used elsewhere despite a paucity of data that examine…

  19. Adaptive and accelerated tracking-learning-detection

    NASA Astrophysics Data System (ADS)

    Guo, Pengyu; Li, Xin; Ding, Shaowen; Tian, Zunhua; Zhang, Xiaohu

    2013-08-01

    An improved online long-term visual tracking algorithm, named adaptive and accelerated TLD (AA-TLD) based on Tracking-Learning-Detection (TLD) which is a novel tracking framework has been introduced in this paper. The improvement focuses on two aspects, one is adaption, which makes the algorithm not dependent on the pre-defined scanning grids by online generating scale space, and the other is efficiency, which uses not only algorithm-level acceleration like scale prediction that employs auto-regression and moving average (ARMA) model to learn the object motion to lessen the detector's searching range and the fixed number of positive and negative samples that ensures a constant retrieving time, but also CPU and GPU parallel technology to achieve hardware acceleration. In addition, in order to obtain a better effect, some TLD's details are redesigned, which uses a weight including both normalized correlation coefficient and scale size to integrate results, and adjusts distance metric thresholds online. A contrastive experiment on success rate, center location error and execution time, is carried out to show a performance and efficiency upgrade over state-of-the-art TLD with partial TLD datasets and Shenzhou IX return capsule image sequences. The algorithm can be used in the field of video surveillance to meet the need of real-time video tracking.

  20. An Adaptive Scaffolding E-Learning System for Middle School Students' Physics Learning

    ERIC Educational Resources Information Center

    Chen, Ching-Huei

    2014-01-01

    This study presents a framework that utilizes cognitive and motivational aspects of learning to design an adaptive scaffolding e-learning system. It addresses scaffolding processes and conditions for designing adaptive scaffolds. The features and effectiveness of this adaptive scaffolding e-learning system are discussed and evaluated. An…

  1. An investigation of the role of metacognitive behavior in self-regulated learning when learning a complex science topic with a hypermedia learning environment

    NASA Astrophysics Data System (ADS)

    Binbasaran Tuysuzoglu, Banu

    Studies have shown that learners need to use self-regulated learning (SRL) skills when learning with Hypermedia Learning Environments (HLEs) to reach a conceptual understanding of science. SRL theory suggests that metacognition plays a key role in learning. The aim of this study was to investigate the relationship between metacognitive monitoring (e.g., judgment of learning [JOL]) and metacognitive control and their effects upon learning about the circulatory system with an HLE. I examined the frequencies of learners' use of negative JOL with and without a change in strategy use, which indicates the quality (i.e., static or adaptive) of metacognitive behavior. The results showed that adaptive metacognitive behavior positively related to learning, and static metacognitive behavior negatively related to learning, above and beyond the effect of prior knowledge. Findings provided valuable implications for the benefits of using JOL followed by control over strategy use when learning with HLEs.

  2. M-Learning: Implications in Learning Domain Specificities, Adaptive Learning, Feedback, Augmented Reality, and the Future of Online Learning

    ERIC Educational Resources Information Center

    Squires, David R.

    2014-01-01

    The aim of this paper is to examine the potential and effectiveness of m-learning in the field of Education and Learning domains. The purpose of this research is to illustrate how mobile technology can and is affecting novel change in instruction, from m-learning and the link to adaptive learning, to the uninitiated learner and capacities of…

  3. Hindsight bias, outcome knowledge and adaptive learning.

    PubMed

    Henriksen, K; Kaplan, H

    2003-12-01

    The ubiquitous nature of hindsight bias is a cause for concern for those engaged in investigations and retrospective analysis of medical error. Hindsight does not equal foresight. Investigations that are anchored to outcome knowledge run the risk of not capturing the complexities and uncertainties facing sharp end personnel and why their actions made sense at the time. Important lessons go unlearned if the exercise is simply to back track someone else's decision landmarks. Outcome knowledge can also bias our thinking on the quality of the processes that led to the outcome. This paper examines the influence of outcome knowledge in relation to reconstructive memory and legal testimony, ways for reducing the impact of outcome knowledge, and an adaptive learning framework that places hindsight bias in a broader context of rapid updating of knowledge. PMID:14645895

  4. Modification of Disruptive Behavior: The Adaptation of Token Reinforcement, Model Learning and Role Playing Methods to Overcome Disruptions of Orderly Working Conditions at School

    ERIC Educational Resources Information Center

    Aho, Sirkku

    1978-01-01

    This research attempts to develop methods which teachers can use now in dealing with disturbances in the classroom, and to investigate the efficiency of these methods in decreasing the disturbances in working conditions. Develops the idea that teachers should be able to use positive means in dealing with disruptive behavior by students. (Author/RK)

  5. Communicating to Farmers about Skin Cancer: The Behavior Adaptation Model.

    ERIC Educational Resources Information Center

    Parrott, Roxanne; Monahan, Jennifer; Ainsworth, Stuart; Steiner, Carol

    1998-01-01

    States health campaign messages designed to encourage behavior adaptation have greater likelihood of success than campaigns promoting avoidance of at-risk behaviors that cannot be avoided. Tests a model of health risk behavior using four different behaviors in a communication campaign aimed at reducing farmers' risk for skin cancer--questions…

  6. Assessing Minority Students: The Role of Adaptive Behavior Scales.

    ERIC Educational Resources Information Center

    Cervantes, Hermes; Baca, Leonard M.

    1979-01-01

    Adaptive behavior scales can be very helpful in the overall assessment of minority children. In some states they are mandatory. Their weaknesses, particularly with the AAMD Adaptive Behavior Scale, are sampling bias and appropriateness in the areas of culture, language, and socioeconomic status. (Author)

  7. A Self-Regulated Learning Approach for Children with Learning/Behavior Disorders

    ERIC Educational Resources Information Center

    Benevento, Joan A.

    2004-01-01

    This book is designed to be an intervention model based on the concepts of Piaget's study of constructivism. The application of this approach will help children with learning/ behavioral disorders actively participate in a fuller integration of their own psychomotor, affective, and cognitive information processing skills and adaptation. The work…

  8. Allergies and Learning/Behavioral Disorders.

    ERIC Educational Resources Information Center

    McLoughlin, James A.; Nall, Michael

    1994-01-01

    This article describes various types of allergies, how they are diagnosed medically, and the different forms of medical treatment. It also considers how allergies may affect school learning and behavior, the connection between allergies and learning and behavioral disorders, the impact of allergy medications upon classroom performance, and various…

  9. Using Mobile Learning: Determinates Impacting Behavioral Intention

    ERIC Educational Resources Information Center

    Lowenthal, Jeffrey N.

    2010-01-01

    This study examined the factors or determinates that impact the behavioral intention of students to use mobile learning (m-learning) technology. These determinates include performance expectancy, effort expectancy, and self-management of learning, all mediated by age, gender, or both. Regression coefficients showed strong and significant…

  10. Development and Standardization of the Diagnostic Adaptive Behavior Scale: Application of Item Response Theory to the Assessment of Adaptive Behavior

    ERIC Educational Resources Information Center

    Tassé, Marc J.; Schalock, Robert L.; Thissen, David; Balboni, Giulia; Bersani, Henry, Jr.; Borthwick-Duffy, Sharon A.; Spreat, Scott; Widaman, Keith F.; Zhang, Dalun; Navas, Patricia

    2016-01-01

    The Diagnostic Adaptive Behavior Scale (DABS) was developed using item response theory (IRT) methods and was constructed to provide the most precise and valid adaptive behavior information at or near the cutoff point of making a decision regarding a diagnosis of intellectual disability. The DABS initial item pool consisted of 260 items. Using IRT…

  11. Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

    ERIC Educational Resources Information Center

    Shieh, Chich-Jen; Liao, Ying; Hu, Ridong

    2013-01-01

    This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…

  12. Neurodevelopmental Status and Adaptive Behaviors in Preschool Children with Chronic Kidney Disease

    ERIC Educational Resources Information Center

    Duquette, Peter J.; Hooper, Stephen R.; Icard, Phil F.; Hower, Sarah J.; Mamak, Eva G.; Wetherington, Crista E.; Gipson, Debbie S.

    2009-01-01

    This study examines the early neurodevelopmental function of infants and preschool children who have chronic kidney disease (CKD). Fifteen patients with CKD are compared to a healthy control group using the "Mullen Scales of Early Learning" (MSEL) and the "Vineland Adaptive Behavior Scale" (VABS). Multivariate analysis reveals significant…

  13. Adaptive Device Context Based Mobile Learning Systems

    ERIC Educational Resources Information Center

    Pu, Haitao; Lin, Jinjiao; Song, Yanwei; Liu, Fasheng

    2011-01-01

    Mobile learning is e-learning delivered through mobile computing devices, which represents the next stage of computer-aided, multi-media based learning. Therefore, mobile learning is transforming the way of traditional education. However, as most current e-learning systems and their contents are not suitable for mobile devices, an approach for…

  14. The Influence of Learning Behaviour on Team Adaptability

    ERIC Educational Resources Information Center

    Murray, Peter A.; Millett, Bruce

    2011-01-01

    Multiple contexts shape team activities and how they learn, and group learning is a dynamic construct that reflects a repertoire of potential behaviour. The purpose of this developmental paper is to examine how better learning behaviours in semi-autonomous teams improves the level of team adaptability and performance. The discussion suggests that…

  15. Parents' Reports on the Child Adaptive Behavior Inventory Predict 4-Year-Olds' Playground Behavior.

    ERIC Educational Resources Information Center

    McHale, James P.; Neugebauer, Alyson

    1998-01-01

    Examined the effectiveness of parental reports of their preschool children's social adaptation outside the home as an indicator of children's behavior. Parent responses on the Child Adaptive Behavior Inventory, which assesses both competencies and difficulties with adaptation, were compared to evaluations by trained observers. Parents were found…

  16. An Adaptive E-Learning System Based on Students' Learning Styles: An Empirical Study

    ERIC Educational Resources Information Center

    Drissi, Samia; Amirat, Abdelkrim

    2016-01-01

    Personalized e-learning implementation is recognized as one of the most interesting research areas in the distance web-based education. Since the learning style of each learner is different one must fit e-learning with the different needs of learners. This paper presents an approach to integrate learning styles into adaptive e-learning hypermedia.…

  17. Schema-based learning of adaptable and flexible prey- catching in anurans II. Learning after lesioning.

    PubMed

    Corbacho, Fernando; Nishikawa, Kiisa C; Weerasuriya, Ananda; Liaw, Jim-Shih; Arbib, Michael A

    2005-12-01

    The previous companion paper describes the initial (seed) schema architecture that gives rise to the observed prey-catching behavior. In this second paper in the series we describe the fundamental adaptive processes required during learning after lesioning. Following bilateral transections of the hypoglossal nerve, anurans lunge toward mealworms with no accompanying tongue or jaw movement. Nevertheless anurans with permanent hypoglossal transections eventually learn to catch their prey by first learning to open their mouth again and then lunging their body further and increasing their head angle. In this paper we present a new learning framework, called schema-based learning (SBL). SBL emphasizes the importance of the current existent structure (schemas), that defines a functioning system, for the incremental and autonomous construction of ever more complex structure to achieve ever more complex levels of functioning. We may rephrase this statement into the language of Schema Theory (Arbib 1992, for a comprehensive review) as the learning of new schemas based on the stock of current schemas. SBL emphasizes a fundamental principle of organization called coherence maximization, that deals with the maximization of congruence between the results of an interaction (external or internal) and the expectations generated for that interaction. A central hypothesis consists of the existence of a hierarchy of predictive internal models (predictive schemas) all over the control center-brain-of the agent. Hence, we will include predictive models in the perceptual, sensorimotor, and motor components of the autonomous agent architecture. We will then show that predictive models are fundamental for structural learning. In particular we will show how a system can learn a new structural component (augment the overall network topology) after being lesioned in order to recover (or even improve) its original functionality. Learning after lesioning is a special case of structural

  18. Learning Adaptive Forecasting Models from Irregularly Sampled Multivariate Clinical Data

    PubMed Central

    Liu, Zitao; Hauskrecht, Milos

    2016-01-01

    Building accurate predictive models of clinical multivariate time series is crucial for understanding of the patient condition, the dynamics of a disease, and clinical decision making. A challenging aspect of this process is that the model should be flexible and adaptive to reflect well patient-specific temporal behaviors and this also in the case when the available patient-specific data are sparse and short span. To address this problem we propose and develop an adaptive two-stage forecasting approach for modeling multivariate, irregularly sampled clinical time series of varying lengths. The proposed model (1) learns the population trend from a collection of time series for past patients; (2) captures individual-specific short-term multivariate variability; and (3) adapts by automatically adjusting its predictions based on new observations. The proposed forecasting model is evaluated on a real-world clinical time series dataset. The results demonstrate the benefits of our approach on the prediction tasks for multivariate, irregularly sampled clinical time series, and show that it can outperform both the population based and patient-specific time series prediction models in terms of prediction accuracy. PMID:27525189

  19. A Competency-Based Guided-Learning Algorithm Applied on Adaptively Guiding E-Learning

    ERIC Educational Resources Information Center

    Hsu, Wei-Chih; Li, Cheng-Hsiu

    2015-01-01

    This paper presents a new algorithm called competency-based guided-learning algorithm (CBGLA), which can be applied on adaptively guiding e-learning. Computational process analysis and mathematical derivation of competency-based learning (CBL) were used to develop the CBGLA. The proposed algorithm could generate an effective adaptively guiding…

  20. Diminished neural adaptation during implicit learning in autism.

    PubMed

    Schipul, Sarah E; Just, Marcel Adam

    2016-01-15

    Neuroimaging studies have shown evidence of disrupted neural adaptation during learning in individuals with autism spectrum disorder (ASD) in several types of tasks, potentially stemming from frontal-posterior cortical underconnectivity (Schipul et al., 2012). The aim of the current study was to examine neural adaptations in an implicit learning task that entails participation of frontal and posterior regions. Sixteen high-functioning adults with ASD and sixteen neurotypical control participants were trained on and performed an implicit dot pattern prototype learning task in a functional magnetic resonance imaging (fMRI) session. During the preliminary exposure to the type of implicit prototype learning task later to be used in the scanner, the ASD participants took longer than the neurotypical group to learn the task, demonstrating altered implicit learning in ASD. After equating task structure learning, the two groups' brain activation differed during their learning of a new prototype in the subsequent scanning session. The main findings indicated that neural adaptations in a distributed task network were reduced in the ASD group, relative to the neurotypical group, and were related to ASD symptom severity. Functional connectivity was reduced and did not change as much during learning for the ASD group, and was related to ASD symptom severity. These findings suggest that individuals with ASD show altered neural adaptations during learning, as seen in both activation and functional connectivity measures. This finding suggests why many real-world implicit learning situations may pose special challenges for ASD. PMID:26484826

  1. Stimulating the cerebellum affects visuomotor adaptation but not intermanual transfer of learning

    PubMed Central

    Block, Hannah; Celnik, Pablo

    2013-01-01

    When systematic movement errors occur, the brain responds with a systematic change in motor behavior. This type of adaptive motor learning can transfer intermanually; adaptation of movements of the right hand in response to training with a perturbed visual signal (visuomotor adaptation) may carry over to the left hand. While visuomotor adaptation has been studied extensively, it is unclear whether the cerebellum, a structure involved in adaptation, is important for intermanual transfer as well. We addressed this question with three experiments in which subjects reached with their right hands as a 30° visuomotor rotation was introduced. Subjects received anodal or sham transcranial direct current stimulation (tDCS) on the trained (Experiment 1) or untrained (Experiment 2) hemisphere of the cerebellum, or, for comparison, motor cortex (M1). After the training period, subjects reached with their left hand, without visual feedback, to assess intermanual transfer of learning aftereffects. Stimulation of the right cerebellum caused faster adaptation, but none of the stimulation sites affected transfer. To ascertain whether cerebellar stimulation would increase transfer if subjects learned faster as well as a larger amount, in Experiment 3 anodal and sham cerebellar groups experienced a shortened training block such that the anodal group learned more than sham. Despite the difference in adaptation magnitude, transfer was similar across these groups, although smaller than in Experiment 1. Our results suggest that intermanual transfer of visuomotor learning does not depend on cerebellar activity, and that the number of movements performed at plateau is an important predictor of transfer. PMID:23625383

  2. Writing Behavioral Objectives. Learning Package No. 1.

    ERIC Educational Resources Information Center

    Monasmith, James

    This learning package is designed to enable the learner to: (a) define behavioral objectives and list characteristics of those objectives; (b) distinguish between objectives which are behaviorally stated and those not so stated; (c) identify action verbs useful to constructing behavioral objectives; (d) write objectives for a field of cognitive…

  3. A Model of Adaptive Language Learning

    ERIC Educational Resources Information Center

    Woodrow, Lindy J.

    2006-01-01

    This study applies theorizing from educational psychology and language learning to hypothesize a model of language learning that takes into account affect, motivation, and language learning strategies. The study employed a questionnaire to assess variables of motivation, self-efficacy, anxiety, and language learning strategies. The sample…

  4. Yeast Can Affect Behavior and Learning.

    ERIC Educational Resources Information Center

    Crook, William G.

    1984-01-01

    A pediatrician recounts his experiences in diagnosing and treating allergies to common yeast germs that may result in behavior and learning problems. He lists characteristics that may predispose children to yeast-connected health problems. (CL)

  5. Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

    NASA Astrophysics Data System (ADS)

    Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

    2014-05-01

    We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the

  6. Relevance of a Neurophysiological Marker of Attention Allocation for Children's Learning-Related Behaviors and Academic Performance

    ERIC Educational Resources Information Center

    Willner, Cynthia J.; Gatzke-Kopp, Lisa M.; Bierman, Karen L.; Greenberg, Mark T.; Segalowitz, Sidney J.

    2015-01-01

    Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related…

  7. Continuous and embedded learning in autonomous vehicles: adapting to sensor failures

    NASA Astrophysics Data System (ADS)

    Schultz, Alan C.; Grefenstette, John J.

    2000-07-01

    This project describes an approach to creating autonomous systems that can continue to learn throughout their lives, that is, to be adaptive to changes in the environment and in their own capabilities. Evolutionary learning methods have been found to be useful in several areas in the development of autonomous vehicles. In our research, evolutionary algorithms are used to explore the alternative robot behaviors within a simulation model as a way of reducing the overall knowledge engineering effort. The learned behaviors are then tested in the actual robot and the results compared. Initial research demonstrated the ability to learn reasonable complex robot behaviors such as herding, and navigation and collision avoidance using this offline learning approach. In this work, the vehicle is always exploring different strategies via an internal simulation model; the simulation in term, is changing over time to better match the world. This model, which we call Continuous and Embedded Learning (also referred to as Anytime Learning), is a general approach to continuous learning in a changing environment. The agent's learning module continuously tests new strategies against a simulation model of the task environment, and dynamically updates the knowledge base used by the agent on the basis of the results. The execution module controls the agent's interaction with the environment, and includes a monitor that can dynamically modify the simulation model based on its observations of the environment. When a simulation model is modified, the learning process continues on the modified model. The learning system is assume to operate indefinitely, and the execution system uses the results of learning as they become available. Early experimental studies demonstrate a robot that can learn to adapt to failures in its sonar sensors.

  8. Adaptive Learning for ESL Based on Computation

    ERIC Educational Resources Information Center

    Wang, Ya-huei; Liao, Hung-Chang

    2011-01-01

    In the conventional English as a Second Language (ESL) class-based learning environment, teachers use a fixed learning sequence and content for all students without considering the diverse needs of each individual. There is a great deal of diversity within and between classes. Hence, if students' learning outcomes are to be maximised, it is…

  9. Panel V: Adaptive Health Behaviors Among Ethnic Minorities

    PubMed Central

    Bagley, Shirley P.; Angel, Ronald; Dilworth-Anderson, Peggye; Liu, William; Schinke, Steven

    2006-01-01

    Race, ethnicity, and cultural attitudes and practices are among the variables that influence health behaviors, including adaptive health behaviors. The following discussions highlight the important role of social conditions in shaping health behaviors and the central role of family in promoting health across the Asian, Hispanic, Native American, and African American ethnic groups. Factors that may lead to health-damaging behaviors are also discussed. The need for additional research that identifies correlations among physiological, social, and behavioral factors and health behaviors, as well as underlying mechanisms, is called for. PMID:8654341

  10. Towards adaptation in e-learning 2.0

    NASA Astrophysics Data System (ADS)

    Cristea, Alexandra I.; Ghali, Fawaz

    2011-04-01

    This paper presents several essential steps from an overall study on shaping new ways of learning and teaching, by using the synergetic merger of three different fields: Web 2.0, e-learning and adaptation (in particular, personalisation to the learner). These novel teaching and learning ways-the latter focus of this paper-are reflected in and finally adding to various versions of the My Online Teacher 2.0 adaptive system. In particular, this paper focuses on a study of how to more effectively use and combine the recommendation of peers and content adaptation to enhance the learning outcome in e-learning systems based on Web 2.0. In order to better isolate and examine the effects of peer recommendation and adaptive content presentation, we designed experiments inspecting collaboration between individuals based on recommendation of peers who have greater knowledge, and compare this to adaptive content recommendation, as well as to "simple" learning in a system with a minimum of Web 2.0 support. Overall, the results of adding peer recommendation and adaptive content presentation were encouraging, and are further discussed in detail in this paper.

  11. Learning Experiences Reuse Based on an Ontology Modeling to Improve Adaptation in E-Learning Systems

    ERIC Educational Resources Information Center

    Hadj M'tir, Riadh; Rumpler, Béatrice; Jeribi, Lobna; Ben Ghezala, Henda

    2014-01-01

    Current trends in e-Learning focus mainly on personalizing and adapting the learning environment and learning process. Although their increasingly number, theses researches often ignore the concepts of capitalization and reuse of learner experiences which can be exploited later by other learners. Thus, the major challenge of distance learning is…

  12. A Learning Style Perspective to Investigate the Necessity of Developing Adaptive Learning Systems

    ERIC Educational Resources Information Center

    Hwang, Gwo-Jen; Sung, Han-Yu; Hung, Chun-Ming; Huang, Iwen

    2013-01-01

    Learning styles are considered to be one of the factors that need to be taken into account in developing adaptive learning systems. However, few studies have been conducted to investigate if students have the ability to choose the best-fit e-learning systems or content presentation styles for themselves in terms of learning style perspective. In…

  13. An Intelligent E-Learning System Based on Learner Profiling and Learning Resources Adaptation

    ERIC Educational Resources Information Center

    Tzouveli, Paraskevi; Mylonas, Phivos; Kollias, Stefanos

    2008-01-01

    Taking advantage of the continuously improving, web-based learning systems plays an important role for self-learning, especially in the case of working people. Nevertheless, learning systems do not generally adapt to learners' profiles. Learners have to spend a lot of time before reaching the learning goal that is compatible with their knowledge…

  14. Behaviorally Oriented Programs for Learning Disabled Children.

    ERIC Educational Resources Information Center

    Dolly, John P.; Pittman, Bettie R.

    Considered in the paper are the contributions of behaviorally and accountability based instruction and therapy approaches to the education of learning disabled students. Pointed out in a section on individualized instruction are advantages (such as shared knowledge of learning goals and ease of evaluation) as well as disadvantages (including…

  15. Implementation of an Adaptive Learning System Using a Bayesian Network

    ERIC Educational Resources Information Center

    Yasuda, Keiji; Kawashima, Hiroyuki; Hata, Yoko; Kimura, Hiroaki

    2015-01-01

    An adaptive learning system is proposed that incorporates a Bayesian network to efficiently gauge learners' understanding at the course-unit level. Also, learners receive content that is adapted to their measured level of understanding. The system works on an iPad via the Edmodo platform. A field experiment using the system in an elementary school…

  16. Enhancing Student Motivation and Learning within Adaptive Tutors

    ERIC Educational Resources Information Center

    Ostrow, Korinn S.

    2015-01-01

    My research is rooted in improving K-12 educational practice using motivational facets made possible through adaptive tutoring systems. In an attempt to isolate best practices within the science of learning, I conduct randomized controlled trials within ASSISTments, an online adaptive tutoring system that provides assistance and assessment to…

  17. Particle Swarm Social Model for Group Social Learning in Adaptive Environment

    SciTech Connect

    Cui, Xiaohui; Potok, Thomas E; Treadwell, Jim N; Patton, Robert M; Pullum, Laura L

    2008-01-01

    This report presents a study of integrating particle swarm algorithm, social knowledge adaptation and multi-agent approaches for modeling the social learning of self-organized groups and their collective searching behavior in an adaptive environment. The objective of this research is to apply the particle swarm metaphor as a model of social learning for a dynamic environment. The research provides a platform for understanding and insights into knowledge discovery and strategic search in human self-organized social groups, such as insurgents or online communities.

  18. Modular Inverse Reinforcement Learning for Visuomotor Behavior

    PubMed Central

    Rothkopf, Constantin A.; Ballard, Dana H.

    2013-01-01

    In a large variety of situations one would like to have an expressive and accurate model of observed animal or human behavior. While general purpose mathematical models may capture successfully properties of observed behavior, it is desirable to root models in biological facts. Because of ample empirical evidence for reward-based learning in visuomotor tasks we use a computational model based on the assumption that the observed agent is balancing the costs and benefits of its behavior to meet its goals. This leads to using the framework of Reinforcement Learning, which additionally provides well-established algorithms for learning of visuomotor task solutions. To quantify the agent’s goals as rewards implicit in the observed behavior we propose to use inverse reinforcement learning, which quantifies the agent’s goals as rewards implicit in the observed behavior. Based on the assumption of a modular cognitive architecture, we introduce a modular inverse reinforcement learning algorithm that estimates the relative reward contributions of the component tasks in navigation, consisting of following a path while avoiding obstacles and approaching targets. It is shown how to recover the component reward weights for individual tasks and that variability in observed trajectories can be explained succinctly through behavioral goals. It is demonstrated through simulations that good estimates can be obtained already with modest amounts of observation data, which in turn allows the prediction of behavior in novel configurations. PMID:23832417

  19. The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

    ERIC Educational Resources Information Center

    Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

    2015-01-01

    This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

  20. Adaptive E-Learning Environments: Research Dimensions and Technological Approaches

    ERIC Educational Resources Information Center

    Di Bitonto, Pierpaolo; Roselli, Teresa; Rossano, Veronica; Sinatra, Maria

    2013-01-01

    One of the most closely investigated topics in e-learning research has always been the effectiveness of adaptive learning environments. The technological evolutions that have dramatically changed the educational world in the last six decades have allowed ever more advanced and smarter solutions to be proposed. The focus of this paper is to depict…

  1. Design of Adaptive Hypermedia Learning Systems: A Cognitive Style Approach

    ERIC Educational Resources Information Center

    Mampadi, Freddy; Chen, Sherry Y.; Ghinea, Gheorghita; Chen, Ming-Puu

    2011-01-01

    In the past decade, a number of adaptive hypermedia learning systems have been developed. However, most of these systems tailor presentation content and navigational support solely according to students' prior knowledge. On the other hand, previous research suggested that cognitive styles significantly affect student learning because they refer to…

  2. RASCAL: A Rudimentary Adaptive System for Computer-Aided Learning.

    ERIC Educational Resources Information Center

    Stewart, John Christopher

    Both the background of computer-assisted instruction (CAI) systems in general and the requirements of a computer-aided learning system which would be a reasonable assistant to a teacher are discussed. RASCAL (Rudimentary Adaptive System for Computer-Aided Learning) is a first attempt at defining a CAI system which would individualize the learning…

  3. Combining Adaptive Hypermedia with Project and Case-Based Learning

    ERIC Educational Resources Information Center

    Papanikolaou, Kyparisia; Grigoriadou, Maria

    2009-01-01

    In this article we investigate the design of educational hypermedia based on constructivist learning theories. According to the principles of project and case-based learning we present the design rational of an Adaptive Educational Hypermedia system prototype named MyProject; learners working with MyProject undertake a project and the system…

  4. Adapting Online Self-Regulated Learning Scale into Turkish

    ERIC Educational Resources Information Center

    Korkmaz, Ozgen; Kaya, Sinan

    2012-01-01

    The purpose of this study is to determine online self-regulated learning levels of students by adapting "Online Self-Regulated Learning Scale" designed by Barnard and his colleagues into Turkish. Present study, irrespective of being a scale analysis, is at the same time a qualitative research. It is executed via scan model. Study group of research…

  5. Adapting Behavioral Interventions for Social Media Delivery

    PubMed Central

    Waring, Molly E; May, Christine N; Ding, Eric Y; Kunz, Werner H; Hayes, Rashelle; Oleski, Jessica L

    2016-01-01

    Patients are increasingly using online social networks (ie, social media) to connect with other patients and health care professionals—a trend called peer-to-peer health care. Because online social networks provide a means for health care professionals to communicate with patients, and for patients to communicate with each other, an opportunity exists to use social media as a modality to deliver behavioral interventions. Social media-delivered behavioral interventions have the potential to reduce the expense of behavioral interventions by eliminating visits, as well as increase our access to patients by becoming embedded in their social media feeds. Trials of online social network-delivered behavioral interventions have shown promise, but much is unknown about intervention development and methodology. In this paper, we discuss the process by which investigators can translate behavioral interventions for social media delivery. We present a model that describes the steps and decision points in this process, including the necessary training and reporting requirements. We also discuss issues pertinent to social media-delivered interventions, including cost, scalability, and privacy. Finally, we identify areas of research that are needed to optimize this emerging behavioral intervention modality. PMID:26825969

  6. Adapting Behavioral Interventions for Social Media Delivery.

    PubMed

    Pagoto, Sherry; Waring, Molly E; May, Christine N; Ding, Eric Y; Kunz, Werner H; Hayes, Rashelle; Oleski, Jessica L

    2016-01-01

    Patients are increasingly using online social networks (ie, social media) to connect with other patients and health care professionals--a trend called peer-to-peer health care. Because online social networks provide a means for health care professionals to communicate with patients, and for patients to communicate with each other, an opportunity exists to use social media as a modality to deliver behavioral interventions. Social media-delivered behavioral interventions have the potential to reduce the expense of behavioral interventions by eliminating visits, as well as increase our access to patients by becoming embedded in their social media feeds. Trials of online social network-delivered behavioral interventions have shown promise, but much is unknown about intervention development and methodology. In this paper, we discuss the process by which investigators can translate behavioral interventions for social media delivery. We present a model that describes the steps and decision points in this process, including the necessary training and reporting requirements. We also discuss issues pertinent to social media-delivered interventions, including cost, scalability, and privacy. Finally, we identify areas of research that are needed to optimize this emerging behavioral intervention modality. PMID:26825969

  7. Cultural Adaptations of Behavioral Health Interventions: A Progress Report

    ERIC Educational Resources Information Center

    Barrera, Manuel, Jr.; Castro, Felipe G.; Strycker, Lisa A.; Toobert, Deborah J.

    2013-01-01

    Objective: To reduce health disparities, behavioral health interventions must reach subcultural groups and demonstrate effectiveness in improving their health behaviors and outcomes. One approach to developing such health interventions is to culturally adapt original evidence-based interventions. The goals of the article are to (a) describe…

  8. Adaptation of the Patterns of Adaptive Learning Scales (PALS) to Turkish Students: Factorial Validity and Reliability

    ERIC Educational Resources Information Center

    Cikrikci-Demirtash, R. Nukhet

    2005-01-01

    The study presented in this article was conducted to determine psychometric features of scales for Turkish students by adapting the Patterns of Adaptive Learning Scales (PALS) developed by Midgley and others (2000) to the Turkish language in order to measure personal and classroom goal orientations. The scales were developed to test…

  9. Adaptive method of realizing natural gradient learning for multilayer perceptrons.

    PubMed

    Amari, S; Park, H; Fukumizu, K

    2000-06-01

    The natural gradient learning method is known to have ideal performances for on-line training of multilayer perceptrons. It avoids plateaus, which give rise to slow convergence of the backpropagation method. It is Fisher efficient, whereas the conventional method is not. However, for implementing the method, it is necessary to calculate the Fisher information matrix and its inverse, which is practically very difficult. This article proposes an adaptive method of directly obtaining the inverse of the Fisher information matrix. It generalizes the adaptive Gauss-Newton algorithms and provides a solid theoretical justification of them. Simulations show that the proposed adaptive method works very well for realizing natural gradient learning. PMID:10935719

  10. Adaptation to nocturnality - learning from avian genomes.

    PubMed

    Le Duc, Diana; Schöneberg, Torsten

    2016-07-01

    The recent availability of multiple avian genomes has laid the foundation for a huge variety of comparative genomics analyses including scans for changes and signatures of selection that arose from adaptions to new ecological niches. Nocturnal adaptation in birds, unlike in mammals, is comparatively recent, a fact that makes birds good candidates for identifying early genetic changes that support adaptation to dim-light environments. In this review, we give examples of comparative genomics analyses that could shed light on mechanisms of adaptation to nocturnality. We present advantages and disadvantages of both "data-driven" and "hypothesis-driven" approaches that lead to the discovery of candidate genes and genetic changes promoting nocturnality. We anticipate that the accessibility of multiple genomes from the Genome 10K Project will allow a better understanding of evolutionary mechanisms and adaptation in general. PMID:27172298

  11. Qualitative adaptive reward learning with success failure maps: applied to humanoid robot walking.

    PubMed

    Nassour, John; Hugel, Vincent; Ben Ouezdou, Fethi; Cheng, Gordon

    2013-01-01

    In the human brain, rewards are encoded in a flexible and adaptive way after each novel stimulus. Neurons of the orbitofrontal cortex are the key reward structure of the brain. Neurobiological studies show that the anterior cingulate cortex of the brain is primarily responsible for avoiding repeated mistakes. According to vigilance threshold, which denotes the tolerance to risks, we can differentiate between a learning mechanism that takes risks and one that averts risks. The tolerance to risk plays an important role in such a learning mechanism. Results have shown the differences in learning capacity between risk-taking and risk-avert behaviors. These neurological properties provide promising inspirations for robot learning based on rewards. In this paper, we propose a learning mechanism that is able to learn from negative and positive feedback with reward coding adaptively. It is composed of two phases: evaluation and decision making. In the evaluation phase, we use a Kohonen self-organizing map technique to represent success and failure. Decision making is based on an early warning mechanism that enables avoiding repeating past mistakes. The behavior to risk is modulated in order to gain experiences for success and for failure. Success map is learned with adaptive reward that qualifies the learned task in order to optimize the efficiency. Our approach is presented with an implementation on the NAO humanoid robot, controlled by a bioinspired neural controller based on a central pattern generator. The learning system adapts the oscillation frequency and the motor neuron gain in pitch and roll in order to walk on flat and sloped terrain, and to switch between them. PMID:24808209

  12. A model for culturally adapting a learning system.

    PubMed

    Del Rosario, M L

    1975-12-01

    The Cross-Cultural Adaption Model (XCAM) is designed to help identify cultural values contained in the text, narration, or visual components of a learning instrument and enables the adapter to evaluate his adapted model so that he can modify or revise it, and allows him to assess the modified version by actually measuring the amount of cultural conflict still present in it. Such a model would permit world-wide adaption of learning materials in population regulation. A random sample of the target group is selected. The adapter develops a measurin g instrument, the cross-cultural adaption scale (XCA), a number of statements about the cultural affinity of the object evaluated. The pretest portion of the sample tests the clarity and understandability of the rating scale to be used for evaluating the instructional materials; the pilot group analyzes the original version of the instructional mater ials, determines the criteria for change, and analyzes the adapted version in terms of these criteria; the control group is administered the original version of the learning materials; and the experimental group is administered the adapted version. Finally, the responses obtained from the XRA rating scale and discussions of both the experimental and control groups are studied and group differences are ev aluated according to cultural conflicts met with each version. With this data, the preferred combination of elements is constructed. PMID:12307758

  13. Adaptive and maladaptive behavior of idiots savants.

    PubMed

    Duckett, J

    1977-11-01

    A comparison was made of 25 institutionalized idiots savants and a control group of institutionalized retarded persons matched for age, sex, IQ, and length of institutionalization. As a group, idiots savants were found to be somewhat more disturbed and disturbing than their peers, although they did not show extreme emotional disturbance nor reflect a clear behavioral profile. PMID:930969

  14. Adaptive coupling of inferior olive neurons in cerebellar learning.

    PubMed

    Tokuda, Isao T; Hoang, Huu; Schweighofer, Nicolas; Kawato, Mitsuo

    2013-11-01

    In the cerebellar learning hypothesis, inferior olive neurons are presumed to transmit high fidelity error signals, despite their low firing rates. The idea of chaotic resonance has been proposed to realize efficient error transmission by desynchronized spiking activities induced by moderate electrical coupling between inferior olive neurons. A recent study suggests that the coupling strength between inferior olive neurons can be adaptive and may decrease during the learning process. We show that such a decrease in coupling strength can be beneficial for motor learning, since efficient coupling strength depends upon the magnitude of the error signals. We introduce a scheme of adaptive coupling that enhances the learning of a neural controller for fast arm movements. Our numerical study supports the view that the controlling strategy of the coupling strength provides an additional degree of freedom to optimize the actual learning in the cerebellum. PMID:23337637

  15. Associative learning rapidly establishes neuronal representations of upcoming behavioral choices in crows.

    PubMed

    Veit, Lena; Pidpruzhnykova, Galyna; Nieder, Andreas

    2015-12-01

    The ability to form associations between behaviorally relevant sensory stimuli is fundamental for goal-directed behaviors. We investigated neuronal activity in the telencephalic area nidopallium caudolaterale (NCL) while two crows (Corvus corone) performed a delayed association task. Whereas some paired associates were familiar to the crows, novel associations had to be learned and mapped to the same target stimuli within a single session. We found neurons that prospectively encoded the chosen test item during the delay for both familiar and newly learned associations. These neurons increased their selectivity during learning in parallel with the crows' increased behavioral performance. Thus, sustained activity in the NCL actively processes information for the upcoming behavioral choice. These data provide new insights into memory representations of behaviorally meaningful stimuli in birds, and how such representations are formed during learning. The findings suggest that the NCL plays a role in learning arbitrary associations, a cornerstone of corvids' remarkable behavioral flexibility and adaptability. PMID:26598669

  16. Associative learning rapidly establishes neuronal representations of upcoming behavioral choices in crows

    PubMed Central

    Veit, Lena; Pidpruzhnykova, Galyna; Nieder, Andreas

    2015-01-01

    The ability to form associations between behaviorally relevant sensory stimuli is fundamental for goal-directed behaviors. We investigated neuronal activity in the telencephalic area nidopallium caudolaterale (NCL) while two crows (Corvus corone) performed a delayed association task. Whereas some paired associates were familiar to the crows, novel associations had to be learned and mapped to the same target stimuli within a single session. We found neurons that prospectively encoded the chosen test item during the delay for both familiar and newly learned associations. These neurons increased their selectivity during learning in parallel with the crows' increased behavioral performance. Thus, sustained activity in the NCL actively processes information for the upcoming behavioral choice. These data provide new insights into memory representations of behaviorally meaningful stimuli in birds, and how such representations are formed during learning. The findings suggest that the NCL plays a role in learning arbitrary associations, a cornerstone of corvids’ remarkable behavioral flexibility and adaptability. PMID:26598669

  17. Driver's adaptive glance behavior to in-vehicle information systems.

    PubMed

    Peng, Yiyun; Boyle, Linda Ng

    2015-12-01

    The purpose of this study was to examine the adaptive behavior of drivers as they engage with in-vehicle devices over time and in varying driving situations. Behavioral adaptation has been shown to occur among drivers after prolonged use of in-vehicle devices, but few studies have examined drivers' risk levels across different driving demands. A multi-day simulator study was conducted with 28 young drivers (under 30 years old) as they engaged in different text entry and reading tasks while driving in two different traffic conditions. Cluster analysis was used to categorize drivers based on their risk levels and random coefficient models were used to assess changes in drivers' eye glance behavior. Glance duration significantly increased over time while drivers were performing text entry tasks but not for text reading tasks. High-risk drivers had longer maximum eyes-off-road when performing long text entry tasks compared to low-risk drivers, and this difference increased over time. The traffic condition also had a significant impact on drivers' glance behavior. This study suggests that drivers may exhibit negative behavioral adaptation as they become more comfortable with using in-vehicle technologies over time. Results of this paper may provide guidance for the design of in-vehicle devices that adapt based on the context of the situation. It also demonstrates that random coefficient models can be used to obtain better estimations of driver behavior when there are large individual differences. PMID:26406538

  18. Kindergarten Children's Perceptions of "Anthropomorphic Artifacts" with Adaptive Behavior

    ERIC Educational Resources Information Center

    Kuperman, Asi; Mioduser, David

    2012-01-01

    In recent years, children from a kindergarten in central Israel have been exposed to learning experiences in technology as part of the implementation of a curriculum based on technological thinking, including topics related to behaving-adaptive-artifacts (e.g., robots). This study aims to unveil children's stance towards behaving artifacts:…

  19. Learning & retention in adaptive serious games.

    PubMed

    Bergeron, Bryan P

    2008-01-01

    Serious games are being actively explored as supplements to and, in some cases, replacement for traditional didactic lectures and computer-based instruction in venues ranging from medicine to the military. As part of an intelligent tutoring system (ITS) for nuclear event first responders, we designed and evaluated two serious games that were integrated with adaptive multimedia content. Results reveal that there was no decay in score six weeks following game-based training, which contrasts with results expected with traditional training. This study suggests that adaptive serious games may help integrate didactic content presented though conventional means. PMID:18391250

  20. Linking Individual and Collective Behavior in Adaptive Social Networks

    NASA Astrophysics Data System (ADS)

    Pinheiro, Flávio L.; Santos, Francisco C.; Pacheco, Jorge M.

    2016-03-01

    Adaptive social structures are known to promote the evolution of cooperation. However, up to now the characterization of the collective, population-wide dynamics resulting from the self-organization of individual strategies on a coevolving, adaptive network has remained unfeasible. Here we establish a (reversible) link between individual (micro)behavior and collective (macro)behavior for coevolutionary processes. We demonstrate that an adaptive network transforms a two-person social dilemma locally faced by individuals into a collective dynamics that resembles that associated with an N -person coordination game, whose characterization depends sensitively on the relative time scales between the entangled behavioral and network evolutions. In particular, we show that the faster the relative rate of adaptation of the network, the smaller the critical fraction of cooperators required for cooperation to prevail, thus establishing a direct link between network adaptation and the evolution of cooperation. The framework developed here is general and may be readily applied to other dynamical processes occurring on adaptive networks, notably, the spreading of contagious diseases or the diffusion of innovations.

  1. Delayed feedback during sensorimotor learning selectively disrupts adaptation but not strategy use.

    PubMed

    Brudner, Samuel N; Kethidi, Nikhit; Graeupner, Damaris; Ivry, Richard B; Taylor, Jordan A

    2016-03-01

    In sensorimotor adaptation tasks, feedback delays can cause significant reductions in the rate of learning. This constraint is puzzling given that many skilled behaviors have inherently long delays (e.g., hitting a golf ball). One difference in these task domains is that adaptation is primarily driven by error-based feedback, whereas skilled performance may also rely to a large extent on outcome-based feedback. This difference suggests that error- and outcome-based feedback may engage different learning processes, and these processes may be associated with different temporal constraints. We tested this hypothesis in a visuomotor adaptation task. Error feedback was indicated by the terminal position of a cursor, while outcome feedback was indicated by points. In separate groups of participants, the two feedback signals were presented immediately at the end of the movement, after a delay, or with just the error feedback delayed. Participants learned to counter the rotation in a similar manner regardless of feedback delay. However, the aftereffect, an indicator of implicit motor adaptation, was attenuated with delayed error feedback, consistent with the hypothesis that a different learning process supports performance under delay. We tested this by employing a task that dissociates the contribution of explicit strategies and implicit adaptation. We find that explicit aiming strategies contribute to the majority of the learning curve, regardless of delay; however, implicit learning, measured over the course of learning and by aftereffects, was significantly attenuated with delayed error-based feedback. These experiments offer new insight into the temporal constraints associated with different motor learning processes. PMID:26792878

  2. Multidimensionality of Teachers' Graded Responses for Preschoolers' Stylistic Learning Behavior: The Learning-to-Learn Scales

    ERIC Educational Resources Information Center

    McDermott, Paul A.; Fantuzzo, John W.; Warley, Heather P.; Waterman, Clare; Angelo, Lauren E.; Gadsden, Vivian L.; Sekino, Yumiko

    2011-01-01

    Assessment of preschool learning behavior has become very popular as a mechanism to inform cognitive development and promote successful interventions. The most widely used measures offer sound predictions but distinguish only a few types of stylistic learning and lack sensitive growth detection. The Learning-to-Learn Scales was designed to…

  3. Cultural Adaptations of Behavioral Health Interventions: A Progress Report

    PubMed Central

    Barrera, Manuel

    2014-01-01

    Objective To reduce health disparities, behavioral health interventions must reach subcultural groups and demonstrate effectiveness in improving their health behaviors and outcomes. One approach to developing such health interventions is to culturally adapt original evidence-based interventions. The goals of the paper are to (a) describe consensus on the stages involved in developing cultural adaptations, (b) identify common elements in cultural adaptations, (c) examine evidence on the effectiveness of culturally enhanced interventions for various health conditions, and (d) pose questions for future research. Method Influential literature from the past decade was examined to identify points of consensus. Results There is agreement that cultural adaptation can be organized into five stages: information gathering, preliminary design, preliminary testing, refinement, and final trial. With few exceptions, reviews of several health conditions (e.g., AIDS, asthma, diabetes) concluded that culturally enhanced interventions are more effective in improving health outcomes than usual care or other control conditions. Conclusion Progress has been made in establishing methods for conducting cultural adaptations and providing evidence of their effectiveness. Future research should include evaluations of cultural adaptations developed in stages, tests to determine the effectiveness of cultural adaptations relative to the original versions, and studies that advance our understanding of cultural constructs’ contributions to intervention engagement and efficacy. PMID:22289132

  4. Teacher Adaptation to Open Learning Spaces

    ERIC Educational Resources Information Center

    Alterator, Scott; Deed, Craig

    2013-01-01

    The "open classroom" emerged as a reaction against the industrial-era enclosed and authoritarian classroom. Although contemporary school architecture continues to incorporate and express ideas of openness, more research is needed about how teachers adapt to new and different built contexts. Our purpose is to identify teacher reaction to…

  5. Behavioral tagging of extinction learning.

    PubMed

    de Carvalho Myskiw, Jociane; Benetti, Fernando; Izquierdo, Iván

    2013-01-15

    Extinction of contextual fear in rats is enhanced by exposure to a novel environment at 1-2 h before or 1 h after extinction training. This effect is antagonized by administration of protein synthesis inhibitors anisomycin and rapamycin into the hippocampus, but not into the amygdala, immediately after either novelty or extinction training, as well as by the gene expression blocker 5,6-dichloro-1-beta-D-ribofuranosylbenzimidazole administered after novelty training, but not after extinction training. Thus, this effect can be attributed to a mechanism similar to synaptic tagging, through which long-term potentiation can be enhanced by other long-term potentiations or by exposure to a novel environment in a protein synthesis-dependent fashion. Extinction learning produces a tag at the appropriate synapses, whereas novelty learning causes the synthesis of plasticity-related proteins that are captured by the tag, strengthening the synapses that generated this tag. PMID:23277583

  6. Saccade Adaptation Abnormalities Implicate Dysfunction of Cerebellar-Dependent Learning Mechanisms in Autism Spectrum Disorders (ASD)

    PubMed Central

    Mosconi, Matthew W.; Luna, Beatriz; Kay-Stacey, Margaret; Nowinski, Caralynn V.; Rubin, Leah H.; Scudder, Charles; Minshew, Nancy; Sweeney, John A.

    2013-01-01

    The cerebellar vermis (lobules VI-VII) has been implicated in both postmortem and neuroimaging studies of autism spectrum disorders (ASD). This region maintains the consistent accuracy of saccadic eye movements and plays an especially important role in correcting systematic errors in saccade amplitudes such as those induced by adaptation paradigms. Saccade adaptation paradigms have not yet been used to study ASD. Fifty-six individuals with ASD and 53 age-matched healthy controls performed an intrasaccadic target displacement task known to elicit saccadic adaptation reflected in an amplitude reduction. The rate of amplitude reduction and the variability of saccade amplitude across 180 adaptation trials were examined. Individuals with ASD adapted slower than healthy controls, and demonstrated more variability of their saccade amplitudes across trials prior to, during and after adaptation. Thirty percent of individuals with ASD did not significantly adapt, whereas only 6% of healthy controls failed to adapt. Adaptation rate and amplitude variability impairments were related to performance on a traditional neuropsychological test of manual motor control. The profile of impaired adaptation and reduced consistency of saccade accuracy indicates reduced neural plasticity within learning circuits of the oculomotor vermis that impedes the fine-tuning of motor behavior in ASD. These data provide functional evidence of abnormality in the cerebellar vermis that converges with previous reports of cellular and gross anatomic dysmorphology of this brain region in ASD. PMID:23704934

  7. Static aeroelastic behavior of an adaptive laminated piezoelectric composite wing

    NASA Technical Reports Server (NTRS)

    Weisshaar, T. A.; Ehlers, S. M.

    1990-01-01

    The effect of using an adaptive material to modify the static aeroelastic behavior of a uniform wing is examined. The wing structure is idealized as a laminated sandwich structure with piezoelectric layers in the upper and lower skins. A feedback system that senses the wing root loads applies a constant electric field to the piezoelectric actuator. Modification of pure torsional deformaton behavior and pure bending deformation are investigated, as is the case of an anisotropic composite swept wing. The use of piezoelectric actuators to create an adaptive structure is found to alter static aeroelastic behavior in that the proper choice of the feedback gain can increase or decrease the aeroelastic divergence speed. This concept also may be used to actively change the lift effectiveness of a wing. The ability to modify static aeroelastic behavior is limited by physical limitations of the piezoelectric material and the manner in which it is integrated into the parent structure.

  8. Psychosocial and Adaptive Deficits Associated with Learning Disability Subtypes

    ERIC Educational Resources Information Center

    Backenson, Erica M.; Holland, Sara C.; Kubas, Hanna A.; Fitzer, Kim R.; Wilcox, Gabrielle; Carmichael, Jessica A.; Fraccaro, Rebecca L.; Smith, Amanda D.; Macoun, Sarah J.; Harrison, Gina L.; Hale, James B.

    2015-01-01

    Children with specific learning disabilities (SLD) have deficits in the basic psychological processes that interfere with learning and academic achievement, and for some SLD subtypes, these deficits can also lead to emotional and/or behavior problems. This study examined psychosocial functioning in 123 students, aged 6 to 11, who underwent…

  9. Auditory-Perceptual Learning Improves Speech Motor Adaptation in Children

    PubMed Central

    Shiller, Douglas M.; Rochon, Marie-Lyne

    2015-01-01

    Auditory feedback plays an important role in children’s speech development by providing the child with information about speech outcomes that is used to learn and fine-tune speech motor plans. The use of auditory feedback in speech motor learning has been extensively studied in adults by examining oral motor responses to manipulations of auditory feedback during speech production. Children are also capable of adapting speech motor patterns to perceived changes in auditory feedback, however it is not known whether their capacity for motor learning is limited by immature auditory-perceptual abilities. Here, the link between speech perceptual ability and the capacity for motor learning was explored in two groups of 5–7-year-old children who underwent a period of auditory perceptual training followed by tests of speech motor adaptation to altered auditory feedback. One group received perceptual training on a speech acoustic property relevant to the motor task while a control group received perceptual training on an irrelevant speech contrast. Learned perceptual improvements led to an enhancement in speech motor adaptation (proportional to the perceptual change) only for the experimental group. The results indicate that children’s ability to perceive relevant speech acoustic properties has a direct influence on their capacity for sensory-based speech motor adaptation. PMID:24842067

  10. Modelling Adaptive Learning Behaviours for Consensus Formation in Human Societies.

    PubMed

    Yu, Chao; Tan, Guozhen; Lv, Hongtao; Wang, Zhen; Meng, Jun; Hao, Jianye; Ren, Fenghui

    2016-01-01

    Learning is an important capability of humans and plays a vital role in human society for forming beliefs and opinions. In this paper, we investigate how learning affects the dynamics of opinion formation in social networks. A novel learning model is proposed, in which agents can dynamically adapt their learning behaviours in order to facilitate the formation of consensus among them, and thus establish a consistent social norm in the whole population more efficiently. In the model, agents adapt their opinions through trail-and-error interactions with others. By exploiting historical interaction experience, a guiding opinion, which is considered to be the most successful opinion in the neighbourhood, can be generated based on the principle of evolutionary game theory. Then, depending on the consistency between its own opinion and the guiding opinion, a focal agent can realize whether its opinion complies with the social norm (i.e., the majority opinion that has been adopted) in the population, and adapt its behaviours accordingly. The highlight of the model lies in that it captures the essential features of people's adaptive learning behaviours during the evolution and formation of opinions. Experimental results show that the proposed model can facilitate the formation of consensus among agents, and some critical factors such as size of opinion space and network topology can have significant influences on opinion dynamics. PMID:27282089

  11. Modelling Adaptive Learning Behaviours for Consensus Formation in Human Societies

    PubMed Central

    Yu, Chao; Tan, Guozhen; Lv, Hongtao; Wang, Zhen; Meng, Jun; Hao, Jianye; Ren, Fenghui

    2016-01-01

    Learning is an important capability of humans and plays a vital role in human society for forming beliefs and opinions. In this paper, we investigate how learning affects the dynamics of opinion formation in social networks. A novel learning model is proposed, in which agents can dynamically adapt their learning behaviours in order to facilitate the formation of consensus among them, and thus establish a consistent social norm in the whole population more efficiently. In the model, agents adapt their opinions through trail-and-error interactions with others. By exploiting historical interaction experience, a guiding opinion, which is considered to be the most successful opinion in the neighbourhood, can be generated based on the principle of evolutionary game theory. Then, depending on the consistency between its own opinion and the guiding opinion, a focal agent can realize whether its opinion complies with the social norm (i.e., the majority opinion that has been adopted) in the population, and adapt its behaviours accordingly. The highlight of the model lies in that it captures the essential features of people’s adaptive learning behaviours during the evolution and formation of opinions. Experimental results show that the proposed model can facilitate the formation of consensus among agents, and some critical factors such as size of opinion space and network topology can have significant influences on opinion dynamics. PMID:27282089

  12. Modelling Adaptive Learning Behaviours for Consensus Formation in Human Societies

    NASA Astrophysics Data System (ADS)

    Yu, Chao; Tan, Guozhen; Lv, Hongtao; Wang, Zhen; Meng, Jun; Hao, Jianye; Ren, Fenghui

    2016-06-01

    Learning is an important capability of humans and plays a vital role in human society for forming beliefs and opinions. In this paper, we investigate how learning affects the dynamics of opinion formation in social networks. A novel learning model is proposed, in which agents can dynamically adapt their learning behaviours in order to facilitate the formation of consensus among them, and thus establish a consistent social norm in the whole population more efficiently. In the model, agents adapt their opinions through trail-and-error interactions with others. By exploiting historical interaction experience, a guiding opinion, which is considered to be the most successful opinion in the neighbourhood, can be generated based on the principle of evolutionary game theory. Then, depending on the consistency between its own opinion and the guiding opinion, a focal agent can realize whether its opinion complies with the social norm (i.e., the majority opinion that has been adopted) in the population, and adapt its behaviours accordingly. The highlight of the model lies in that it captures the essential features of people’s adaptive learning behaviours during the evolution and formation of opinions. Experimental results show that the proposed model can facilitate the formation of consensus among agents, and some critical factors such as size of opinion space and network topology can have significant influences on opinion dynamics.

  13. Women, Subjectivities and Learning to Be Adaptable

    ERIC Educational Resources Information Center

    Cavanagh, Jillian

    2010-01-01

    Purpose: The purpose of this paper is to advance understandings of the subjectivities that influence auxiliary-level female employees' work and learning experiences in general legal practice. Moreover, the aim is to maximise the opportunities for these workers. Design/methodology/approach: A broader critical ethnographic study investigated…

  14. Professional Learning to Nurture Adaptive Teachers

    ERIC Educational Resources Information Center

    Lee, Kar-Tin

    2013-01-01

    This paper presents the findings of a study conducted in China to identify the potential benefits of incorporating robotics as an educational tool for 100 primary and 320 secondary school teachers of general technology. The Professional Learning Program was conducted from 2010-2013 in China. The major focus of the program was on the development…

  15. Dynamic adaptive learning for decision-making supporting systems

    NASA Astrophysics Data System (ADS)

    He, Haibo; Cao, Yuan; Chen, Sheng; Desai, Sachi; Hohil, Myron E.

    2008-03-01

    This paper proposes a novel adaptive learning method for data mining in support of decision-making systems. Due to the inherent characteristics of information ambiguity/uncertainty, high dimensionality and noisy in many homeland security and defense applications, such as surveillances, monitoring, net-centric battlefield, and others, it is critical to develop autonomous learning methods to efficiently learn useful information from raw data to help the decision making process. The proposed method is based on a dynamic learning principle in the feature spaces. Generally speaking, conventional approaches of learning from high dimensional data sets include various feature extraction (principal component analysis, wavelet transform, and others) and feature selection (embedded approach, wrapper approach, filter approach, and others) methods. However, very limited understandings of adaptive learning from different feature spaces have been achieved. We propose an integrative approach that takes advantages of feature selection and hypothesis ensemble techniques to achieve our goal. Based on the training data distributions, a feature score function is used to provide a measurement of the importance of different features for learning purpose. Then multiple hypotheses are iteratively developed in different feature spaces according to their learning capabilities. Unlike the pre-set iteration steps in many of the existing ensemble learning approaches, such as adaptive boosting (AdaBoost) method, the iterative learning process will automatically stop when the intelligent system can not provide a better understanding than a random guess in that particular subset of feature spaces. Finally, a voting algorithm is used to combine all the decisions from different hypotheses to provide the final prediction results. Simulation analyses of the proposed method on classification of different US military aircraft databases show the effectiveness of this method.

  16. Beyond adaptive-critic creative learning for intelligent mobile robots

    NASA Astrophysics Data System (ADS)

    Liao, Xiaoqun; Cao, Ming; Hall, Ernest L.

    2001-10-01

    Intelligent industrial and mobile robots may be considered proven technology in structured environments. Teach programming and supervised learning methods permit solutions to a variety of applications. However, we believe that to extend the operation of these machines to more unstructured environments requires a new learning method. Both unsupervised learning and reinforcement learning are potential candidates for these new tasks. The adaptive critic method has been shown to provide useful approximations or even optimal control policies to non-linear systems. The purpose of this paper is to explore the use of new learning methods that goes beyond the adaptive critic method for unstructured environments. The adaptive critic is a form of reinforcement learning. A critic element provides only high level grading corrections to a cognition module that controls the action module. In the proposed system the critic's grades are modeled and forecasted, so that an anticipated set of sub-grades are available to the cognition model. The forecasting grades are interpolated and are available on the time scale needed by the action model. The success of the system is highly dependent on the accuracy of the forecasted grades and adaptability of the action module. Examples from the guidance of a mobile robot are provided to illustrate the method for simple line following and for the more complex navigation and control in an unstructured environment. The theory presented that is beyond the adaptive critic may be called creative theory. Creative theory is a form of learning that models the highest level of human learning - imagination. The application of the creative theory appears to not only be to mobile robots but also to many other forms of human endeavor such as educational learning and business forecasting. Reinforcement learning such as the adaptive critic may be applied to known problems to aid in the discovery of their solutions. The significance of creative theory is that it

  17. A Learning-Style Theory for Understanding Autistic Behaviors

    PubMed Central

    Qian, Ning; Lipkin, Richard M.

    2011-01-01

    Understanding autism's ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup table (LUT) learning, which aims to store experiences precisely, to interpolation (INT) learning, which focuses on extracting underlying statistical structure (regularities) from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low- and high-dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name–number association in a phonebook). However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response). The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm), restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity), impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn regularities

  18. Endogenous Nuclear RNAi Mediates Behavioral Adaptation to Odor

    PubMed Central

    Juang, Bi-Tzen; Gu, Chen; Starnes, Linda; Palladino, Francesca; Goga, Andrei; Kennedy, Scott; L'Etoile, Noelle D.

    2014-01-01

    Summary Most eukaryotic cells express small regulatory RNAs. The purpose of one class, the somatic endogenous siRNAs (endo-siRNAs) remains unclear. Here we show the endo-siRNA pathway promotes odor adaptation in C. elegans AWC olfactory neurons. In adaptation, the nuclear Argonaute NRDE-3, which acts in AWC, is loaded with siRNAs targeting odr-1, a gene who's down regulation is required for adaptation. Concomitant with increased odr-1 siRNA in AWC, we observe increased binding of the HP1 homolog HPL-2 at the odr-1 locus in AWC and reduced odr-1 mRNA in adapted animals. Phosphorylation of HPL-2, an in vitro substrate of the EGL-4 kinase that promotes adaption, is necessary and sufficient for behavioral adaptation. Thus, environmental stimulation amplifies an endo-siRNA negative feedback loop to dynamically repress cognate gene expression and shape behavior. This class of siRNA may act broadly as a rheostat allowing prolonged stimulation to dampen gene expression and promote cellular memory formation. PMID:23993094

  19. Taking Aim at the Cognitive Side of Learning in Sensorimotor Adaptation Tasks.

    PubMed

    McDougle, Samuel D; Ivry, Richard B; Taylor, Jordan A

    2016-07-01

    Sensorimotor adaptation tasks have been used to characterize processes responsible for calibrating the mapping between desired outcomes and motor commands. Research has focused on how this form of error-based learning takes place in an implicit and automatic manner. However, recent work has revealed the operation of multiple learning processes, even in this simple form of learning. This review focuses on the contribution of cognitive strategies and heuristics to sensorimotor learning, and how these processes enable humans to rapidly explore and evaluate novel solutions to enable flexible, goal-oriented behavior. This new work points to limitations in current computational models, and how these must be updated to describe the conjoint impact of multiple processes in sensorimotor learning. PMID:27261056

  20. Adaptive Behavior in Toddlers under Two with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Paul, Rhea; Loomis, Rebecca; Chawarska, Katarzyna

    2014-01-01

    The Vineland Adaptive Behavior Scale was administered to 54 children diagnosed with autism spectrum disorder (ASD) before age 2, and a matching group of 18 toddlers with developmental delay (DD). The group with ASD was more impaired on all scales of the Vineland than DD peers. When 18 ASD/DD pairs very closely matched on age, verbal and nonverbal…

  1. Adaptations for Rural Behavior Disordered Pupils in the Mainstream.

    ERIC Educational Resources Information Center

    Wood, Judy W.; And Others

    1988-01-01

    Discusses instructional modifications to increase the academic success of rural behavior-disordered students in regular classes. Describes adaptations of teaching mode, media use, presentation of academic content, textbook content and organization, and test construction and administration. Contains 10 references. (SV)

  2. The Adaptive Behavior Scale: A Study of Criterion Validity.

    ERIC Educational Resources Information Center

    Spreat, Scott

    1980-01-01

    The validity of the Adaptive Behavior Scale (ABS) for placement purposes was estimated using as Ss 95 formerly institutionalized retarded persons, 97 institutional residents referred for discharge, and 178 institutional residents. Results suggest that knowledge of an individual's ABS scores would enable a test user to make valid estimates of group…

  3. Amyotrophic Lateral Sclerosis: An Introduction to Psychosocial and Behavioral Adaptations.

    ERIC Educational Resources Information Center

    Hoffman, R. Leigh; Decker, Thomas W.

    1993-01-01

    Defines amyotrophic lateral sclerosis (ALS) as motor-neuron disease that is terminal. Discusses symptoms associated with ALS and identifies treatment options. Reviews psychological and behavioral adaptations in regard to ALS clients, their families, and professionals who work with them. Discusses support groups as method of reducing stress for ALS…

  4. Sensory Processing Subtypes in Autism: Association with Adaptive Behavior

    ERIC Educational Resources Information Center

    Lane, Alison E.; Young, Robyn L.; Baker, Amy E. Z.; Angley, Manya T.

    2010-01-01

    Children with autism are frequently observed to experience difficulties in sensory processing. This study examined specific patterns of sensory processing in 54 children with autistic disorder and their association with adaptive behavior. Model-based cluster analysis revealed three distinct sensory processing subtypes in autism. These subtypes…

  5. Do Behavioral Objectives Improve Student Learning?

    ERIC Educational Resources Information Center

    Yook, Eunkyong

    Attempting to account for criticisms of earlier studies, a study investigated whether behavioral objectives improved student learning. Subjects, 43 undergraduate students enrolled in a business and professional communication course at a large mid-western university, were randomly divided into two groups. One group stayed in class and received…

  6. Organic Determinants of Learning and Behavioral Disorders.

    ERIC Educational Resources Information Center

    Philpott, William H.; And Others

    Theories regarding organic determinants of learning and behavior disorders are reviewed historically. Cases illustrating how a bio-ecologic examination can isolate the substances to which a person reacts and some of the reasons for those reactions are presented; and the role of various disorders in relation to the central nervous system is…

  7. Opportunistic Behavior in Motivated Learning Agents.

    PubMed

    Graham, James; Starzyk, Janusz A; Jachyra, Daniel

    2015-08-01

    This paper focuses on the novel motivated learning (ML) scheme and opportunistic behavior of an intelligent agent. It extends previously developed ML to opportunistic behavior in a multitask situation. Our paper describes the virtual world implementation of autonomous opportunistic agents learning in a dynamically changing environment, creating abstract goals, and taking advantage of arising opportunities to improve their performance. An opportunistic agent achieves better results than an agent based on ML only. It does so by minimizing the average value of all need signals rather than a dominating need. This paper applies to the design of autonomous embodied systems (robots) learning in real-time how to operate in a complex environment. PMID:25291798

  8. Adaptive female-mimicking behavior in a scorpionfly.

    PubMed

    Thornhill, R

    1979-07-27

    This study provides a clear example of female-mimicking behavior by males in insects and evaluates quantitatively the adaptive significance of this behavior, which is poorly understood in many other organisms. Males of Hylobittacus apicalis provide females with a prey arthropod during copulation. Some males mimic female behavior when interacting with males that have captured nuptial prey, resulting in males stealing prey which they will use for copulation. Males that pirate prey copulate more frequently and probably incur fewer predation-related risks. PMID:17790854

  9. Adaptation of community health worker-delivered behavioral activation for torture survivors in Kurdistan, Iraq

    PubMed Central

    Magidson, J. F.; Lejuez, C. W.; Kamal, T.; Blevins, E. J.; Murray, L. K.; Bass, J. K.; Bolton, P.; Pagoto, S.

    2016-01-01

    Background Growing evidence supports the use of Western therapies for the treatment of depression, trauma, and stress delivered by community health workers (CHWs) in conflict-affected, resource-limited countries. A recent randomized controlled trial (Bolton et al. 2014a) supported the efficacy of two CHW-delivered interventions, cognitive processing therapy (CPT) and brief behavioral activation treatment for depression (BATD), for reducing depressive symptoms and functional impairment among torture survivors in the Kurdish region of Iraq. Methods This study describes the adaptation of the CHW-delivered BATD approach delivered in this trial (Bolton et al.2014a), informed by the Assessment–Decision–Administration-Production–Topical experts–Integration–Training–Testing (ADAPT–ITT) framework for intervention adaptation (Wingood & DiClemente, 2008). Cultural modifications, adaptations for low-literacy, and tailored training and supervision for non-specialist CHWs are presented, along with two clinical case examples to illustrate delivery of the adapted intervention in this setting. Results Eleven CHWs, a study psychiatrist, and the CHW clinical supervisor were trained in BATD. The adaptation process followed the ADAPT–ITT framework and was iterative with significant input from the on-site supervisor and CHWs. Modifications were made to fit Kurdish culture, including culturally relevant analogies, use of stickers for behavior monitoring, cultural modifications to behavioral contracts, and including telephone-delivered sessions to enhance feasibility. Conclusions BATD was delivered by CHWs in a resource-poor, conflict-affected area in Kurdistan, Iraq, with some important modifications, including low-literacy adaptations, increased cultural relevancy of clinical materials, and tailored training and supervision for CHWs. Barriers to implementation, lessons learned, and recommendations for future efforts to adapt behavioral therapies for resource

  10. Overseas Students' Intercultural Adaptation as Intercultural Learning: A Transformative Framework

    ERIC Educational Resources Information Center

    Gill, Scherto

    2007-01-01

    In the context of increasing recruitment of overseas students by British higher education (HE) institutions, there has been a growing need to understand the process of students' intercultural adaptation and the approaches that can be adopted by British academic institutions in order to facilitate and support these students' learning experience in…

  11. Adaptive Knowledge Management of Project-Based Learning

    ERIC Educational Resources Information Center

    Tilchin, Oleg; Kittany, Mohamed

    2016-01-01

    The goal of an approach to Adaptive Knowledge Management (AKM) of project-based learning (PBL) is to intensify subject study through guiding, inducing, and facilitating development knowledge, accountability skills, and collaborative skills of students. Knowledge development is attained by knowledge acquisition, knowledge sharing, and knowledge…

  12. Managing Adaptive Challenges: Learning with Principals in Bermuda and Florida

    ERIC Educational Resources Information Center

    Drago-Severson, Eleanor; Maslin-Ostrowski, Patricia; Hoffman, Alexander M.; Barbaro, Justin

    2014-01-01

    We interviewed eight principals from Bermuda and Florida about how they identify and manage their most pressing challenges. Their challenges are composed of both adaptive and technical work, requiring leaders to learn to diagnose and manage them. Challenges focused on change and were traced to accountability contexts, yet accountability was not…

  13. Adaptivity and Autonomy Development in a Learning Personalization Process

    ERIC Educational Resources Information Center

    Verpoorten, D.

    2009-01-01

    Within the iClass (Integrated Project 507922) and Enhanced Learning Experience and Knowledge Transfer (ELEKTRA; Specific Targeted Research or Innovation Project 027986) European projects, the author was requested to harness his pedagogical knowledge to the production of educational adaptive systems. The article identifies and documents the…

  14. ELCAT: An E-Learning Content Adaptation Toolkit

    ERIC Educational Resources Information Center

    Clements, Iain; Xu, Zhijie

    2005-01-01

    Purpose: The purpose of this paper is to present an e-learning content adaptation toolkit--ELCAT--that helps to achieve the objectives of the KTP project No. 3509. Design/methodology/approach: The chosen methodology is absolutely practical. The tool was put into motion and results were observed as university and the collaborating company members…

  15. Mispronunciation Detection for Language Learning and Speech Recognition Adaptation

    ERIC Educational Resources Information Center

    Ge, Zhenhao

    2013-01-01

    The areas of "mispronunciation detection" (or "accent detection" more specifically) within the speech recognition community are receiving increased attention now. Two application areas, namely language learning and speech recognition adaptation, are largely driving this research interest and are the focal points of this work.…

  16. Adaptive Instruction and Second Language Learning: The Dilemma.

    ERIC Educational Resources Information Center

    Tumposky, Nancy

    Teachers continue to address the question of how to adapt instruction to recognize the existence of different learning styles yet provide quality education for all students. Traditionally, instructional models available to teachers and curriculum planners ranged along a continuum from lockstep to individualization. This definition has led to…

  17. Reliability and Validity of the Vietnamese Vineland Adaptive Behavior Scales with Preschool-Age Children

    ERIC Educational Resources Information Center

    Goldberg, Michael R.; Dill, Charles A.; Shin, Jin Y.; Nhan, Nguyen Viet

    2009-01-01

    This study was conducted to examine an adaptation of the Vineland Adaptive Behavior Scale (VABS) [Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). "The Vineland Adaptive Behavior Scales." Circle Pines, MN: America Guidance Service; Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (2005). "Vineland Adaptive Behavior Scales Second Edition…

  18. A Case-Study for Life-Long Learning and Adaptation in Cooperative Robot Teams

    SciTech Connect

    Parker, L.E.

    1999-09-19

    While considerable progress has been made in recent years toward the development of multi-robot teams, much work remains to be done before these teams are used widely in real-world applications. Two particular needs toward this end are the development of mechanisms that enable robot teams to generate cooperative behaviors on their own, and the development of techniques that allow these teams to autonomously adapt their behavior over time as the environment or the robot team changes. This paper proposes the use of the Cooperative Multi-Robot Observation of Multiple Moving Targets (CMOMMT) application as a rich domain for studying the issues of multi-robot learning and adaptation. After discussing the need for learning and adaptation in multi-robot teams, this paper describes the CMOMMT application and its relevance to multi-robot learning. We discuss the results of the previously- developed, hand-generated algorithm for CMOMMT and the potential for learning that was discovered from the hand-generated approach. We then describe the early work that has been done (by us and others) to generate multi- robot learning techniques for the CMOMMT application, as well as our ongoing research to develop approaches that give performance as good, or better, than the hand-generated approach. The ultimate goal of this research is to develop techniques for multi-robot learning and adaptation in the CMOMMT application domain that will generalize to cooperative robot applications in other domains, thus making the practical use of multi-robot teams in a wide variety of real-world applications much closer to reality.

  19. Adaptive learning algorithms for vibration energy harvesting

    NASA Astrophysics Data System (ADS)

    Ward, John K.; Behrens, Sam

    2008-06-01

    By scavenging energy from their local environment, portable electronic devices such as MEMS devices, mobile phones, radios and wireless sensors can achieve greater run times with potentially lower weight. Vibration energy harvesting is one such approach where energy from parasitic vibrations can be converted into electrical energy through the use of piezoelectric and electromagnetic transducers. Parasitic vibrations come from a range of sources such as human movement, wind, seismic forces and traffic. Existing approaches to vibration energy harvesting typically utilize a rectifier circuit, which is tuned to the resonant frequency of the harvesting structure and the dominant frequency of vibration. We have developed a novel approach to vibration energy harvesting, including adaptation to non-periodic vibrations so as to extract the maximum amount of vibration energy available. Experimental results of an experimental apparatus using an off-the-shelf transducer (i.e. speaker coil) show mechanical vibration to electrical energy conversion efficiencies of 27-34%.

  20. Learning to push and learning to move: the adaptive control of contact forces

    PubMed Central

    Casadio, Maura; Pressman, Assaf; Mussa-Ivaldi, Ferdinando A.

    2015-01-01

    To be successful at manipulating objects one needs to apply simultaneously well controlled movements and contact forces. We present a computational theory of how the brain may successfully generate a vast spectrum of interactive behaviors by combining two independent processes. One process is competent to control movements in free space and the other is competent to control contact forces against rigid constraints. Free space and rigid constraints are singularities at the boundaries of a continuum of mechanical impedance. Within this continuum, forces and motions occur in “compatible pairs” connected by the equations of Newtonian dynamics. The force applied to an object determines its motion. Conversely, inverse dynamics determine a unique force trajectory from a movement trajectory. In this perspective, we describe motor learning as a process leading to the discovery of compatible force/motion pairs. The learned compatible pairs constitute a local representation of the environment's mechanics. Experiments on force field adaptation have already provided us with evidence that the brain is able to predict and compensate the forces encountered when one is attempting to generate a motion. Here, we tested the theory in the dual case, i.e., when one attempts at applying a desired contact force against a simulated rigid surface. If the surface becomes unexpectedly compliant, the contact point moves as a function of the applied force and this causes the applied force to deviate from its desired value. We found that, through repeated attempts at generating the desired contact force, subjects discovered the unique compatible hand motion. When, after learning, the rigid contact was unexpectedly restored, subjects displayed after effects of learning, consistent with the concurrent operation of a motion control system and a force control system. Together, theory and experiment support a new and broader view of modularity in the coordinated control of forces and motions

  1. Learning to push and learning to move: the adaptive control of contact forces.

    PubMed

    Casadio, Maura; Pressman, Assaf; Mussa-Ivaldi, Ferdinando A

    2015-01-01

    To be successful at manipulating objects one needs to apply simultaneously well controlled movements and contact forces. We present a computational theory of how the brain may successfully generate a vast spectrum of interactive behaviors by combining two independent processes. One process is competent to control movements in free space and the other is competent to control contact forces against rigid constraints. Free space and rigid constraints are singularities at the boundaries of a continuum of mechanical impedance. Within this continuum, forces and motions occur in "compatible pairs" connected by the equations of Newtonian dynamics. The force applied to an object determines its motion. Conversely, inverse dynamics determine a unique force trajectory from a movement trajectory. In this perspective, we describe motor learning as a process leading to the discovery of compatible force/motion pairs. The learned compatible pairs constitute a local representation of the environment's mechanics. Experiments on force field adaptation have already provided us with evidence that the brain is able to predict and compensate the forces encountered when one is attempting to generate a motion. Here, we tested the theory in the dual case, i.e., when one attempts at applying a desired contact force against a simulated rigid surface. If the surface becomes unexpectedly compliant, the contact point moves as a function of the applied force and this causes the applied force to deviate from its desired value. We found that, through repeated attempts at generating the desired contact force, subjects discovered the unique compatible hand motion. When, after learning, the rigid contact was unexpectedly restored, subjects displayed after effects of learning, consistent with the concurrent operation of a motion control system and a force control system. Together, theory and experiment support a new and broader view of modularity in the coordinated control of forces and motions. PMID

  2. Grounding the Meanings in Sensorimotor Behavior using Reinforcement Learning.

    PubMed

    Farkaš, Igor; Malík, Tomáš; Rebrová, Kristína

    2012-01-01

    The recent outburst of interest in cognitive developmental robotics is fueled by the ambition to propose ecologically plausible mechanisms of how, among other things, a learning agent/robot could ground linguistic meanings in its sensorimotor behavior. Along this stream, we propose a model that allows the simulated iCub robot to learn the meanings of actions (point, touch, and push) oriented toward objects in robot's peripersonal space. In our experiments, the iCub learns to execute motor actions and comment on them. Architecturally, the model is composed of three neural-network-based modules that are trained in different ways. The first module, a two-layer perceptron, is trained by back-propagation to attend to the target position in the visual scene, given the low-level visual information and the feature-based target information. The second module, having the form of an actor-critic architecture, is the most distinguishing part of our model, and is trained by a continuous version of reinforcement learning to execute actions as sequences, based on a linguistic command. The third module, an echo-state network, is trained to provide the linguistic description of the executed actions. The trained model generalizes well in case of novel action-target combinations with randomized initial arm positions. It can also promptly adapt its behavior if the action/target suddenly changes during motor execution. PMID:22393319

  3. Distributed adaptive simulation through standards-based integration of simulators and adaptive learning systems.

    PubMed

    Bergeron, Bryan; Cline, Andrew; Shipley, Jaime

    2012-01-01

    We have developed a distributed, standards-based architecture that enables simulation and simulator designers to leverage adaptive learning systems. Our approach, which incorporates an electronic competency record, open source LMS, and open source microcontroller hardware, is a low-cost, pragmatic option to integrating simulators with traditional courseware. PMID:22356955

  4. Trust-based learning and behaviors for convoy obstacle avoidance

    NASA Astrophysics Data System (ADS)

    Mikulski, Dariusz G.; Karlsen, Robert E.

    2015-05-01

    In many multi-agent systems, robots within the same team are regarded as being fully trustworthy for cooperative tasks. However, the assumption of trustworthiness is not always justified, which may not only increase the risk of mission failure, but also endanger the lives of friendly forces. In prior work, we addressed this issue by using RoboTrust to dynamically adjust to observed behaviors or recommendations in order to mitigate the risks of illegitimate behaviors. However, in the simulations in prior work, all members of the convoy had knowledge of the convoy goal. In this paper, only the lead vehicle has knowledge of the convoy goals and the follow vehicles must infer trustworthiness strictly from lead vehicle performance. In addition, RoboTrust could only respond to observed performance and did not dynamically learn agent behavior. In this paper, we incorporate an adaptive agent-specific bias into the RoboTrust algorithm that modifies its trust dynamics. This bias is learned incrementally from agent interactions, allowing good agents to benefit from faster trust growth and slower trust decay and bad agents to be penalized with slower trust growth and faster trust decay. We then integrate this new trust model into a trust-based controller for decentralized autonomous convoy operations. We evaluate its performance in an obstacle avoidance mission, where the convoy attempts to learn the best speed and following distances combinations for an acceptable obstacle avoidance probability.

  5. Selecting Learning Tasks: Effects of Adaptation and Shared Control on Learning Efficiency and Task Involvement

    ERIC Educational Resources Information Center

    Corbalan, Gemma; Kester, Liesbeth; van Merrienboer, Jeroen J. G.

    2008-01-01

    Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. "Science, 255", 556-559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner's competence level and perceived task…

  6. Peers as Resources for Learning: A Situated Learning Approach to Adapted Physical Activity in Rehabilitation

    ERIC Educational Resources Information Center

    Standal, Oyvind F.; Jespersen, Ejgil

    2008-01-01

    The purpose of this study was to investigate the learning that takes place when people with disabilities interact in a rehabilitation context. Data were generated through in-depth interviews and close observations in a 2 one-half week-long rehabilitation program, where the participants learned both wheelchair skills and adapted physical…

  7. Adaptive Web-Assisted Learning System for Students with Specific Learning Disabilities: A Needs Analysis Study

    ERIC Educational Resources Information Center

    Polat, Elif; Adiguzel, Tufan; Akgun, Ozcan Erkan

    2012-01-01

    Because there is, currently, no education system for primary school students in grades 1-3 who have specific learning disabilities in Turkey and because such students do not receive sufficient support from face-to-face counseling, a needs analysis was conducted in order to prepare an adaptive, web-assisted learning system according to variables…

  8. Reinforcement learning for adaptive threshold control of restorative brain-computer interfaces: a Bayesian simulation.

    PubMed

    Bauer, Robert; Gharabaghi, Alireza

    2015-01-01

    Restorative brain-computer interfaces (BCI) are increasingly used to provide feedback of neuronal states in a bid to normalize pathological brain activity and achieve behavioral gains. However, patients and healthy subjects alike often show a large variability, or even inability, of brain self-regulation for BCI control, known as BCI illiteracy. Although current co-adaptive algorithms are powerful for assistive BCIs, their inherent class switching clashes with the operant conditioning goal of restorative BCIs. Moreover, due to the treatment rationale, the classifier of restorative BCIs usually has a constrained feature space, thus limiting the possibility of classifier adaptation. In this context, we applied a Bayesian model of neurofeedback and reinforcement learning for different threshold selection strategies to study the impact of threshold adaptation of a linear classifier on optimizing restorative BCIs. For each feedback iteration, we first determined the thresholds that result in minimal action entropy and maximal instructional efficiency. We then used the resulting vector for the simulation of continuous threshold adaptation. We could thus show that threshold adaptation can improve reinforcement learning, particularly in cases of BCI illiteracy. Finally, on the basis of information-theory, we provided an explanation for the achieved benefits of adaptive threshold setting. PMID:25729347

  9. Reinforcement learning for adaptive threshold control of restorative brain-computer interfaces: a Bayesian simulation

    PubMed Central

    Bauer, Robert; Gharabaghi, Alireza

    2015-01-01

    Restorative brain-computer interfaces (BCI) are increasingly used to provide feedback of neuronal states in a bid to normalize pathological brain activity and achieve behavioral gains. However, patients and healthy subjects alike often show a large variability, or even inability, of brain self-regulation for BCI control, known as BCI illiteracy. Although current co-adaptive algorithms are powerful for assistive BCIs, their inherent class switching clashes with the operant conditioning goal of restorative BCIs. Moreover, due to the treatment rationale, the classifier of restorative BCIs usually has a constrained feature space, thus limiting the possibility of classifier adaptation. In this context, we applied a Bayesian model of neurofeedback and reinforcement learning for different threshold selection strategies to study the impact of threshold adaptation of a linear classifier on optimizing restorative BCIs. For each feedback iteration, we first determined the thresholds that result in minimal action entropy and maximal instructional efficiency. We then used the resulting vector for the simulation of continuous threshold adaptation. We could thus show that threshold adaptation can improve reinforcement learning, particularly in cases of BCI illiteracy. Finally, on the basis of information-theory, we provided an explanation for the achieved benefits of adaptive threshold setting. PMID:25729347

  10. Adapting Phonological Awareness Interventions for Children with Down Syndrome Based on the Behavioral Phenotype: A Promising Approach?

    ERIC Educational Resources Information Center

    Lemons, Christopher J.; King, Seth A.; Davidson, Kimberly A.; Puranik, Cynthia S.; Fulmer, Deborah; Mrachko, Alicia A.; Partanen, Jane; Al Otaiba, Stephanie; Fidler, Deborah J.

    2015-01-01

    Many children with Down syndrome demonstrate deficits in phonological awareness, a prerequisite to learning to read in an alphabetic language. The purpose of this study was to determine whether adapting a commercially available phonological awareness program to better align with characteristics associated with the behavioral phenotype of Down…

  11. Vocal learning in elephants: neural bases and adaptive context.

    PubMed

    Stoeger, Angela S; Manger, Paul

    2014-10-01

    In the last decade clear evidence has accumulated that elephants are capable of vocal production learning. Examples of vocal imitation are documented in African (Loxodonta africana) and Asian (Elephas maximus) elephants, but little is known about the function of vocal learning within the natural communication systems of either species. We are also just starting to identify the neural basis of elephant vocalizations. The African elephant diencephalon and brainstem possess specializations related to aspects of neural information processing in the motor system (affecting the timing and learning of trunk movements) and the auditory and vocalization system. Comparative interdisciplinary (from behavioral to neuroanatomical) studies are strongly warranted to increase our understanding of both vocal learning and vocal behavior in elephants. PMID:25062469

  12. Vocal learning in elephants: neural bases and adaptive context

    PubMed Central

    Stoeger, Angela S; Manger, Paul

    2014-01-01

    In the last decade clear evidence has accumulated that elephants are capable of vocal production learning. Examples of vocal imitation are documented in African (Loxodonta africana) and Asian (Elephas maximus) elephants, but little is known about the function of vocal learning within the natural communication systems of either species. We are also just starting to identify the neural basis of elephant vocalizations. The African elephant diencephalon and brainstem possess specializations related to aspects of neural information processing in the motor system (affecting the timing and learning of trunk movements) and the auditory and vocalization system. Comparative interdisciplinary (from behavioral to neuroanatomical) studies are strongly warranted to increase our understanding of both vocal learning and vocal behavior in elephants. PMID:25062469

  13. Learning, menopause, and the human adaptive complex.

    PubMed

    Kaplan, Hillard; Gurven, Michael; Winking, Jeffrey; Hooper, Paul L; Stieglitz, Jonathan

    2010-08-01

    This paper presents a new two-sex learning- and skills-based theory for the evolution of human menopause. The theory proposes that the role of knowledge, skill acquisition, and transfers in determining economic productivity and resource distribution is the distinctive feature of the traditional human ecology that is responsible for the evolution of menopause. The theory also proposes that male reproductive cessation and post-reproductive investment in descendants is a fundamental characteristic of humans living in traditional foraging and simple horticultural economies. We present evidence relevant to the theory. The data show that whereas reproductive decline is linked to increasing risks of mortality in chimpanzees, human reproductive senescence precedes somatic senescence. Moreover under traditional conditions, most human males undergo reproductive cessation at the same time as their wives. We then present evidence that after ceasing to reproduce, both men and women provide net economic transfers to children and grandchildren. Given this pattern of economic productivity, delays in menopause would produce net economic deficits within families. PMID:20738273

  14. Building Adaptive Game-Based Learning Resources: The Integration of IMS Learning Design and

    ERIC Educational Resources Information Center

    Burgos, Daniel; Moreno-Ger, Pablo; Sierra, Jose Luis; Fernandez-Manjon, Baltasar; Specht, Marcus; Koper, Rob

    2008-01-01

    IMS Learning Design (IMS-LD) is a specification to create units of learning (UoLs), which express a certain pedagogical model or strategy (e.g., adaptive learning with games). However, the authoring process of a UoL remains difficult because of the lack of high-level authoring tools for IMS-LD, even more so when the focus is on specific topics,…

  15. Epigenetic mechanisms underlying learning and the inheritance of learned behaviors

    PubMed Central

    Klengel, Torsten; Ressler, Kerry J

    2014-01-01

    Gene expression and regulation is an important sculptor of the behavior of organisms. Epigenetic mechanisms regulate gene expression not by altering the genetic alphabet but rather by the addition of chemical modifications to proteins associated with the alphabet or of methyl marks to the alphabet itself. Being dynamic, epigenetic mechanisms of gene regulation serve as an important bridge between environmental stimuli and genotype. In this review, we outline epigenetic mechanisms by which gene expression is regulated in animals and humans. Using fear learning as a framework, we then delineate how such mechanisms underlie learning and stress responsiveness. Finally, we discuss how epigenetic mechanisms might inform us about the transgenerational inheritance of behavioral traits that are being increasingly reported. PMID:25544352

  16. Experienced Teachers' Informal Learning: Learning Activities and Changes in Behavior and Cognition

    ERIC Educational Resources Information Center

    Hoekstra, Annemarieke; Brekelmans, Mieke; Beijaard, Douwe; Korthagen, Fred

    2009-01-01

    In this study on 32 teachers' learning in an informal learning environment, we analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in "behavior" and learning activities. Changes in…

  17. Learning to speciate: The biased learning of mate preferences promotes adaptive radiation.

    PubMed

    Gilman, R Tucker; Kozak, Genevieve M

    2015-11-01

    Bursts of rapid repeated speciation called adaptive radiations have generated much of Earth's biodiversity and fascinated biologists since Darwin, but we still do not know why some lineages radiate and others do not. Understanding what causes assortative mating to evolve rapidly and repeatedly in the same lineage is key to understanding adaptive radiation. Many species that have undergone adaptive radiations exhibit mate preference learning, where individuals acquire mate preferences by observing the phenotypes of other members of their populations. Mate preference learning can be biased if individuals also learn phenotypes to avoid in mates, and shift their preferences away from these avoided phenotypes. We used individual-based computational simulations to study whether biased and unbiased mate preference learning promotes ecological speciation and adaptive radiation. We found that ecological speciation can be rapid and repeated when mate preferences are biased, but is inhibited when mate preferences are learned without bias. Our results suggest that biased mate preference learning may play an important role in generating animal biodiversity through adaptive radiation. PMID:26459795

  18. Learners' Perceptions and Illusions of Adaptivity in Computer-Based Learning Environments

    ERIC Educational Resources Information Center

    Vandewaetere, Mieke; Vandercruysse, Sylke; Clarebout, Geraldine

    2012-01-01

    Research on computer-based adaptive learning environments has shown exemplary growth. Although the mechanisms of effective adaptive instruction are unraveled systematically, little is known about the relative effect of learners' perceptions of adaptivity in adaptive learning environments. As previous research has demonstrated that the learners'…

  19. Behavioral training promotes multiple adaptive processes following acute hearing loss

    PubMed Central

    Keating, Peter; Rosenior-Patten, Onayomi; Dahmen, Johannes C; Bell, Olivia; King, Andrew J

    2016-01-01

    The brain possesses a remarkable capacity to compensate for changes in inputs resulting from a range of sensory impairments. Developmental studies of sound localization have shown that adaptation to asymmetric hearing loss can be achieved either by reinterpreting altered spatial cues or by relying more on those cues that remain intact. Adaptation to monaural deprivation in adulthood is also possible, but appears to lack such flexibility. Here we show, however, that appropriate behavioral training enables monaurally-deprived adult humans to exploit both of these adaptive processes. Moreover, cortical recordings in ferrets reared with asymmetric hearing loss suggest that these forms of plasticity have distinct neural substrates. An ability to adapt to asymmetric hearing loss using multiple adaptive processes is therefore shared by different species and may persist throughout the lifespan. This highlights the fundamental flexibility of neural systems, and may also point toward novel therapeutic strategies for treating sensory disorders. DOI: http://dx.doi.org/10.7554/eLife.12264.001 PMID:27008181

  20. Modeling choice and reaction time during arbitrary visuomotor learning through the coordination of adaptive working memory and reinforcement learning.

    PubMed

    Viejo, Guillaume; Khamassi, Mehdi; Brovelli, Andrea; Girard, Benoît

    2015-01-01

    Current learning theory provides a comprehensive description of how humans and other animals learn, and places behavioral flexibility and automaticity at heart of adaptive behaviors. However, the computations supporting the interactions between goal-directed and habitual decision-making systems are still poorly understood. Previous functional magnetic resonance imaging (fMRI) results suggest that the brain hosts complementary computations that may differentially support goal-directed and habitual processes in the form of a dynamical interplay rather than a serial recruitment of strategies. To better elucidate the computations underlying flexible behavior, we develop a dual-system computational model that can predict both performance (i.e., participants' choices) and modulations in reaction times during learning of a stimulus-response association task. The habitual system is modeled with a simple Q-Learning algorithm (QL). For the goal-directed system, we propose a new Bayesian Working Memory (BWM) model that searches for information in the history of previous trials in order to minimize Shannon entropy. We propose a model for QL and BWM coordination such that the expensive memory manipulation is under control of, among others, the level of convergence of the habitual learning. We test the ability of QL or BWM alone to explain human behavior, and compare them with the performance of model combinations, to highlight the need for such combinations to explain behavior. Two of the tested combination models are derived from the literature, and the latter being our new proposal. In conclusion, all subjects were better explained by model combinations, and the majority of them are explained by our new coordination proposal. PMID:26379518

  1. Modeling choice and reaction time during arbitrary visuomotor learning through the coordination of adaptive working memory and reinforcement learning

    PubMed Central

    Viejo, Guillaume; Khamassi, Mehdi; Brovelli, Andrea; Girard, Benoît

    2015-01-01

    Current learning theory provides a comprehensive description of how humans and other animals learn, and places behavioral flexibility and automaticity at heart of adaptive behaviors. However, the computations supporting the interactions between goal-directed and habitual decision-making systems are still poorly understood. Previous functional magnetic resonance imaging (fMRI) results suggest that the brain hosts complementary computations that may differentially support goal-directed and habitual processes in the form of a dynamical interplay rather than a serial recruitment of strategies. To better elucidate the computations underlying flexible behavior, we develop a dual-system computational model that can predict both performance (i.e., participants' choices) and modulations in reaction times during learning of a stimulus–response association task. The habitual system is modeled with a simple Q-Learning algorithm (QL). For the goal-directed system, we propose a new Bayesian Working Memory (BWM) model that searches for information in the history of previous trials in order to minimize Shannon entropy. We propose a model for QL and BWM coordination such that the expensive memory manipulation is under control of, among others, the level of convergence of the habitual learning. We test the ability of QL or BWM alone to explain human behavior, and compare them with the performance of model combinations, to highlight the need for such combinations to explain behavior. Two of the tested combination models are derived from the literature, and the latter being our new proposal. In conclusion, all subjects were better explained by model combinations, and the majority of them are explained by our new coordination proposal. PMID:26379518

  2. Designing a Semantic Bliki System to Support Different Types of Knowledge and Adaptive Learning

    ERIC Educational Resources Information Center

    Huang, Shiu-Li; Yang, Chia-Wei

    2009-01-01

    Though blogs and wikis have been used to support knowledge management and e-learning, existing blogs and wikis cannot support different types of knowledge and adaptive learning. A case in point, types of knowledge vary greatly in category and viewpoints. Additionally, adaptive learning is crucial to improving one's learning performance. This study…

  3. Adaptation Criteria for the Personalised Delivery of Learning Materials: A Multi-Stage Empirical Investigation

    ERIC Educational Resources Information Center

    Thalmann, Stefan

    2014-01-01

    Personalised e-Learning represents a major step-change from the one-size-fits-all approach of traditional learning platforms to a more customised and interactive provision of learning materials. Adaptive learning can support the learning process by tailoring learning materials to individual needs. However, this requires the initial preparation of…

  4. Adaptive WTA with an analog VLSI neuromorphic learning chip.

    PubMed

    Häfliger, Philipp

    2007-03-01

    In this paper, we demonstrate how a particular spike-based learning rule (where exact temporal relations between input and output spikes of a spiking model neuron determine the changes of the synaptic weights) can be tuned to express rate-based classical Hebbian learning behavior (where the average input and output spike rates are sufficient to describe the synaptic changes). This shift in behavior is controlled by the input statistic and by a single time constant. The learning rule has been implemented in a neuromorphic very large scale integration (VLSI) chip as part of a neurally inspired spike signal image processing system. The latter is the result of the European Union research project Convolution AER Vision Architecture for Real-Time (CAVIAR). Since it is implemented as a spike-based learning rule (which is most convenient in the overall spike-based system), even if it is tuned to show rate behavior, no explicit long-term average signals are computed on the chip. We show the rule's rate-based Hebbian learning ability in a classification task in both simulation and chip experiment, first with artificial stimuli and then with sensor input from the CAVIAR system. PMID:17385639

  5. Effects of dopaminergic therapy on locomotor adaptation and adaptive learning in persons with Parkinson's disease

    PubMed Central

    Roemmich, Ryan T.; Hack, Nawaz; Akbar, Umer; Hass, Chris J.

    2014-01-01

    Persons with Parkinson’s disease (PD) are characterized by multifactorial gait deficits, though the factors which influence the abilities of persons with PD to adapt and store new gait patterns are unclear. The purpose of this study was to investigate the effects of dopaminergic therapy on the abilities of persons with PD to adapt and store gait parameters during split-belt treadmill (SBT) walking. Ten participants with idiopathic PD who were being treated with stable doses of orally-administered dopaminergic therapy participated. All participants performed two randomized testing sessions on separate days: once while optimally-medicated (ON meds) and once after 12-hour withdrawal from dopaminergic medication (OFF meds). During each session, locomotor adaptation was investigated as the participants walked on a SBT for ten minutes while the belts moved at a 2:1 speed ratio. We assessed locomotor adaptive learning by quantifying: 1) aftereffects during de-adaptation (once the belts returned to tied speeds immediately following SBT walking) and 2) savings during re-adaptation (as the participants repeated the same SBT walking task after washout of aftereffects following the initial SBT task). The withholding of dopaminergic medication diminished step length aftereffects significantly during de-adaptation. However, both locomotor adaptation and savings were unaffected by levodopa. These findings suggest that dopaminergic pathways influence aftereffect storage but do not influence locomotor adaptation or savings within a single session of SBT walking. It appears important that persons with PD should be optimally-medicated if walking on the SBT as gait rehabilitation. PMID:24698798

  6. Effects of dopaminergic therapy on locomotor adaptation and adaptive learning in persons with Parkinson's disease.

    PubMed

    Roemmich, Ryan T; Hack, Nawaz; Akbar, Umer; Hass, Chris J

    2014-07-15

    Persons with Parkinson's disease (PD) are characterized by multifactorial gait deficits, though the factors which influence the abilities of persons with PD to adapt and store new gait patterns are unclear. The purpose of this study was to investigate the effects of dopaminergic therapy on the abilities of persons with PD to adapt and store gait parameters during split-belt treadmill (SBT) walking. Ten participants with idiopathic PD who were being treated with stable doses of orally-administered dopaminergic therapy participated. All participants performed two randomized testing sessions on separate days: once while optimally-medicated (ON meds) and once after 12-h withdrawal from dopaminergic medication (OFF meds). During each session, locomotor adaptation was investigated as the participants walked on a SBT for 10 min while the belts moved at a 2:1 speed ratio. We assessed locomotor adaptive learning by quantifying: (1) aftereffects during de-adaptation (once the belts returned to tied speeds immediately following SBT walking) and (2) savings during re-adaptation (as the participants repeated the same SBT walking task after washout of aftereffects following the initial SBT task). The withholding of dopaminergic medication diminished step length aftereffects significantly during de-adaptation. However, both locomotor adaptation and savings were unaffected by levodopa. These findings suggest that dopaminergic pathways influence aftereffect storage but do not influence locomotor adaptation or savings within a single session of SBT walking. It appears important that persons with PD should be optimally-medicated if walking on the SBT as gait rehabilitation. PMID:24698798

  7. Adaptive and Maladaptive Behavior in Children with Smith-Magenis Syndrome

    ERIC Educational Resources Information Center

    Martin, Staci C.; Wolters, Pamela L.; Smith, Ann C. M.

    2006-01-01

    Children with Smith-Magenis Syndrome (SMS) exhibit deficits in adaptive behavior but systematic studies using objective measures are lacking. This descriptive study assessed adaptive functioning in 19 children with SMS using the Vineland Adaptive Behavior Scales (VABS). Maladaptive behavior was examined through parent questionnaires and the…

  8. Vineland Adaptive Behavior Profiles in Children with Autism and Moderate to Severe Developmental Delay.

    ERIC Educational Resources Information Center

    Fenton, Gemma; D'Ardia, Caterina; Valente, Donatella; Vecchio, Ilaria del; Fabrizi, Anna; Bernabei, Paola

    2003-01-01

    A study examined adaptive behavior profiles in children (ages 21-108 months) with moderate to severe developmental delay and autism (n=23) and without autism (n=27). The Vineland Adaptive Behavior Scales was administered, and contrary to initial predictions, the sample presented fairly homogeneous adaptive behavior profiles. (Contains references.)…

  9. Adaptive Behavior of Primary School Students with Visual Impairments: The Impact of Educational Settings

    ERIC Educational Resources Information Center

    Metsiou, Katerina; Papadopoulos, Konstantinos; Agaliotis, Ioannis

    2011-01-01

    This study explored the adaptive behavior of primary school students with visual impairments, as well as the impact of educational setting on their adaptive behavior. Instrumentation included an informal questionnaire and the Vineland Adaptive Behavior Scales. Participants were 36 primary school students with visual impairments. The educational…

  10. The Binding of Learning to Action in Motor Adaptation

    PubMed Central

    Gonzalez Castro, Luis Nicolas; Monsen, Craig Bryant; Smith, Maurice A.

    2011-01-01

    In motor tasks, errors between planned and actual movements generally result in adaptive changes which reduce the occurrence of similar errors in the future. It has commonly been assumed that the motor adaptation arising from an error occurring on a particular movement is specifically associated with the motion that was planned. Here we show that this is not the case. Instead, we demonstrate the binding of the adaptation arising from an error on a particular trial to the motion experienced on that same trial. The formation of this association means that future movements planned to resemble the motion experienced on a given trial benefit maximally from the adaptation arising from it. This reflects the idea that actual rather than planned motions are assigned ‘credit’ for motor errors because, in a computational sense, the maximal adaptive response would be associated with the condition credited with the error. We studied this process by examining the patterns of generalization associated with motor adaptation to novel dynamic environments during reaching arm movements in humans. We found that these patterns consistently matched those predicted by adaptation associated with the actual rather than the planned motion, with maximal generalization observed where actual motions were clustered. We followed up these findings by showing that a novel training procedure designed to leverage this newfound understanding of the binding of learning to action, can improve adaptation rates by greater than 50%. Our results provide a mechanistic framework for understanding the effects of partial assistance and error augmentation during neurologic rehabilitation, and they suggest ways to optimize their use. PMID:21731476

  11. Accessibility and Adaptability of Learning Objects: Responding to Metadata, Learning Patterns and Profiles of Needs and Preferences

    ERIC Educational Resources Information Center

    Green, Steve; Jones, Ray; Pearson, Elaine; Gkatzidou, Stavroula

    2006-01-01

    The case for learning patterns as a design method for accessible and adaptable learning objects is explored. Patterns and templates for the design of learning objects can be derived from successful existing learning resources. These patterns can then be reused in the design of new learning objects. We argue that by attending to criteria for reuse…

  12. The emerging roles of melanopsin in behavioral adaptation to light

    PubMed Central

    Hatori, Megumi; Panda, Satchidananda

    2010-01-01

    Adaptation of behavior and physiology to changes in the ambient light level is of critical importance to life. These adaptations include light modulation of neuroendocrine function and temporal alignment of physiology and behavior to the day:night cycle by the circadian clock. These non-image forming (NIF) responses can function independent of rod and cone photoreceptors but depend on ocular light reception, suggesting the participation of novel photoreceptors in the eye. The discovery of melanopsin in intrinsically photosensitive retinal ganglion cells (ipRGCs) and genetic proof for its important role in major NIF responses have offered an exciting entry point to comprehend how mammals adapt to the light environment. Here, we review the recent advances in our understanding of the emerging roles of melanopsin and of ipRGCs. These findings now offer new avenues to understand the role of ambient light in sleep, alertness, dependent physiologies and potential pharmacological intervention as well as lifestyle modifications to improve the quality of life. PMID:20810319

  13. Distributed reinforcement learning for adaptive and robust network intrusion response

    NASA Astrophysics Data System (ADS)

    Malialis, Kleanthis; Devlin, Sam; Kudenko, Daniel

    2015-07-01

    Distributed denial of service (DDoS) attacks constitute a rapidly evolving threat in the current Internet. Multiagent Router Throttling is a novel approach to defend against DDoS attacks where multiple reinforcement learning agents are installed on a set of routers and learn to rate-limit or throttle traffic towards a victim server. The focus of this paper is on online learning and scalability. We propose an approach that incorporates task decomposition, team rewards and a form of reward shaping called difference rewards. One of the novel characteristics of the proposed system is that it provides a decentralised coordinated response to the DDoS problem, thus being resilient to DDoS attacks themselves. The proposed system learns remarkably fast, thus being suitable for online learning. Furthermore, its scalability is successfully demonstrated in experiments involving 1000 learning agents. We compare our approach against a baseline and a popular state-of-the-art throttling technique from the network security literature and show that the proposed approach is more effective, adaptive to sophisticated attack rate dynamics and robust to agent failures.

  14. Development vs. behavior: a role for neural adaptation in evolution?

    PubMed

    Ghysen, Alain; Dambly-Chaudière, Christine

    2016-01-01

    We examine the evolution of sensory organ patterning in the lateral line system of fish. Based on recent studies of how this system develops in zebrafish, and on comparative analyses between zebrafish and tuna, we argue that the evolution of lateral line patterns is mostly determined by variations in the underlying developmental processes, independent of any selective pressure. Yet the development of major developmental innovations is so directly linked to their exploitation that it is hard not to think of them as selected for, i.e., adaptive. We propose that adaptation resides mostly in how the nervous system adjusts to new morphologies to make them functional, i.e., that species are neurally adapted to whatever morphology is provided to them by their own developmental program. We show that recent data on behavioral differences between cave forms (blind) and surface forms (eyed) of the mexican fish Astyanax fasciatus support this view, and we propose that this species might provide a unique opportunity to assess the nature of adaptation and of selection in animal evolution. PMID:27389980

  15. Development of an Adaptive Learning System with Multiple Perspectives based on Students' Learning Styles and Cognitive Styles

    ERIC Educational Resources Information Center

    Yang, Tzu-Chi; Hwang, Gwo-Jen; Yang, Stephen Jen-Hwa

    2013-01-01

    In this study, an adaptive learning system is developed by taking multiple dimensions of personalized features into account. A personalized presentation module is proposed for developing adaptive learning systems based on the field dependent/independent cognitive style model and the eight dimensions of Felder-Silverman's learning style. An…

  16. A Model for the Transfer of Perceptual-Motor Skill Learning in Human Behaviors

    ERIC Educational Resources Information Center

    Rosalie, Simon M.; Muller, Sean

    2012-01-01

    This paper presents a preliminary model that outlines the mechanisms underlying the transfer of perceptual-motor skill learning in sport and everyday tasks. Perceptual-motor behavior is motivated by performance demands and evolves over time to increase the probability of success through adaptation. Performance demands at the time of an event…

  17. Psychological Safety and Learning Behavior in Work Teams.

    ERIC Educational Resources Information Center

    Edmondson, Amy

    1999-01-01

    Tests a team-learning model in a multimethod field study. A study of 51 work teams in a manufacturing company showed that team psychological safety is associated with learning behavior, but team efficacy is not, when controlling for team psychological safety. Learning behavior mediates between safety and performance. (54 references) (MLH)

  18. Analyzing Online Behaviors, Roles, and Learning Communities via Online Discussions

    ERIC Educational Resources Information Center

    Yeh, Yu-Chu

    2010-01-01

    Online learning communities are an important means of sharing and creating knowledge. Online behaviors and online roles can reveal how online learning communities function. However, no study has elucidated the relationships among online behaviors, online roles, and online learning communities. In this study, 32 preservice teachers participated in…

  19. Arousal regulation and affective adaptation to human responsiveness by a robot that explores and learns a novel environment.

    PubMed

    Hiolle, Antoine; Lewis, Matthew; Cañamero, Lola

    2014-01-01

    In the context of our work in developmental robotics regarding robot-human caregiver interactions, in this paper we investigate how a "baby" robot that explores and learns novel environments can adapt its affective regulatory behavior of soliciting help from a "caregiver" to the preferences shown by the caregiver in terms of varying responsiveness. We build on two strands of previous work that assessed independently (a) the differences between two "idealized" robot profiles-a "needy" and an "independent" robot-in terms of their use of a caregiver as a means to regulate the "stress" (arousal) produced by the exploration and learning of a novel environment, and (b) the effects on the robot behaviors of two caregiving profiles varying in their responsiveness-"responsive" and "non-responsive"-to the regulatory requests of the robot. Going beyond previous work, in this paper we (a) assess the effects that the varying regulatory behavior of the two robot profiles has on the exploratory and learning patterns of the robots; (b) bring together the two strands previously investigated in isolation and take a step further by endowing the robot with the capability to adapt its regulatory behavior along the "needy" and "independent" axis as a function of the varying responsiveness of the caregiver; and (c) analyze the effects that the varying regulatory behavior has on the exploratory and learning patterns of the adaptive robot. PMID:24860492

  20. Arousal regulation and affective adaptation to human responsiveness by a robot that explores and learns a novel environment

    PubMed Central

    Hiolle, Antoine; Lewis, Matthew; Cañamero, Lola

    2014-01-01

    In the context of our work in developmental robotics regarding robot–human caregiver interactions, in this paper we investigate how a “baby” robot that explores and learns novel environments can adapt its affective regulatory behavior of soliciting help from a “caregiver” to the preferences shown by the caregiver in terms of varying responsiveness. We build on two strands of previous work that assessed independently (a) the differences between two “idealized” robot profiles—a “needy” and an “independent” robot—in terms of their use of a caregiver as a means to regulate the “stress” (arousal) produced by the exploration and learning of a novel environment, and (b) the effects on the robot behaviors of two caregiving profiles varying in their responsiveness—“responsive” and “non-responsive”—to the regulatory requests of the robot. Going beyond previous work, in this paper we (a) assess the effects that the varying regulatory behavior of the two robot profiles has on the exploratory and learning patterns of the robots; (b) bring together the two strands previously investigated in isolation and take a step further by endowing the robot with the capability to adapt its regulatory behavior along the “needy” and “independent” axis as a function of the varying responsiveness of the caregiver; and (c) analyze the effects that the varying regulatory behavior has on the exploratory and learning patterns of the adaptive robot. PMID:24860492

  1. Control of cognition and adaptive behavior by the GLP/G9a epigenetic suppressor complex

    PubMed Central

    Schaefer, Anne; Sampath, Srihari C.; Intrator, Adam; Min, Alice; Gertler, Tracy S.; Surmeier, D. James; Tarakhovsky, Alexander; Greengard, Paul

    2009-01-01

    SUMMARY The genetic basis of cognition and behavioral adaptation to the environment remains poorly understood. Here we demonstrate that the histone methyltransferase complex GLP/G9a controls cognition and adaptive responses in a region-specific fashion in the adult brain. Using conditional mutagenesis in mice, we show that postnatal, neuron-specific deficiency of GLP/G9a leads to de-repression of numerous non-neuronal and neuron progenitor genes in adult neurons. This transcriptional alteration is associated with complex behavioral abnormalities, including defects in learning, motivation and environmental adaptation. The behavioral changes triggered by GLP/G9a deficiency are similar to key symptoms of the human 9q34 mental retardation syndrome that is associated with structural alterations of the GLP gene. The likely causal role of GLP/G9a in mental retardation in mice and humans suggests a key role for the GLP/G9a controlled histone H3K9 di-methylation in regulation of brain function through maintenance of the transcriptional homeostasis in adult neurons. PMID:20005824

  2. Industry Cluster's Adaptive Co-competition Behavior Modeling Inspired by Swarm Intelligence

    NASA Astrophysics Data System (ADS)

    Xiang, Wei; Ye, Feifan

    Adaptation helps the individual enterprise to adjust its behavior to uncertainties in environment and hence determines a healthy growth of both the individuals and the whole industry cluster as well. This paper is focused on the study on co-competition adaptation behavior of industry cluster, which is inspired by swarm intelligence mechanisms. By referencing to ant cooperative transportation and ant foraging behavior and their related swarm intelligence approaches, the cooperative adaptation and competitive adaptation behavior are studied and relevant models are proposed. Those adaptive co-competition behaviors model can be integrated to the multi-agent system of industry cluster to make the industry cluster model more realistic.

  3. Adaptive Vocal Behavior Drives Perception by Echolocation in Bats

    PubMed Central

    Moss, Cynthia F.; Chiu, Chen; Surlykke, Annemarie

    2011-01-01

    Echolocation operates through adaptive sensorimotor systems that collectively enable the bat to localize and track sonar objects as it flies. The features of sonar signals used by a bat to probe its surroundings determine the information available to its acoustic imaging system. In turn, the bat’s perception of a complex scene guides its active adjustments in the features of subsequent sonar vocalizations. Here, we propose that the bat’s active vocal-motor behaviors play directly into its representation of a dynamic auditory scene. PMID:21705213

  4. Chaotic Patterns in Lotka-Volterra Systems with Behavioral Adaptation

    NASA Astrophysics Data System (ADS)

    Lacitignola, D.; Tebaldi, C.

    2006-03-01

    We study the properties of a n2-dimensional Lotka-Volterra system describing competition among species with behaviorally adaptive abilities, in which one species is made ecologically differentiated with respect to the others by carrying capacity and intrinsic growth rate. The case in which one species has a carrying capacity higher than the others is considered here. Stability of equilibria and time-dependent regimes have been investigated in the case of four species: an interesting example of chaotic window and period-adding sequences is presented and discussed.

  5. Using Behavioral Questionnaires to Identify Adaptive Deficits in Elementary School Children.

    ERIC Educational Resources Information Center

    Pearson, Deborah A.; Lachar, David

    1994-01-01

    Obtained responses to Child Behavior Checklist (CBCL) and revised Personality Inventory for Children (PIC-R) for 88 elementary-age boys. Used CBCL and PIC-R scales to predict three domain scales and Adaptive Behavior Composite from Vineland Adaptive Behavior Scales. Results suggest that behavioral questionnaires can be used to efficiently identify…

  6. An adaptive learning control system for large flexible structures

    NASA Technical Reports Server (NTRS)

    Thau, F. E.

    1985-01-01

    The objective of the research has been to study the design of adaptive/learning control systems for the control of large flexible structures. In the first activity an adaptive/learning control methodology for flexible space structures was investigated. The approach was based on using a modal model of the flexible structure dynamics and an output-error identification scheme to identify modal parameters. In the second activity, a least-squares identification scheme was proposed for estimating both modal parameters and modal-to-actuator and modal-to-sensor shape functions. The technique was applied to experimental data obtained from the NASA Langley beam experiment. In the third activity, a separable nonlinear least-squares approach was developed for estimating the number of excited modes, shape functions, modal parameters, and modal amplitude and velocity time functions for a flexible structure. In the final research activity, a dual-adaptive control strategy was developed for regulating the modal dynamics and identifying modal parameters of a flexible structure. A min-max approach was used for finding an input to provide modal parameter identification while not exceeding reasonable bounds on modal displacement.

  7. Behavior of an adaptive bio-inspired spider web

    NASA Astrophysics Data System (ADS)

    Zheng, Lingyue; Behrooz, Majid; Huie, Andrew; Hartman, Alex; Gordaninejad, Faramarz

    2015-03-01

    The goal of this study is to demonstrate the feasibility of an artificial adaptive spider web with comparable behavior to a real spider web. First, the natural frequency and energy absorption ability of a passive web is studied. Next, a control system that consists of stepper motors, load cells and an Arduino, is constructed to mimic a spider's ability to control the tension of radial strings in the web. The energy related characteristics in the artificial spider web is examined while the pre-tension of the radial strings are varied. Various mechanical properties of a damaged spider web are adjusted to study their effect on the behavior of the web. It is demonstrated that the pre-tension and stiffness of the web's radial strings can significantly affect the natural frequency and the total energy of the full and damaged webs.

  8. Longitudinal Examination of Adaptive Behavior in Autism Spectrum Disorders: Influence of Executive Function.

    PubMed

    Pugliese, Cara E; Anthony, Laura Gutermuth; Strang, John F; Dudley, Katerina; Wallace, Gregory L; Naiman, Daniel Q; Kenworthy, Lauren

    2016-02-01

    This study characterizes longitudinal change in adaptive behavior in 64 children and adolescents with autism spectrum disorder (ASD) without intellectual disability evaluated on multiple occasions, and examines whether prior estimate of executive function (EF) problems predicts future adaptive behavior scores. Compared to standardized estimates for their developmental stage, adaptive behavior in most participants was impaired and did not improve over time. Prior EF predicted later adaptive behavior in daily living skills and socialization domains after controlling for age and IQ. Self-monitoring behaviors robustly predicted later adaptive behavior in all domains (d = 0.60-0.94). Results support targeting treatment of adaptive skills in ASD, as well as the importance of assessing for EF problems that may contribute to adaptive behavior difficulties. PMID:26349921

  9. Efficient retrieval of landscape Hessian: forced optimal covariance adaptive learning.

    PubMed

    Shir, Ofer M; Roslund, Jonathan; Whitley, Darrell; Rabitz, Herschel

    2014-06-01

    Knowledge of the Hessian matrix at the landscape optimum of a controlled physical observable offers valuable information about the system robustness to control noise. The Hessian can also assist in physical landscape characterization, which is of particular interest in quantum system control experiments. The recently developed landscape theoretical analysis motivated the compilation of an automated method to learn the Hessian matrix about the global optimum without derivative measurements from noisy data. The current study introduces the forced optimal covariance adaptive learning (FOCAL) technique for this purpose. FOCAL relies on the covariance matrix adaptation evolution strategy (CMA-ES) that exploits covariance information amongst the control variables by means of principal component analysis. The FOCAL technique is designed to operate with experimental optimization, generally involving continuous high-dimensional search landscapes (≳30) with large Hessian condition numbers (≳10^{4}). This paper introduces the theoretical foundations of the inverse relationship between the covariance learned by the evolution strategy and the actual Hessian matrix of the landscape. FOCAL is presented and demonstrated to retrieve the Hessian matrix with high fidelity on both model landscapes and quantum control experiments, which are observed to possess nonseparable, nonquadratic search landscapes. The recovered Hessian forms were corroborated by physical knowledge of the systems. The implications of FOCAL extend beyond the investigated studies to potentially cover other physically motivated multivariate landscapes. PMID:25019911

  10. A single-rate context-dependent learning process underlies rapid adaptation to familiar object dynamics.

    PubMed

    Ingram, James N; Howard, Ian S; Flanagan, J Randall; Wolpert, Daniel M

    2011-09-01

    Motor learning has been extensively studied using dynamic (force-field) perturbations. These induce movement errors that result in adaptive changes to the motor commands. Several state-space models have been developed to explain how trial-by-trial errors drive the progressive adaptation observed in such studies. These models have been applied to adaptation involving novel dynamics, which typically occurs over tens to hundreds of trials, and which appears to be mediated by a dual-rate adaptation process. In contrast, when manipulating objects with familiar dynamics, subjects adapt rapidly within a few trials. Here, we apply state-space models to familiar dynamics, asking whether adaptation is mediated by a single-rate or dual-rate process. Previously, we reported a task in which subjects rotate an object with known dynamics. By presenting the object at different visual orientations, adaptation was shown to be context-specific, with limited generalization to novel orientations. Here we show that a multiple-context state-space model, with a generalization function tuned to visual object orientation, can reproduce the time-course of adaptation and de-adaptation as well as the observed context-dependent behavior. In contrast to the dual-rate process associated with novel dynamics, we show that a single-rate process mediates adaptation to familiar object dynamics. The model predicts that during exposure to the object across multiple orientations, there will be a degree of independence for adaptation and de-adaptation within each context, and that the states associated with all contexts will slowly de-adapt during exposure in one particular context. We confirm these predictions in two new experiments. Results of the current study thus highlight similarities and differences in the processes engaged during exposure to novel versus familiar dynamics. In both cases, adaptation is mediated by multiple context-specific representations. In the case of familiar object dynamics

  11. Implication of Dopaminergic Modulation in Operant Reward Learning and the Induction of Compulsive-Like Feeding Behavior in "Aplysia"

    ERIC Educational Resources Information Center

    Bedecarrats, Alexis; Cornet, Charles; Simmers, John; Nargeot, Romuald

    2013-01-01

    Feeding in "Aplysia" provides an amenable model system for analyzing the neuronal substrates of motivated behavior and its adaptability by associative reward learning and neuromodulation. Among such learning processes, appetitive operant conditioning that leads to a compulsive-like expression of feeding actions is known to be associated…

  12. The Pupillary Orienting Response Predicts Adaptive Behavioral Adjustment after Errors

    PubMed Central

    Murphy, Peter R.; van Moort, Marianne L.; Nieuwenhuis, Sander

    2016-01-01

    Reaction time (RT) is commonly observed to slow down after an error. This post-error slowing (PES) has been thought to arise from the strategic adoption of a more cautious response mode following deployment of cognitive control. Recently, an alternative account has suggested that PES results from interference due to an error-evoked orienting response. We investigated whether error-related orienting may in fact be a pre-cursor to adaptive post-error behavioral adjustment when the orienting response resolves before subsequent trial onset. We measured pupil dilation, a prototypical measure of autonomic orienting, during performance of a choice RT task with long inter-stimulus intervals, and found that the trial-by-trial magnitude of the error-evoked pupil response positively predicted both PES magnitude and the likelihood that the following response would be correct. These combined findings suggest that the magnitude of the error-related orienting response predicts an adaptive change of response strategy following errors, and thereby promote a reconciliation of the orienting and adaptive control accounts of PES. PMID:27010472

  13. Data-Driven Design: Learning from Student Experiences and Behaviors

    NASA Astrophysics Data System (ADS)

    Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

    2015-12-01

    Good instructors know that lessons and courses change over time. Limitations in time and data often prevent instructors from making changes that will most benefit their students. For example, in traditional in-person classrooms an instructor may only have access to the final product of a student's thought processes (such as a term paper, homework assignment, or exam). The thought processes that lead to a given answer are opaque to the instructor, making future modifications to course content an exercise in trial-and-error and instinct. Modern online intelligent tutoring systems can provide insight into a student's behavior, providing transparency to a previously opaque process and providing the instructor with better information for course modification. Habitable Worlds is an introductory level online-only astrobiology lab course that has been offered at Arizona State University since Fall 2011. The course is built and offered through an intelligent tutoring system, Smart Sparrow's Adaptive eLearning Platform, which provides in-depth analytics that allow the instructor to investigate detailed student behavior, from time spent on question to number of attempts to patterns of answers. We will detail the process we employ of informed modification of course content, including time and trial comparisons between semesters, analysis of submitted answers, analysis of alternative learning pathways taken, and A/B testing.

  14. Towards Motivation-Based Adaptation of Difficulty in E-Learning Programs

    ERIC Educational Resources Information Center

    Endler, Anke; Rey, Gunter Daniel; Butz, Martin V.

    2012-01-01

    The objective of this study was to investigate if an e-learning environment may use measurements of the user's current motivation to adapt the level of task difficulty for more effective learning. In the reported study, motivation-based adaptation was applied randomly to collect a wide range of data for different adaptations in a variety of…

  15. Adaptation and Learning of Agents in Market Oriented Programming

    NASA Astrophysics Data System (ADS)

    Ishinishi, Masayuki; Namatame, Akira; Kita, Hajime

    Market Oriented Programming (MOP) proposed by Wellman is a decentralized control method using auction machanism inspired by the market economy. It is applied to many problems such as network and computation resource allocation. Conventional MOP models are formulated based on the concept of ‘competitive market’ of economics which assumes that the market consists of sufficiently many and small agents. However, in realistic applications of MOP, number of agents is limited and their interdependency is not negligible. In this paper, MOP for interdependent agents is discussed. An oligopoly market model for MOP is introduced, and adaptation process of interdependent agents and its stability are discussed. Further, it is also demonstrated that selfish learning of adaptation coefficiency by each agent achieves stability of market through computer simulation.

  16. Adaptive Sampling for Learning Gaussian Processes Using Mobile Sensor Networks

    PubMed Central

    Xu, Yunfei; Choi, Jongeun

    2011-01-01

    This paper presents a novel class of self-organizing sensing agents that adaptively learn an anisotropic, spatio-temporal Gaussian process using noisy measurements and move in order to improve the quality of the estimated covariance function. This approach is based on a class of anisotropic covariance functions of Gaussian processes introduced to model a broad range of spatio-temporal physical phenomena. The covariance function is assumed to be unknown a priori. Hence, it is estimated by the maximum a posteriori probability (MAP) estimator. The prediction of the field of interest is then obtained based on the MAP estimate of the covariance function. An optimal sampling strategy is proposed to minimize the information-theoretic cost function of the Fisher Information Matrix. Simulation results demonstrate the effectiveness and the adaptability of the proposed scheme. PMID:22163785

  17. The Emotions of Socialization-Related Learning: Understanding Workplace Adaptation as a Learning Process.

    ERIC Educational Resources Information Center

    Reio, Thomas G., Jr.

    The influence of selected discrete emotions on socialization-related learning and perception of workplace adaptation was examined in an exploratory study. Data were collected from 233 service workers in 4 small and medium-sized companies in metropolitan Washington, D.C. The sample members' average age was 32.5 years, and the sample's racial makeup…

  18. Neocortical Tet3-mediated accumulation of 5-hydroxymethylcytosine promotes rapid behavioral adaptation.

    PubMed

    Li, Xiang; Wei, Wei; Zhao, Qiong-Yi; Widagdo, Jocelyn; Baker-Andresen, Danay; Flavell, Charlotte R; D'Alessio, Ana; Zhang, Yi; Bredy, Timothy W

    2014-05-13

    5-hydroxymethylcytosine (5-hmC) is a novel DNA modification that is highly enriched in the adult brain and dynamically regulated by neural activity. 5-hmC accumulates across the lifespan; however, the functional relevance of this change in 5-hmC and whether it is necessary for behavioral adaptation have not been fully elucidated. Moreover, although the ten-eleven translocation (Tet) family of enzymes is known to be essential for converting methylated DNA to 5-hmC, the role of individual Tet proteins in the adult cortex remains unclear. Using 5-hmC capture together with high-throughput DNA sequencing on individual mice, we show that fear extinction, an important form of reversal learning, leads to a dramatic genome-wide redistribution of 5-hmC within the infralimbic prefrontal cortex. Moreover, extinction learning-induced Tet3-mediated accumulation of 5-hmC is associated with the establishment of epigenetic states that promote gene expression and rapid behavioral adaptation. PMID:24757058

  19. The Influence of Student Characteristics on the Use of Adaptive E-Learning Material

    ERIC Educational Resources Information Center

    van Seters, J. R.; Ossevoort, M. A.; Tramper, J.; Goedhart, M. J.

    2012-01-01

    Adaptive e-learning materials can help teachers to educate heterogeneous student groups. This study provides empirical data about the way academic students differ in their learning when using adaptive e-learning materials. Ninety-four students participated in the study. We determined characteristics in a heterogeneous student group by collecting…

  20. Learning to Eat: Behavioral and Psychological Aspects.

    PubMed

    Birch, Leann L

    2016-01-01

    Because infants are totally dependent upon parents (or other caregivers) for care and sustenance, parents' feeding practices are a key feature of the family environments in which infants and young children learn about food and eating. Feeding practices include not only what the child is fed, but also the how, when, why and how much of feeding. Extensive evidence indicates that parenting behavior influences a variety of child outcomes, including cognitive and socioemotional development, as well as the development of self-regulatory skills. The focus of this chapter is on what is known about how parenting, particularly feeding practices, influences the early development of several aspects of children's eating behavior, including the acquisition of food preferences, self-regulatory skills, children's reactivity to food cues, satiety responsiveness and 'picky eating'. It is argued that traditional feeding practices, which evolved to protect children from environmental threats and ensure adequate intake in the context of food scarcity, can be maladaptive in current environments. An evidence base is needed to inform public policy to reduce early obesity risk in current environments, where too much palatable food is a major threat to child health. Results of recent research provides evidence that promoting responsive feeding practices can alter the development of eating behavior, sleep patterns and early self-regulatory skills, as well as reduce early obesity risk. PMID:27088340

  1. Learning and Thinking: A Behavioral Treatise on Abuse and Antisocial Behavior in Young Criminal Offenders

    ERIC Educational Resources Information Center

    Prather, Walter; Golden, Jeannie A.

    2009-01-01

    Social learning theory provides a useful conceptual framework for understanding abuse and the teaching and learning of antisocial or criminal behavior in young offenders. This article examines social learning theory and the quality of parent-child relationships from the perspective of behavioral analysis, and provides a rationale for a…

  2. Personality traits, future time perspective and adaptive behavior in adolescence.

    PubMed

    Gomes Carvalho, Renato Gil; Novo, Rosa Ferreira

    2015-01-01

    Several studies provide evidence of the importance of future time perspective (FTP) for individual success. However, little research addresses the relationship between FTP and personality traits, particularly if FTP can mediate their influence on behavior. In this study we analyze the mediating of FTP in the influence of personality traits on the way adolescents live their life at school. Sample consisted in 351 students, aged from 14 to 18 years-old, at different schooling levels. Instruments were the Portuguese version of the MMPI-A, particularly the PSY-5 dimensions (Aggressiveness, Psychoticism, Disconstraint, Neuroticism, Introversion), a FTP questionnaire, and a survey on school life, involving several indicators of achievement, social integration, and overall satisfaction. With the exception of Neuroticism, the results show significant mediation effects (p < .001) of FTP on most relationships between PSY-5 dimensions and school life variables. Concerning Disconstraint, FTP mediated its influence on overall satisfaction (β = -.125) and school achievement (β = -.106). In the case of Introversion, significant mediation effects occurred for interpersonal difficulties (β = .099) and participation in extracurricular activities (β = -.085). FTP was also a mediator of Psychoticism influence in overall satisfaction (β = -.094), interpersonal difficulties (β = .057), and behavior problems (β = .037). Finally, FTP mediated the influence of Aggressiveness on overall satisfaction (β = -.061), interpersonal difficulties (β = .040), achievement (β = -.052), and behavior problems (β = .023). Results are discussed considering the importance of FTP in the impact of some personality structural characteristics in students' school adaptation. PMID:25907852

  3. Relevance of a neurophysiological marker of attention allocation for children's learning-related behaviors and academic performance.

    PubMed

    Willner, Cynthia J; Gatzke-Kopp, Lisa M; Bierman, Karen L; Greenberg, Mark T; Segalowitz, Sidney J

    2015-08-01

    Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related behaviors in high-risk populations could illuminate resilience processes. This study examined the relevance of a neurophysiological measure of controlled attention allocation, amplitude of the P3b event-related potential, for learning-related behaviors and academic performance in a sample of socioeconomically disadvantaged kindergarteners. The sample consisted of 239 children from an urban, low-income community, approximately half of whom exhibited behavior problems at school entry (45% aggressive/oppositional; 64% male; 69% African American, 21% Hispanic). Results revealed that higher P3b amplitudes to target stimuli in a go/no-go task were associated with more adaptive learning-related behaviors in kindergarten. Furthermore, children's learning-related behaviors in kindergarten mediated a positive indirect effect of P3b amplitude on growth in academic performance from kindergarten to 1st grade. Given that P3b amplitude reflects attention allocation processes, these findings build on the scientific justification for interventions targeting young children's attention skills in order to promote effective learning-related behaviors and academic achievement within socioeconomically disadvantaged populations. PMID:26053149

  4. Cognitive flexibility in adolescence: neural and behavioral mechanisms of reward prediction error processing in adaptive decision making during development.

    PubMed

    Hauser, Tobias U; Iannaccone, Reto; Walitza, Susanne; Brandeis, Daniel; Brem, Silvia

    2015-01-01

    Adolescence is associated with quickly changing environmental demands which require excellent adaptive skills and high cognitive flexibility. Feedback-guided adaptive learning and cognitive flexibility are driven by reward prediction error (RPE) signals, which indicate the accuracy of expectations and can be estimated using computational models. Despite the importance of cognitive flexibility during adolescence, only little is known about how RPE processing in cognitive flexibility deviates between adolescence and adulthood. In this study, we investigated the developmental aspects of cognitive flexibility by means of computational models and functional magnetic resonance imaging (fMRI). We compared the neural and behavioral correlates of cognitive flexibility in healthy adolescents (12-16years) to adults performing a probabilistic reversal learning task. Using a modified risk-sensitive reinforcement learning model, we found that adolescents learned faster from negative RPEs than adults. The fMRI analysis revealed that within the RPE network, the adolescents had a significantly altered RPE-response in the anterior insula. This effect seemed to be mainly driven by increased responses to negative prediction errors. In summary, our findings indicate that decision making in adolescence goes beyond merely increased reward-seeking behavior and provides a developmental perspective to the behavioral and neural mechanisms underlying cognitive flexibility in the context of reinforcement learning. PMID:25234119

  5. Adapting the VOICES HIV behavioral intervention for Latino men who have sex with men.

    PubMed

    O'Donnell, Lydia; Stueve, Ann; Joseph, Heather A; Flores, Stephen

    2014-04-01

    Latino men who have sex with men (MSM) are disproportionately impacted by HIV/AIDS, but few behavioral interventions address their prevention needs. Adaptation of evidence-based interventions is a pragmatic strategy that builds upon lessons learned and has the potential to fill gaps in prevention programming. Yet there are few reports of how transfers are executed and whether effectiveness is achieved. This research reports on the adaptation of VOICES/VOICES, a single-session intervention designed for heterosexual adults, into No Excuses/Sin buscar excuses for Latino MSM. To test the adapted intervention, 370 at-risk Latino MSM were enrolled in a randomized trial. At a three-month follow-up, there was a sharper decrease in unprotected intercourse in the intervention group compared to controls (59 % vs. 39 %, ANOVA p < 0.05, F = 4.10). Intervention participants also reported more condom use at last intercourse (AOR = 1.69; 95 % CI 1.02-2.81, p < 02). Findings support use of adapted models for meeting prevention needs of high-priority populations. PMID:24419993

  6. Synaptic plasticity in a recurrent neural network for versatile and adaptive behaviors of a walking robot.

    PubMed

    Grinke, Eduard; Tetzlaff, Christian; Wörgötter, Florentin; Manoonpong, Poramate

    2015-01-01

    Walking animals, like insects, with little neural computing can effectively perform complex behaviors. For example, they can walk around their environment, escape from corners/deadlocks, and avoid or climb over obstacles. While performing all these behaviors, they can also adapt their movements to deal with an unknown situation. As a consequence, they successfully navigate through their complex environment. The versatile and adaptive abilities are the result of an integration of several ingredients embedded in their sensorimotor loop. Biological studies reveal that the ingredients include neural dynamics, plasticity, sensory feedback, and biomechanics. Generating such versatile and adaptive behaviors for a many degrees-of-freedom (DOFs) walking robot is a challenging task. Thus, in this study, we present a bio-inspired approach to solve this task. Specifically, the approach combines neural mechanisms with plasticity, exteroceptive sensory feedback, and biomechanics. The neural mechanisms consist of adaptive neural sensory processing and modular neural locomotion control. The sensory processing is based on a small recurrent neural network consisting of two fully connected neurons. Online correlation-based learning with synaptic scaling is applied to adequately change the connections of the network. By doing so, we can effectively exploit neural dynamics (i.e., hysteresis effects and single attractors) in the network to generate different turning angles with short-term memory for a walking robot. The turning information is transmitted as descending steering signals to the neural locomotion control which translates the signals into motor actions. As a result, the robot can walk around and adapt its turning angle for avoiding obstacles in different situations. The adaptation also enables the robot to effectively escape from sharp corners or deadlocks. Using backbone joint control embedded in the the locomotion control allows the robot to climb over small obstacles

  7. Synaptic plasticity in a recurrent neural network for versatile and adaptive behaviors of a walking robot

    PubMed Central

    Grinke, Eduard; Tetzlaff, Christian; Wörgötter, Florentin; Manoonpong, Poramate

    2015-01-01

    Walking animals, like insects, with little neural computing can effectively perform complex behaviors. For example, they can walk around their environment, escape from corners/deadlocks, and avoid or climb over obstacles. While performing all these behaviors, they can also adapt their movements to deal with an unknown situation. As a consequence, they successfully navigate through their complex environment. The versatile and adaptive abilities are the result of an integration of several ingredients embedded in their sensorimotor loop. Biological studies reveal that the ingredients include neural dynamics, plasticity, sensory feedback, and biomechanics. Generating such versatile and adaptive behaviors for a many degrees-of-freedom (DOFs) walking robot is a challenging task. Thus, in this study, we present a bio-inspired approach to solve this task. Specifically, the approach combines neural mechanisms with plasticity, exteroceptive sensory feedback, and biomechanics. The neural mechanisms consist of adaptive neural sensory processing and modular neural locomotion control. The sensory processing is based on a small recurrent neural network consisting of two fully connected neurons. Online correlation-based learning with synaptic scaling is applied to adequately change the connections of the network. By doing so, we can effectively exploit neural dynamics (i.e., hysteresis effects and single attractors) in the network to generate different turning angles with short-term memory for a walking robot. The turning information is transmitted as descending steering signals to the neural locomotion control which translates the signals into motor actions. As a result, the robot can walk around and adapt its turning angle for avoiding obstacles in different situations. The adaptation also enables the robot to effectively escape from sharp corners or deadlocks. Using backbone joint control embedded in the the locomotion control allows the robot to climb over small obstacles

  8. Adapting Phonological Awareness Interventions for Children With Down Syndrome Based on the Behavioral Phenotype: A Promising Approach?

    PubMed

    Lemons, Christopher J; King, Seth A; Davidson, Kimberly A; Puranik, Cynthia S; Fulmer, Deborah; Mrachko, Alicia A; Partanen, Jane; Al Otaiba, Stephanie; Fidler, Deborah J

    2015-08-01

    Many children with Down syndrome demonstrate deficits in phonological awareness, a prerequisite to learning to read in an alphabetic language. The purpose of this study was to determine whether adapting a commercially available phonological awareness program to better align with characteristics associated with the behavioral phenotype of Down syndrome would increase children's learning of phonological awareness, letter sounds, and words. Five children with Down syndrome, ages 6 to 8 years, participated in a multiple baseline across participants single case design experiment in which response to an adapted phonological awareness intervention was compared with response to the nonadapted program. Results indicate a functional relation between the adapted program and phonological awareness. Suggestions for future research and implications for practice are provided. PMID:26214557

  9. Criticality as a Set-Point for Adaptive Behavior in Neuromorphic Hardware.

    PubMed

    Srinivasa, Narayan; Stepp, Nigel D; Cruz-Albrecht, Jose

    2015-01-01

    Neuromorphic hardware are designed by drawing inspiration from biology to overcome limitations of current computer architectures while forging the development of a new class of autonomous systems that can exhibit adaptive behaviors. Several designs in the recent past are capable of emulating large scale networks but avoid complexity in network dynamics by minimizing the number of dynamic variables that are supported and tunable in hardware. We believe that this is due to the lack of a clear understanding of how to design self-tuning complex systems. It has been widely demonstrated that criticality appears to be the default state of the brain and manifests in the form of spontaneous scale-invariant cascades of neural activity. Experiment, theory and recent models have shown that neuronal networks at criticality demonstrate optimal information transfer, learning and information processing capabilities that affect behavior. In this perspective article, we argue that understanding how large scale neuromorphic electronics can be designed to enable emergent adaptive behavior will require an understanding of how networks emulated by such hardware can self-tune local parameters to maintain criticality as a set-point. We believe that such capability will enable the design of truly scalable intelligent systems using neuromorphic hardware that embrace complexity in network dynamics rather than avoiding it. PMID:26648839

  10. Criticality as a Set-Point for Adaptive Behavior in Neuromorphic Hardware

    PubMed Central

    Srinivasa, Narayan; Stepp, Nigel D.; Cruz-Albrecht, Jose

    2015-01-01

    Neuromorphic hardware are designed by drawing inspiration from biology to overcome limitations of current computer architectures while forging the development of a new class of autonomous systems that can exhibit adaptive behaviors. Several designs in the recent past are capable of emulating large scale networks but avoid complexity in network dynamics by minimizing the number of dynamic variables that are supported and tunable in hardware. We believe that this is due to the lack of a clear understanding of how to design self-tuning complex systems. It has been widely demonstrated that criticality appears to be the default state of the brain and manifests in the form of spontaneous scale-invariant cascades of neural activity. Experiment, theory and recent models have shown that neuronal networks at criticality demonstrate optimal information transfer, learning and information processing capabilities that affect behavior. In this perspective article, we argue that understanding how large scale neuromorphic electronics can be designed to enable emergent adaptive behavior will require an understanding of how networks emulated by such hardware can self-tune local parameters to maintain criticality as a set-point. We believe that such capability will enable the design of truly scalable intelligent systems using neuromorphic hardware that embrace complexity in network dynamics rather than avoiding it. PMID:26648839

  11. Adapting online learning for Canada's Northern public health workforce

    PubMed Central

    Bell, Marnie; MacDougall, Karen

    2013-01-01

    Background Canada's North is a diverse, sparsely populated land, where inequalities and public health issues are evident, particularly for Aboriginal people. The Northern public health workforce is a unique mix of professional and paraprofessional workers. Few have formal public health education. From 2009 to 2012, the Public Health Agency of Canada (PHAC) collaborated with a Northern Advisory Group to develop and implement a strategy to strengthen public health capacity in Canada's 3 northern territories. Access to relevant, effective continuing education was identified as a key issue. Challenges include diverse educational and cultural backgrounds of public health workers, geographical isolation and variable technological infrastructure across the north. Methods PHAC's Skills Online program offers Internet-based continuing education modules for public health professionals. In partnership with the Northern Advisory Group, PHAC conducted 3 pilots between 2008 and 2012 to assess the appropriateness of the Skills Online program for Northern/Aboriginal public health workers. Module content and delivery modalities were adapted for the pilots. Adaptations included adding Inuit and Northern public health examples and using video and teleconference discussions to augment the online self-study component. Results Findings from the pilots were informative and similar to those from previous Skills Online pilots with learners in developing countries. Online learning is effective in bridging the geographical barriers in remote locations. Incorporating content on Northern and Aboriginal health issues facilitates engagement in learning. Employer support facilitates the recruitment and retention of learners in an online program. Facilitator assets included experience as a public health professional from the north, and flexibility to use modified approaches to support and measure knowledge acquisition and application, especially for First Nations, Inuit and Metis learners

  12. Designing Automated Adaptive Support to Improve Student Helping Behaviors in a Peer Tutoring Activity

    ERIC Educational Resources Information Center

    Walker, Erin; Rummel, Nikol; Koedinger, Kenneth R.

    2011-01-01

    Adaptive collaborative learning support systems analyze student collaboration as it occurs and provide targeted assistance to the collaborators. Too little is known about how to design adaptive support to have a positive effect on interaction and learning. We investigated this problem in a reciprocal peer tutoring scenario, where two students take…

  13. Preschool Children's Learning Behaviors, Concept Attainment, Social Skills, and Problem Behaviors: Validity Evidence for Preschool Learning Behaviors Scale Scores

    ERIC Educational Resources Information Center

    Schaefer, Barbara A.; Shur, Kimberely Fitch; Macri-Summers, Maria; MacDonald, Scott L.

    2004-01-01

    This study provides concurrent and predictive validity and test-retest reliability evidence for scores from the preschool teacher-completed Preschool Learning Behaviors Scale (PLBS; McDermott, Green, Francis, & Stott, 2002) using two regional samples of preschool children aged 3 to 5.5 years (Ns of 61 and 70). Teacher ratings of social skills and…

  14. [Adaptive behaviors to HIV risk of transmission in different populations].

    PubMed

    Grémy, I

    2005-05-01

    Since the beginning of the HIV epidemic in France, surveys aimed at better understanding risk perceptions of HIV infection and preventive sexual behaviors have been implemented in the general population, and in populations such as IVDU and homosexual men, more concerned by risks of HIV transmission. The objective of this article is to describe these surveys, to present their main results and to assess what has been the overall impact of prevention campaigns on the adoption of preventive sexual behaviors in these populations. The results show that very early after the beginning of the AIDS epidemic, both general and homosexual populations have adopted preventive sexual behaviors, mainly increasing condom use and implementing other preventive strategies. However, with the introduction of HAART in 1996, a slackening of these preventive behaviors is noted. The use of condom is less frequent, especially in the youngest generations of both general and homosexual populations. On the opposite, among IVDU, the use of sterile syringes increased dramatically as soon as over-the-counter sales of syringes was authorized in 1987, as well as the adoption of ways other than intravenous to take drugs. Both have contributed to almost stop the HIV epidemic in this specific group. The results of these surveys show that the benefits of prevention campaigns are different between populations and are reversible. It is necessary to renew the messages, campaigns and programs of prevention with the renewal of generations. It is also necessary to adapt these messages to the new scientific data, and to the evolution of social and individual representations of the disease. PMID:15878250

  15. Coordination Pattern Adaptability: Energy Cost of Degenerate Behaviors

    PubMed Central

    Seifert, Ludovic; Komar, John; Crettenand, Florent; Millet, Grégoire

    2014-01-01

    This study investigated behavioral adaptability, which could be defined as a blend between stability and flexibility of the limbs movement and their inter-limb coordination, when individuals received informational constraints. Seven expert breaststroke swimmers performed three 200-m in breaststroke at constant submaximal intensity. Each trial was performed randomly in a different coordination pattern: ‘freely-chosen’, ‘maximal glide’ and ‘minimal glide’. Two underwater and four aerial cameras enabled 3D movement analysis in order to assess elbow and knee angles, elbow-knee pair coordination, intra-cyclic velocity variations of the center of mass, stroke rate and stroke length and inter-limb coordination. The energy cost of locomotion was calculated from gas exchanges and blood lactate concentration. The results showed significantly higher glide, intra-cyclic velocity variations and energy cost under ‘maximal glide’ compared to ‘freely-chosen’ instructional conditions, as well as higher reorganization of limb movement and inter-limb coordination (p<0.05). In the ‘minimal glide’ condition, the swimmers did not show significantly shorter glide and lower energy cost, but they exhibited significantly lower deceleration of the center of mass, as well as modified limb movement and inter-limb coordination (p<0.05). These results highlight that a variety of structural adaptations can functionally satisfy the task-goal. PMID:25255016

  16. The Glenwood Assessment of Behavior of the Mentally Retarded: A Well-Factored Scale of Adaptive Behavior.

    ERIC Educational Resources Information Center

    Larsen, Gary Y.

    The paper describes the reasons for developing a new instrument to measure adaptive behavior of mentally retarded residents at Glenwood State Hospital-School and recounts the processes involved in constructing the new scale. Among complaints about the American Association on Mental Deficiency Adaptive Behavior Scale (ABS) are its inappropriateness…

  17. The Impact of Cognitive Dissonance on Learning Work Behavior

    ERIC Educational Resources Information Center

    Dechawatanapaisal, Decha; Siengthai, Sununta

    2006-01-01

    Purpose: This research proposes a framework, which identifies the underlying factors that shape learning behavior in the workplace. It takes organizational members' perspectives into consideration to gain better understanding on managing people and their behavior in the organizational learning process. Design/methodology/approach: Primary data…

  18. Observing Animal Behavior at the Zoo: A Learning Laboratory

    ERIC Educational Resources Information Center

    Hull, Debra B.

    2003-01-01

    Undergraduate students in a learning laboratory course initially chose a species to study; researched that species' physical and behavioral characteristics; then learned skills necessary to select, operationalize, observe, and record animal behavior accurately. After their classroom preparation, students went to a local zoo to observe the behavior…

  19. Students with Learning Disabilities and Challenging Behaviors in Jordan

    ERIC Educational Resources Information Center

    Abu-Hamour, Bashir

    2014-01-01

    This paper reports the findings of a study which aimed to explore the learning and behavioral characteristics of students with Learning Disabilities (LDs) in Jordan. Specifically, variables that related to challenging behaviors, school's type, and gender differences were investigated. Four resource room teachers in public and private schools were…

  20. Learning of Action Through Adaptive Combination of Motor Primitives

    PubMed Central

    Thoroughman, Kurt A.; Shadmehr, Reza

    2008-01-01

    Understanding how the brain constructs movements remains a fundamental challenge in neuroscience. The brain may control complex movements through flexible combination of motor primitives1, where each primitive is an element of computation in the sensorimotor map that transforms desired limb trajectories into motor commands. Theoretical studies have shown that a system’s ability to learn actions depends on the shape of its primitives2. Using a time-series analysis of error patterns, here we find evidence that humans learn dynamics of reaching movements through flexible combination of primitives that have Gaussian-like tuning functions encoding hand velocity. The wide tuning of the inferred primitives predicts limitations on the brain’s ability to represent viscous dynamics. We find close agreement between the predicted limitations and subjects’ adaptation to novel force fields. The mathematical properties of the derived primitives resemble the tuning curves of Purkinje cells in the cerebellum. Activity of these cells may encode primitives that underlie learning of dynamics. PMID:11048720

  1. Evaluating Social Learning Behaviors in the Open Classroom.

    ERIC Educational Resources Information Center

    Swick, Kevin; Lamb, Morris

    A brief overview describes the necessary components of an effective social learning evaluation system for the open classroom. In order to develop such a social learning evaluation system one must: (1) organize the evaluation system around the progress and needs of the child, (2) identify the kinds of social learning behaviors to be assessed, (3)…

  2. Modeling and Simulation of An Adaptive Neuro-Fuzzy Inference System (ANFIS) for Mobile Learning

    ERIC Educational Resources Information Center

    Al-Hmouz, A.; Shen, Jun; Al-Hmouz, R.; Yan, Jun

    2012-01-01

    With recent advances in mobile learning (m-learning), it is becoming possible for learning activities to occur everywhere. The learner model presented in our earlier work was partitioned into smaller elements in the form of learner profiles, which collectively represent the entire learning process. This paper presents an Adaptive Neuro-Fuzzy…

  3. Breast image feature learning with adaptive deconvolutional networks

    NASA Astrophysics Data System (ADS)

    Jamieson, Andrew R.; Drukker, Karen; Giger, Maryellen L.

    2012-03-01

    Feature extraction is a critical component of medical image analysis. Many computer-aided diagnosis approaches employ hand-designed, heuristic lesion extracted features. An alternative approach is to learn features directly from images. In this preliminary study, we explored the use of Adaptive Deconvolutional Networks (ADN) for learning high-level features in diagnostic breast mass lesion images with potential application to computer-aided diagnosis (CADx) and content-based image retrieval (CBIR). ADNs (Zeiler, et. al., 2011), are recently-proposed unsupervised, generative hierarchical models that decompose images via convolution sparse coding and max pooling. We trained the ADNs to learn multiple layers of representation for two breast image data sets on two different modalities (739 full field digital mammography (FFDM) and 2393 ultrasound images). Feature map calculations were accelerated by use of GPUs. Following Zeiler et. al., we applied the Spatial Pyramid Matching (SPM) kernel (Lazebnik, et. al., 2006) on the inferred feature maps and combined this with a linear support vector machine (SVM) classifier for the task of binary classification between cancer and non-cancer breast mass lesions. Non-linear, local structure preserving dimension reduction, Elastic Embedding (Carreira-Perpiñán, 2010), was then used to visualize the SPM kernel output in 2D and qualitatively inspect image relationships learned. Performance was found to be competitive with current CADx schemes that use human-designed features, e.g., achieving a 0.632+ bootstrap AUC (by case) of 0.83 [0.78, 0.89] for an ultrasound image set (1125 cases).

  4. Sensitivity-based adaptive learning rules for binary feedforward neural networks.

    PubMed

    Zhong, Shuiming; Zeng, Xiaoqin; Wu, Shengli; Han, Lixin

    2012-03-01

    This paper proposes a set of adaptive learning rules for binary feedforward neural networks (BFNNs) by means of the sensitivity measure that is established to investigate the effect of a BFNN's weight variation on its output. The rules are based on three basic adaptive learning principles: the benefit principle, the minimal disturbance principle, and the burden-sharing principle. In order to follow the benefit principle and the minimal disturbance principle, a neuron selection rule and a weight adaptation rule are developed. Besides, a learning control rule is developed to follow the burden-sharing principle. The advantage of the rules is that they can effectively guide the BFNN's learning to conduct constructive adaptations and avoid destructive ones. With these rules, a sensitivity-based adaptive learning (SBALR) algorithm for BFNNs is presented. Experimental results on a number of benchmark data demonstrate that the SBALR algorithm has better learning performance than the Madaline rule II and backpropagation algorithms. PMID:24808553

  5. Hierarchically clustered adaptive quantization CMAC and its learning convergence.

    PubMed

    Teddy, S D; Lai, E M K; Quek, C

    2007-11-01

    The cerebellar model articulation controller (CMAC) neural network (NN) is a well-established computational model of the human cerebellum. Nevertheless, there are two major drawbacks associated with the uniform quantization scheme of the CMAC network. They are the following: (1) a constant output resolution associated with the entire input space and (2) the generalization-accuracy dilemma. Moreover, the size of the CMAC network is an exponential function of the number of inputs. Depending on the characteristics of the training data, only a small percentage of the entire set of CMAC memory cells is utilized. Therefore, the efficient utilization of the CMAC memory is a crucial issue. One approach is to quantize the input space nonuniformly. For existing nonuniformly quantized CMAC systems, there is a tradeoff between memory efficiency and computational complexity. Inspired by the underlying organizational mechanism of the human brain, this paper presents a novel CMAC architecture named hierarchically clustered adaptive quantization CMAC (HCAQ-CMAC). HCAQ-CMAC employs hierarchical clustering for the nonuniform quantization of the input space to identify significant input segments and subsequently allocating more memory cells to these regions. The stability of the HCAQ-CMAC network is theoretically guaranteed by the proof of its learning convergence. The performance of the proposed network is subsequently benchmarked against the original CMAC network, as well as two other existing CMAC variants on two real-life applications, namely, automated control of car maneuver and modeling of the human blood glucose dynamics. The experimental results have demonstrated that the HCAQ-CMAC network offers an efficient memory allocation scheme and improves the generalization and accuracy of the network output to achieve better or comparable performances with smaller memory usages. Index Terms-Cerebellar model articulation controller (CMAC), hierarchical clustering, hierarchically

  6. SAR imaging via iterative adaptive approach and sparse Bayesian learning

    NASA Astrophysics Data System (ADS)

    Xue, Ming; Santiago, Enrique; Sedehi, Matteo; Tan, Xing; Li, Jian

    2009-05-01

    We consider sidelobe reduction and resolution enhancement in synthetic aperture radar (SAR) imaging via an iterative adaptive approach (IAA) and a sparse Bayesian learning (SBL) method. The nonparametric weighted least squares based IAA algorithm is a robust and user parameter-free adaptive approach originally proposed for array processing. We show that it can be used to form enhanced SAR images as well. SBL has been used as a sparse signal recovery algorithm for compressed sensing. It has been shown in the literature that SBL is easy to use and can recover sparse signals more accurately than the l 1 based optimization approaches, which require delicate choice of the user parameter. We consider using a modified expectation maximization (EM) based SBL algorithm, referred to as SBL-1, which is based on a three-stage hierarchical Bayesian model. SBL-1 is not only more accurate than benchmark SBL algorithms, but also converges faster. SBL-1 is used to further enhance the resolution of the SAR images formed by IAA. Both IAA and SBL-1 are shown to be effective, requiring only a limited number of iterations, and have no need for polar-to-Cartesian interpolation of the SAR collected data. This paper characterizes the achievable performance of these two approaches by processing the complex backscatter data from both a sparse case study and a backhoe vehicle in free space with different aperture sizes.

  7. Deviant Behavior in Learning Disabled and Behaviorally Disordered Students as a Function of Level and Placement.

    ERIC Educational Resources Information Center

    Sindelar, Paul T.; And Others

    1985-01-01

    Resource and special class teachers of learning disabled (LD) and behaviorally disordered elementary and secondary students rated behaviorally disordered Ss as exhibiting more of five patterns of deviant behavior than LD Ss. Secondary Ss exhibited more rule breaking than elementary Ss; and special class Ss, more anxious, fearful behavior than…

  8. Advances in Learning and Behavioral Disabilities. Volume 11.

    ERIC Educational Resources Information Center

    Scruggs, Thomas E., Ed.; Mastropieri, Margo A., Ed.

    This book presents nine papers that focus on the identification, behavior, intervention, and inclusion of children with learning and behavior disabilities in general education classrooms. The papers include "Effectiveness of Social Skills Training for Students with Behavior Disorders: A Meta-Analysis" (Kenneth A. Kavale and others); "Attention…

  9. Extreme learning machine and adaptive sparse representation for image classification.

    PubMed

    Cao, Jiuwen; Zhang, Kai; Luo, Minxia; Yin, Chun; Lai, Xiaoping

    2016-09-01

    Recent research has shown the speed advantage of extreme learning machine (ELM) and the accuracy advantage of sparse representation classification (SRC) in the area of image classification. Those two methods, however, have their respective drawbacks, e.g., in general, ELM is known to be less robust to noise while SRC is known to be time-consuming. Consequently, ELM and SRC complement each other in computational complexity and classification accuracy. In order to unify such mutual complementarity and thus further enhance the classification performance, we propose an efficient hybrid classifier to exploit the advantages of ELM and SRC in this paper. More precisely, the proposed classifier consists of two stages: first, an ELM network is trained by supervised learning. Second, a discriminative criterion about the reliability of the obtained ELM output is adopted to decide whether the query image can be correctly classified or not. If the output is reliable, the classification will be performed by ELM; otherwise the query image will be fed to SRC. Meanwhile, in the stage of SRC, a sub-dictionary that is adaptive to the query image instead of the entire dictionary is extracted via the ELM output. The computational burden of SRC thus can be reduced. Extensive experiments on handwritten digit classification, landmark recognition and face recognition demonstrate that the proposed hybrid classifier outperforms ELM and SRC in classification accuracy with outstanding computational efficiency. PMID:27389571

  10. Radiographic skills learning: procedure simulation using adaptive hypermedia.

    PubMed

    Costaridou, L; Panayiotakis, G; Pallikarakis, N; Proimos, B

    1996-10-01

    The design and development of a simulation tool supporting learning of radiographic skills is reported. This tool has by textual, graphical and iconic resources, organized according to a building-block, adaptive hypermedia approach, which is described and supported by an image base of radiographs. It offers interactive user-controlled simulation of radiographic imaging procedures. The development is based on a commercially available environment (Toolbook 3.0, Asymetrix Corporation). The core of the system is an attributed precedence (priority) graph, which represents a task outline (concept and resources structure), which is dynamically adjusted to selected procedures. The user interface imitates a conventional radiography system, i.e. operating console, tube, table, patient and cassette. System parameters, such as patient positioning, focus-to-patient distance, magnification, field dimensions, tube voltage and mAs are under user control. Their effects on image quality are presented, by means of an image base acquired under controlled exposure conditions. Innovative use of hypermedia, computer based learning and simulation principles and technology in the development of this tool resulted in an enhanced interactive environment providing radiographic parameter control and visualization of parameter effects on image quality. PMID:9038530

  11. Temporal learning and list-level proportion congruency: conflict adaptation or learning when to respond?

    PubMed

    Schmidt, James R

    2013-01-01

    The current report presents a temporal learning account as a potential alternative to the conflict adaptation account of list-level proportion congruent effects in the Stroop paradigm. Specifically, retrieval of information about response times on previous trials influences a participant's preparedness to respond at a similar time on following trials. First, an adaptation of the Parallel Episodic Processing (PEP) model is presented, and a list-level effect is produced with a temporal learning mechanism. Next, linear mixed effect model analyses show that temporal learning biases are present in list-level proportion congruent data. A non-conflict experiment is then presented in which a list-level effect is observed with a contrast, rather than congruency, manipulation. Analyses of the experimental and simulated data could not, however, provide a clear picture of whether temporal learning was the sole contributor to the list-level proportion congruent effect. These results do, however, demonstrate that caution is warranted when interpreting list-level proportion congruent effects. PMID:24312413

  12. Temporal Learning and List-Level Proportion Congruency: Conflict Adaptation or Learning When to Respond?

    PubMed Central

    Schmidt, James R.

    2013-01-01

    The current report presents a temporal learning account as a potential alternative to the conflict adaptation account of list-level proportion congruent effects in the Stroop paradigm. Specifically, retrieval of information about response times on previous trials influences a participant's preparedness to respond at a similar time on following trials. First, an adaptation of the Parallel Episodic Processing (PEP) model is presented, and a list-level effect is produced with a temporal learning mechanism. Next, linear mixed effect model analyses show that temporal learning biases are present in list-level proportion congruent data. A non-conflict experiment is then presented in which a list-level effect is observed with a contrast, rather than congruency, manipulation. Analyses of the experimental and simulated data could not, however, provide a clear picture of whether temporal learning was the sole contributor to the list-level proportion congruent effect. These results do, however, demonstrate that caution is warranted when interpreting list-level proportion congruent effects. PMID:24312413

  13. Exploring the Effects of Intercultural Learning on Cross-Cultural Adaptation in a Study Abroad Context

    ERIC Educational Resources Information Center

    Tsai, Yau

    2011-01-01

    This study targets Asian students studying abroad and explores the effects of intercultural learning on their cross-cultural adaptation by drawing upon a questionnaire survey. On the one hand, the results of this study find that under the influence of intercultural learning, students respond differently in their cross-cultural adaptation and no…

  14. Examining the Relationship between Learning Organization Characteristics and Change Adaptation, Innovation, and Organizational Performance

    ERIC Educational Resources Information Center

    Kontoghiorghes, Constantine; Awbre, Susan M.; Feurig, Pamela L.

    2005-01-01

    The main purpose of this exploratory study was to examine the relationship between certain learning organization characteristics and change adaptation, innovation, and bottom-line organizational performance. The following learning organization characteristics were found to be the strongest predictors of rapid change adaptation, quick product or…

  15. A Context-Aware Self-Adaptive Fractal Based Generalized Pedagogical Agent Framework for Mobile Learning

    ERIC Educational Resources Information Center

    Boulehouache, Soufiane; Maamri, Ramdane; Sahnoun, Zaidi

    2015-01-01

    The Pedagogical Agents (PAs) for Mobile Learning (m-learning) must be able not only to adapt the teaching to the learner knowledge level and profile but also to ensure the pedagogical efficiency within unpredictable changing runtime contexts. Therefore, to deal with this issue, this paper proposes a Context-aware Self-Adaptive Fractal Component…

  16. The Future of Adaptive Learning: Does the Crowd Hold the Key?

    ERIC Educational Resources Information Center

    Heffernan, Neil T.; Ostrow, Korinn S.; Kelly, Kim; Selent, Douglas; Van Inwegen, Eric G.; Xiong, Xiaolu; Williams, Joseph Jay

    2016-01-01

    Due to substantial scientific and practical progress, learning technologies can effectively adapt to the characteristics and needs of students. This article considers how learning technologies can adapt over time by crowdsourcing contributions from teachers and students--explanations, feedback, and other pedagogical interactions. Considering the…

  17. Swarm Intelligence: New Techniques for Adaptive Systems to Provide Learning Support

    ERIC Educational Resources Information Center

    Wong, Lung-Hsiang; Looi, Chee-Kit

    2012-01-01

    The notion of a system adapting itself to provide support for learning has always been an important issue of research for technology-enabled learning. One approach to provide adaptivity is to use social navigation approaches and techniques which involve analysing data of what was previously selected by a cluster of users or what worked for…

  18. Effectiveness of Adaptive Assessment versus Learner Control in a Multimedia Learning System

    ERIC Educational Resources Information Center

    Chen, Ching-Huei; Chang, Shu-Wei

    2015-01-01

    The purpose of this study was to explore the effectiveness of adaptive assessment versus learner control in a multimedia learning system designed to help secondary students learn science. Unlike other systems, this paper presents a workflow of adaptive assessment following instructional materials that better align with learners' cognitive…

  19. A clash of values: Fear-relevant stimuli can enhance or corrupt adaptive behavior through competition between Pavlovian and instrumental valuation systems.

    PubMed

    Lindström, Björn; Golkar, Armita; Olsson, Andreas

    2015-10-01

    Humans and nonhuman primates preferentially learn to fear and avoid archetypical fear-relevant stimuli. Yet how these learning biases influence adaptive behavior, the basic mechanistic underpinnings of these biases, and how they interact with learning experiences during the life span of an individual remain unknown. To study this, we investigated how 4 classes of fear-relevant stimuli (snakes, threatening in-group faces, racial out-group faces, and guns) influenced adaptive behavior. We showed that stimulus-driven biases have a dramatic influence that can either promote or corrupt adaptive behavior depending on how a bias relates to the environment. We quantified and compared the effects of different fear-relevant stimuli on instrumental behavior using a computational reinforcement learning model that formalized the idea that the bias reflects competition between an instrumental and a Pavlovian valuation system. These results were further clarified by 2 independent rating studies showing that perceived danger of the stimuli corresponded well with their influence on adaptive behavior. PMID:25893448

  20. Sparing of Descending Axons Rescues Interneuron Plasticity in the Lumbar Cord to Allow Adaptive Learning After Thoracic Spinal Cord Injury

    PubMed Central

    Hansen, Christopher N.; Faw, Timothy D.; White, Susan; Buford, John A.; Grau, James W.; Basso, D. Michele

    2016-01-01

    This study evaluated the role of spared axons on structural and behavioral neuroplasticity in the lumbar enlargement after a thoracic spinal cord injury (SCI). Previous work has demonstrated that recovery in the presence of spared axons after an incomplete lesion increases behavioral output after a subsequent complete spinal cord transection (TX). This suggests that spared axons direct adaptive changes in below-level neuronal networks of the lumbar cord. In response to spared fibers, we postulate that lumbar neuron networks support behavioral gains by preventing aberrant plasticity. As such, the present study measured histological and functional changes in the isolated lumbar cord after complete TX or incomplete contusion (SCI). To measure functional plasticity in the lumbar cord, we used an established instrumental learning paradigm (ILP). In this paradigm, neural circuits within isolated lumbar segments demonstrate learning by an increase in flexion duration that reduces exposure to a noxious leg shock. We employed this model using a proof-of-principle design to evaluate the role of sparing on lumbar learning and plasticity early (7 days) or late (42 days) after midthoracic SCI in a rodent model. Early after SCI or TX at 7 days, spinal learning was unattainable regardless of whether the animal recovered with or without axonal substrate. Failed learning occurred alongside measures of cell soma atrophy and aberrant dendritic spine expression within interneuron populations responsible for sensorimotor integration and learning. Alternatively, exposure of the lumbar cord to a small amount of spared axons for 6 weeks produced near-normal learning late after SCI. This coincided with greater cell soma volume and fewer aberrant dendritic spines on interneurons. Thus, an opportunity to influence activity-based learning in locomotor networks depends on spared axons limiting maladaptive plasticity. Together, this work identifies a time dependent interaction between spared

  1. Behavior and Adaptive Functioning in Adolescents with Down Syndrome: Specifying Targets for Intervention

    ERIC Educational Resources Information Center

    Jacola, Lisa M.; Hickey, Francis; Howe, Steven R.; Esbensen, Anna; Shear, Paula K.

    2014-01-01

    Adolescents with Down syndrome can demonstrate increased behavior problems as compared with typical peers. Few studies have explored whether behavior impacts adaptive functioning. Caregiver report from the Behavioral Assessment System for Children, 2nd Edition (BASC-2; Reynolds & Kamphaus, 2004) and the Child Behavioral Checklist (CBCL;…

  2. OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

    NASA Astrophysics Data System (ADS)

    Pedrazzoli, Attilio

    2010-06-01

    AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

  3. Users' Behavior towards Ubiquitous M-Learning

    ERIC Educational Resources Information Center

    Suki, Norazah Mohd; Suki, Norbayah Mohd

    2011-01-01

    Mobile technologies have enabled a new way of communicating, for whom mobile communications are part of normal daily interaction. This paper explores the proposed and verified Technology Acceptance Model (TAM) that can be employed to explain the acceptance of Mobile Learning (M-learning), an activity in which users access learning material with…

  4. Longitudinal Examination of Adaptive Behavior in Autism Spectrum Disorders: Influence of Executive Function

    ERIC Educational Resources Information Center

    Pugliese, Cara E.; Anthony, Laura Gutermuth; Strang, John F.; Dudley, Katerina; Wallace, Gregory L.; Naiman, Daniel Q.; Kenworthy, Lauren

    2016-01-01

    This study characterizes longitudinal change in adaptive behavior in 64 children and adolescents with autism spectrum disorder (ASD) without intellectual disability evaluated on multiple occasions, and examines whether prior estimate of executive function (EF) problems predicts future adaptive behavior scores. Compared to standardized estimates…

  5. Adaptive Skills, Behavior Problems, and Parenting Stress in Mothers of Boys with Fragile X Syndrome

    ERIC Educational Resources Information Center

    Sarimski, Klaus

    2010-01-01

    The relationship of temperament, atypical behaviors, and adaptive behavior of young boys with Fragile X syndrome on mothers' parenting stress was analyzed. Twenty-six boys with Fragile X syndrome (30-88 months of age) participated. The overall development of the participants was significantly delayed with a specific profile of adaptive behaviors…

  6. Maladaptive Behaviors Related to Adaptive Decline in Aging Adults with Mental Retardation.

    ERIC Educational Resources Information Center

    Urv, Tiina K.; Zigman, Warren B.; Silverman, Wayne

    2003-01-01

    Changes in patterns of maladaptive behavior related to age-associated adaptive declines were investigated in 529 adults with mental retardation (ages 30 to 84), 202 with Down syndrome. Certain maladaptive behaviors were related to the onset of adaptive declines, (e.g., lack of boundaries). Findings suggest similarities in the course of…

  7. Profiles and Development of Adaptive Behavior in Children with Down Syndrome

    ERIC Educational Resources Information Center

    Dykens, Elisabeth; Hodapp, Robert; Evans, David

    2006-01-01

    The profiles and developmental trajectories of adaptive behavior were cross-sectionally examined in 80 children with Down syndrome ages 1 to 11.5 years using the Vineland Adaptive Behavior Scales. Profile findings indicated a significant weakness in communication relative to daily living and socialization skills. Within communication itself,…

  8. Psychopathological Manifestations of Children with Intellectual Disabilities According to Their Cognitive and Adaptive Behavior Profile

    ERIC Educational Resources Information Center

    Tremblay, Karine N.; Richer, Louis; Lachance, Lise; Cote, Alain

    2010-01-01

    Children with intellectual disabilities show deficits in cognitive abilities and adaptive behavior which increase the risk of psychopathological disorders. This exploratory study aims at delineating profiles of children based on their cognitive functioning and adaptive behaviors, and to compare them on psychopathological manifestations. A…

  9. Adaptive Behavior among Adults with Intellectual Disabilities and Its Relationship to Community Independence

    ERIC Educational Resources Information Center

    Woolf, Steve; Woolf, Christine Merman; Oakland, Thomas

    2010-01-01

    This study examined relationships between general adaptive behavior and the degree of community independence displayed by 272 adults with intellectual disabilities. Specifically, the Adaptive Behavior Assessment System-Second Edition (ABAS-II; Harrison & Oakland, 2003) was completed for each participant and compared with actual levels of work and…

  10. Variability in Adaptive Behavior in Autism: Evidence for the Importance of Family History

    ERIC Educational Resources Information Center

    Mazefsky, Carla A.; Williams, Diane L.; Minshew, Nancy J.

    2008-01-01

    Adaptive behavior in autism is highly variable and strongly related to prognosis. This study explored family history as a potential source of variability in adaptive behavior in autism. Participants included 77 individuals (mean age = 18) with average or better intellectual ability and autism. Parents completed the Family History Interview about…

  11. Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes

    ERIC Educational Resources Information Center

    Rule, Audrey C.; Baldwin, Samantha; Schell, Robert

    2008-01-01

    This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest-posttest design to examine animal adaptation content learned through focused analogy activities as compared with reading and Internet searches for information about adaptations of animals followed by…

  12. Variability in Adaptive Behavior in Autism: Evidence for the Importance of Family History

    PubMed Central

    Mazefsky, C. A.; Williams, D. L.; Minshew, N. J.

    2008-01-01

    Adaptive behavior in autism is highly variable and strongly related to prognosis. This study explored family history as a potential source of variability in adaptive behavior in autism. Participants included 77 individuals (mean age=18) with average or better intellectual ability and autism. Parents completed the Family History Interview about the presence of broader autism phenotype symptoms and major psychiatric disorders in first degree relatives. Adaptive behavior was assessed via the Vineland Adaptive Behavior Scales (VABS). Based on family history variables, age, and intelligence quotient (IQ), 87% of participants were correctly classified as having impaired or average VABS scores. Family history of depression and shyness accounted for the most variance in VABS scores, and they had the greatest influence on VABS Socialization scores in particular. Possible underlying mechanisms include genetics, psychosocial factors, and social resources. This study provides initial evidence of the importance of family history to adaptive behavior in autism and has implications for genetics and treatment. PMID:18188537

  13. Neural correlates of the age-related changes in motor sequence learning and motor adaptation in older adults

    PubMed Central

    King, Bradley R.; Fogel, Stuart M.; Albouy, Geneviève; Doyon, Julien

    2013-01-01

    As the world's population ages, a deeper understanding of the relationship between aging and motor learning will become increasingly relevant in basic research and applied settings. In this context, this review aims to address the effects of age on motor sequence learning (MSL) and motor adaptation (MA) with respect to behavioral, neurological, and neuroimaging findings. Previous behavioral research investigating the influence of aging on motor learning has consistently reported the following results. First, the initial acquisition of motor sequences is not altered, except under conditions of increased task complexity. Second, older adults demonstrate deficits in motor sequence memory consolidation. And, third, although older adults demonstrate deficits during the exposure phase of MA paradigms, the aftereffects following removal of the sensorimotor perturbation are similar to young adults, suggesting that the adaptive ability of older adults is relatively intact. This paper will review the potential neural underpinnings of these behavioral results, with a particular emphasis on the influence of age-related dysfunctions in the cortico-striatal system on motor learning. PMID:23616757

  14. Habit learning and memory in mammals: behavioral and neural characteristics.

    PubMed

    Gasbarri, Antonella; Pompili, Assunta; Packard, Mark G; Tomaz, Carlos

    2014-10-01

    Goal-direct behavior and habit learning represent two forms of instrumental learning; whereas the former is rapidly acquired and regulated by its outcome, the latter is reflexive, elicited by antecedent stimuli rather than their consequences. Habit learning can be generally defined as the acquisition of associations between stimuli and responses. Habits are acquired via experience-dependent plasticity, occurring repeatedly over the course of days or years and becoming remarkably fixed. The distinction between habit learning, as a product of a procedural learning brain system, and a declarative learning system for encoding facts and episodes is based on the hypothesis that memory is composed of multiple systems that have distinct neuroanatomy and operating principles. Here we review recent research analyzing the main behavioral and neural characteristics of habit learning. In particular, we focus on the distinction between goal-directed and habitual behavior, and describe the brain areas and neurotransmitters systems involved in habit learning. The emotional modulation of habit learning in rodents and primates is reviewed, and the implications of habit learning in psychopathology are briefly described. PMID:24981854

  15. Context-Adaptive Learning Designs by Using Semantic Web Services

    ERIC Educational Resources Information Center

    Dietze, Stefan; Gugliotta, Alessio; Domingue, John

    2007-01-01

    IMS Learning Design (IMS-LD) is a promising technology aimed at supporting learning processes. IMS-LD packages contain the learning process metadata as well as the learning resources. However, the allocation of resources--whether data or services--within the learning design is done manually at design-time on the basis of the subjective appraisals…

  16. Adaptive behavior for texture discrimination by the free-flying big brown bat, Eptesicus fuscus.

    PubMed

    Falk, Ben; Williams, Tameeka; Aytekin, Murat; Moss, Cynthia F

    2011-05-01

    This study examined behavioral strategies for texture discrimination by echolocation in free-flying bats. Big brown bats, Eptesicus fuscus, were trained to discriminate a smooth 16 mm diameter object (S+) from a size-matched textured object (S-), both of which were tethered in random locations in a flight room. The bat's three-dimensional flight path was reconstructed using stereo images from high-speed video recordings, and the bat's sonar vocalizations were recorded for each trial and analyzed off-line. A microphone array permitted reconstruction of the sonar beam pattern, allowing us to study the bat's directional gaze and inspection of the objects. Bats learned the discrimination, but performance varied with S-. In acoustic studies of the objects, the S+ and S- stimuli were ensonified with frequency-modulated sonar pulses. Mean intensity differences between S+ and S- were within 4 dB. Performance data, combined with analyses of echo recordings, suggest that the big brown bat listens to changes in sound spectra from echo to echo to discriminate between objects. Bats adapted their sonar calls as they inspected the stimuli, and their sonar behavior resembled that of animals foraging for insects. Analysis of sonar beam-directing behavior in certain trials clearly showed that the bat sequentially inspected S+ and S-. PMID:21246202

  17. Adaptive behavior for texture discrimination by the free-flying big brown bat, Eptesicus fuscus

    PubMed Central

    Falk, Ben; Williams, Tameeka; Aytekin, Murat

    2011-01-01

    This study examined behavioral strategies for texture discrimination by echolocation in free-flying bats. Big brown bats, Eptesicus fuscus, were trained to discriminate a smooth 16 mm diameter object (S+) from a size-matched textured object (S−), both of which were tethered in random locations in a flight room. The bat’s three-dimensional flight path was reconstructed using stereo images from high-speed video recordings, and the bat’s sonar vocalizations were recorded for each trial and analyzed off-line. A microphone array permitted reconstruction of the sonar beam pattern, allowing us to study the bat’s directional gaze and inspection of the objects. Bats learned the discrimination, but performance varied with S−. In acoustic studies of the objects, the S+ and S− stimuli were ensonified with frequency-modulated sonar pulses. Mean intensity differences between S+ and S− were within 4 dB. Performance data, combined with analyses of echo recordings, suggest that the big brown bat listens to changes in sound spectra from echo to echo to discriminate between objects. Bats adapted their sonar calls as they inspected the stimuli, and their sonar behavior resembled that of animals foraging for insects. Analysis of sonar beam-directing behavior in certain trials clearly showed that the bat sequentially inspected S+ and S−. PMID:21246202

  18. Learning to Be a Community: Schools Need Adaptable Models to Create Successful Programs

    ERIC Educational Resources Information Center

    Ermeling, Bradley A.; Gallimore, Ronald

    2013-01-01

    Making schools learning places for teachers as well as students is a timeless and appealing vision. The growing number of professional learning communities is a hopeful sign that profound change is on the way. This is the challenge learning communities face: Schools and districts need implementation models flexible enough to adapt to local…

  19. Features: Real-Time Adaptive Feature and Document Learning for Web Search.

    ERIC Educational Resources Information Center

    Chen, Zhixiang; Meng, Xiannong; Fowler, Richard H.; Zhu, Binhai

    2001-01-01

    Describes Features, an intelligent Web search engine that is able to perform real-time adaptive feature (i.e., keyword) and document learning. Explains how Features learns from users' document relevance feedback and automatically extracts and suggests indexing keywords relevant to a search query, and learns from users' keyword relevance feedback…

  20. Pedagogy to Empower Chinese Learners to Adapt to Western Learning Circumstances: A Longitudinal Case-Study

    ERIC Educational Resources Information Center

    Saravanamuthu, Kala; Yap, Christine

    2014-01-01

    Deficit theorisations of Chinese Learners studying in western countries are criticised for dichotomising learning attributes into Surface- or Deep-learning approaches. Subsequent context-dependent, small culture studies of students transiting between cultures theorise learning as a dynamic journey of adapting to a range/continuum of learning…

  1. Constructive, Self-Regulated, Situated, and Collaborative Learning: An Approach for the Acquisition of Adaptive Competence

    ERIC Educational Resources Information Center

    de Corte, Erik

    2012-01-01

    In today's learning society, education must focus on fostering adaptive competence (AC) defined as the ability to apply knowledge and skills flexibly in different contexts. In this article, four major types of learning are discussed--constructive, self-regulated, situated, and collaborative--in relation to what students must learn in order to…

  2. A Framework for Adaptive Learning Design in a Web-Conferencing Environment

    ERIC Educational Resources Information Center

    Bower, Matt

    2016-01-01

    Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on preemptive learning design thinking. Based on a…

  3. A Stochastic Approach for Automatic and Dynamic Modeling of Students' Learning Styles in Adaptive Educational Systems

    ERIC Educational Resources Information Center

    Dorça, Fabiano Azevedo; Lima, Luciano Vieira; Fernandes, Márcia Aparecida; Lopes, Carlos Roberto

    2012-01-01

    Considering learning and how to improve students' performances, an adaptive educational system must know how an individual learns best. In this context, this work presents an innovative approach for student modeling through probabilistic learning styles combination. Experiments have shown that our approach is able to automatically detect and…

  4. The Effects of Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting

    ERIC Educational Resources Information Center

    Roessger, Kevin M.

    2014-01-01

    In work-related instrumental learning contexts, the role of reflective activities is unclear. Kolb's experiential learning theory and Mezirow's transformative learning theory predict skill adaptation as an outcome. This prediction was tested by manipulating reflective activities and assessing participants' response and error rates…

  5. Contributions to Adaptive Educational Hypermedia Systems via On-Line Learning Style Estimation

    ERIC Educational Resources Information Center

    Botsios, Sotiris; Georgiou, Demetrius; Safouris, Nikolaos

    2008-01-01

    In order to establish an online diagnostic system for Learning Style Estimation that contributes to the adaptation of learning objects, we propose an easily applicable expert system founded on Bayesian Networks. The proposed system makes use of Learning Style theories and associated diagnostic techniques, simultaneously avoiding certain error…

  6. Do Children With Fragile X Syndrome Show Declines or Plateaus in Adaptive Behavior?

    PubMed

    Hahn, Laura J; Brady, Nancy C; Warren, Steven F; Fleming, Kandace K

    2015-09-01

    This study explores if children with fragile X syndrome (FXS) show advances, declines, or plateaus in adaptive behavior over time and the relationship of nonverbal cognitive abilities and autistic behavior on these trajectories. Parents of 55 children with FXS completed the Vineland Adaptive Behavior Scales ( Sparrow, Balla, & Cicchetti, 1984 ; Sparrow, Cicchetti, & Balla, 2005 ) between 3 and 6 times from 2 to 10 years of age. Using raw scores, results indicate that about half of the sample showed advances in adaptive behavior, whereas the other half showed declines, indicating a regression in skills. Children who were more cognitively advanced and had less autistic behaviors had higher trajectories. Understanding the developmental course of adaptive behavior in FXS has implications for educational planning and intervention, especially for those children showing declines. PMID:26322389

  7. Shifting workplace behavior to inspire learning: a journey to building a learning culture.

    PubMed

    Schoonbeek, Sue; Henderson, Amanda

    2011-01-01

    This article discusses the process of building a learning culture. It began with establishing acceptance and connection with the nurse unit manager and the ward team. In the early phases of developing rapport, bullying became apparent. Because bullying undermines sharing and trust, the hallmarks of learning environments, the early intervention work assisted staff to recognize and counteract bullying behaviors. When predominantly positive relationships were restored, interactions that facilitated open communication, including asking questions and providing feedback-behaviors commensurate with learning in the workplace-were developed during regular in-service sessions. Staff participated in role-play and role modeling desired behaviors. Once staff became knowledgeable about positive learning interactions, reward and recognition strategies began to reinforce attitudes and behaviors that align with learning. Through rewards, all nurses had the opportunity to be recognized for their contribution. Nurses who excelled were invited to become champions to continue engaging the key stakeholders to further build the learning environment. PMID:20954565

  8. Engaging African American Fathers in Behavioral Parent Training: To Adapt or Not Adapt

    PubMed Central

    Kohl, Patricia L.; Seay, Kristen D.

    2015-01-01

    The Positive Parenting Program, Triple P, is an evidence-based parenting program with strong empirical support that increases parenting skills and decreases child behavior problems. Few studies on Triple P include fathers or African American fathers. This study was undertaken to determine if adaptation to Triple P level 4 is necessary to ensure fit with urban African American fathers. Qualitative focus groups and interviews were conducted with African American fathers. Some received a brief overview of the program before giving feedback (series A) and others received the entire intervention (series B). Inductive thematic analysis was used to analyze transcripts and codebooks were developed through an iterative process. Series B fathers had fewer negative perceptions and a more detailed perspective. Limited exposure to an intervention may cause participants to provide inaccurate data on intervention acceptability. The fathers’ initial perceptions of interventions, regardless of accuracy, will affect recruitment and engagement and must be addressed. One strategy is to tailor program examples and language to reflect the experiences of African American fathers. PMID:26190952

  9. A comparison of grazing behavior between desert adapted Mexican Criollo cattle and temperate british breeds using two diverse landscapes in New Mexico and Chihuahua.

    Technology Transfer Automated Retrieval System (TEKTRAN)

    This study was designed to test how grazing behaviors differ between desert adapted Mexican criollo cattle and temperate British beef breeds, to learn how each breed interacts with environments common to the southwestern US and northwestern Mexico. Additionally, criollo cattle may be a better breed ...

  10. A Flexible Behavioral Learning System with Modular Neural Networks

    NASA Astrophysics Data System (ADS)

    Takeuchi, Johane; Shouno, Osamu; Tsujino, Hiroshi

    Future robots/agents will perform situated behaviors for each user. Flexible behavioral learning is required for coping with diverse and unexpected users' situations. Unexpected situations are usually not tractable for machine learning systems that are designed for pre-defined problems. In order to realize such a flexible learning system, we were trying to create a learning model that can function in several different kinds of state transitions without specific adjustments for each transition as a first step. We constructed a modular neural network model based on reinforcement learning. We expected that combining a modular architecture with neural networks could accelerate the learning speed of neural networks. The inputs of our neural network model always include not only observed states but also memory information for any transition. In pure Markov decision processes, memory information is not necessary, rather it can lead to lower performance. On the other hand, partially observable conditions require memory information to select proper actions. We demonstrated that the new learning model could actually learn those multiple kinds of state transitions with the same architectures and parameters, and without pre-designed models of environments. This paper describes the performances of constructed models using probabilistically fluctuated Markov decision processes including partially observable conditions. In the test transitions, the observed state probabilistically fluctuated. The new learning model could function in those complex transitions. In addition, the learning speeds of our model are comparable to a reinforcement learning algorithm implemented with a pre-defined and optimized table-representation of states.

  11. E-Learning Turkish Language and Grammar: Analyzing Learners' Behavior

    ERIC Educational Resources Information Center

    Georgalas, Panagiotis

    2012-01-01

    This study analyses the behavior and the preferences of the Greek learners of Turkish language, who use a particular e-learning website in parallel with their studies, namely: http://turkish.pgeorgalas.gr. The website offers free online material in Greek and English language for learning the Turkish language and grammar. The traffic of several…

  12. The Learning Killer: Disruptive Student Behavior in the Classroom

    ERIC Educational Resources Information Center

    Seidman, Alan

    2005-01-01

    A recent survey examining student learning in the college classroom found disruptive student behavior to be a major learning inhibitor. Compounding this is the realization that most college faculty are ill prepared to handle this problem. This article discusses the results of the survey as well as identifies the various types of disruptive…

  13. Ontogeny of Classical and Operant Learning Behaviors in Zebrafish

    ERIC Educational Resources Information Center

    Valente, Andre; Huang, Kuo-Hua; Portugues, Ruben; Engert, Florian

    2012-01-01

    The performance of developing zebrafish in both classical and operant conditioning assays was tested with a particular focus on the emergence of these learning behaviors during development. Strategically positioned visual cues paired with electroshocks were used in two fully automated assays to investigate both learning paradigms. These allow the…

  14. Learning and Behavior (I): Effects of Pituitary Hormones

    ERIC Educational Resources Information Center

    Marx, Jean L.

    1975-01-01

    Describes research which indicates that a number of peptide hormones act directly on the brain to affect learning and behavior. Investigations are currently being conducted to determine if these substances can be used to treat learning disorders or to improve the memories of normal people. (MLH)

  15. The Brain: Its Relationship to Learning, Emotional States, and Behavior

    ERIC Educational Resources Information Center

    Armstrong, Terry

    1977-01-01

    Outlines findings of contemporary neuro-scientists studying the biological basis of human learning and behavior. Areas of research discussed are: (1) the center of human emotion--the limbic system; (2) brain rhythms; and (3) the molecular basis of learning. (CS)

  16. The cultural niche: Why social learning is essential for human adaptation

    PubMed Central

    Boyd, Robert; Richerson, Peter J.; Henrich, Joseph

    2011-01-01

    In the last 60,000 y humans have expanded across the globe and now occupy a wider range than any other terrestrial species. Our ability to successfully adapt to such a diverse range of habitats is often explained in terms of our cognitive ability. Humans have relatively bigger brains and more computing power than other animals, and this allows us to figure out how to live in a wide range of environments. Here we argue that humans may be smarter than other creatures, but none of us is nearly smart enough to acquire all of the information necessary to survive in any single habitat. In even the simplest foraging societies, people depend on a vast array of tools, detailed bodies of local knowledge, and complex social arrangements and often do not understand why these tools, beliefs, and behaviors are adaptive. We owe our success to our uniquely developed ability to learn from others. This capacity enables humans to gradually accumulate information across generations and develop well-adapted tools, beliefs, and practices that are too complex for any single individual to invent during their lifetime. PMID:21690340

  17. Learning Behaviors Mediating the Effects of Behavior Problems on Academic Outcomes

    ERIC Educational Resources Information Center

    Escalon, Ximena Dominguez; Greenfield, Daryl

    2009-01-01

    This study examined the relationships between behavior problems, learning behaviors, and educational outcomes for at-risk preschool children. A sample of Head Start children (N = 196) was selected in the southeast United States. Behavior problems were assessed using the Devereux Early Childhood Assessment (LeBuffe & Naglieri, 1999) and learning…

  18. Using Adaptive Learning Technologies to Personalize Instruction to Student Interests: The Impact of Relevant Contexts on Performance and Learning Outcomes

    ERIC Educational Resources Information Center

    Walkington, Candace A.

    2013-01-01

    Adaptive learning technologies are emerging in educational settings as a means to customize instruction to learners' background, experiences, and prior knowledge. Here, a technology-based personalization intervention within an intelligent tutoring system (ITS) for secondary mathematics was used to adapt instruction to students' personal interests.…

  19. What we learned from the Dust Bowl: lessons in science, policy, and adaptation.

    PubMed

    McLeman, Robert A; Dupre, Juliette; Berrang Ford, Lea; Ford, James; Gajewski, Konrad; Marchildon, Gregory

    2014-01-01

    This article provides a review and synthesis of scholarly knowledge of Depression-era droughts on the North American Great Plains, a time and place known colloquially as the Dust Bowl era or the Dirty Thirties. Recent events, including the 2008 financial crisis, severe droughts in the US corn belt, and the release of a popular documentary film, have spawned a resurgence in public interest in the Dust Bowl. Events of the Dust Bowl era have also proven in recent years to be of considerable interest to scholars researching phenomena related to global environmental change, including atmospheric circulation, drought modeling, land management, institutional behavior, adaptation processes, and human migration. In this review, we draw out common themes in terms of not only what natural and social scientists have learned about the Dust Bowl era itself, but also how insights gained from the study of that period are helping to enhance our understanding of climate-human relations more generally. PMID:24829518

  20. Competitive learning behavior in a stochastic neural network

    NASA Astrophysics Data System (ADS)

    Cho, Myoung Won

    2015-11-01

    Stochastic behavior is a natural and inevitable property of biological neurons. The effect of stochastic behavior or thermal fluctuation in neural firings on the learning process in a neural system is investigated. A learning model, which is derived from the stochastic differential equation of the firing-rate model, is presented as an estimate of the gradient flow of free energy. The model reveals that the learning process becomes competitive owing to the effect of entropy even through the synapse modifications only follow the simple Hebbian rule.

  1. Treating Individuals With Intellectual Disabilities and Challenging Behaviors With Adapted Dialectical Behavior Therapy

    PubMed Central

    Brown, Julie F.; Brown, Milton Z.; Dibiasio, Paige

    2013-01-01

    Approximately one third of adults with intellectual and developmental disabilities have emotion dysregulation and challenging behaviors (CBs). Although research has not yet confirmed that existing treatments adequately reduce CBs in this population, dialectical behavior therapy (DBT) holds promise, as it has been shown to effectively reduce CBs in other emotionally dysregulated populations. This longitudinal single-group pilot study examined whether individuals with impaired intellectual functioning would show reductions in CBs while receiving standard DBT individual therapy used in conjunction with the Skills System (DBT-SS), a DBT emotion regulation skills curriculum adapted for individuals with cognitive impairment. Forty adults with developmental disabilities (most of whom also had intellectual disabilities) and CBs, including histories of aggression, self-injury, sexual offending, or other CBs, participated in this study. Changes in their behaviors were monitored over 4 years while in DBT-SS. Large reductions in CBs were observed during the 4 years. These findings suggest that modified DBT holds promise for effectively treating individuals with intellectual and developmental disabilities. PMID:23914278

  2. Cognitive-Operative Model of Intelligent Learning Systems Behavior

    ERIC Educational Resources Information Center

    Laureano-Cruces, Ana Lilia; Ramirez-Rodriguez, Javier; Mora-Torres, Martha; de Arriaga, Fernando; Escarela-Perez, Rafael

    2010-01-01

    In this paper behavior during the teaching-learning process is modeled by means of a fuzzy cognitive map. The elements used to model such behavior are part of a generic didactic model, which emphasizes the use of cognitive and operative strategies as part of the student-tutor interaction. Examples of possible initial scenarios for the…

  3. Crayfish Behavior: Observing Arthropods to Learn about Science & Scientific Inquiry

    ERIC Educational Resources Information Center

    Rop, Charles J.

    2010-01-01

    This is a set of animal behavior investigations in which students will practice scientific inquiry as they observe crayfish, ask questions, and discuss territoriality, social interactions, and other behaviors. In doing this, they hone their skills of observation, learn to record and analyze data, control for variables, write hypotheses, make…

  4. The Learning Community and Help-Seeking Behavior

    ERIC Educational Resources Information Center

    Backstrom, Tamika; Kordinak, S. Thomas; Harman, Marsha J.; Bruce, A. Jerry

    2010-01-01

    This research investigated the factors in the learning community that reportedly contributed to the help-seeking behavior of children, specifically the relationship between juvenile crime victimization and help-seeking behavior. Students were interviewed using a questionnaire, which assessed their victimization history, their experience with…

  5. Behaviorally mediated, warm adaptation: a physiological strategy when mice behaviorally thermoregulate.

    PubMed

    Gordon, Christopher J; Aydin, Cenk; Repasky, Elizabeth A; Kokolus, Kathleen M; Dheyongera, Geoffrey; Johnstone, Andrew F M

    2014-08-01

    Laboratory mice housed under standard vivarium conditions with an ambient temperature (Ta) of ~22°C are likely to be cold stressed because this Ta is below their thermoneutral zone (TNZ). Mice raised at Tas within the TNZ adapt to the warmer temperatures, developing smaller internal organs and longer tails compared to mice raised at 22°C. Since mice prefer Tas equal to their TNZ when housed in a thermocline, we hypothesized that mice reared for long periods (e.g., months) in a thermocline would undergo significant changes in organ development and tail length as a result of their thermoregulatory behavior. Groups of three female BALB/c mice at an age of 37 days were housed together in a thermocline consisting of a 90cm long aluminum runway with a floor temperature ranging from 23 to 39°C. Two side-by-side thermoclines allowed for a total of 6 mice to be tested simultaneously. Control mice were tested in isothermal runways maintained at a Ta of 22°C. All groups were given cotton pads for bedding/nest building. Mass of heart, lung, liver, kidney, brain, and tail length were assessed after 73 days of treatment. Mice in the thermocline and control (isothermal) runways were compared to cage control mice housed 3/cage with bedding under standard vivarium conditions. Mice in the thermocline generally remained in the warm end throughout the daytime with little evidence of nest building, suggesting a state of thermal comfort. Mice in the isothermal runway built elaborate nests and huddled together in the daytime. Mice housed in the thermocline had significantly smaller livers and kidneys and an increase in tail length compared to mice in the isothermal runway as well as when compared to the cage controls. These patterns of organ growth and tail length of mice in the thermocline are akin to warm adaptation. Thus, thermoregulatory behavior altered organ development, a process we term behaviorally mediated, warm adaptation. Moreover, the data suggest that the standard

  6. Cases on Technological Adaptability and Transnational Learning: Issues and Challenges

    ERIC Educational Resources Information Center

    Mukerji, Siran, Ed.; Tripathi, Purnendu, Ed.

    2010-01-01

    Technology holds the key for bridging the gap between access to quality education and the need for enhanced learning experiences. This book contains case studies on divergent themes of personalized learning environments, inclusive learning for social change, innovative learning and assessment techniques, technology and international partnership…

  7. A quantitative evolutionary theory of adaptive behavior dynamics.

    PubMed

    McDowell, J J

    2013-10-01

    The idea that behavior is selected by its consequences in a process analogous to organic evolution has been discussed for over 100 years. A recently proposed theory instantiates this idea by means of a genetic algorithm that operates on a population of potential behaviors. Behaviors in the population are represented by numbers in decimal integer (phenotypic) and binary bit string (genotypic) forms. One behavior from the population is emitted at random each time tick, after which a new population of potential behaviors is constructed by recombining parent behavior bit strings. If the emitted behavior produced a benefit to the organism, then parents are chosen on the basis of their phenotypic similarity to the emitted behavior; otherwise, they are chosen at random. After parent behavior recombination, the population is subjected to a small amount of mutation by flipping random bits in the population's bit strings. The behavior generated by this process of selection, reproduction, and mutation reaches equilibrium states that conform to every empirically valid equation of matching theory, exactly and without systematic error. These equations are known to describe the behavior of many vertebrate species, including humans, in a variety of experimental, naturalistic, natural, and social environments. The evolutionary theory also generates instantaneous dynamics and patterns of preference change in constantly changing environments that are consistent with the dynamics of live-organism behavior. These findings support the assertion that the world of behavior we observe and measure is generated by evolutionary dynamics. PMID:24219847

  8. Design Framework for an Adaptive MOOC Enhanced by Blended Learning: Supplementary Training and Personalized Learning for Teacher Professional Development

    ERIC Educational Resources Information Center

    Gynther, Karsten

    2016-01-01

    The research project has developed a design framework for an adaptive MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of learning design principles which can be used to design in-service courses for teacher professional development. The framework has been evaluated by…

  9. Adapting the Speed of Reproduction of Audio Content and Using Text Reinforcement for Maximizing the Learning Outcome though Mobile Phones

    ERIC Educational Resources Information Center

    Munoz-Organero, M.; Munoz-Merino, P. J.; Kloos, Carlos Delgado

    2011-01-01

    The use of technology in learning environments should be targeted at improving the learning outcome of the process. Several technology enhanced techniques can be used for maximizing the learning gain of particular students when having access to learning resources. One of them is content adaptation. Adapting content is especially important when…

  10. Motor learning and cross-limb transfer rely upon distinct neural adaptation processes.

    PubMed

    Stöckel, Tino; Carroll, Timothy J; Summers, Jeffery J; Hinder, Mark R

    2016-08-01

    Performance benefits conferred in the untrained limb after unilateral motor practice are termed cross-limb transfer. Although the effect is robust, the neural mechanisms remain incompletely understood. In this study we used noninvasive brain stimulation to reveal that the neural adaptations that mediate motor learning in the trained limb are distinct from those that underlie cross-limb transfer to the opposite limb. Thirty-six participants practiced a ballistic motor task with their right index finger (150 trials), followed by intermittent theta-burst stimulation (iTBS) applied to the trained (contralateral) primary motor cortex (cM1 group), the untrained (ipsilateral) M1 (iM1 group), or the vertex (sham group). After stimulation, another 150 training trials were undertaken. Motor performance and corticospinal excitability were assessed before motor training, pre- and post-iTBS, and after the second training bout. For all groups, training significantly increased performance and excitability of the trained hand, and performance, but not excitability, of the untrained hand, indicating transfer at the level of task performance. The typical facilitatory effect of iTBS on MEPs was reversed for cM1, suggesting homeostatic metaplasticity, and prior performance gains in the trained hand were degraded, suggesting that iTBS interfered with learning. In stark contrast, iM1 iTBS facilitated both performance and excitability for the untrained hand. Importantly, the effects of cM1 and iM1 iTBS on behavior were exclusive to the hand contralateral to stimulation, suggesting that adaptations within the untrained M1 contribute to cross-limb transfer. However, the neural processes that mediate learning in the trained hemisphere vs. transfer in the untrained hemisphere appear distinct. PMID:27169508

  11. Linking Screening for Emotional and Behavioral Problems to Problem-Solving Efforts: An Adaptive Model of Behavioral Assessment

    ERIC Educational Resources Information Center

    Volpe, Robert J.; Briesch, Amy M.; Chafouleas, Sandra M.

    2010-01-01

    This paper addresses several objectives of the special issue on universal screening by addressing gaps in the current research base concerning universal screening for mental, emotional, and behavioral health and by providing a framework for addressing the limitations of extant approaches. Specifically, an adaptive model of behavioral assessment…

  12. Brief Report: The Relationship between Language Skills, Adaptive Behavior, and Emotional and Behavior Problems in Pre-Schoolers with Autism

    ERIC Educational Resources Information Center

    Park, Carlie J.; Yelland, Gregory W.; Taffe, John R.; Gray, Kylie M.

    2012-01-01

    This study investigated the relationship between structural language skills, and communication skills, adaptive behavior, and emotional and behavior problems in pre-school children with autism. Participants were aged 3-5 years with autism (n = 27), and two comparison groups of children with developmental delay without autism (n = 12) and typically…

  13. The Classroom Adaptation Scale: A Behavior Rating Scale Designed to Screen Primary Grade Children for School Adaptation Problems.

    ERIC Educational Resources Information Center

    Virbickis, Joseph A.

    After a brief historical review of the background and research, the paper focuses on development of a teacher-administered behavior rating scale to screen for school adaptation problems on a large scale basis using as Ss 15 primary grade teachers and their ratings of 315 primary grade children (ages 6-to-10 years) in their classes. A 16-item…

  14. Instructional control of reinforcement learning: a behavioral and neurocomputational investigation.

    PubMed

    Doll, Bradley B; Jacobs, W Jake; Sanfey, Alan G; Frank, Michael J

    2009-11-24

    Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Behavior analytic research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, S. (Ed.). 1989. Rule-governed behavior: cognition, contingencies, and instructional control. Plenum Press.). Here we examine the control of behavior through instructions in a reinforcement learning task known to depend on striatal dopaminergic function. Participants selected between probabilistically reinforced stimuli, and were (incorrectly) told that a specific stimulus had the highest (or lowest) reinforcement probability. Despite experience to the contrary, instructions drove choice behavior. We present neural network simulations that capture the interactions between instruction-driven and reinforcement-driven behavior via two potential neural circuits: one in which the striatum is inaccurately trained by instruction representations coming from prefrontal cortex/hippocampus (PFC/HC), and another in which the striatum learns the environmentally based reinforcement contingencies, but is "overridden" at decision output. Both models capture the core behavioral phenomena but, because they differ fundamentally on what is learned, make distinct predictions for subsequent behavioral and neuroimaging experiments. Finally, we attempt to distinguish between the proposed computational mechanisms governing instructed behavior by fitting a series of abstract "Q-learning" and Bayesian models to subject data. The best-fitting model supports one of the neural models, suggesting the existence of a "confirmation bias" in which the PFC/HC system trains the reinforcement system by amplifying outcomes that are consistent with instructions while diminishing inconsistent outcomes. PMID:19595993

  15. Multigroup Confirmatory Factor Analysis for the Adaptive Behavior Assessment System-II Parent Form, Ages 5-21

    ERIC Educational Resources Information Center

    Wei, Youhua; Oakland, Thomas; Algina, James

    2008-01-01

    The AAIDD has promulgated various models of adaptive behavior, including its 1992 model stressing 10 adaptive skills and its 2002 model that highlighted three conceptual domains. In previous studies on the Adaptive Behavior Assessment System-II (ABAS-II), researchers found support for a model including both 10 adaptive skills and three conceptual…

  16. Adapting the Behavior Education Program for Preschool Settings

    ERIC Educational Resources Information Center

    Steed, Elizabeth A.

    2011-01-01

    Behavior Education Program (BEP) is the most researched targeted intervention that is used in schoolwide positive behavior intervention and supports (PBIS). It is a daily check-in and check-out system in which students receive extra attention for positive social behavior throughout their school day. This extra attention is intended to prevent…

  17. The temporal dynamics of reversal learning: P3 amplitude predicts valence-specific behavioral adjustment.

    PubMed

    Donaldson, Kayla R; Ait Oumeziane, Belel; Hélie, Sebastien; Foti, Dan

    2016-07-01

    Adapting behavior to dynamic stimulus-reward contingences is a core feature of reversal learning and a capacity thought to be critical to socio-emotional behavior. Impairment in reversal learning has been linked to multiple psychiatric outcomes, including depression, Parkinson's disorder, and substance abuse. A recent influential study introduced an innovative laboratory reversal-learning paradigm capable of disentangling the roles of feedback valence and expectancy. Here, we sought to use this paradigm in order to examine the time-course of reward and punishment learning using event-related potentials among a large, representative sample (N=101). Three distinct phases of processing were examined: initial feedback evaluation (reward positivity, or RewP), allocation of attention (P3), and sustained processing (late positive potential, or LPP). Results indicate a differential pattern of valence and expectancy across these processing stages: the RewP was uniquely related to valence (i.e., positive vs. negative feedback), the P3 was uniquely associated with expectancy (i.e., unexpected vs. expected feedback), and the LPP was sensitive to both valence and expectancy (i.e., main effects of each, but no interaction). The link between ERP amplitudes and behavioral performance was strongest for the P3, and this association was valence-specific. Overall, these findings highlight the potential utility of the P3 as a neural marker for feedback processing in reversal-based learning and establish a foundation for future research in clinical populations. PMID:27059320

  18. Learning About Social Behavior. Implementation Guide.

    ERIC Educational Resources Information Center

    Favero, Jane; And Others

    Designed for teaching students in regular and special education classes, the guide provides an instructional approach (as opposed to a counseling approach) to teaching social and behavioral skills. This approach, based on the premise that behavioral skills can be developed through instruction, drills, and applied practice, employs concepts from…

  19. Improved Adaptive-Reinforcement Learning Control for morphing unmanned air vehicles.

    PubMed

    Valasek, John; Doebbler, James; Tandale, Monish D; Meade, Andrew J

    2008-08-01

    This paper presents an improved Adaptive-Reinforcement Learning Control methodology for the problem of unmanned air vehicle morphing control. The reinforcement learning morphing control function that learns the optimal shape change policy is integrated with an adaptive dynamic inversion control trajectory tracking function. An episodic unsupervised learning simulation using the Q-learning method is developed to replace an earlier and less accurate Actor-Critic algorithm. Sequential Function Approximation, a Galerkin-based scattered data approximation scheme, replaces a K-Nearest Neighbors (KNN) method and is used to generalize the learning from previously experienced quantized states and actions to the continuous state-action space, all of which may not have been experienced before. The improved method showed smaller errors and improved learning of the optimal shape compared to the KNN. PMID:18632393

  20. Parallel encoding of sensory history and behavioral preference during Caenorhabditis elegans olfactory learning

    PubMed Central

    Cho, Christine E; Brueggemann, Chantal; L'Etoile, Noelle D; Bargmann, Cornelia I

    2016-01-01

    Sensory experience modifies behavior through both associative and non-associative learning. In Caenorhabditis elegans, pairing odor with food deprivation results in aversive olfactory learning, and pairing odor with food results in appetitive learning. Aversive learning requires nuclear translocation of the cGMP-dependent protein kinase EGL-4 in AWC olfactory neurons and an insulin signal from AIA interneurons. Here we show that the activity of neurons including AIA is acutely required during aversive, but not appetitive, learning. The AIA circuit and AGE-1, an insulin-regulated PI3 kinase, signal to AWC to drive nuclear enrichment of EGL-4 during conditioning. Odor exposure shifts the AWC dynamic range to higher odor concentrations regardless of food pairing or the AIA circuit, whereas AWC coupling to motor circuits is oppositely regulated by aversive and appetitive learning. These results suggest that non-associative sensory adaptation in AWC encodes odor history, while associative behavioral preference is encoded by altered AWC synaptic activity. DOI: http://dx.doi.org/10.7554/eLife.14000.001 PMID:27383131

  1. Parallel encoding of sensory history and behavioral preference during Caenorhabditis elegans olfactory learning.

    PubMed

    Cho, Christine E; Brueggemann, Chantal; L'Etoile, Noelle D; Bargmann, Cornelia I

    2016-01-01

    Sensory experience modifies behavior through both associative and non-associative learning. In Caenorhabditis elegans, pairing odor with food deprivation results in aversive olfactory learning, and pairing odor with food results in appetitive learning. Aversive learning requires nuclear translocation of the cGMP-dependent protein kinase EGL-4 in AWC olfactory neurons and an insulin signal from AIA interneurons. Here we show that the activity of neurons including AIA is acutely required during aversive, but not appetitive, learning. The AIA circuit and AGE-1, an insulin-regulated PI3 kinase, signal to AWC to drive nuclear enrichment of EGL-4 during conditioning. Odor exposure shifts the AWC dynamic range to higher odor concentrations regardless of food pairing or the AIA circuit, whereas AWC coupling to motor circuits is oppositely regulated by aversive and appetitive learning. These results suggest that non-associative sensory adaptation in AWC encodes odor history, while associative behavioral preference is encoded by altered AWC synaptic activity. PMID:27383131

  2. Adapted Dialectical Behavior Therapy for Adolescents with Self-injurious Thoughts and Behaviors.

    PubMed

    Courtney, Darren B; Flament, Martine F

    2015-07-01

    The purpose of this study was to explore clinical changes observed in suicidal adolescents treated with an adapted form of Dialectical Behavior Therapy for adolescents (A-DBT-A) in a tertiary care setting. We conducted an open-label naturalistic study including 61 adolescents with self-injurious thoughts and behaviors and associated features of borderline personality disorder, who underwent a 15-week course of A-DBT-A. Pre- and post-treatment measures were administered, the primary outcome being the total score on the Suicidal Ideas Questionnaire. Self-harm, symptoms of borderline personality disorder, resiliency measures, predictors of response, and predictors of attrition were also explored. Among participants who completed post-treatment measures, we found a significant reduction in suicidal ideation (n = 31, p < 0.001). Secondary outcomes also suggested improvement. Baseline substance use predicted attrition (HR 2.51; 95% CI 1.03-6.14; p < 0.05), as did baseline impulsivity score on the Life Problems Inventory (HR 1.03; 95% CI 1.004-1.06; p < 0.05). Overall, we observed clinical improvements in adolescents receiving A-DBT-A. PMID:26075841

  3. The Development of Adaptive Behavior in Toddlers and Preschoolers with Fragile X versus Autism

    PubMed Central

    McCary, Lindsay M.; Machlin, Laura; Roberts, Jane E.

    2014-01-01

    Although there is extensive research in the early detection of autism, no study has compared the adaptive behavior of young children with fragile X syndrome (FXS) and children with autism across ages. We investigated the cross-sectional development of adaptive behavior in children with FXS and children with autism between 18 and 83 months of age. Analyses revealed a significant relationship between age and adaptive behavior standard scores for children with FXS, with decreased performance across ages. Analyses also revealed that children with FXS had a relatively flat performance across domains while children with autism are typically more variable with lower scores in the communication domain relative to other domains. Delays in adaptive behavior were evident for children with FXS and children with autism at 24 months of age as reported in previous literature. Implications and future directions are discussed. PMID:25191537

  4. Adaptive Computerized Instruction.

    ERIC Educational Resources Information Center

    Ray, Roger D.; And Others

    1995-01-01

    Describes an artificially intelligent multimedia computerized instruction system capable of developing a conceptual image of what a student is learning while the student is learning it. It focuses on principles of learning and adaptive behavioral control systems theory upon which the system is designed and demonstrates multiple user modes.…

  5. Adaptive Learning and Reduced Cognitive Uncertainty in a Financial Organization

    ERIC Educational Resources Information Center

    Antonsen, Yngve; Thunberg, Odd Arne; Tiller, Tom

    2010-01-01

    Purpose: This paper analyses and discusses the "learning activities" that comprise obligatory learning at work by employees each month. The management strategy is to use these learning activities to spread knowledge, exchange experience and implement new skills within the organisation. The purpose of this paper is to answer the question: to what…

  6. Implementing Service-Learning in Undergraduate Adapted Physical Education

    ERIC Educational Resources Information Center

    Bishop, Jason; Driver, Simon

    2007-01-01

    Service-learning (SL) integrates academic learning with relevant community service in an educational setting. Many fields of study, including kinesiology, have incorporated SL into their course curriculums. Research indicates that SL has many benefits to students, including exposure to a different learning approach, opportunities to apply…

  7. Social Networks-Based Adaptive Pairing Strategy for Cooperative Learning

    ERIC Educational Resources Information Center

    Chuang, Po-Jen; Chiang, Ming-Chao; Yang, Chu-Sing; Tsai, Chun-Wei

    2012-01-01

    In this paper, we propose a grouping strategy to enhance the learning and testing results of students, called Pairing Strategy (PS). The proposed method stems from the need of interactivity and the desire of cooperation in cooperative learning. Based on the social networks of students, PS provides members of the groups to learn from or mimic…

  8. Systematic Review of Engagement in Culturally Adapted Parent Training for Disruptive Behavior

    ERIC Educational Resources Information Center

    Butler, Ashley M.; Titus, Courtney

    2015-01-01

    This article reviews the literature reporting engagement (enrollment, attendance, and attrition) in culturally adapted parent training for disruptive behavior among racial/ethnic minority parents of children ages 2 to 7 years. The review describes the reported rates of engagement in adapted interventions and how engagement is analyzed in studies,…

  9. Development of Adaptive Behavior in Adolescents and Young Adults with Autism and Down Syndrome.

    ERIC Educational Resources Information Center

    Loveland, Katherine A.; Kelley, Michelle L.

    1988-01-01

    Sixteen individuals with autism and sixteen with Down's Syndrome, aged 10-29, were matched for verbal mental age. The groups' scores did not differ on the Vineland Adaptive Behavior Scales. However, the adaptive skills of Down's Syndrome individuals kept pace with mental age, while the skills of autistic subjects did not change. (Author/JDD)

  10. Adapted Behavior Therapy for Persistently Depressed Primary Care Patients: An Open Trial

    ERIC Educational Resources Information Center

    Uebelacker, Lisa A.; Weisberg, Risa B.; Haggarty, Ryan; Miller, Ivan W.

    2009-01-01

    Major depressive disorder is commonly treated in primary care settings. Psychotherapy occurring in primary care should take advantage of the unique aspects of the setting and must adapt to the problems and limitations of the setting. In this open trial, the authors used a treatment development model to adapt behavior therapy for primary care…

  11. Profiles of School Adaptation: Social, Behavioral and Academic Functioning in Sexually Abused Girls

    ERIC Educational Resources Information Center

    Daignault, Isabelle V.; Hebert, Martine

    2009-01-01

    Objectives: The short-term outcomes of child sexual abuse (CSA) on academic, behavioral and social adaptation at school were examined in order to: (1) document the proportion of sexually abused (SA) girls struggling in school and define the nature of their difficulties, (2) explore whether different profiles of school adaptation could be…

  12. Someone has to give in: theta oscillations correlate with adaptive behavior in social bargaining

    PubMed Central

    Zamorano, Francisco; López, Tamara; Rodriguez, Carlos; Cosmelli, Diego; Aboitiz, Francisco

    2014-01-01

    During social bargain, one has to both figure out the others’ intentions and behave strategically in such a way that the others’ behaviors will be consistent with one’s expectations. To understand the neurobiological mechanisms underlying these behaviors, we used electroencephalography while subjects played as proposers in a repeated ultimatum game. We found that subjects adapted their offers to obtain more acceptances in the last round and that this adaptation correlated negatively with prefrontal theta oscillations. People with higher prefrontal theta activity related to a rejection did not adapt their offers along the game to maximize their earning. Moreover, between-subject variation in posterior theta oscillations correlated positively with how individual theta activity influenced the change of offer after a rejection, reflecting a process of behavioral adaptation to the others’ demands. Interestingly, people adapted better their offers when they knew that they where playing against a computer, although the behavioral adaptation did not correlate with prefrontal theta oscillation. Behavioral changes between human and computer games correlated with prefrontal theta activity, suggesting that low adaptation in human games could be a strategy. Taken together, these results provide evidence for specific roles of prefrontal and posterior theta oscillations in social bargaining. PMID:24493841

  13. A Study of Disaster Adaptation Behavior and Risk Communication for watershed Area Resident - the Case of Kaoping River Watershed in Taiwan

    NASA Astrophysics Data System (ADS)

    Te Pai, Jen; Chen, Yu-Yun; Huang, Kuan-Hua

    2016-04-01

    Along with the global climate change, the rainfall patterns become more centralized and cause natural disasters more frequently and heavily. Residents in river watersheds area are facing high risk of natural disasters and severe impacts, especially in Taiwan. From the experience of Typhoon Morakot in 2009, we learned that poor risk communication between the governments and the households and communities would lead to tremendous loss of property and life. Effective risk communication can trigger action to impending and current events. On the other hand, it can also build up knowledge on hazards and risks and encourage adaptation behaviors. Through the participation and cooperation of different stakeholders in disaster management, can reduce vulnerability, enhance adaptive capacity, improve the interaction between different stakeholders and also avoid conflicts. However, in Taiwan there are few studies about how households and communities perceive flood disaster risks, the process of risk communications between governments and households, or the relationship between risk communication and adaptation behaviors. Therefore, this study takes household and community of Kaoping River Watershed as study area. It aims to identify important factors in the process of disaster risk communication and find out the relationship between risk communication and adaptation behaviors. A framework of risk communication process was established to describe how to trigger adaptation behaviors and encourage adaptation behaviors with risk communication strategies. An ISM model was utilized to verify the framework by using household questionnaire survey. Moreover, a logit choice model was build to test the important factors for effective risk communication and adaption behavior. The result of this study would provide governments or relevant institutions suggestions about risk communication strategies and adaptation strategies to enhance the adaptive capacity of households and reduce the

  14. ActiveTutor: Towards More Adaptive Features in an E-Learning Framework

    ERIC Educational Resources Information Center

    Fournier, Jean-Pierre; Sansonnet, Jean-Paul

    2008-01-01

    Purpose: This paper aims to sketch the emerging notion of auto-adaptive software when applied to e-learning software. Design/methodology/approach: The study and the implementation of the auto-adaptive architecture are based on the operational framework "ActiveTutor" that is used for teaching the topic of computer science programming in first-grade…

  15. Learning Motivation and Adaptive Video Caption Filtering for EFL Learners Using Handheld Devices

    ERIC Educational Resources Information Center

    Hsu, Ching-Kun

    2015-01-01

    The aim of this study was to provide adaptive assistance to improve the listening comprehension of eleventh grade students. This study developed a video-based language learning system for handheld devices, using three levels of caption filtering adapted to student needs. Elementary level captioning excluded 220 English sight words (see Section 1…

  16. The older person has a stroke: Learning to adapt using the Feldenkrais® Method.

    PubMed

    Jackson-Wyatt, O

    1995-01-01

    The older person with a stroke requires adapted therapeutic interventions to take into account normal age-related changes. The Feldenkrais® Method presents a model for learning to promote adaptability that addresses key functional changes seen with normal aging. Clinical examples related to specific functional tasks are discussed to highlight major treatment modifications and neuromuscular, psychological, emotional, and sensory considerations. PMID:27619899

  17. An Open IMS-Based User Modelling Approach for Developing Adaptive Learning Management Systems

    ERIC Educational Resources Information Center

    Boticario, Jesus G.; Santos, Olga C.

    2007-01-01

    Adaptive LMS have not yet reached the eLearning marketplace due to methodological, technological and management open issues. At aDeNu group, we have been working on two key challenges for the last five years in related research projects. Firstly, develop the general framework and a running architecture to support the adaptive life cycle (i.e.,…

  18. Higher-Order Thinking Development through Adaptive Problem-Based Learning

    ERIC Educational Resources Information Center

    Raiyn, Jamal; Tilchin, Oleg

    2015-01-01

    In this paper we propose an approach to organizing Adaptive Problem-Based Learning (PBL) leading to the development of Higher-Order Thinking (HOT) skills and collaborative skills in students. Adaptability of PBL is expressed by changes in fixed instructor assessments caused by the dynamics of developing HOT skills needed for problem solving,…

  19. Behavioral Disorders, Learning Disabilities and Megavitamin Therapy.

    ERIC Educational Resources Information Center

    LaPerchia, Phyllis

    1987-01-01

    Presents findings from several sources that give results of research in megavitamin nutritional therapy. Examines vitamin therapy in learning disabilities in general, schizophrenia, autism, mental retardation and Down's syndrome, and hyperkinesis. Concludes that holistic approach to treatment is needed and that vitamin therapy, if proven…

  20. Behavior regulation and learned performance: Some misapprehensions and disagreements

    PubMed Central

    Timberlake, William

    1984-01-01

    The behavior-regulation approach to learned performance has been the subject of misapprehension and disagreement concerning: (1) the nature and importance of behavior regulation, (2) the definition and role of behavioral set-points, (3) the relation of optimal schedule performance to behavioral set-points, and (4) the question of whether deviations from total responding or from response patterns are the primary determinant of molar responding under schedule constraint. After clarifying the nature and role of behavior regulation and set-points, this paper shows that the data used to question optimal schedule performance (Allison, 1981a) actually strongly support the general behavior-regulation approach. These data also indicate a role for response-pattern set-points in determining schedule behavior, but contradict the hypothesis that deviations from response-pattern characteristics are the primary determinant of molar schedule effects. PMID:16812374

  1. Comparison of Measures of Adaptive Behaviors in Preschool Children.

    ERIC Educational Resources Information Center

    Garrity, Linda I.; Servos, Andria B.

    1978-01-01

    Nonproblem and problem children were compared on Minnesota Child Development Inventory, Classroom Adjustment Rating Scale, Ottawa School Behavior Survey, AML Behavior Rating Scale, Teacher Rating Scale, and Denver Developmental Screening Test. Problem children scored significantly lower than nonproblem children on all measures. Minnesota Child…

  2. Predicting Adaptive Behavior from the Bayley Scales of Infant Development.

    ERIC Educational Resources Information Center

    Hotard, Stephen; McWhirter, Richard

    To examine the proportion of variance in adaptive functioning predictable from mental ability, chronological age, I.Q., evidence of brain malfunction, seizure medication, and receptive and expressive language scores, 25 severely and profoundly retarded institutionalized persons (2-19 years old) were administered the Bayley Infant Scale Mental…

  3. Academic Accountability and University Adaptation: The Architecture of an Academic Learning Organization.

    ERIC Educational Resources Information Center

    Dill, David D.

    1999-01-01

    Discussses various adaptations in organizational structure and governance of academic learning institutions, using case studies of universities that are attempting to improve the quality of teaching and the learning process. Identifies five characteristics typical of such organizations: (1) a culture of evidence; (2) improved coordination of…

  4. A Standard-Based Model for Adaptive E-Learning Platform for Mauritian Academic Institutions

    ERIC Educational Resources Information Center

    Kanaksabee, P.; Odit, M. P.; Ramdoyal, A.

    2011-01-01

    The key aim of this paper is to introduce a standard-based model for adaptive e-learning platform for Mauritian academic institutions and to investigate the conditions and tools required to implement this model. The main forces of the system are that it allows collaborative learning, communication among user, and reduce considerable paper work.…

  5. Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning

    ERIC Educational Resources Information Center

    Moldovan, Arghir-Nicolae; Ghergulescu, Ioana; Muntean, Cristina Hava

    2014-01-01

    Mobile learning is seeing a fast adoption with the increasing availability and affordability of mobile devices such as smartphones and tablets. As the creation and consumption of educational multimedia content on mobile devices is also increasing fast, educators and mobile learning providers are faced with the challenge to adapt multimedia type…

  6. Creatively Adapting Mastery Learning and Outcome-Based Education to the Social Work Classroom.

    ERIC Educational Resources Information Center

    Aviles, Christopher B.

    This workshop was presented on outcome-based education and described how the instructional method called mastery learning compliments it and can be adapted for social work education. Although outcome-based education involves creating clearly outlined expected student outcomes, by itself it is not an instructional method. Mastery learning is a…

  7. An Online Adaptive Learning Environment for Critical-Thinking-Infused English Literacy Instruction

    ERIC Educational Resources Information Center

    Yang, Ya-Ting Carolyn; Gamble, Jeffrey Hugh; Hung, Yu-Wan; Lin, Tzu-Yun

    2014-01-01

    Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT-infused adaptive English literacy instruction…

  8. Ontology-Based Multimedia Authoring Tool for Adaptive E-Learning

    ERIC Educational Resources Information Center

    Deng, Lawrence Y.; Keh, Huan-Chao; Liu, Yi-Jen

    2010-01-01

    More video streaming technologies supporting distance learning systems are becoming popular among distributed network environments. In this paper, the authors develop a multimedia authoring tool for adaptive e-learning by using characterization of extended media streaming technologies. The distributed approach is based on an ontology-based model.…

  9. The Effect of Adaptive Confidence Strategies in Computer-Assisted Instruction on Learning and Learner Confidence

    ERIC Educational Resources Information Center

    Warren, Richard Daniel

    2012-01-01

    The purpose of this research was to investigate the effects of including adaptive confidence strategies in instructionally sound computer-assisted instruction (CAI) on learning and learner confidence. Seventy-one general educational development (GED) learners recruited from various GED learning centers at community colleges in the southeast United…

  10. Adaptation of the Students' Motivation towards Science Learning (SMTSL) Questionnaire in the Greek Language

    ERIC Educational Resources Information Center

    Dermitzaki, Irini; Stavroussi, Panayiota; Vavougios, Denis; Kotsis, Konstantinos T.

    2013-01-01

    The present study aimed at adapting in the Greek language the Students' Motivation Towards Science Learning (SMTSL) questionnaire developed by Tuan, Chin, and Shieh ("INT J SCI EDUC" 27(6): 639-654, 2005a) into a different cultural context, a different age group, that is, in university students and with a focus on physics learning.…

  11. Perceived Control and Adaptive Coping: Programs for Adolescent Students Who Have Learning Disabilities

    ERIC Educational Resources Information Center

    Firth, Nola; Frydenberg, Erica; Greaves, Daryl

    2008-01-01

    This study explored the effect of a coping program and a teacher feedback intervention on perceived control and adaptive coping for 98 adolescent students who had specific learning disabilities. The coping program was modified to build personal control and to address the needs of students who have specific learning disabilities. The teacher…

  12. Towards Increased Relevance: Context-Adapted Models of the Learning Organization

    ERIC Educational Resources Information Center

    Örtenblad, Anders

    2015-01-01

    Purpose: The purposes of this paper are to take a closer look at the relevance of the idea of the learning organization for organizations in different generalized organizational contexts; to open up for the existence of multiple, context-adapted models of the learning organization; and to suggest a number of such models.…

  13. Adaptive Human Scaffolding Facilitates Adolescents' Self-Regulated Learning with Hypermedia

    ERIC Educational Resources Information Center

    Azevedo, Roger; Cromley, Jennifer G.; Winters, Fielding I.; Moos, Daniel C.; Greene, Jeffrey A.

    2005-01-01

    This study examines the effectiveness of three scaffolding conditions on adolescents' learning about the circulatory system with a hypermedia learning environment. One hundred and eleven adolescents (n = 111) were randomly assigned to one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding (FS), or no scaffolding (NS))…

  14. A User-Centric Adaptive Learning System for E-Learning 2.0

    ERIC Educational Resources Information Center

    Huang, Shiu-Li; Shiu, Jung-Hung

    2012-01-01

    The success of Web 2.0 inspires e-learning to evolve into e-learning 2.0, which exploits collective intelligence to achieve user-centric learning. However, searching for suitable learning paths and content for achieving a learning goal is time consuming and troublesome on e-learning 2.0 platforms. Therefore, introducing formal learning in these…

  15. Rule-based mechanisms of learning for intelligent adaptive flight control

    NASA Technical Reports Server (NTRS)

    Handelman, David A.; Stengel, Robert F.

    1990-01-01

    How certain aspects of human learning can be used to characterize learning in intelligent adaptive control systems is investigated. Reflexive and declarative memory and learning are described. It is shown that model-based systems-theoretic adaptive control methods exhibit attributes of reflexive learning, whereas the problem-solving capabilities of knowledge-based systems of artificial intelligence are naturally suited for implementing declarative learning. Issues related to learning in knowledge-based control systems are addressed, with particular attention given to rule-based systems. A mechanism for real-time rule-based knowledge acquisition is suggested, and utilization of this mechanism within the context of failure diagnosis for fault-tolerant flight control is demonstrated.

  16. International Students' Culture Learning and Cultural Adaptation in China

    ERIC Educational Resources Information Center

    An, Ran; Chiang, Shiao-Yun

    2015-01-01

    This article examines international students' cultural adaptation at a major national university in China. A survey was designed to measure international students' adaptation to the Chinese sociocultural and educational environments in terms of five dimensions: (1) cultural empathy, (2) open-mindedness, (3) emotional stability, (4) social…

  17. Management Strategies for Complex Adaptive Systems: Sensemaking, Learning, and Improvisation

    ERIC Educational Resources Information Center

    McDaniel, Reuben R., Jr.

    2007-01-01

    Misspecification of the nature of organizations may be a major reason for difficulty in achieving performance improvement. Organizations are often viewed as machine-like, but complexity science suggests that organizations should be viewed as complex adaptive systems. I identify the characteristics of complex adaptive systems and give examples of…

  18. Innovations in Lifelong Learning: Capitalising on ADAPT. CEDEFOP Panorama Series.

    ERIC Educational Resources Information Center

    Janssens, Jos

    A community initiative (called ADAPT) was intended to help the workforce in European Union countries to adapt to industrial change and prepare for the information society, as well as to promote growth, employment, and the competitiveness of companies in the countries. Between 1995 and 1999, 4,000 projects were funded to transform the ways in which…

  19. Learning of Chunking Sequences in Cognition and Behavior

    PubMed Central

    Rabinovich, Mikhail

    2015-01-01

    We often learn and recall long sequences in smaller segments, such as a phone number 858 534 22 30 memorized as four segments. Behavioral experiments suggest that humans and some animals employ this strategy of breaking down cognitive or behavioral sequences into chunks in a wide variety of tasks, but the dynamical principles of how this is achieved remains unknown. Here, we study the temporal dynamics of chunking for learning cognitive sequences in a chunking representation using a dynamical model of competing modes arranged to evoke hierarchical Winnerless Competition (WLC) dynamics. Sequential memory is represented as trajectories along a chain of metastable fixed points at each level of the hierarchy, and bistable Hebbian dynamics enables the learning of such trajectories in an unsupervised fashion. Using computer simulations, we demonstrate the learning of a chunking representation of sequences and their robust recall. During learning, the dynamics associates a set of modes to each information-carrying item in the sequence and encodes their relative order. During recall, hierarchical WLC guarantees the robustness of the sequence order when the sequence is not too long. The resulting patterns of activities share several features observed in behavioral experiments, such as the pauses between boundaries of chunks, their size and their duration. Failures in learning chunking sequences provide new insights into the dynamical causes of neurological disorders such as Parkinson’s disease and Schizophrenia. PMID:26584306

  20. Behavioral disorders, learning disabilities and megavitamin therapy.

    PubMed

    LaPerchia, P

    1987-01-01

    During the 1970s, vitamins and vitamin therapy became household words. Vitamin therapy, better known as "orthomolecular psychiatry," is both appealing and very popular. The question that must be asked is: Does this popularity and appeal validate this form of therapy? This paper presents findings from various sources that give results of research in megavitamin nutritional therapy. The following categories are examined: learning disabilities in general, schizophrenia, autism, mental retardation and Down's syndrome, and hyperkinesis. PMID:2963502

  1. Robot Behavior Acquisition Superposition and Composting of Behaviors Learned through Teleoperation

    NASA Technical Reports Server (NTRS)

    Peters, Richard Alan, II

    2004-01-01

    Superposition of a small set of behaviors, learned via teleoperation, can lead to robust completion of a simple articulated reach-and-grasp task. Results support the hypothesis that a set of learned behaviors can be combined to generate new behaviors of a similar type. This supports the hypothesis that a robot can learn to interact purposefully with its environment through a developmental acquisition of sensory-motor coordination. Teleoperation bootstraps the process by enabling the robot to observe its own sensory responses to actions that lead to specific outcomes. A reach-and-grasp task, learned by an articulated robot through a small number of teleoperated trials, can be performed autonomously with success in the face of significant variations in the environment and perturbations of the goal. Superpositioning was performed using the Verbs and Adverbs algorithm that was developed originally for the graphical animation of articulated characters. Work was performed on Robonaut at NASA-JSC.

  2. How not to learn cognitive-behavioral therapy (CBT).

    PubMed

    Trinidad, Antolin C

    2007-01-01

    Would-be learners of cognitive-behavioral therapy (CBT) may be hampered by learning traps that impede effective acquisition of the skills necessary to provide this type of therapy to clients. Among these pitfalls are the possibility of isolation, therapeutic fanaticism, lack of seriousness, therapeutic drift, and thinking CBT is antipsychodynamic or antipsychoanalytic. The author advocates immersion learning of CBT, arguing that theoretical learning must be supplemented by supervision and active use of the method in one's patients. Presented are two case vignettes demonstrating therapeutic drift and therapeutic fanaticism to highlight potential therapeutic impasses that may ensue from these pitfalls. PMID:18251384

  3. Social Learning Theory and Group Behavioral Change.

    ERIC Educational Resources Information Center

    Turner, David; Balow, Bruce

    This study investigated whether collaborative and socially sensitive behaviors, necessary in group problem solving, can be taught to emotionally disturbed children in residential treatment centers. The sample consisted of 180 males ranging in age from nine through 12 years in 12 residential centers. The children were required to perform a…

  4. Behavioral Inhibition in Children with Learning Disabilities

    ERIC Educational Resources Information Center

    De Weerdt, Frauke; Desoete, Annemie; Roeyers, Herbert

    2013-01-01

    Children with reading disabilities (RD, n = 17), mathematical disabilities (MD, n = 22), combined reading and mathematical disabilities (RD + MD, n = 28) and control peers (n = 45) were tested on behavioral inhibition with a Go/no-go task in a picture, letter and digit-modality. In contrast to children without RD, children with RD made…

  5. A service based adaptive U-learning system using UX.

    PubMed

    Jeong, Hwa-Young; Yi, Gangman

    2014-01-01

    In recent years, traditional development techniques for e-learning systems have been changing to become more convenient and efficient. One new technology in the development of application systems includes both cloud and ubiquitous computing. Cloud computing can support learning system processes by using services while ubiquitous computing can provide system operation and management via a high performance technical process and network. In the cloud computing environment, a learning service application can provide a business module or process to the user via the internet. This research focuses on providing the learning material and processes of courses by learning units using the services in a ubiquitous computing environment. And we also investigate functions that support users' tailored materials according to their learning style. That is, we analyzed the user's data and their characteristics in accordance with their user experience. We subsequently applied the learning process to fit on their learning performance and preferences. Finally, we demonstrate how the proposed system outperforms learning effects to learners better than existing techniques. PMID:25147832

  6. A Service Based Adaptive U-Learning System Using UX

    PubMed Central

    Jeong, Hwa-Young

    2014-01-01

    In recent years, traditional development techniques for e-learning systems have been changing to become more convenient and efficient. One new technology in the development of application systems includes both cloud and ubiquitous computing. Cloud computing can support learning system processes by using services while ubiquitous computing can provide system operation and management via a high performance technical process and network. In the cloud computing environment, a learning service application can provide a business module or process to the user via the internet. This research focuses on providing the learning material and processes of courses by learning units using the services in a ubiquitous computing environment. And we also investigate functions that support users' tailored materials according to their learning style. That is, we analyzed the user's data and their characteristics in accordance with their user experience. We subsequently applied the learning process to fit on their learning performance and preferences. Finally, we demonstrate how the proposed system outperforms learning effects to learners better than existing techniques. PMID:25147832

  7. Illness behavior, social adaptation, and the management of illness. A comparison of educational and medical models.

    PubMed

    Mechanic, D

    1977-08-01

    Motivational needs and coping are important aspects of illness response. Clinicians must help guide illness response by suggesting constructive adaptive opportunities and by avoiding reinforcement of maladaptive patterns. This paper examines how the patient's search for meaning, social attributions, and social comparisons shapes adaptation to illness and subsequent disability. It proposes a coping-adaptation model involving the following five resources relevant to rehabilitation: economic assets, abilities and skills, defensive techniques, social supports, and motivational impetus. It is maintained that confusion between illness and illness behavior obfuscates the alternatives available to guide patients through smoother adaptations and resumption of social roles. PMID:328824

  8. Visual Behaviors and Adaptations Associated with Cortical and Ocular Impairment in Children.

    ERIC Educational Resources Information Center

    Jan, J. E.; Groenveld, M.

    1993-01-01

    This article shows the usefulness of understanding visual behaviors in the diagnosis of various types of visual impairments that are due to ocular and cortical disorders. Behaviors discussed include nystagmus, ocular motor dyspraxia, head position, close viewing, field loss adaptations, mannerisms, photophobia, and abnormal color perception. (JDD)

  9. Use of Vineland Adaptive Behavior Scales-II in Children with Autism--An Indian Experience

    ERIC Educational Resources Information Center

    Manohari, S. M.; Raman, Vijaya; Ashok, M. V.

    2013-01-01

    The Vineland Adaptive Behavior Scales-II Edition 2005 (Vineland-II) is useful in assessing abilities in autism spectrum disorder, where an accurate assessment of intelligence using standardized tools is difficult both due to the unique social and communication difficulties that these children present with and the behavioral issues that occur as…

  10. Making Sense by Building Sense: Kindergarten Children's Construction and Understanding of Adaptive Robot Behaviors

    ERIC Educational Resources Information Center

    Mioduser, David; Levy, Sharona T.

    2010-01-01

    This study explores young children's ability to construct and explain adaptive behaviors of a behaving artifact, an autonomous mobile robot with sensors. A central component of the behavior construction environment is the RoboGan software that supports children's construction of spatiotemporal events with an a-temporal rule structure. Six…

  11. Adaptive Skills and Maladaptive Behavior of Adolescents with Autism Spectrum Disorders Attending Special Schools in Singapore

    ERIC Educational Resources Information Center

    Poon, Kenneth K.

    2011-01-01

    This study describes the profile of and relationships between adaptive skills and the maladaptive behaviors exhibited by adolescents with autism spectrum disorders (ASD) attending special schools in Singapore. Parents of 20 adolescents with ASD attending special schools completed the Development Behavior Checklist (DBC; Einfeld & Tonge, 1995;…

  12. Adaptive Behavior of 4- through 8-Year-Old Children with Williams Syndrome.

    ERIC Educational Resources Information Center

    Mervis, Carolyn B.; Klein-Tasman, Bonita P.; Mastin, Michelle E.

    2001-01-01

    This study assessed the behavior of 41 4-through 8-year-olds with Williams syndrome. As expected, socialization and communication were relative strengths, whereas daily living skills and motor skills were relative weaknesses. Within socialization, interpersonal skills were stronger than play/leisure or coping skills. Adaptive behavior was not…

  13. Researching Travel Behavior and Adaptability: Using a Virtual Reality Role-Playing Game

    ERIC Educational Resources Information Center

    Watcharasukarn, Montira; Krumdieck, Susan; Green, Richard; Dantas, Andre

    2011-01-01

    This article describes a virtual reality role-playing game that was developed as a survey tool to collect travel behavior data and explore and monitor travel behavior adaptation. The Advanced Energy and Material Systems Laboratory has designed, developed a prototype, and tested such a game platform survey tool, called Travel Activity Constraint…

  14. Dialectical Behavior Therapy Adapted for the Vocational Rehabilitation of Significantly Disabled Mentally Ill Adults

    ERIC Educational Resources Information Center

    Koons, Cedar R.; Chapman, Alexander L.; Betts, Bette B.; O'Rourke, Beth; Morse, Nesha; Robins, Clive J.

    2006-01-01

    Twelve vocational rehabilitation clients with severe mental illness received a comprehensive adaptation of dialectical behavior therapy (DBT) delivered in a group format. Treatment consisted of 2 hours of standard DBT skills training per week and 90 minutes of diary card review, chain analysis, and behavioral rehearsal. Participants were selected…

  15. Learning to behave: adaptive behavior for planetary surface rovers

    NASA Technical Reports Server (NTRS)

    Huntsberger, Terry; Aghazarian, Hrand

    2004-01-01

    Robotic missions to planetary surfaces are becoming more ambitious and of longer duration. The nominal mission timeline for the MER called Spirit currently on the Martian surface is 90 days, with extensions to 180 days depending on rover health. The upcoming 2009 MSL mission is planned to be 300-500 days and will possibly involve traverses on the order of a kilometer or more.

  16. Adaptive Behavioral Outcomes: Assurance of Learning and Assessment

    ERIC Educational Resources Information Center

    Baker, David S.; Stewart, Geoffrey T.

    2012-01-01

    Business schools are currently being criticized for lacking relevance to the applied working environment in which students are supposed to be prepared to make immediate contributions and reasoned independent decisions in a fluidly changing market (Haskell and Beliveau, 2010, and Michlitsch and Sidle, 2002). While technical skills (accounting,…

  17. Effects of adaptive protective behavior on the dynamics of sexually transmitted infections.

    PubMed

    Hayashi, Michael A L; Eisenberg, Marisa C

    2016-01-01

    Sexually transmitted infections (STIs) continue to present a complex and costly challenge to public health programs. The preferences and social dynamics of a population can have a large impact on the course of an outbreak as well as the effectiveness of interventions intended to influence individual behavior. In addition, individuals may alter their sexual behavior in response to the presence of STIs, creating a feedback loop between transmission and behavior. We investigate the consequences of modeling the interaction between STI transmission and prophylactic use with a model that links a Susceptible-Infectious-Susceptible (SIS) system to evolutionary game dynamics that determine the effective contact rate. The combined model framework allows us to address protective behavior by both infected and susceptible individuals. Feedback between behavioral adaptation and prevalence creates a wide range of dynamic behaviors in the combined model, including damped and sustained oscillations as well as bistability, depending on the behavioral parameters and disease growth rate. We found that disease extinction is possible for multiple regions where R0>1, due to behavior adaptation driving the epidemic downward, although conversely endemic prevalence for arbitrarily low R0 is also possible if contact rates are sufficiently high. We also tested how model misspecification might affect disease forecasting and estimation of the model parameters and R0. We found that alternative models that neglect the behavioral feedback or only consider behavior adaptation by susceptible individuals can potentially yield misleading parameter estimates or omit significant features of the disease trajectory. PMID:26362102

  18. Neural Adaptation and Behavioral Measures of Temporal Processing and Speech Perception in Cochlear Implant Recipients

    PubMed Central

    Zhang, Fawen; Benson, Chelsea; Murphy, Dora; Boian, Melissa; Scott, Michael; Keith, Robert; Xiang, Jing; Abbas, Paul

    2013-01-01

    The objective was to determine if one of the neural temporal features, neural adaptation, can account for the across-subject variability in behavioral measures of temporal processing and speech perception performance in cochlear implant (CI) recipients. Neural adaptation is the phenomenon in which neural responses are the strongest at the beginning of the stimulus and decline following stimulus repetition (e.g., stimulus trains). It is unclear how this temporal property of neural responses relates to psychophysical measures of temporal processing (e.g., gap detection) or speech perception. The adaptation of the electrical compound action potential (ECAP) was obtained using 1000 pulses per second (pps) biphasic pulse trains presented directly to the electrode. The adaptation of the late auditory evoked potential (LAEP) was obtained using a sequence of 1-kHz tone bursts presented acoustically, through the cochlear implant. Behavioral temporal processing was measured using the Random Gap Detection Test at the most comfortable listening level. Consonant nucleus consonant (CNC) word and AzBio sentences were also tested. The results showed that both ECAP and LAEP display adaptive patterns, with a substantial across-subject variability in the amount of adaptation. No correlations between the amount of neural adaptation and gap detection thresholds (GDTs) or speech perception scores were found. The correlations between the degree of neural adaptation and demographic factors showed that CI users having more LAEP adaptation were likely to be those implanted at a younger age than CI users with less LAEP adaptation. The results suggested that neural adaptation, at least this feature alone, cannot account for the across-subject variability in temporal processing ability in the CI users. However, the finding that the LAEP adaptive pattern was less prominent in the CI group compared to the normal hearing group may suggest the important role of normal adaptation pattern at the

  19. Adaptative Peer to Peer Data Sharing for Technology Enhanced Learning

    NASA Astrophysics Data System (ADS)

    Angelaccio, Michele; Buttarazzi, Berta

    Starting from the hypothesis that P2P Data Sharing in a direct teaching scenario (e.g.: a classroom lesson) may lead to relevant benefits, this paper explores the features of EduSHARE a Collaborative Learning System useful for Enhanced Learning Process.

  20. Assessing Online Learning and Teaching: Adapting the Minute Paper

    ERIC Educational Resources Information Center

    Vonderwell, Selma

    2004-01-01

    Online learning is impacting current university practices and policies and quickly changing the fabric of higher education (Rowley, Lujan, & Dolence, 1998). Effective assessment techniques can improve an instructor's understanding of student needs and provide a learner-centered classroom. Understanding and evaluating student learning becomes…

  1. Neuropsychological, behavioral, and adaptive functioning of Swiss children with congenital central hypoventilation syndrome.

    PubMed

    Ruof, Helge; Hammer, Juerg; Tillmann, Bettina; Ghelfi, Daniela; Weber, Peter

    2008-11-01

    This study collected data about developmental problems in a cohort of children with congenital central hypoventilation syndrome. In 2003, in Switzerland, 11 children with this disease were registered. Nine of them gave their informed consent to participate in the study and were examined. Clinical assessments were conducted, including examinations of neuropsychological, behavioral, and adaptive functions using Kaufman-Assessment Battery for Children, Child Behavior Checklist, and Vineland Adaptive Behavior Scales. The mean age (+/- standard deviation) was 7.5 +/- 2.5 years. The cognitive tests showed problems in working memory functions with a near-to-normal full-range intelligence quotient (87.4 +/- 23.3). The children showed normal values (t-values < 67) on problem scales of behavior, although 5 of the 9 children showed elevated values on the attention and on the social interaction problem scales. Adaptive function problems were identified in communication and daily living skills. PMID:18984833

  2. Lessons Learned from the Everglades Collaborative Adaptive Management Program

    EPA Science Inventory

    Recent technical papers explore whether adaptive management (AM) is useful for environmental management and restoration efforts and discuss the many challenges to overcome for successful implementation, especially for large-scale restoration programs (McLain and Lee 1996; Levine ...

  3. Learning Speech Variability in Discriminative Acoustic Model Adaptation

    NASA Astrophysics Data System (ADS)

    Sato, Shoei; Oku, Takahiro; Homma, Shinichi; Kobayashi, Akio; Imai, Toru

    We present a new discriminative method of acoustic model adaptation that deals with a task-dependent speech variability. We have focused on differences of expressions or speaking styles between tasks and set the objective of this method as improving the recognition accuracy of indistinctly pronounced phrases dependent on a speaking style.The adaptation appends subword models for frequently observable variants of subwords in the task. To find the task-dependent variants, low-confidence words are statistically selected from words with higher frequency in the task's adaptation data by using their word lattices. HMM parameters of subword models dependent on the words are discriminatively trained by using linear transforms with a minimum phoneme error (MPE) criterion. For the MPE training, subword accuracy discriminating between the variants and the originals is also investigated. In speech recognition experiments, the proposed adaptation with the subword variants reduced the word error rate by 12.0% relative in a Japanese conversational broadcast task.

  4. Loss of quinone reductase 2 function selectively facilitates learning behaviors.

    PubMed

    Benoit, Charles-Etienne; Bastianetto, Stephane; Brouillette, Jonathan; Tse, YiuChung; Boutin, Jean A; Delagrange, Philippe; Wong, TakPan; Sarret, Philippe; Quirion, Rémi

    2010-09-22

    High levels of reactive oxygen species (ROS) are associated with deficits in learning and memory with age as well as in Alzheimer's disease. Using DNA microarray, we demonstrated the overexpression of quinone reductase 2 (QR2) in the hippocampus in two models of learning deficits, namely the aged memory impaired rats and the scopolamine-induced amnesia model. QR2 is a cytosolic flavoprotein that catalyzes the reduction of its substrate and enhances the production of damaging activated quinone and ROS. QR2-like immunostaining is enriched in cerebral structures associated with learning behaviors, such as the hippocampal formation and the temporofrontal cortex of rat, mouse, and human brains. In cultured rat embryonic hippocampal neurons, selective inhibitors of QR2, namely S26695 and S29434, protected against menadione-induced cell death by reversing its proapoptotic action. S26695 (8 mg/kg) also significantly inhibited scopolamine-induced amnesia. Interestingly, adult QR2 knock-out mice demonstrated enhanced learning abilities in various tasks, including Morris water maze, object recognition, and rotarod performance test. Other behaviors related to anxiety (elevated plus maze), depression (forced swim), and schizophrenia (prepulse inhibition) were not affected in QR2-deficient mice. Together, these data suggest a role for QR2 in cognitive behaviors with QR2 inhibitors possibly representing a novel therapeutic strategy toward the treatment of learning deficits especially observed in the aged brain. PMID:20861374

  5. Aversive Learning and Trait Aggression Influence Retaliatory Behavior.

    PubMed

    Molapour, Tanaz; Lindström, Björn; Olsson, Andreas

    2016-01-01

    In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0-2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others. PMID:27375520

  6. Aversive Learning and Trait Aggression Influence Retaliatory Behavior

    PubMed Central

    Molapour, Tanaz; Lindström, Björn; Olsson, Andreas

    2016-01-01

    In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0–2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others. PMID:27375520

  7. Mitigating Consumptive Behavior: The Analysis of Learning Experiences of Housewives

    ERIC Educational Resources Information Center

    Suparti

    2016-01-01

    The purpose of this study is to investigate the determinant of consumptive behavior by analyzing learning experiences of housewives as members of Family Welfare Movement (PKK) in Malang, East Java Indonesia. Financial literacy is defined as personal knowledge and capability in financial management. Sample of this study was 123 housewives and…

  8. Active-Learning Exercises for Consumer Behavior Courses.

    ERIC Educational Resources Information Center

    Lawson, Timothy J.

    1995-01-01

    Presents 13 active-learning activities designed for use in consumer behavior courses. The exercises involve students in brief activities, such as analysis of persuasion techniques in advertising, and follow-up discussion. Reports that students found the exercises enjoyable and worthwhile. (CFR)

  9. Learning and Behavioral Difficulties among Chinese American Children and Adolescents

    ERIC Educational Resources Information Center

    Wu, I-Hwey; Chen, Kaili

    2005-01-01

    The authors review 11 studies published from 1971 through the 1990s on learning and behavioral difficulties among Chinese American children. The focus of the review is on (a) quantity and quality of the studies, (b) topics examined, and (c) research findings. Results showed that limited English proficiency, delinquency and gangs, and emotional and…

  10. Megavitamin Treatment for Behaviorally Disturbed and Learning Disabled Children.

    ERIC Educational Resources Information Center

    Adler, Sol

    1979-01-01

    The paper presents findings from research on megavitamin nutritional therapy with behavior-disordered and learning-disabled children. The results suggest it is a valid biochemical alternative to other means of therapy. Some researchers are concerned about the possibility of poisoning the system and the lack of evidence of long-range effects. (PHR)

  11. Advances in Learning and Behavioral Disabilities. Volume 9.

    ERIC Educational Resources Information Center

    Scruggs, Thomas E., Ed.; Mastropieri, Margo A., Ed.

    Advances in learning and behavioral disabilities are considered in this 10-chapter volume. Contents include: "Developmental Language Disorders and Attention Deficit Hyperactivity Disorder" (Cynthia A. Riccio and George W. Hynd); "Self-Regulated Strategy Development: A Theoretical and Practical Perspective" (Lisa P. Case et al.); "Mapping the…

  12. Demographic and Behavioral Characteristics of Osher Lifelong Learning Institute Members

    ERIC Educational Resources Information Center

    Hansen, Robert Jack; Brady, E. Michael; Thaxton, Steven P.

    2016-01-01

    The number of lifelong learning institutes (LLIs) is growing across the United States and it is important for educational planners and administrators to know about current demographic and behavioral characteristics of program participants. A 14-question survey was administered via SurveyMonkey to members who use computers in eight Osher Lifelong…

  13. Analyzing Behavior State and Learning Environments: Application in Instructional Settings.

    ERIC Educational Resources Information Center

    Ault, Marilyn Mulligan; And Others

    1995-01-01

    The ABLE (Analyzing Behavior State and Learning Environments) model was evaluated with eight teachers of students with profound mental retardation. Results indicated that, with training, teachers were able to reliably implement the model, increase the preferred alert and active states, and decrease the nonpreferred states such as sleep and…

  14. Relationships of Hunger and Malnutrition to Learning Ability and Behavior.

    ERIC Educational Resources Information Center

    Florida State Dept. of Citrus, Lakeland.

    This survey of scientific literature briefly overviews findings on the relations between learning and behavior and hunger, undernutrition, and malnutrition. Topics examined include chronic undernutrition in the U.S., iron deficiency, obesity, and hyperactivity. School feeding programs, including school breakfast programs, are described. The list…

  15. Educating Children with Emotional, Learning, and Behavior Problems.

    ERIC Educational Resources Information Center

    Deno, Evelyn N.

    Intended primarily for regular education teachers, the book discusses the education of mainstreamed children with emotional, learning, and behavior problems. The first section addresses some of the critical issues that have to be taken into account in designing services for such children, including determining goals, defining the population, and…

  16. Socialization Tactics, Proactive Behavior, and Newcomer Learning: Integrating Socialization Models

    ERIC Educational Resources Information Center

    Ashforth, Blake E.; Sluss, David M.; Saks, Alan M.

    2007-01-01

    The purpose of the study was to examine how socialization processes (socialization tactics and proactive behavior) jointly affect socialization content (i.e., what newcomers learn) and adjustment. Longitudinal survey data from 150 business and engineering graduates during their first 7 months of work indicate that: (1) institutionalized…

  17. Multigroup Confirmatory Factor Analysis for the Teacher Form, Ages 5 to 21, of the Adaptive Behavior Assessment System-II

    ERIC Educational Resources Information Center

    Aricak, O. Tolga; Oakland, Thomas

    2010-01-01

    The American Association on Intellectual and Developmental Disabilities has promulgated various models of adaptive behavior, including its 1992 model that highlighted 10 adaptive skills and its 2002 model that highlighted three conceptual domains. The Adaptive Behavior Assessment System-II (ABAS-II) was designed to be consistent with these models.…

  18. Options for Managing Student Behavior: Adaptations for Individual Needs.

    ERIC Educational Resources Information Center

    Richardson, Rita C.; Evans, Elizabeth T.

    This paper applies principles of situational leadership theory to the management of student behavior problems. First, it summarizes situational leadership, noting the theory's premise that leaders must consider two important factors to gain acceptance and compliance in managing people--the maturity level of the individuals and the nature of the…

  19. Systematic Review of Engagement in Culturally Adapted Parent Training for Disruptive Behavior

    PubMed Central

    Butler, Ashley M.; Titus, Courtney

    2016-01-01

    This article reviews the literature reporting engagement (enrollment, attendance, and attrition) in culturally adapted parent training for disruptive behavior among racial/ethnic minority parents of children ages 2–7 years. The review describes the reported rates of engagement in adapted interventions and how engagement is analyzed in studies, methods to develop adaptations, and adaptations that have been implemented. Seven studies were identified. Parental engagement varied across and within studies. Only one study examined whether adaptations improved engagement compared to non-adapted intervention. Frequent methods to develop adaptations were building partnerships or conducting interviews/focus groups with minority parents or community members. Adaptations included addressing cultural beliefs (perceptions of parenting skills), values (interdependence), or experiences (immigration) that affect parenting or receptivity to interventions; ensuring racial/ethnic diversity of interventionists; and addressing cultural relevancy and literacy level of materials. Future research should examine engagement in adapted interventions compared to non-adapted interventions and examine factors (e.g., immigration status) that may moderate impact on engagement. PMID:27429537

  20. On the nature of cultural transmission networks: evidence from Fijian villages for adaptive learning biases.

    PubMed

    Henrich, Joseph; Broesch, James

    2011-04-12

    Unlike other animals, humans are heavily dependent on cumulative bodies of culturally learned information. Selective processes operating on this socially learned information can produce complex, functionally integrated, behavioural repertoires-cultural adaptations. To understand such non-genetic adaptations, evolutionary theorists propose that (i) natural selection has favoured the emergence of psychological biases for learning from those individuals most likely to possess adaptive information, and (ii) when these psychological learning biases operate in populations, over generations, they can generate cultural adaptations. Many laboratory experiments now provide evidence for these psychological biases. Here, we bridge from the laboratory to the field by examining if and how these biases emerge in a small-scale society. Data from three cultural domains-fishing, growing yams and using medicinal plants-show that Fijian villagers (ages 10 and up) are biased to learn from others perceived as more successful/knowledgeable, both within and across domains (prestige effects). We also find biases for sex and age, as well as proximity effects. These selective and centralized oblique transmission networks set up the conditions for adaptive cultural evolution. PMID:21357236

  1. Deep belief networks learn context dependent behavior.

    PubMed

    Raudies, Florian; Zilli, Eric A; Hasselmo, Michael E

    2014-01-01

    With the goal of understanding behavioral mechanisms of generalization, we analyzed the ability of neural networks to generalize across context. We modeled a behavioral task where the correct responses to a set of specific sensory stimuli varied systematically across different contexts. The correct response depended on the stimulus (A,B,C,D) and context quadrant (1,2,3,4). The possible 16 stimulus-context combinations were associated with one of two responses (X,Y), one of which was correct for half of the combinations. The correct responses varied symmetrically across contexts. This allowed responses to previously unseen stimuli (probe stimuli) to be generalized from stimuli that had been presented previously. By testing the simulation on two or more stimuli that the network had never seen in a particular context, we could test whether the correct response on the novel stimuli could be generated based on knowledge of the correct responses in other contexts. We tested this generalization capability with a Deep Belief Network (DBN), Multi-Layer Perceptron (MLP) network, and the combination of a DBN with a linear perceptron (LP). Overall, the combination of the DBN and LP had the highest success rate for generalization. PMID:24671178

  2. Adapted Lethality: What We Can Learn from Guinea Pig-Adapted Ebola Virus Infection Model

    PubMed Central

    Cheresiz, S. V.; Semenova, E. A.; Chepurnov, A. A.

    2016-01-01

    Establishment of small animal models of Ebola virus (EBOV) infection is important both for the study of genetic determinants involved in the complex pathology of EBOV disease and for the preliminary screening of antivirals, production of therapeutic heterologic immunoglobulins, and experimental vaccine development. Since the wild-type EBOV is avirulent in rodents, the adaptation series of passages in these animals are required for the virulence/lethality to emerge in these models. Here, we provide an overview of our several adaptation series in guinea pigs, which resulted in the establishment of guinea pig-adapted EBOV (GPA-EBOV) variants different in their characteristics, while uniformly lethal for the infected animals, and compare the virologic, genetic, pathomorphologic, and immunologic findings with those obtained in the adaptation experiments of the other research groups. PMID:26989413

  3. Adapted Lethality: What We Can Learn from Guinea Pig-Adapted Ebola Virus Infection Model.

    PubMed

    Cheresiz, S V; Semenova, E A; Chepurnov, A A

    2016-01-01

    Establishment of small animal models of Ebola virus (EBOV) infection is important both for the study of genetic determinants involved in the complex pathology of EBOV disease and for the preliminary screening of antivirals, production of therapeutic heterologic immunoglobulins, and experimental vaccine development. Since the wild-type EBOV is avirulent in rodents, the adaptation series of passages in these animals are required for the virulence/lethality to emerge in these models. Here, we provide an overview of our several adaptation series in guinea pigs, which resulted in the establishment of guinea pig-adapted EBOV (GPA-EBOV) variants different in their characteristics, while uniformly lethal for the infected animals, and compare the virologic, genetic, pathomorphologic, and immunologic findings with those obtained in the adaptation experiments of the other research groups. PMID:26989413

  4. Re-examining selective adaptation: Fatiguing feature detectors, or distributional learning?

    PubMed

    Kleinschmidt, Dave F; Jaeger, T Florian

    2016-06-01

    When a listener hears many good examples of a /b/ in a row, they are less likely to classify other sounds on, e.g., a /b/-to-/d/ continuum as /b/. This phenomenon is known as selective adaptation and is a well-studied property of speech perception. Traditionally, selective adaptation is seen as a mechanistic property of the speech perception system, and attributed to fatigue in acoustic-phonetic feature detectors. However, recent developments in our understanding of non-linguistic sensory adaptation and higher-level adaptive plasticity in speech perception and language comprehension suggest that it is time to re-visit the phenomenon of selective adaptation. We argue that selective adaptation is better thought of as a computational property of the speech perception system. Drawing on a common thread in recent work on both non-linguistic sensory adaptation and plasticity in language comprehension, we furthermore propose that selective adaptation can be seen as a consequence of distributional learning across multiple levels of representation. This proposal opens up new questions for research on selective adaptation itself, and also suggests that selective adaptation can be an important bridge between work on adaptation in low-level sensory systems and the complicated plasticity of the adult language comprehension system. PMID:26438255

  5. Advancing Behavioral HIV Prevention: Adapting an Evidence-Based Intervention for People Living with HIV and Alcohol Use Disorders

    PubMed Central

    Armstrong, M. L.; LaPlante, A. M.; Altice, F. L.; Copenhaver, M.; Molina, P. E.

    2015-01-01

    Alcohol use disorders (AUDs) are highly prevalent among people living with HIV/AIDS (PLWHA) and are associated with increased HIV risk behaviors, suboptimal treatment adherence, and greater risk for disease progression. We used the ADAPT-ITT strategy to adapt an evidence-based intervention (EBI), the Holistic Health Recovery Program (HHRP+), that focuses on secondary HIV prevention and antiretroviral therapy (ART) adherence and apply it to PLWHA with problematic drinking. Focus groups (FGs) were conducted with PLWHA who consume alcohol and with treatment providers at the largest HIV primary care clinic in New Orleans, LA. Overall themes that emerged from the FGs included the following: (1) negative mood states contribute to heavy alcohol consumption in PLWHA; (2) high levels of psychosocial stress, paired with few adaptive coping strategies, perpetuate the use of harmful alcohol consumption in PLWHA; (3) local cultural norms are related to the permissiveness and pervasiveness of drinking and contribute to heavy alcohol use; (4) healthcare providers unanimously stated that outpatient options for AUD intervention are scarce, (5) misperceptions about the relationships between alcohol and HIV are common; (6) PLWHA are interested in learning about alcohol's impact on ART and HIV disease progression. These data were used to design the adapted EBI. PMID:26697216

  6. Resistance to exercise-induced weight loss: compensatory behavioral adaptations.

    PubMed

    Melanson, Edward L; Keadle, Sarah Kozey; Donnelly, Joseph E; Braun, Barry; King, Neil A

    2013-08-01

    In many interventions that are based on an exercise program intended to induce weight loss, the mean weight loss observed is modest and sometimes far less than what the individual expected. The individual responses are also widely variable, with some individuals losing a substantial amount of weight, others maintaining weight, and a few actually gaining weight. The media have focused on the subpopulation that loses little weight, contributing to a public perception that exercise has limited utility to cause weight loss. The purpose of the symposium was to present recent, novel data that help explain how compensatory behaviors contribute to a wide discrepancy in exercise-induced weight loss. The presentations provide evidence that some individuals adopt compensatory behaviors, that is, increased energy intake and/or reduced activity, that offset the exercise energy expenditure and limit weight loss. The challenge for both scientists and clinicians is to develop effective tools to identify which individuals are susceptible to such behaviors and to develop strategies to minimize their effect. PMID:23470300

  7. Resistance to exercise-induced weight loss: compensatory behavioral adaptations

    PubMed Central

    Melanson, Edward L.; Keadle, Sarah Kozey; Donnelly, Joseph E.; Braun, Barry; King, Neil A.

    2013-01-01

    In many interventions that are based on an exercise program intended to induce weight loss, the mean weight loss observed is modest and sometimes far less than the individual expected. The individual responses are also widely variable, with some individuals losing a substantial amount of weight, others maintaining weight, and a few actually gaining weight. The media have focused on the sub-population that loses little weight, contributing to a public perception that exercise has limited utility to cause weight loss. The purpose of the symposium was to present recent, novel data that help explain how compensatory behaviors contribute to a wide discrepancy in exercise-induced weight loss. The presentations provide evidence that some individuals adopt compensatory behaviors, i.e. increased energy intake and/or reduced activity, that offset the exercise energy expenditure and limit weight loss. The challenge for both scientists and clinicians is to develop effective tools to identify which individuals are susceptible to such behaviors, and to develop strategies to minimize their impact. PMID:23470300

  8. Parental genetic effects in a cavefish adaptive behavior explain disparity between nuclear and mitochondrial DNA.

    PubMed

    Yoshizawa, Masato; Ashida, Go; Jeffery, William R

    2012-09-01

    Epigenetic parental genetic effects are important in many biological processes but their roles in the evolution of adaptive traits and their consequences in naturally evolving populations remain to be addressed. By comparing two divergent blind cave-dwelling cavefish populations with a sighted surface-dwelling population (surface fish) of the teleost Astyanax mexicanus, we report here that convergences in vibration attraction behavior (VAB), the lateral line sensory receptors underlying this behavior, and the feeding benefits of this behavior are controlled by parental genetic effects, either maternal or paternal inheritance. From behavioral studies and mathematical evolutionary simulations, we further demonstrate that disparity in nuclear and mitochondrial DNA in one of these cavefish populations that has hybridized with surface fish can be explained by paternal inheritance of VAB. The results suggest that parental genetic effects in adaptive behaviors may be important factors in biasing mitochondrial DNA inheritance in natural populations that are subject to introgression. PMID:22946818

  9. Complex Features in Lotka-Volterra Systems with Behavioral Adaptation

    NASA Astrophysics Data System (ADS)

    Tebaldi, Claudio; Lacitignola, Deborah

    Lotka-Volterra systems have played a fundamental role for mathematical modelling in many branches of theoretical biology and proved to describe, at least qualitatively, the essential features of many phenomena, see for example Murray [Murray 2002]. Furthermore models of that kind have been considered successfully also in quite different and less mathematically formalized context: Goodwin' s model of economic growth cycles [Goodwin 1967] and urban dynamics [Dendrinos 1992] are only two of a number of examples. Such systems can certainly be defined as complex ones and in fact the aim of modelling was essentially to clarify mechanims rather than to provide actual precise simulations and predictions. With regards to complex systems, we recall that one of their main feature, no matter of the specific definition one has in mind, is adaptation, i. e. the ability to adjust.

  10. Modeling bee swarming behavior through diffusion adaptation with asymmetric information sharing

    NASA Astrophysics Data System (ADS)

    Li, Jinchao; Sayed, Ali H.

    2012-12-01

    Honeybees swarm when they move to a new site for their hive. During the process of swarming, their behavior can be analyzed by classifying them as informed bees or uninformed bees, where the informed bees have some information about the destination while the uninformed bees follow the informed bees. The swarm's movement can be viewed as a network of mobile nodes with asymmetric information exchange about their destination. In these networks, adaptive and mobile agents share information on the fly and adapt their estimates in response to local measurements and data shared with neighbors. Diffusion adaptation is used to model the adaptation process in the presence of asymmetric nodes and noisy data. The simulations indicate that the models are able to emulate the swarming behavior of bees under varied conditions such as a small number of informed bees, sharing of target location, sharing of target direction, and noisy measurements.

  11. Human dorsal striatal activity during choice discriminates reinforcement learning behavior from the gambler's fallacy.

    PubMed

    Jessup, Ryan K; O'Doherty, John P

    2011-04-27

    Reinforcement learning theory has generated substantial interest in neurobiology, particularly because of the resemblance between phasic dopamine and reward prediction errors. Actor-critic theories have been adapted to account for the functions of the striatum, with parts of the dorsal striatum equated to the actor. Here, we specifically test whether the human dorsal striatum--as predicted by an actor-critic instantiation--is used on a trial-to-trial basis at the time of choice to choose in accordance with reinforcement learning theory, as opposed to a competing strategy: the gambler's fallacy. Using a partial-brain functional magnetic resonance imaging scanning protocol focused on the striatum and other ventral brain areas, we found that the dorsal striatum is more active when choosing consistent with reinforcement learning compared with the competing strategy. Moreover, an overlapping area of dorsal striatum along with the ventral striatum was found to be correlated with reward prediction errors at the time of outcome, as predicted by the actor-critic framework. These findings suggest that the same region of dorsal striatum involved in learning stimulus-response associations may contribute to the control of behavior during choice, thereby using those learned associations. Intriguingly, neither reinforcement learning nor the gambler's fallacy conformed to the optimal choice strategy on the specific decision-making task we used. Thus, the dorsal striatum may contribute to the control of behavior according to reinforcement learning even when the prescriptions of such an algorithm are suboptimal in terms of maximizing future rewards. PMID:21525269

  12. The adaptive trade-off between detection and discrimination in cortical representations and behavior

    PubMed Central

    Ollerenshaw, Douglas R.; Zheng, He J. V.; Millard, Daniel C.; Wang, Qi; Stanley, Garrett B.

    2014-01-01

    SUMMARY It has long been posited that detectability of sensory inputs can be sacrificed in favor of improved discriminability, and that sensory adaptation may mediate this trade-off. The extent to which this trade-off exists behaviorally, and the complete picture of the underlying neural representations that likely subserve the phenomenon, remain unclear. In the rodent vibrissa system, an ideal observer analysis of cortical activity measured using voltage sensitive dye (VSD) imaging in anesthetized animals was combined with behavioral detection and discrimination tasks, thalamic recordings from awake animals, and computational modeling to show that spatial discrimination performance was improved following adaptation, but at the expense of the ability to detect weak stimuli. Together, these results provide direct behavioral evidence for the trade-off between detectability and discriminability, that this trade-off can be modulated through bottom-up sensory adaptation, and that these effects correspond to important changes in thalamocortical coding properties. PMID:24607233

  13. Profiling Students' Adaptation Styles in Web-based Learning.

    ERIC Educational Resources Information Center

    Lee, Myung-Geun

    2001-01-01

    Discussion of Web-based instruction (WBI) focuses on a study of Korean universities that analyzed learners' adaptation styles and characteristics by retrospectively assessing the perceptions of various aspects of WBI. Considers computer literacy, interaction with instructor and students, difficulty of contents, and learners' perception of academic…

  14. Collaborative Learning with Multi-Touch Technology: Developing Adaptive Expertise

    ERIC Educational Resources Information Center

    Mercier, Emma M.; Higgins, Steven E.

    2013-01-01

    Developing fluency and flexibility in mathematics is a key goal of upper primary schooling, however, while fluency can be developed with practice, designing activities that support the development of flexibility is more difficult. Drawing on concepts of adaptive expertise, we developed a task for a multi-touch classroom, NumberNet, that aimed to…

  15. Adaptive memory: animacy effects persist in paired-associate learning.

    PubMed

    VanArsdall, Joshua E; Nairne, James S; Pandeirada, Josefa N S; Cogdill, Mindi

    2015-01-01

    Recent evidence suggests that animate stimuli are remembered better than matched inanimate stimuli. Two experiments tested whether this animacy effect persists in paired-associate learning of foreign words. Experiment 1 randomly paired Swahili words with matched animate and inanimate English words. Participants were told simply to learn the English "translations" for a later test. Replicating earlier findings using free recall, a strong animacy advantage was found in this cued-recall task. Concerned that the effect might be due to enhanced accessibility of the individual responses (e.g., animates represent a more accessible category), Experiment 2 selected animate and inanimate English words from two more constrained categories (four-legged animals and furniture). Once again, an advantage was found for pairs using animate targets. These results argue against organisational accounts of the animacy effect and potentially have implications for foreign language vocabulary learning. PMID:24813366

  16. An application of adaptive learning to malfunction recovery

    NASA Technical Reports Server (NTRS)

    Cruz, R. E.

    1986-01-01

    A self-organizing controller is developed for a simplified two-dimensional aircraft model. The Controller learns how to pilot the aircraft through a navigational mission without exceeding pre-established position and velocity limits. The controller pilots the aircraft by activating one of eight directional actuators at all times. By continually monitoring the aircraft's position and velocity with respect to the mission, the controller progressively modifies its decision rules to improve the aircraft's performance. When the controller has learned how to pilot the aircraft, two actuators fail permanently. Despite this malfunction, the controller regains proficiency at its original task. The experimental results reported show the controller's capabilities for self-organizing control, learning, and malfunction recovery.

  17. Learning and adaptation in the management of waterfowl harvests

    USGS Publications Warehouse

    Johnson, Fred A.

    2011-01-01

    A formal framework for the adaptive management of waterfowl harvests was adopted by the U.S. Fish and Wildlife Service in 1995. The process admits competing models of waterfowl population dynamics and harvest impacts, and relies on model averaging to compute optimal strategies for regulating harvest. Model weights, reflecting the relative ability of the alternative models to predict changes in population size, are used in the model averaging and are updated each year based on a comparison of model predictions and observations of population size. Since its inception the adaptive harvest program has focused principally on mallards (Anas platyrhynchos), which constitute a large portion of the U.S. waterfowl harvest. Four competing models, derived from a combination of two survival and two reproductive hypotheses, were originally assigned equal weights. In the last year of available information (2007), model weights favored the weakly density-dependent reproductive hypothesis over the strongly density-dependent one, and the additive mortality hypothesis over the compensatory one. The change in model weights led to a more conservative harvesting policy than what was in effect in the early years of the program. Adaptive harvest management has been successful in many ways, but nonetheless has exposed the difficulties in defining management objectives, in predicting and regulating harvests, and in coping with the tradeoffs inherent in managing multiple waterfowl stocks exposed to a common harvest. The key challenge now facing managers is whether adaptive harvest management as an institution can be sufficiently adaptive, and whether the knowledge and experience gained from the process can be reflected in higher-level policy decisions.

  18. Behavior learning in differential games and reorientation maneuvers

    NASA Astrophysics Data System (ADS)

    Satak, Neha

    The purpose of this dissertation is to apply behavior learning concepts to incomplete- information continuous time games. Realistic game scenarios are often incomplete-information games in which the players withhold information. A player may not know its opponent's objectives and strategies prior to the start of the game. This lack of information can limit the player's ability to play optimally. If the player can observe the opponent's actions, it can better optimize its achievements by taking corrective actions. In this research, a framework to learn an opponent's behavior and take corrective actions is developed. The framework will allow a player to observe the opponent's actions and formulate behavior models. The developed behavior model can then be utilized to find the best actions for the player that optimizes the player's objective function. In addition, the framework proposes that the player plays a safe strategy at the beginning of the game. A safe strategy is defined in this research as a strategy that guarantees a minimum pay-off to the player independent of the other player's actions. During the initial part of the game, the player will play the safe strategy until it learns the opponent's behavior. Two methods to develop behavior models that differ in the formulation of the behavior model are proposed. The first method is the Cost-Strategy Recognition (CSR) method in which the player formulates an objective function and a strategy for the opponent. The opponent is presumed to be rational and therefore will play to optimize its objective function. The strategy of the opponent is dependent on the information available to the opponent about other players in the game. A strategy formulation presumes a certain level of information available to the opponent. The previous observations of the opponent's actions are used to estimate the parameters of the formulated behavior model. The estimated behavior model predicts the opponent's future actions. The second

  19. Assessing heat-adaptive behaviors among older, urban-dwelling adults

    PubMed Central

    White-Newsome, Jalonne L.; Sánchez, Brisa N.; Parker, Edith A.; Dvonch, J. Timothy; Zhang, Zhenzhen; O’Neill, Marie S.

    2015-01-01

    Objectives Health studies have shown that the elderly are at a greater risk to extreme heat. The frequency and intensity of summer heat waves will continue to increase as a result of climate change. It is important that we understand the environmental and structural factors that increase heat vulnerability, as well as examine the behaviors used by the elderly to adapt to hot indoor temperatures. Study design From June 1 to August 31, 2009, residents in 29 homes in Detroit, MI, kept an hourly log of eight heat-adaptive behaviors: opening windows/doors, turning fans or the air conditioner on, changing clothes, taking a shower, going to the basement, the porch/yard, or leaving the house. Percentages of hourly behavior were calculated, overall and stratified by housing type and percent surface imperviousness. The frequency of behavior use, as a result of indoor and outdoor predetermined temperature intervals was compared to a reference temperature range of 21.1–23.8 °C. Results The use of all adaptive behaviors, except going to the porch or yard, was significantly associated with indoor temperature. Non-mechanical adaptations such as changing clothes, taking showers, and going outside or to the basement were rarely used. Residents living in high-rises and highly impervious areas reported a higher use of adaptive behaviors. The odds of leaving the house significantly increased as outdoor temperature increased. Conclusions These findings suggest that the full range of heat adaptation measures may be underused by the elderly and public health interventions need to focus on outreach to these populations. PMID:21782363

  20. Cybernetic control model from ethology for adaptive coordination of robot behaviors

    NASA Astrophysics Data System (ADS)

    Schlueter, Bernd

    1992-08-01

    In this paper we propose a cybernetic approach to behavior based robotics. We present a distributed adaptive control architecture for coordination of different motivations and behaviors of an autonomous vehicle. The system is based on the Zurich Model of Social Motivation, a cybernetic approach to mammalian behavior by the Swiss ethologist BISCHOF. Our system controls a simulated autonomous robot by teaching a reflective associative memory to propose an action based on the input of eight range sensors. The emerging behavior at every stage reflects the system's experience, and the robust in unexpected situations.

  1. ADAPTIVE BEHAVIORS IN YOUNG CHILDREN: A UNIQUE CULTURAL COMPARISON IN ITALY

    PubMed Central

    Taverna, Livia; Bornstein, Marc H.; Putnick, Diane L.; Axia, Giovanna

    2010-01-01

    On account of a series of unique historical events, the present-day denizens of South Tyrol inhabit a cultural, political, and linguistic autonomous region that intercalates Italians and Austrian/German Italians. We compared contemporary Italian and Austrian/German Italian girls' and boys' adaptive behaviors in everyday activities in this region. Using the Vineland Adaptive Behavior Scales, we first interviewed mothers about their children's communication, daily living, socialization, and motor skills. Main effects of local culture (and no interactions with gender) emerged: Austrian/German Italian children were rated higher than Italian children in both adaptive daily living and socialization skills. Next, we explored ethnic differences in childrearing. Austrian/German Italians reported fostering greater autonomy in their children than Italians, and children's autonomy was associated with their adaptive behavior. Children living in neighboring Italian and Austrian/German Italian cultural niches appear to experience subtle but consequentially different conditions of development that express themselves in terms of differing levels of adaptive behaviors. PMID:21532914

  2. Racing to learn: statistical inference and learning in a single spiking neuron with adaptive kernels

    PubMed Central

    Afshar, Saeed; George, Libin; Tapson, Jonathan; van Schaik, André; Hamilton, Tara J.

    2014-01-01

    This paper describes the Synapto-dendritic Kernel Adapting Neuron (SKAN), a simple spiking neuron model that performs statistical inference and unsupervised learning of spatiotemporal spike patterns. SKAN is the first proposed neuron model to investigate the effects of dynamic synapto-dendritic kernels and demonstrate their computational power even at the single neuron scale. The rule-set defining the neuron is simple: there are no complex mathematical operations such as normalization, exponentiation or even multiplication. The functionalities of SKAN emerge from the real-time interaction of simple additive and binary processes. Like a biological neuron, SKAN is robust to signal and parameter noise, and can utilize both in its operations. At the network scale neurons are locked in a race with each other with the fastest neuron to spike effectively “hiding” its learnt pattern from its neighbors. The robustness to noise, high speed, and simple building blocks not only make SKAN an interesting neuron model in computational neuroscience, but also make it ideal for implementation in digital and analog neuromorphic systems which is demonstrated through an implementation in a Field Programmable Gate Array (FPGA). Matlab, Python, and Verilog implementations of SKAN are available at: http://www.uws.edu.au/bioelectronics_neuroscience/bens/reproducible_research. PMID:25505378

  3. Organizational Adaptative Behavior: The Complex Perspective of Individuals-Tasks Interaction

    NASA Astrophysics Data System (ADS)

    Wu, Jiang; Sun, Duoyong; Hu, Bin; Zhang, Yu

    Organizations with different organizational structures have different organizational behaviors when responding environmental changes. In this paper, we use a computational model to examine organizational adaptation on four dimensions: Agility, Robustness, Resilience, and Survivability. We analyze the dynamics of organizational adaptation by a simulation study from a complex perspective of the interaction between tasks and individuals in a sales enterprise. The simulation studies in different scenarios show that more flexible communication between employees and less hierarchy level with the suitable centralization can improve organizational adaptation.

  4. Adaptation Provisioning with Respect to Learning Styles in a Web-Based Educational System: An Experimental Study

    ERIC Educational Resources Information Center

    Popescu, E.

    2010-01-01

    Personalized instruction is seen as a desideratum of today's e-learning systems. The focus of this paper is on those platforms that use learning styles as personalization criterion called learning style-based adaptive educational systems. The paper presents an innovative approach based on an integrative set of learning preferences that alleviates…

  5. Spatiotemporal Spike Coding of Behavioral Adaptation in the Dorsal Anterior Cingulate Cortex

    PubMed Central

    Logiaco, Laureline; Quilodran, René; Procyk, Emmanuel; Arleo, Angelo

    2015-01-01

    The frontal cortex controls behavioral adaptation in environments governed by complex rules. Many studies have established the relevance of firing rate modulation after informative events signaling whether and how to update the behavioral policy. However, whether the spatiotemporal features of these neuronal activities contribute to encoding imminent behavioral updates remains unclear. We investigated this issue in the dorsal anterior cingulate cortex (dACC) of monkeys while they adapted their behavior based on their memory of feedback from past choices. We analyzed spike trains of both single units and pairs of simultaneously recorded neurons using an algorithm that emulates different biologically plausible decoding circuits. This method permits the assessment of the performance of both spike-count and spike-timing sensitive decoders. In response to the feedback, single neurons emitted stereotypical spike trains whose temporal structure identified informative events with higher accuracy than mere spike count. The optimal decoding time scale was in the range of 70–200 ms, which is significantly shorter than the memory time scale required by the behavioral task. Importantly, the temporal spiking patterns of single units were predictive of the monkeys’ behavioral response time. Furthermore, some features of these spiking patterns often varied between jointly recorded neurons. All together, our results suggest that dACC drives behavioral adaptation through complex spatiotemporal spike coding. They also indicate that downstream networks, which decode dACC feedback signals, are unlikely to act as mere neural integrators. PMID:26266537

  6. Spatiotemporal Spike Coding of Behavioral Adaptation in the Dorsal Anterior Cingulate Cortex.

    PubMed

    Logiaco, Laureline; Quilodran, René; Procyk, Emmanuel; Arleo, Angelo

    2015-08-01

    The frontal cortex controls behavioral adaptation in environments governed by complex rules. Many studies have established the relevance of firing rate modulation after informative events signaling whether and how to update the behavioral policy. However, whether the spatiotemporal features of these neuronal activities contribute to encoding imminent behavioral updates remains unclear. We investigated this issue in the dorsal anterior cingulate cortex (dACC) of monkeys while they adapted their behavior based on their memory of feedback from past choices. We analyzed spike trains of both single units and pairs of simultaneously recorded neurons using an algorithm that emulates different biologically plausible decoding circuits. This method permits the assessment of the performance of both spike-count and spike-timing sensitive decoders. In response to the feedback, single neurons emitted stereotypical spike trains whose temporal structure identified informative events with higher accuracy than mere spike count. The optimal decoding time scale was in the range of 70-200 ms, which is significantly shorter than the memory time scale required by the behavioral task. Importantly, the temporal spiking patterns of single units were predictive of the monkeys' behavioral response time. Furthermore, some features of these spiking patterns often varied between jointly recorded neurons. All together, our results suggest that dACC drives behavioral adaptation through complex spatiotemporal spike coding. They also indicate that downstream networks, which decode dACC feedback signals, are unlikely to act as mere neural integrators. PMID:26266537

  7. An Individualized Approach To Improve Reading Achievement Levels and Behavior of Learning Disabled Pupils.

    ERIC Educational Resources Information Center

    Hebron, Preston T., Jr.

    In this practicum, 15 learning-disabled pupils in grades two and three participated in an individualized program featuring mastery learning, a personalized system of instruction, attention to learning style and modality, and behavior modification, in order to improve reading levels and poor behavior. Program components included learning stations,…

  8. Becoming a Coach in Developmental Adaptive Sailing: A Lifelong Learning Perspective

    PubMed Central

    Duarte, Tiago; Culver, Diane M.

    2014-01-01

    Life-story methodology and innovative methods were used to explore the process of becoming a developmental adaptive sailing coach. Jarvis's (2009) lifelong learning theory framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed from a young age to collaborative environments. Social interactions with others such as mentors, colleagues, and athletes made major contributions to her coaching knowledge. As Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational para-swimming instructor to developmental adaptive sailing coach. The conclusions inform future research in disability sport coaching, coach education, and applied sport psychology. PMID:25210408

  9. Becoming a Coach in Developmental Adaptive Sailing: A Lifelong Learning Perspective.

    PubMed

    Duarte, Tiago; Culver, Diane M

    2014-10-01

    Life-story methodology and innovative methods were used to explore the process of becoming a developmental adaptive sailing coach. Jarvis's (2009) lifelong learning theory framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed from a young age to collaborative environments. Social interactions with others such as mentors, colleagues, and athletes made major contributions to her coaching knowledge. As Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational para-swimming instructor to developmental adaptive sailing coach. The conclusions inform future research in disability sport coaching, coach education, and applied sport psychology. PMID:25210408

  10. Group Selection as Behavioral Adaptation to Systematic Risk

    PubMed Central

    Zhang, Ruixun; Brennan, Thomas J.; Lo, Andrew W.

    2014-01-01

    Despite many compelling applications in economics, sociobiology, and evolutionary psychology, group selection is still one of the most hotly contested ideas in evolutionary biology. Here we propose a simple evolutionary model of behavior and show that what appears to be group selection may, in fact, simply be the consequence of natural selection occurring in stochastic environments with reproductive risks that are correlated across individuals. Those individuals with highly correlated risks will appear to form “groups”, even if their actions are, in fact, totally autonomous, mindless, and, prior to selection, uniformly randomly distributed in the population. This framework implies that a separate theory of group selection is not strictly necessary to explain observed phenomena such as altruism and cooperation. At the same time, it shows that the notion of group selection does captures a unique aspect of evolution—selection with correlated reproductive risk–that may be sufficiently widespread to warrant a separate term for the phenomenon. PMID:25353167

  11. Surprise and opportunity for learning in Grand Canyon: the Glen Canyon Dam Adaptive Management Program

    USGS Publications Warehouse

    Melis, Theodore S.; Walters, Carl; Korman, Josh

    2015-01-01

    With a focus on resources of the Colorado River ecosystem below Glen Canyon Dam, the Glen Canyon Dam Adaptive Management Program has included a variety of experimental policy tests, ranging from manipulation of water releases from the dam to removal of non-native fish within Grand Canyon National Park. None of these field-scale experiments has yet produced unambiguous results in terms of management prescriptions. But there has been adaptive learning, mostly from unanticipated or surprising resource responses relative to predictions from ecosystem modeling. Surprise learning opportunities may often be viewed with dismay by some stakeholders who might not be clear about the purpose of science and modeling in adaptive management. However, the experimental results from the Glen Canyon Dam program actually represent scientific successes in terms of revealing new opportunities for developing better river management policies. A new long-term experimental management planning process for Glen Canyon Dam operations, started in 2011 by the U.S. Department of the Interior, provides an opportunity to refocus management objectives, identify and evaluate key uncertainties about the influence of dam releases, and refine monitoring for learning over the next several decades. Adaptive learning since 1995 is critical input to this long-term planning effort. Embracing uncertainty and surprise outcomes revealed by monitoring and ecosystem modeling will likely continue the advancement of resource objectives below the dam, and may also promote efficient learning in other complex programs.

  12. Adaptive and Agile Interactive Learning Environments on the WWW.

    ERIC Educational Resources Information Center

    Giroux, Sylvain; Hotte, Richard; Dao, Kim

    This paper presents a framework for producing learning environments (LEs) on the World Wide Web that improves productivity and quality at a reduced cost for both designers and learners. The resulting LEs are germane to fractals. Changes in scale are likened to levels in LEs; each level expresses a given viewpoint on knowledge. Self-similarity…

  13. A Mutually Adaptive Learning Paradigm (MALP) for Hmong Students

    ERIC Educational Resources Information Center

    Marshall, Helaine W.

    1998-01-01

    Numerous studies (Goldstein, 1985; Rumbaut and Ima, 1988; Walker, 1989; Trueba, Jacobs, and Kirton, 1990 and Walker-Moffat, 1995) have found that the Hmong have extreme difficulties adjusting to the American educational system as compared with other language minority groups. Underlying this difficulty is a fundamental conflict between learning in…

  14. Adaptive Animation of Human Motion for E-Learning Applications

    ERIC Educational Resources Information Center

    Li, Frederick W. B.; Lau, Rynson W. H.; Komura, Taku; Wang, Meng; Siu, Becky

    2007-01-01

    Human motion animation has been one of the major research topics in the field of computer graphics for decades. Techniques developed in this area help present human motions in various applications. This is crucial for enhancing the realism as well as promoting the user interest in the applications. To carry this merit to e-learning applications,…

  15. Adapting to Change: What Motivates Manitoban Schools to Learn

    ERIC Educational Resources Information Center

    Lam, Y. L. Jack

    2004-01-01

    This study assesses the relative importance of environmental, intraorganizational, and contextual factors that explain the process and outcomes of organizational learning in six Manitoba schools. Based on the data provided by 265 teaching staff and their principals, the present findings verified that transformational leadership, supportive school…

  16. OAEditor--A Framework for Editing Adaptive Learning Objects

    ERIC Educational Resources Information Center

    Pereira, Joao Carlos Rodrigues; Cabral, Lucidio dos Anjos Formiga; Oiveira, Ronei dos Santos; Bezerra, Lucimar Leandro; de Melo, Nisston Moraes Tavares

    2012-01-01

    Distance Learning supported by the WEB is a reality which is growing fast and, like any technological or empirical innovation, it reveals positive and negative aspects. An important aspect is in relation to the monitoring of the activities done by the students since an accurate online assessment of the knowledge acquired is an open and, therefore,…

  17. Multimodal and Adaptive Learning Management: An Iterative Design

    ERIC Educational Resources Information Center

    Squires, David R.; Orey, Michael A.

    2015-01-01

    The purpose of this study is to measure the outcome of a comprehensive learning management system implemented at a Spinal Cord Injury (SCI) hospital in the Southeast United States. Specifically this SCI hospital has been experiencing an evident volume of patients returning seeking more information about the nature of their injuries. Recognizing…

  18. Primary Motor Cortex Involvement in Initial Learning during Visuomotor Adaptation

    ERIC Educational Resources Information Center

    Riek, Stephan; Hinder, Mark R.; Carson, Richard G.

    2012-01-01

    Human motor behaviour is continually modified on the basis of errors between desired and actual movement outcomes. It is emerging that the role played by the primary motor cortex (M1) in this process is contingent upon a variety of factors, including the nature of the task being performed, and the stage of learning. Here we used repetitive TMS to…

  19. Daytime sleep has no effect on the time course of motor sequence and visuomotor adaptation learning.

    PubMed

    Backhaus, Winifried; Braaß, Hanna; Renné, Thomas; Krüger, Christian; Gerloff, Christian; Hummel, Friedhelm C

    2016-05-01

    Sleep has previously been claimed to be essential for the continued learning processes of declarative information as well as procedural learning. This study was conducted to examine the importance of sleep, especially the effects of midday naps, on motor sequence and visuomotor adaptation learning. Thirty-five (27 females) healthy, young adults aged between 18 and 30years of age participated in the current study. Addressing potential differences in explicit sequence and motor adaptation learning participants were asked to learn both, a nine-element explicit sequence and a motor adaptation task, in a crossover fashion on two consecutive days. Both tasks were performed with their non-dominant left hand. Prior to learning, each participant was randomized to one of three interventions; (1) power nap: 10-20min sleep, (2) long nap: 50-80min sleep or (3) a 45-min wake-condition. Performance of the motor learning task took place prior to and after a midday rest period, as well as after a night of sleep. Both sleep conditions were dominated by Stage N2 sleep with embedded sleep spindles, which have been described to be associated with enhancement of motor performance. Significant performance changes were observed in both tasks across all interventions (sleep and wake) confirming that learning took place. In the present setup, the magnitude of motor learning was not sleep-dependent in young adults - no differences between the intervention groups (short nap, long nap, no nap) could be found. The effect of the following night of sleep was not influenced by the previous midday rest or sleep period. This finding may be related to the selectiveness of the human brain enhancing especially memory being thought of as important in the future. Previous findings on motor learning enhancing effects of sleep, especially of daytime sleep, are challenged. PMID:27021017

  20. Consequences of Serotonin Transporter Genotype and Early Adversity on Behavioral Profile – Pathology or Adaptation?

    PubMed Central

    Heiming, Rebecca S.; Sachser, Norbert

    2010-01-01

    This review focuses on how behavioral profile is shaped by early adversity in individuals with varying serotonin transporter (5-HTT) genotype. In a recent study on 5-HTT knockout mice Heiming et al. (2009) simulated a ‘dangerous environment‘ by confronting pregnant and lactating females with odor cues of unfamiliar males, indicating the risk of infant killing. Growing up in a dangerous environment induced increased anxiety-related behavior and decreased exploratory locomotion in the offspring, the effects being most pronounced in mice lacking 5-HTT expression. We argue that these alterations in behavioral profile represent adaptive maternal effects that help the individuals to cope with adversity. In principle, such effects of adversity on behavioral profile should not automatically be regarded as pathological. Rather and in accordance with modern evolutionary theory they may represent adaptations, although individuals with 5-HTT genotype induced susceptibility to adversity may be at risk of developing pathologies. PMID:21151780

  1. Does Behavioral Style Influence Learning Strategy in Health Professions Students?

    PubMed

    Williamson, J W; Krumwiede, K H; Reed, JoyLynn; Farmer, Suzanne; Behrendt, William

    2015-01-01

    Proficiency in areas of task completion, information processing, and time management are important attributes for successful academic performance and can be assessed using the Learning Assessment Study Strategies Inventory (LASSI). The purpose of this study was to determine if there were differences in learning strategies across four behavioral profiles using the DISC style analysis (Dominance, Influence, Steadiness, Compliance). Graduate health professions students (n=247) were administered the DISC and LASSI to assess study strategy categories based on their natural DISC behavioral style. A one-way ANOVA was used to assess differences for 10 LASSI category scores across the four DISC profiles; scores were also compared with national percentile scores. The D and C profiles were above the 75th percentile for information processing, but below the 50th percentile for self-testing. The S profile had significantly lower scores (p<0.005) for information processing and was below the 50th percentile for anxiety (i.e., higher anxiety). The I profile was below the 50th percentile for time management and concentration to academic tasks. The data are in close agreement with recognized behaviors specific for each behavioral style and suggest that behavioral style should be considered an important factor in academic performance. PMID:26342613

  2. Studying the Neural Basis of Adaptive Locomotor Behavior in Insects

    PubMed Central

    Gruhn, Matthias; Rosenbaum, Philipp; Bollhagen, Hans-Peter; Bueschges, Ansgar

    2011-01-01

    Studying the neural basis of walking behavior, one often faces the problem that it is hard to separate the neuronally produced stepping output from those leg movements that result from passive forces and interactions with other legs through the common contact with the substrate. If we want to understand, which part of a given movement is produced by nervous system motor output, kinematic analysis of stepping movements, therefore, needs to be complemented with electrophysiological recordings of motor activity. The recording of neuronal or muscular activity in a behaving animal is often limited by the electrophysiological equipment which can constrain the animal in its ability to move with as many degrees of freedom as possible. This can either be avoided by using implantable electrodes and then having the animal move on a long tether (i.e. Clarac et al., 1987; Duch & Pflüger, 1995; Böhm et al., 1997; Gruhn & Rathmayer, 2002) or by transmitting the data using telemetric devices (Kutsch et al, 1993; Fischer et al., 1996; Tsuchida et al. 2004; Hama et al., 2007; Wang et al., 2008). Both of these elegant methods, which are successfully used in larger arthropods, often prove difficult to apply in smaller walking insects which either easily get entangled in the long tether or are hindered by the weight of the telemetric device and its batteries. In addition, in all these cases, it is still impossible to distinguish between the purely neuronal basis of locomotion and the effects exerted by mechanical coupling between the walking legs through the substrate. One solution for this problem is to conduct the experiments in a tethered animal that is free to walk in place and that is locally suspended, for example over a slippery surface, which effectively removes most ground contact mechanics. This has been used to study escape responses (Camhi and Nolen, 1981; Camhi and Levy, 1988), turning (Tryba and Ritzman, 2000a,b; Gruhn et al., 2009a), backward walking (Graham and

  3. Fetal antiepileptic drug exposure: Adaptive and emotional/behavioral functioning at age 6years.

    PubMed

    Cohen, Morris J; Meador, Kimford J; Browning, Nancy; May, Ryan; Baker, Gus A; Clayton-Smith, Jill; Kalayjian, Laura A; Kanner, Andres; Liporace, Joyce D; Pennell, Page B; Privitera, Michael; Loring, David W

    2013-11-01

    The Neurodevelopmental Effects of Antiepileptic Drugs (NEAD) study is a prospective observational multicenter study in the USA and UK, which enrolled pregnant women with epilepsy on antiepileptic drug (AED) monotherapy from 1999 to 2004. The study aimed to determine if differential long-term neurodevelopmental effects exist across four commonly used AEDs (carbamazepine, lamotrigine, phenytoin, and valproate). In this report, we examine fetal AED exposure effects on adaptive and emotional/behavioral functioning at 6years of age in 195 children (including three sets of twins) whose parent (in most cases, the mother) completed at least one of the rating scales. Adjusted mean scores for the four AED groups were in the low average to average range for parent ratings of adaptive functioning on the Adaptive Behavior Assessment System-Second Edition (ABAS-II) and for parent and teacher ratings of emotional/behavioral functioning on the Behavior Assessment System for Children (BASC). However, children whose mothers took valproate during pregnancy had significantly lower General Adaptive Composite scores than the lamotrigine and phenytoin groups. Further, a significant dose-related performance decline in parental ratings of adaptive functioning was seen for both valproate and phenytoin. Children whose mothers took valproate were also rated by their parents as exhibiting significantly more atypical behaviors and inattention than those in the lamotrigine and phenytoin groups. Based upon BASC parent and teacher ratings of attention span and hyperactivity, children of mothers who took valproate during their pregnancy were at a significantly greater risk for a diagnosis of ADHD. The increased likelihood of difficulty with adaptive functioning and ADHD with fetal valproate exposure should be communicated to women with epilepsy who require antiepileptic medication. Finally, additional research is needed to confirm these findings in larger prospective study samples, examine

  4. An adaptive online learning approach for Support Vector Regression: Online-SVR-FID

    NASA Astrophysics Data System (ADS)

    Liu, Jie; Zio, Enrico

    2016-08-01

    Support Vector Regression (SVR) is a popular supervised data-driven approach for building empirical models from available data. Like all data-driven methods, under non-stationary environmental and operational conditions it needs to be provided with adaptive learning capabilities, which might become computationally burdensome with large datasets cumulating dynamically. In this paper, a cost-efficient online adaptive learning approach is proposed for SVR by combining Feature Vector Selection (FVS) and Incremental and Decremental Learning. The proposed approach adaptively modifies the model only when different pattern drifts are detected according to proposed criteria. Two tolerance parameters are introduced in the approach to control the computational complexity, reduce the influence of the intrinsic noise in the data and avoid the overfitting problem of SVR. Comparisons of the prediction results is made with other online learning approaches e.g. NORMA, SOGA, KRLS, Incremental Learning, on several artificial datasets and a real case study concerning time series prediction based on data recorded on a component of a nuclear power generation system. The performance indicators MSE and MARE computed on the test dataset demonstrate the efficiency of the proposed online learning method.

  5. Learned vocal and breathing behavior in an enculturated gorilla.

    PubMed

    Perlman, Marcus; Clark, Nathaniel

    2015-09-01

    We describe the repertoire of learned vocal and breathing-related behaviors (VBBs) performed by the enculturated gorilla Koko. We examined a large video corpus of Koko and observed 439 VBBs spread across 161 bouts. Our analysis shows that Koko exercises voluntary control over the performance of nine distinctive VBBs, which involve variable coordination of her breathing, larynx, and supralaryngeal articulators like the tongue and lips. Each of these behaviors is performed in the context of particular manual action routines and gestures. Based on these and other findings, we suggest that vocal learning and the ability to exercise volitional control over vocalization, particularly in a multimodal context, might have figured relatively early into the evolution of language, with some rudimentary capacity in place at the time of our last common ancestor with great apes. PMID:26139343

  6. Interpreting problematic behavior: systematic compensatory adaptations as emergent phenomena in autism.

    PubMed

    Damico, Jack S; Nelson, Ryan L

    2005-01-01

    Based upon an emergent account of pragmatic ability and disability, this article provides theoretical and empirical support for a conceptually deeper understanding of some systematic behaviors that have served as diagnostic indices in communicatively impaired populations. Specifically, by employing conversation analysis, several examples of problematic behaviors in autism are analysed as a specific type of compensatory adaptation. Theoretical and clinical implications are discussed. PMID:16019784

  7. Cerebellar and prefrontal cortex contributions to adaptation, strategies, and reinforcement learning.

    PubMed

    Taylor, Jordan A; Ivry, Richard B

    2014-01-01

    Traditionally, motor learning has been studied as an implicit learning process, one in which movement errors are used to improve performance in a continuous, gradual manner. The cerebellum figures prominently in this literature given well-established ideas about the role of this system in error-based learning and the production of automatized skills. Recent developments have brought into focus the relevance of multiple learning mechanisms for sensorimotor learning. These include processes involving repetition, reinforcement learning, and strategy utilization. We examine these developments, considering their implications for understanding cerebellar function and how this structure interacts with other neural systems to support motor learning. Converging lines of evidence from behavioral, computational, and neuropsychological studies suggest a fundamental distinction between processes that use error information to improve action execution or action selection. While the cerebellum is clearly linked to the former, its role in the latter remains an open question. PMID:24916295

  8. Cerebellar and Prefrontal Cortex Contributions to Adaptation, Strategies, and Reinforcement Learning

    PubMed Central

    Taylor, Jordan A.; Ivry, Richard B.

    2014-01-01

    Traditionally, motor learning has been studied as an implicit learning process, one in which movement errors are used to improve performance in a continuous, gradual manner. The cerebellum figures prominently in this literature given well-established ideas about the role of this system in error-based learning and the production of automatized skills. Recent developments have brought into focus the relevance of multiple learning mechanisms for sensorimotor learning. These include processes involving repetition, reinforcement learning, and strategy utilization. We examine these developments, considering their implications for understanding cerebellar function and how this structure interacts with other neural systems to support motor learning. Converging lines of evidence from behavioral, computational, and neuropsychological studies suggest a fundamental distinction between processes that use error information to improve action execution or action selection. While the cerebellum is clearly linked to the former, its role in the latter remains an open question. PMID:24916295

  9. [Problem based learning (PBL)--possible adaptation in psychiatry (debate)].

    PubMed

    Adamowski, Tomasz; Frydecka, Dorota; Kiejna, Andrzej

    2007-01-01

    Teaching psychiatry concerns mainly education of students studying medicine and clinical psychology, but it also concerns professional training the people specializing in psychiatry and in other fields of medicine. Since the requirements that medical professionals are obliged to meet are ever higher, it is essential to provide highest possible quality of teaching and to do so to use the best possible teaching models. One of the modern educational models is Problem Based Learning (PBL). Barrows' and Dreyfus' research as well as development of andragogy had major impact on the introduction of this model of teaching. There are favourable experiences of using PBL in teaching psychiatry reported, especially in the field of psychosomatics. Problem Based Learning gradually becomes a part of modern curricula in Western Europe. For this reason it is worth keeping in mind PBL's principles and knowingly apply them into practice, all the more the reported educational effects of using this method are very promising. PMID:17598426

  10. Genetic Dissection of Behavioral Flexibility: Reversal Learning in Mice

    PubMed Central

    Laughlin, Rick E.; Grant, Tara L.; Williams, Robert W.; Jentsch, J. David

    2011-01-01

    Background Behavioral inflexibility is a feature of schizophrenia, attention deficit-hyperactivity disorder, and behavior addictions that likely results from heritable deficits in the inhibitory control over behavior. Here, we investigate the genetic basis of individual differences in flexibility, measured using an operant reversal learning task. Methods We quantified discrimination acquisition and subsequent reversal learning in a cohort of 51 BXD strains of mice (2–5 mice/strain, N = 176) for which we have matched data on sequence, gene expression in key CNS regions, and neuroreceptor levels. Results Strain variation in trials to criterion on acquisition and reversal was high, with moderate heritability (~0.3). Acquisition and reversal learning phenotypes did not covary at the strain level, suggesting that these traits are effectively under independent genetic control. Reversal performance did covary with dopamine D2 receptor levels in the ventral midbrain, consistent with a similar observed relationship between impulsivity and D2 receptors in humans. Reversal, but not acquisition, is linked to a locus on mouse chromosome 10 with a peak LRS at 86.2Mb (p <.05 genome-wide). Variance in mRNA levels of select transcripts expressed in neocortex, hippocampus, and striatum correlated with the reversal learning phenotype, including Syn3, Nt5dc3 and Hcfc2. Conclusions This work demonstrates the clear trait independence between, and genetic control of, discrimination acquisition and reversal and illustrates how globally coherent data sets for a single panel of highly-related strains can be interrogated and integrated to uncover genetic sources and molecular and neuropharmacological candidates of complex behavioral traits relevant to human psychopathology. PMID:21392734

  11. A Complex Adaptive Perspective on Learning within Innovation Projects

    ERIC Educational Resources Information Center

    Harkema, Saskia

    2003-01-01

    Innovation is the lifeblood of companies, while simultaneously being one of the most difficult and elusive processes to manage. Failure rates are high--varying between six out of ten to nine out of ten--while the need to innovate is high. Departing from a real-life case of a company, Sara Lee/Douwe Egberts, that has set learning within and from…

  12. Learning from adaptive neural dynamic surface control of strict-feedback systems.

    PubMed

    Wang, Min; Wang, Cong

    2015-06-01

    Learning plays an essential role in autonomous control systems. However, how to achieve learning in the nonstationary environment for nonlinear systems is a challenging problem. In this paper, we present learning method for a class of n th-order strict-feedback systems by adaptive dynamic surface control (DSC) technology, which achieves the human-like ability of learning by doing and doing with learned knowledge. To achieve the learning, this paper first proposes stable adaptive DSC with auxiliary first-order filters, which ensures the boundedness of all the signals in the closed-loop system and the convergence of tracking errors in a finite time. With the help of DSC, the derivative of the filter output variable is used as the neural network (NN) input instead of traditional intermediate variables. As a result, the proposed adaptive DSC method reduces greatly the dimension of NN inputs, especially for high-order systems. After the stable DSC design, we decompose the stable closed-loop system into a series of linear time-varying perturbed subsystems. Using a recursive design, the recurrent property of NN input variables is easily verified since the complexity is overcome using DSC. Subsequently, the partial persistent excitation condition of the radial basis function NN is satisfied. By combining a state transformation, accurate approximations of the closed-loop system dynamics are recursively achieved in a local region along recurrent orbits. Then, the learning control method using the learned knowledge is proposed to achieve the closed-loop stability and the improved control performance. Simulation studies are performed to demonstrate the proposed scheme can not only reuse the learned knowledge to achieve the better control performance with the faster tracking convergence rate and the smaller tracking error but also greatly alleviate the computational burden because of reducing the number and complexity of NN input variables. PMID:25069127

  13. Cerebellar contributions to visuomotor adaptation and motor sequence learning: an ALE meta-analysis

    PubMed Central

    Bernard, Jessica A.; Seidler, Rachael D.

    2013-01-01

    Cerebellar contributions to motor learning are well-documented. For example, under some conditions, patients with cerebellar damage are impaired at visuomotor adaptation and at acquiring new action sequences. Moreover, cerebellar activation has been observed in functional MRI (fMRI) investigations of various motor learning tasks. The early phases of motor learning are cognitively demanding, relying on processes such as working memory, which have been linked to the cerebellum as well. Here, we investigated cerebellar contributions to motor learning using activation likelihood estimation (ALE) meta-analysis. This allowed us to determine, across studies and tasks, whether or not the location of cerebellar activation is constant across differing motor learning tasks, and whether or not cerebellar activation in early learning overlaps with that observed for working memory. We found that different regions of the anterior cerebellum are engaged for implicit and explicit sequence learning and visuomotor adaptation, providing additional evidence for the modularity of cerebellar function. Furthermore, we found that lobule VI of the cerebellum, which has been implicated in working memory, is activated during the early stages of explicit motor sequence learning. This provides evidence for a potential role for the cerebellum in the cognitive processing associated with motor learning. However, though lobule VI was activated across both early explicit sequence learning and working memory studies, there was no spatial overlap between these two regions. Together, our results support the idea of modularity in the formation of internal representations of new motor tasks in the cerebellum, and highlight the cognitive processing relied upon during the early phases of motor skill learning. PMID:23403800

  14. Behavior generation strategy of artificial behavioral system by self-learning paradigm for autonomous robot tasks

    NASA Astrophysics Data System (ADS)

    Dağlarli, Evren; Temeltaş, Hakan

    2008-04-01

    In this study, behavior generation and self-learning paradigms are investigated for the real-time applications of multi-goal mobile robot tasks. The method is capable to generate new behaviors and it combines them in order to achieve multi goal tasks. The proposed method is composed from three layers: Behavior Generating Module, Coordination Level and Emotion -Motivation Level. Last two levels use Hidden Markov models to manage dynamical structure of behaviors. The kinematics and dynamic model of the mobile robot with non-holonomic constraints are considered in the behavior based control architecture. The proposed method is tested on a four-wheel driven and four-wheel steered mobile robot with constraints in simulation environment and results are obtained successfully.

  15. Future Time Perspective as a Predictor of Adolescents' Adaptive Behavior in School

    ERIC Educational Resources Information Center

    Carvalho, Renato Gil Gomes

    2015-01-01

    Future time perspective (FTP) has been associated with positive outcomes in adolescents' development across different contexts. However, the extent to which FTP influences adaptation needs additional understanding. In this study, we analysed the relationship between FTP and adolescents' behavior in school, as expressed in several indicators of…

  16. Adaptive Responses to Prochloraz Exposure That Alter Dose-Response and Time-Course Behaviors

    EPA Science Inventory

    Dose response and time-course (DRTC) are, along with exposure, the major determinants of health risk. Adaptive changes within exposed organisms in response to environmental stress are common, and alter DRTC behaviors to minimize the effects caused by stressors. In this project, ...

  17. A Systematic Review and Psychometric Evaluation of Adaptive Behavior Scales and Recommendations for Practice

    ERIC Educational Resources Information Center

    Floyd, Randy G.; Shands, Elizabeth I.; Alfonso, Vincent C.; Phillips, Jessica F.; Autry, Beth K.; Mosteller, Jessica A.; Skinner, Mary; Irby, Sarah

    2015-01-01

    Adaptive behavior scales are vital in assessing children and adolescents who experience a range of disabling conditions in school settings. This article presents the results of an evaluation of the design characteristics, norming, scale characteristics, reliability and validity evidence, and bias identification studies supporting 14…

  18. Effects of Age on the Adaptive Behavior of Institutionalized and Noninstitutionalized Individuals with Down Syndrome.

    ERIC Educational Resources Information Center

    Silverstein, A. B.; And Others

    1988-01-01

    Evidence of an association between Alzheimer disease and Down syndrome led to three studies on the effects of age on the adaptive behavior of over 400 Down syndrome individuals. One study found a decline in motor development competence among older (over 60 years) Down syndrome individuals when compared with other mentally retarded persons.…

  19. Adaptive Behavior and Cognitive Function of Adults with Down Syndrome: Modeling Change with Age.

    ERIC Educational Resources Information Center

    Hawkins, Barbara A.; Eklund, Susan J.; James, David R.; Foose, Alice K.

    2003-01-01

    Fifty-eight adults with Down syndrome were assessed longitudinally over 10 years for the purpose of modeling aging-related change in cognitive function and adaptive behavior. Findings provide further evidence of changes in performance with age and include selected effects for participants who completed the study and those lost to follow-up.…

  20. Incidence and Temporal Patterns of Adaptive Behavior Change in Adults with Mental Retardation.

    ERIC Educational Resources Information Center

    Zigman, Warren B.; Schupf, Nicole; Urv, Tiina; Zigman, April; Silverman, Wayne

    2002-01-01

    A study found cumulative decline in adaptive behavior and functional skills in 248 adults with Down syndrome increased from less than .04 at age 50, to .67 by 72, whereas decline for 398 adults with mental retardation increased from less than .02 at age 50 to .52 at 88. (Contains references.) (Author/CR)