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Sample records for affect learning performance

  1. Does television affect learning and school performance?

    PubMed

    Strasburger, V C

    1986-01-01

    Television is ubiquitous in American households and is becoming a pervasive force in the growth and development of American children. More time is spent watching television than in formal classroom instruction. Early studies, which failed to control for IQ and socioeconomic status, showed variable effects of heavy viewing on school performance. Later, better controlled studies have consistently demonstrated a significant deleterious effect of more than 1 or 2 h/day on academic performance, particularly reading scores. Innovative school programs that teach children how to watch television critically and appropriate management strategies for parents are discussed. PMID:3822948

  2. Investigating Learner Affective Performance in Web-Based Learning by Using Entrepreneurship as a Metaphor

    ERIC Educational Resources Information Center

    Liu, Ming-Chou; Chi, Ming-Hsiao

    2012-01-01

    In the era of the Internet, factors which influence effective learning in a Web-based learning environment are well worth exploring. In addition to knowledge acquisition and skills training, affect is also an important factor, since successful learning requires excellent affective performance. Thus this study focuses on learners' affective…

  3. Affective Learning.

    ERIC Educational Resources Information Center

    Brown, Charles T.

    This paper addresses itself to the question, "What does feeling have to do with knowing?" Two movements in affective education are discussed which have come into focus in recent years and which attempt to define the relationship between knowing and feeling. The first, a conscious application of the role of arousal in learning, emphasizes arousal…

  4. How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance

    PubMed Central

    Witt, Arnaud; Puspitawati, Ira; Vinter, Annie

    2013-01-01

    Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised. PMID:23326409

  5. Does student learning style affect performance on different formats of biomechanics examinations?

    PubMed

    Hsieh, Chengtu; Mache, Melissa; Knudson, Duane

    2012-03-01

    Students' learning style preferences have been widely adapted into teaching and learning environments. The purpose of this study was to investigate the relationship between self-reported and assessed learning style preferences (visual, auditory, reading/writing, kinesthetic: VARK) on performance in different types of multiple-choice examinations (T1: text only format and T2: visual format) given in an introductory biomechanics class. Students who enrolled in three biomechanics classes at a state university were recruited to participate in the study. Ninety students (47 males and 43 females) completed a learning style survey and two types of examinations. Results showed that approximately half of the students were assessed and self-reported as kinesthetic for their preferred learning style. There was no significant difference in test performance between students who preferred visual and reading/writing learning styles (self-reported and assessed). These students demonstrated similar learning and comprehension of biomechanical concepts regardless of whether the test material was presented in their preferred sensory mode or not. Interestingly, female students' perceptions of their learning style preference may have a positive effect on the test results when the test is presented in their preferred format.

  6. Do Learning and Study Skills Affect Academic Performance?--An Empirical Investigation

    ERIC Educational Resources Information Center

    Griffin, Richard; MacKewn, Angie; Moser, Ernest; VanVuren, Ken W.

    2012-01-01

    Universities and colleges are very interested in understanding the factors that influence their students' academic performance. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et…

  7. Learning in the Laboratory: How Group Assignments Affect Motivation and Performance

    ERIC Educational Resources Information Center

    Belanger, John R.

    2016-01-01

    Team projects can optimize educational resources in a laboratory, but also create the potential for social loafing. Allowing students to choose their own groups could increase their motivation to learn and improve academic performance. To test this hypothesis, final grades and feedback from students were compared for the same course in two…

  8. Optimizing Music Learning: Exploring How Blocked and Interleaved Practice Schedules Affect Advanced Performance.

    PubMed

    Carter, Christine E; Grahn, Jessica A

    2016-01-01

    Repetition is the most commonly used practice strategy by musicians. Although blocks of repetition continue to be suggested in the pedagogical literature, work in the field of cognitive psychology suggests that repeated events receive less processing, thereby reducing the potential for long-term learning. Motor skill learning and sport psychology research offer an alternative. Instead of using a blocked practice schedule, with practice completed on one task before moving on to the next task, an interleaved schedule can be used, in which practice is frequently alternated between tasks. This frequent alternation involves more effortful processing, resulting in increased long-term learning. The finding that practicing in an interleaved schedule leads to better retention than practicing in a blocked schedule has been labeled the "contextual interference effect." While the effect has been observed across a wide variety of fields, few studies have researched this phenomenon in a music-learning context, despite the broad potential for application to music practice. This study compared the effects of blocked and interleaved practice schedules on advanced clarinet performance in an ecologically valid context. Ten clarinetists were given one concerto exposition and one technical excerpt to practice in a blocked schedule (12 min per piece) and a second concerto exposition and technical excerpt to practice in an interleaved schedule (3 min per piece, alternating until a total of 12 min of practice were completed on each piece). Participants sight-read the four pieces prior to practice and performed them at the end of practice and again one day later. The sight-reading and two performance run-throughs of each piece were recorded and given to three professional clarinetists to rate using a percentage scale. Overall, whenever there was a ratings difference between the conditions, pieces practiced in the interleaved schedule were rated better than those in the blocked schedule

  9. Optimizing Music Learning: Exploring How Blocked and Interleaved Practice Schedules Affect Advanced Performance

    PubMed Central

    Carter, Christine E.; Grahn, Jessica A.

    2016-01-01

    Repetition is the most commonly used practice strategy by musicians. Although blocks of repetition continue to be suggested in the pedagogical literature, work in the field of cognitive psychology suggests that repeated events receive less processing, thereby reducing the potential for long-term learning. Motor skill learning and sport psychology research offer an alternative. Instead of using a blocked practice schedule, with practice completed on one task before moving on to the next task, an interleaved schedule can be used, in which practice is frequently alternated between tasks. This frequent alternation involves more effortful processing, resulting in increased long-term learning. The finding that practicing in an interleaved schedule leads to better retention than practicing in a blocked schedule has been labeled the “contextual interference effect.” While the effect has been observed across a wide variety of fields, few studies have researched this phenomenon in a music-learning context, despite the broad potential for application to music practice. This study compared the effects of blocked and interleaved practice schedules on advanced clarinet performance in an ecologically valid context. Ten clarinetists were given one concerto exposition and one technical excerpt to practice in a blocked schedule (12 min per piece) and a second concerto exposition and technical excerpt to practice in an interleaved schedule (3 min per piece, alternating until a total of 12 min of practice were completed on each piece). Participants sight-read the four pieces prior to practice and performed them at the end of practice and again one day later. The sight-reading and two performance run-throughs of each piece were recorded and given to three professional clarinetists to rate using a percentage scale. Overall, whenever there was a ratings difference between the conditions, pieces practiced in the interleaved schedule were rated better than those in the blocked schedule

  10. Optimizing Music Learning: Exploring How Blocked and Interleaved Practice Schedules Affect Advanced Performance.

    PubMed

    Carter, Christine E; Grahn, Jessica A

    2016-01-01

    Repetition is the most commonly used practice strategy by musicians. Although blocks of repetition continue to be suggested in the pedagogical literature, work in the field of cognitive psychology suggests that repeated events receive less processing, thereby reducing the potential for long-term learning. Motor skill learning and sport psychology research offer an alternative. Instead of using a blocked practice schedule, with practice completed on one task before moving on to the next task, an interleaved schedule can be used, in which practice is frequently alternated between tasks. This frequent alternation involves more effortful processing, resulting in increased long-term learning. The finding that practicing in an interleaved schedule leads to better retention than practicing in a blocked schedule has been labeled the "contextual interference effect." While the effect has been observed across a wide variety of fields, few studies have researched this phenomenon in a music-learning context, despite the broad potential for application to music practice. This study compared the effects of blocked and interleaved practice schedules on advanced clarinet performance in an ecologically valid context. Ten clarinetists were given one concerto exposition and one technical excerpt to practice in a blocked schedule (12 min per piece) and a second concerto exposition and technical excerpt to practice in an interleaved schedule (3 min per piece, alternating until a total of 12 min of practice were completed on each piece). Participants sight-read the four pieces prior to practice and performed them at the end of practice and again one day later. The sight-reading and two performance run-throughs of each piece were recorded and given to three professional clarinetists to rate using a percentage scale. Overall, whenever there was a ratings difference between the conditions, pieces practiced in the interleaved schedule were rated better than those in the blocked schedule

  11. FORUM: Affective Learning. Reclaiming Affective Learning

    ERIC Educational Resources Information Center

    Housley Gaffney, Amy L.; Dannels, Deanna P.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  12. A few days of social separation affects yearling horses' response to emotional reactivity tests and enhances learning performance.

    PubMed

    Lansade, Léa; Neveux, Claire; Levy, Frédéric

    2012-09-01

    Learning performance is influenced by emotional reactivity, low reactivity being generally beneficial. Previous experiments show that emotional reactivity can be modified after a period of social isolation. We hypothesized that eleven days of isolation would affect yearlings' emotional reactivity and improve their learning abilities. Twenty-five yearlings were divided into two groups: 12 were continuously isolated for 11 days (isolated) and 13 stayed together (control). During the period of isolation, all yearlings underwent two learning tasks: a habituation procedure in which a novel object was presented for 120 s every day, either when the horse was alone (isolated) or with conspecifics (control); an instrumental learning task in which the yearling had to walk forwards or backwards to obtain a food reward. At the end of the isolation period, animals performed tests to assess aspects of emotional reactivity: reactivity to novelty, to humans, to social separation, to suddenness and to sensory stimuli. Results showed that isolated yearlings habituated more to the novel object than controls and performed better in the instrumental task. Moreover, they were less reactive to novelty, to social separation and to suddenness than controls. Overall, these data suggest that the better performance of isolated yearlings could be explained by a decrease in their emotional reactivity. This article is part of a Special Issue entitled: insert SI title. PMID:22705773

  13. Does Cry1Ab protein affect learning performances of the honey bee Apis mellifera L. (Hymenoptera, Apidae)?

    PubMed

    Ramirez-Romero, R; Desneux, N; Decourtye, A; Chaffiol, A; Pham-Delègue, M H

    2008-06-01

    Genetically modified Bt crops are increasingly used worldwide but side effects and especially sublethal effects on beneficial insects remain poorly studied. Honey bees are beneficial insects for natural and cultivated ecosystems through pollination. The goal of the present study was to assess potential effects of two concentrations of Cry1Ab protein (3 and 5000 ppb) on young adult honey bees. Following a complementary bioassay, our experiments evaluated effects of the Cry1Ab on three major life traits of young adult honey bees: (a) survival of honey bees during sub-chronic exposure to Cry1Ab, (b) feeding behaviour, and (c) learning performance at the time that honey bees become foragers. The latter effect was tested using the proboscis extension reflex (PER) procedure. The same effects were also tested using a chemical pesticide, imidacloprid, as positive reference. The tested concentrations of Cry1Ab protein did not cause lethal effects on honey bees. However, honey bee feeding behaviour was affected when exposed to the highest concentration of Cry1Ab protein, with honey bees taking longer to imbibe the contaminated syrup. Moreover, honey bees exposed to 5000 ppb of Cry1Ab had disturbed learning performances. Honey bees continued to respond to a conditioned odour even in the absence of a food reward. Our results show that transgenic crops expressing Cry1Ab protein at 5000 ppb may affect food consumption or learning processes and thereby may impact honey bee foraging efficiency. The implications of these results are discussed in terms of risks of transgenic Bt crops for honey bees. PMID:18206234

  14. The Use of Contingency Management to Affect Learning Performance in Adult Institutionalized Offenders.

    ERIC Educational Resources Information Center

    McKee, John M.

    A description is given of the development and application of contingency management (CM) techniques to the educational performance of a broad cross section of adult, male prison inmates. By most standards, these inmates are judged to be at the lowest rung of the motivational ladder. Draper Correctional Center experimental and demonstration…

  15. Acute Administration of Methionine Affects Performance of Swiss Mice in Learning and Memory Paradigms.

    PubMed

    Abi, I; Magaji, R A; Magaji, M G

    2015-12-20

    Methionine, an essential amino acid, plays an essential role in the central nervous system CNS development. It serves as a crucial intermediate in the methylation, trans-sulfuration and amino- phosphorylationpathways,necessary for the synthesis of nucleic acids, phospholipids, hormones, neurotransmitters, antioxidants, polyamines, catecholamines and other biogenic amines. The effect of methionine on learning and memory in mice was investigated using Morris water maze (MWM), Elevated plus maze(EPM) and Y maze (YM). Animals were administered with distilled water (control), methionine (1,700mg/kg); folate (3mg/kg) or methionine (1700mg/kg) plus folate (3mg/kg) for 14 days. Escape latency and time spent in target quadrants; transfer latency and percentage spontaneous alternations were measured in the MWM, EPM and YM respectively. The animals were anaesthetized with inhalational chloroform and their brains subsequently harvested, homogenized and assayed for acetylcholinesterase24 hours after the experiment.Folate significantly(p<0.05) increased transfer latency (53.33 ± 12.62) as compared to control (20.1 ± 5.01) and reduced spontaneous alternations significantly (25.0 ± 8.9) when compared to control (44.33 ± 3.07). When folate was combined with methionine there was also a significant increase in transfer latency (43.0 ± 14.39) when compared with control (20.1 ± 5.01). Folate-methionine combination also significantly reduced spontaneous alternations (20.4 ± 8.4) as compared to the control (44.33 ± 3.07) much more than folate alone. Acetylcholinesterase activities in all groups were not statistically significant. It can be concluded that acute methionine administration has some benefits in memory enhancement. However, a short course folate supplementation impairslearning and working memory especially when combined with methioninewhich may be as a result of sudden overwhelming of the methylation cycle, leading to homocysteinemia which is pro-dementia.

  16. Acute Administration of Methionine Affects Performance of Swiss Mice in Learning and Memory Paradigms.

    PubMed

    Abi, I; Magaji, R A; Magaji, M G

    2015-01-01

    Methionine, an essential amino acid, plays an essential role in the central nervous system CNS development. It serves as a crucial intermediate in the methylation, trans-sulfuration and amino- phosphorylationpathways,necessary for the synthesis of nucleic acids, phospholipids, hormones, neurotransmitters, antioxidants, polyamines, catecholamines and other biogenic amines. The effect of methionine on learning and memory in mice was investigated using Morris water maze (MWM), Elevated plus maze(EPM) and Y maze (YM). Animals were administered with distilled water (control), methionine (1,700mg/kg); folate (3mg/kg) or methionine (1700mg/kg) plus folate (3mg/kg) for 14 days. Escape latency and time spent in target quadrants; transfer latency and percentage spontaneous alternations were measured in the MWM, EPM and YM respectively. The animals were anaesthetized with inhalational chloroform and their brains subsequently harvested, homogenized and assayed for acetylcholinesterase24 hours after the experiment.Folate significantly(p<0.05) increased transfer latency (53.33 ± 12.62) as compared to control (20.1 ± 5.01) and reduced spontaneous alternations significantly (25.0 ± 8.9) when compared to control (44.33 ± 3.07). When folate was combined with methionine there was also a significant increase in transfer latency (43.0 ± 14.39) when compared with control (20.1 ± 5.01). Folate-methionine combination also significantly reduced spontaneous alternations (20.4 ± 8.4) as compared to the control (44.33 ± 3.07) much more than folate alone. Acetylcholinesterase activities in all groups were not statistically significant. It can be concluded that acute methionine administration has some benefits in memory enhancement. However, a short course folate supplementation impairslearning and working memory especially when combined with methioninewhich may be as a result of sudden overwhelming of the methylation cycle, leading to homocysteinemia which is pro-dementia. PMID

  17. Does noise affect learning? A short review on noise effects on cognitive performance in children

    PubMed Central

    Klatte, Maria; Bergström, Kirstin; Lachmann, Thomas

    2013-01-01

    The present paper provides an overview of research concerning both acute and chronic effects of exposure to noise on children's cognitive performance. Experimental studies addressing the impact of acute exposure showed negative effects on speech perception and listening comprehension. These effects are more pronounced in children as compared to adults. Children with language or attention disorders and second-language learners are still more impaired than age-matched controls. Noise-induced disruption was also found for non-auditory tasks, i.e., serial recall of visually presented lists and reading. The impact of chronic exposure to noise was examined in quasi-experimental studies. Indoor noise and reverberation in classroom settings were found to be associated with poorer performance of the children in verbal tasks. Regarding chronic exposure to aircraft noise, studies consistently found that high exposure is associated with lower reading performance. Even though the reported effects are usually small in magnitude, and confounding variables were not always sufficiently controlled, policy makers responsible for noise abatement should be aware of the potential impact of environmental noise on children's development. PMID:24009598

  18. Do learning style and learning environment affect learning outcome?

    PubMed

    DiBartola, L M; Miller, M K; Turley, C L

    2001-01-01

    This study compared learning outcomes of students with different learning styles, as identified by the Kolb Learning Style Inventory indicators, in a traditional in-class environment with those taking the same course via distance education. The above-average scores were evenly distributed, 47% of the in-class group and 43% of the distance group. For three of the four learning styles, there was no relationship to learning outcome or environment. The Diverger group did show a relationship with above-average scores in the distance group (83%). The findings support that the classroom or distance environment did not influence learning outcome. Learning style did not appear to affect learning outcome in either group, except that the Diverger learning style may have a positive relationship to learning in the distance environment.

  19. Learning Environment and Type of Goals: How It Affects Preschool Children's Performance and Their Perceptions of Their Performance?

    ERIC Educational Resources Information Center

    Tsiakara, Angeliki; Digelidis, Nikolaos

    2015-01-01

    The aim of this research was to study the effect of learning environment and type of goals on: (a) preschool children's performance during a play, (b) preschool children's perception of their performance and (c) preschool children's satisfaction. Fifty-six preschool children (24 boys and 32 girls; M[subscript age]?=?5.5 years) took…

  20. FORUM: Affective Learning. The Instructional Communication Affective Learning Paradox

    ERIC Educational Resources Information Center

    Lane, Derek R.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  1. FORUM: Affective Learning. Affective Learning from a Cognitive Neuroscientific Perspective

    ERIC Educational Resources Information Center

    Mottet, Timothy P.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  2. FORUM: Affective Learning. Pursuing and Measuring Affective Learning Objectives

    ERIC Educational Resources Information Center

    Witt, Paul L.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  3. CLIL Learning: Achievement Levels and Affective Factors

    ERIC Educational Resources Information Center

    Seikkula-Leino, Jaana

    2007-01-01

    The aim of the study was to investigate how successfully pupils had learned content in content and language integrated learning (CLIL) and to assess pupils' affective learning factors, such as motivation and self-esteem, in CLIL. Learning was presented in terms of achievement level, which was described as the relationship between measured levels…

  4. 5-HTT Deficiency Affects Neuroplasticity and Increases Stress Sensitivity Resulting in Altered Spatial Learning Performance in the Morris Water Maze but Not in the Barnes Maze

    PubMed Central

    Karabeg, Margherita M.; Grauthoff, Sandra; Kollert, Sina Y.; Weidner, Magdalena; Heiming, Rebecca S.; Jansen, Friederike; Popp, Sandy; Kaiser, Sylvia; Lesch, Klaus-Peter; Sachser, Norbert

    2013-01-01

    The purpose of this study was to evaluate whether spatial hippocampus-dependent learning is affected by the serotonergic system and stress. Therefore, 5-HTT knockout (-/-), heterozygous (+/-) and wildtype (+/+) mice were subjected to the Barnes maze (BM) and the Morris water maze (WM), the latter being discussed as more aversive. Additionally, immediate early gene (IEG) expression, hippocampal adult neurogenesis (aN), and blood plasma corticosterone were analyzed. While the performance of 5-HTT-/- mice in the BM was undistinguishable from both other genotypes, they performed worse in the WM. However, in the course of the repeated WM trials 5-HTT-/- mice advanced to wildtype level. The experience of a single trial of either the WM or the BM resulted in increased plasma corticosterone levels in all genotypes. After several trials 5-HTT-/- mice exhibited higher corticosterone concentrations compared with both other genotypes in both tests. Corticosterone levels were highest in 5-HTT-/- mice tested in the WM indicating greater aversiveness of the WM and a greater stress sensitivity of 5-HTT deficient mice. Quantitative immunohistochemistry in the hippocampus revealed increased cell counts positive for the IEG products cFos and Arc as well as for proliferation marker Ki67 and immature neuron marker NeuroD in 5-HTT-/- mice compared to 5-HTT+/+ mice, irrespective of the test. Most differences were found in the suprapyramidal blade of the dentate gyrus of the septal hippocampus. Ki67-immunohistochemistry revealed a genotype x environment interaction with 5-HTT genotype differences in naïve controls and WM experience exclusively yielding more Ki67-positive cells in 5-HTT+/+ mice. Moreover, in 5-HTT-/- mice we demonstrate that learning performance correlates with the extent of aN. Overall, higher baseline IEG expression and increased an in the hippocampus of 5-HTT-/- mice together with increased stress sensitivity may constitute the neurobiological correlate of raised

  5. Affecting culture change and performance improvement in Medicaid nursing homes: the Promote Understanding, Leadership, and Learning (PULL) Program.

    PubMed

    Eliopoulos, Charlotte

    2013-01-01

    A growing number of nursing homes are implementing culture change programming to create a more homelike environment in which residents and direct care staff are empowered with greater participation in care activities. Although nursing homes that have adopted culture change practices have brought about positive transformation in their settings that have improved quality of care and life, as well as increased resident and staff satisfaction, they represent a minority of all nursing homes. Nursing homes that serve primarily a Medicaid population without supplemental sources of funding have been limited in the resources to support such change processes. The purpose of this project was to gain insight into effective strategies to provide culture change and quality improvement programming to low-performing, under-resourced nursing homes that represent the population of nursing homes least likely to have implemented this programming. Factors that interfered with transformation were identified and insights were gained into factors that need to be considered before transformational processes can be initiated. Effective educational strategies and processes that facilitate change in these types of nursing homes were identified. Despite limitations to the study, there was evidence that the experiences and findings can be of value to other low-performing, under-resourced nursing homes. Ongoing clinical work and research are needed to refine the implementation process and increase the ability to help these settings utilize resources and implement high quality cost effective care to nursing home residents.

  6. Trust as a Learning Facilitator that Affects Students' Learning Performance in the Facebook Community: An Investigation in a Business Planning Writing Course

    ERIC Educational Resources Information Center

    Chang, Wen-Long; Lee, Chun-Yi

    2013-01-01

    Several studies have found that participants are willing to share personal information on Facebook, due mainly to trust in fellow group members; however, this trust is often influenced by the discussion environment, methods and participants. A learning facilitator is often employed in entrepreneurial courses but few previous studies have examined…

  7. Theories of willpower affect sustained learning.

    PubMed

    Miller, Eric M; Walton, Gregory M; Dweck, Carol S; Job, Veronika; Trzesniewski, Kali H; McClure, Samuel M

    2012-01-01

    Building cognitive abilities often requires sustained engagement with effortful tasks. We demonstrate that beliefs about willpower-whether willpower is viewed as a limited or non-limited resource-impact sustained learning on a strenuous mental task. As predicted, beliefs about willpower did not affect accuracy or improvement during the initial phases of learning; however, participants who were led to view willpower as non-limited showed greater sustained learning over the full duration of the task. These findings highlight the interactive nature of motivational and cognitive processes: motivational factors can substantially affect people's ability to recruit their cognitive resources to sustain learning over time.

  8. Quantum Tunneling Affects Engine Performance.

    PubMed

    Som, Sibendu; Liu, Wei; Zhou, Dingyu D Y; Magnotti, Gina M; Sivaramakrishnan, Raghu; Longman, Douglas E; Skodje, Rex T; Davis, Michael J

    2013-06-20

    We study the role of individual reaction rates on engine performance, with an emphasis on the contribution of quantum tunneling. It is demonstrated that the effect of quantum tunneling corrections for the reaction HO2 + HO2 = H2O2 + O2 can have a noticeable impact on the performance of a high-fidelity model of a compression-ignition (e.g., diesel) engine, and that an accurate prediction of ignition delay time for the engine model requires an accurate estimation of the tunneling correction for this reaction. The three-dimensional model includes detailed descriptions of the chemistry of a surrogate for a biodiesel fuel, as well as all the features of the engine, such as the liquid fuel spray and turbulence. This study is part of a larger investigation of how the features of the dynamics and potential energy surfaces of key reactions, as well as their reaction rate uncertainties, affect engine performance, and results in these directions are also presented here.

  9. How Service Learning Affects Students. Executive Summary.

    ERIC Educational Resources Information Center

    Astin, Alexander W.; Vogelgesang, Lori J.; Ikeda, Elaine K.; Yee, Jennifer A.

    This study explored the effects of service learning and community service on college undergraduates' cognitive and affective development, investigating how service enhanced learning. Longitudinal data were collected from 22,236 students attending a national sample of baccalaureate-granting institutions. Most had entered college as freshmen in fall…

  10. Active Affective Learning for Accelerated Schools.

    ERIC Educational Resources Information Center

    Richardson, Robert B.

    This paper provides the groundwork for Active Affective Learning and teaching adapted to the needs of the disadvantaged, at-risk students served by the Accelerated Schools Movement. One of the "golden rules" for the practice of Accelerated Learning, according to psychiatrist Georgi Lozanov, has been to maintain an "up-beat" classroom presentation…

  11. The affective Auditory Verbal Learning Test.

    PubMed

    Snyder, K A; Harrison, D W

    1997-01-01

    The study of emotion is hindered by the lack of tests for affect perception or comprehension. One solution is to develop affective versions of well-known tests. Using an index of word norms (Toglia & Battig, 1978), positively and negatively valenced word lists were developed as alternate forms of the affectively neutral Auditory Verbal Learning Test (RAVL; Rey, 1964). Participants (N=102) received either the original RAVL list, the positively valenced list, or the negatively valenced list. Results are depicted across acquisition trials and location within the list for comparison of primacy and recency effects. Each word list yielded comparable patterns of acquisition. Participants receiving the negative list evidenced an enhanced primacy effect, while participants receiving the positive list evidenced an enhanced recency effect. The positive and negative lists may prove useful in the evaluation of individuals with affective disorders and may provide an alternative for affect induction through an active learning paradigm.

  12. Noise as It Affects the Learning Disabled Child.

    ERIC Educational Resources Information Center

    Devens, John S.

    Audiological assessments were performed on 20 learning disabled students (6-16 years old). Results of Speech Reception Threshold testing and Discrimination Testing indicated that Ss generally scored lower on discrimination tasks, were more affected by the introduction of noise, and showed a greater variability in discrimination performance than 10…

  13. Human likeness: cognitive and affective factors affecting adoption of robot-assisted learning systems

    NASA Astrophysics Data System (ADS)

    Yoo, Hosun; Kwon, Ohbyung; Lee, Namyeon

    2016-07-01

    With advances in robot technology, interest in robotic e-learning systems has increased. In some laboratories, experiments are being conducted with humanoid robots as artificial tutors because of their likeness to humans, the rich possibilities of using this type of media, and the multimodal interaction capabilities of these robots. The robot-assisted learning system, a special type of e-learning system, aims to increase the learner's concentration, pleasure, and learning performance dramatically. However, very few empirical studies have examined the effect on learning performance of incorporating humanoid robot technology into e-learning systems or people's willingness to accept or adopt robot-assisted learning systems. In particular, human likeness, the essential characteristic of humanoid robots as compared with conventional e-learning systems, has not been discussed in a theoretical context. Hence, the purpose of this study is to propose a theoretical model to explain the process of adoption of robot-assisted learning systems. In the proposed model, human likeness is conceptualized as a combination of media richness, multimodal interaction capabilities, and para-social relationships; these factors are considered as possible determinants of the degree to which human cognition and affection are related to the adoption of robot-assisted learning systems.

  14. FORUM: Affective Learning. Students' Affective Learning as Affective Experience: Significance, Reconceptualization, and Future Directions

    ERIC Educational Resources Information Center

    Bolkan, San

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  15. Gradient language dominance affects talker learning.

    PubMed

    Bregman, Micah R; Creel, Sarah C

    2014-01-01

    Traditional conceptions of spoken language assume that speech recognition and talker identification are computed separately. Neuropsychological and neuroimaging studies imply some separation between the two faculties, but recent perceptual studies suggest better talker recognition in familiar languages than unfamiliar languages. A familiar-language benefit in talker recognition potentially implies strong ties between the two domains. However, little is known about the nature of this language familiarity effect. The current study investigated the relationship between speech and talker processing by assessing bilingual and monolingual listeners' ability to learn voices as a function of language familiarity and age of acquisition. Two effects emerged. First, bilinguals learned to recognize talkers in their first language (Korean) more rapidly than they learned to recognize talkers in their second language (English), while English-speaking participants showed the opposite pattern (learning English talkers faster than Korean talkers). Second, bilinguals' learning rate for talkers in their second language (English) correlated with age of English acquisition. Taken together, these results suggest that language background materially affects talker encoding, implying a tight relationship between speech and talker representations.

  16. The effects of verbal instruction on affective and expectancy learning.

    PubMed

    Lipp, Ottmar V; Mallan, Kimberley M; Libera, Marilia; Tan, Mingshen

    2010-03-01

    The current research assessed the effects of verbal instruction on affective and expectancy learning during repeated contingency reversals (Experiment 1) and during extinction (Experiment 2) in a picture-picture paradigm. Affective and expectancy learning displayed contingency reversal and extinction, but changes were slower for affective learning. Instructions facilitated reversal and extinction of expectancy learning but did not impact on affective learning. These findings suggest a differential susceptibility of affective and expectancy learning to verbal instruction and question previous reports that verbal instructions can accelerate the extinction of non-prepared fear learning in humans. PMID:19945093

  17. Performativity and Enjoyable Learning

    ERIC Educational Resources Information Center

    Humberstone, Barbara; Beard, Colin; Clayton, Ben

    2013-01-01

    This paper takes critical lenses to interpret what students find enjoyable in their learning in specific "subject" environments within the prevailing socio-economic climate in higher education. It considers student dispositions that emerged from dialogues with two groups of students attending a non-traditional university and taking…

  18. Affective e-Learning: Using "Emotional" Data to Improve Learning in Pervasive Learning Environment

    ERIC Educational Resources Information Center

    Shen, Liping; Wang, Minjuan; Shen, Ruimin

    2009-01-01

    Using emotion detection technologies from biophysical signals, this study explored how emotion evolves during learning process and how emotion feedback could be used to improve learning experiences. This article also described a cutting-edge pervasive e-Learning platform used in a Shanghai online college and proposed an affective e-Learning model,…

  19. How Coriolis meter design affects field performance

    SciTech Connect

    Levien, A.; Dudiak, A.

    1995-12-31

    Although many possibilities exist for the design of Coriolis flowmeters, a common set of fundamental physical principles affect practical meter design. Design criteria such as tube geometry, alloy section, operating frequencies, stress levels, and tubing wall thickness have varying impacts on meter performance. Additionally, field conditions such as changing temperature, pressure, pipeline stress and vibration affect measurement performance. The challenge created in Coriolis flow meter design is to maximize the sensitivity of the meter Coriolis forces, while minimizing the impact of outside environmental influences. Data are presented on the physical principles that affect Coriolis flowmeters, and how the various aspects of meter design influence field performance.

  20. Pleasurable music affects reinforcement learning according to the listener.

    PubMed

    Gold, Benjamin P; Frank, Michael J; Bogert, Brigitte; Brattico, Elvira

    2013-01-01

    Mounting evidence links the enjoyment of music to brain areas implicated in emotion and the dopaminergic reward system. In particular, dopamine release in the ventral striatum seems to play a major role in the rewarding aspect of music listening. Striatal dopamine also influences reinforcement learning, such that subjects with greater dopamine efficacy learn better to approach rewards while those with lesser dopamine efficacy learn better to avoid punishments. In this study, we explored the practical implications of musical pleasure through its ability to facilitate reinforcement learning via non-pharmacological dopamine elicitation. Subjects from a wide variety of musical backgrounds chose a pleasurable and a neutral piece of music from an experimenter-compiled database, and then listened to one or both of these pieces (according to pseudo-random group assignment) as they performed a reinforcement learning task dependent on dopamine transmission. We assessed musical backgrounds as well as typical listening patterns with the new Helsinki Inventory of Music and Affective Behaviors (HIMAB), and separately investigated behavior for the training and test phases of the learning task. Subjects with more musical experience trained better with neutral music and tested better with pleasurable music, while those with less musical experience exhibited the opposite effect. HIMAB results regarding listening behaviors and subjective music ratings indicate that these effects arose from different listening styles: namely, more affective listening in non-musicians and more analytical listening in musicians. In conclusion, musical pleasure was able to influence task performance, and the shape of this effect depended on group and individual factors. These findings have implications in affective neuroscience, neuroaesthetics, learning, and music therapy. PMID:23970875

  1. Pleasurable music affects reinforcement learning according to the listener.

    PubMed

    Gold, Benjamin P; Frank, Michael J; Bogert, Brigitte; Brattico, Elvira

    2013-01-01

    Mounting evidence links the enjoyment of music to brain areas implicated in emotion and the dopaminergic reward system. In particular, dopamine release in the ventral striatum seems to play a major role in the rewarding aspect of music listening. Striatal dopamine also influences reinforcement learning, such that subjects with greater dopamine efficacy learn better to approach rewards while those with lesser dopamine efficacy learn better to avoid punishments. In this study, we explored the practical implications of musical pleasure through its ability to facilitate reinforcement learning via non-pharmacological dopamine elicitation. Subjects from a wide variety of musical backgrounds chose a pleasurable and a neutral piece of music from an experimenter-compiled database, and then listened to one or both of these pieces (according to pseudo-random group assignment) as they performed a reinforcement learning task dependent on dopamine transmission. We assessed musical backgrounds as well as typical listening patterns with the new Helsinki Inventory of Music and Affective Behaviors (HIMAB), and separately investigated behavior for the training and test phases of the learning task. Subjects with more musical experience trained better with neutral music and tested better with pleasurable music, while those with less musical experience exhibited the opposite effect. HIMAB results regarding listening behaviors and subjective music ratings indicate that these effects arose from different listening styles: namely, more affective listening in non-musicians and more analytical listening in musicians. In conclusion, musical pleasure was able to influence task performance, and the shape of this effect depended on group and individual factors. These findings have implications in affective neuroscience, neuroaesthetics, learning, and music therapy.

  2. Pleasurable music affects reinforcement learning according to the listener

    PubMed Central

    Gold, Benjamin P.; Frank, Michael J.; Bogert, Brigitte; Brattico, Elvira

    2013-01-01

    Mounting evidence links the enjoyment of music to brain areas implicated in emotion and the dopaminergic reward system. In particular, dopamine release in the ventral striatum seems to play a major role in the rewarding aspect of music listening. Striatal dopamine also influences reinforcement learning, such that subjects with greater dopamine efficacy learn better to approach rewards while those with lesser dopamine efficacy learn better to avoid punishments. In this study, we explored the practical implications of musical pleasure through its ability to facilitate reinforcement learning via non-pharmacological dopamine elicitation. Subjects from a wide variety of musical backgrounds chose a pleasurable and a neutral piece of music from an experimenter-compiled database, and then listened to one or both of these pieces (according to pseudo-random group assignment) as they performed a reinforcement learning task dependent on dopamine transmission. We assessed musical backgrounds as well as typical listening patterns with the new Helsinki Inventory of Music and Affective Behaviors (HIMAB), and separately investigated behavior for the training and test phases of the learning task. Subjects with more musical experience trained better with neutral music and tested better with pleasurable music, while those with less musical experience exhibited the opposite effect. HIMAB results regarding listening behaviors and subjective music ratings indicate that these effects arose from different listening styles: namely, more affective listening in non-musicians and more analytical listening in musicians. In conclusion, musical pleasure was able to influence task performance, and the shape of this effect depended on group and individual factors. These findings have implications in affective neuroscience, neuroaesthetics, learning, and music therapy. PMID:23970875

  3. Conception of Learning Outcomes in the Bloom's Taxonomy Affective Domain

    ERIC Educational Resources Information Center

    Savickiene, Izabela

    2010-01-01

    The article raises a problematic issue regarding an insufficient base of the conception of learning outcomes in the Bloom's taxonomy affective domain. The search for solutions introduces the conception of teaching and learning in the affective domain as well as presents validity criteria of learning outcomes in the affective domain. The…

  4. Design of Affectively Evocative Smart Ambient Media for Learning

    ERIC Educational Resources Information Center

    Kwok, Ron Chi-Wai; Cheng, Shuk Han; Ip, Horace Ho-Shing; Kong, Joseph Siu-Lung

    2011-01-01

    This study proposes a teaching and research initiative, named SAMAL (Smart AMbience for Affective Learning) that will provide a unique ambient mediated environment for integrating cognitive and affective approaches to enhance learning. Also, this study illustrates a design of SAMAL classroom with affectively evocative scenarios for learning de…

  5. Prestige Affects Cultural Learning in Chimpanzees

    PubMed Central

    Horner, Victoria; Proctor, Darby; Bonnie, Kristin E.; Whiten, Andrew; de Waal, Frans B. M.

    2010-01-01

    Humans follow the example of prestigious, high-status individuals much more readily than that of others, such as when we copy the behavior of village elders, community leaders, or celebrities. This tendency has been declared uniquely human, yet remains untested in other species. Experimental studies of animal learning have typically focused on the learning mechanism rather than on social issues, such as who learns from whom. The latter, however, is essential to understanding how habits spread. Here we report that when given opportunities to watch alternative solutions to a foraging problem performed by two different models of their own species, chimpanzees preferentially copy the method shown by the older, higher-ranking individual with a prior track-record of success. Since both solutions were equally difficult, shown an equal number of times by each model and resulted in equal rewards, we interpret this outcome as evidence that the preferred model in each of the two groups tested enjoyed a significant degree of prestige in terms of whose example other chimpanzees chose to follow. Such prestige-based cultural transmission is a phenomenon shared with our own species. If similar biases operate in wild animal populations, the adoption of culturally transmitted innovations may be significantly shaped by the characteristics of performers. PMID:20502702

  6. Affecting Factors in Second Language Learning

    ERIC Educational Resources Information Center

    Andreou, G.; Vlachos, F.; Andreou, E.

    2005-01-01

    The present study investigated the influence of sex, handedness, level in second language (L2) and Faculty choice on the performance of phonological, syntactical and semantic tasks in L2. Level in L2 and sex were the most affecting factors. Subjects who achieved higher scores on L2 tasks had strong second language aptitude skills since they were…

  7. Social learning of migratory performance

    USGS Publications Warehouse

    Mueller, Thomas; O'Hara, Robert B.; Converse, Sarah J.; Urbanek, Richard P.; Fagan, William F.

    2013-01-01

    Successful bird migration can depend on individual learning, social learning, and innate navigation programs. Using 8 years of data on migrating whooping cranes, we were able to partition genetic and socially learned aspects of migration. Specifically, we analyzed data from a reintroduced population wherein all birds were captive bred and artificially trained by ultralight aircraft on their first lifetime migration. For subsequent migrations, in which birds fly individually or in groups but without ultralight escort, we found evidence of long-term social learning, but no effect of genetic relatedness on migratory performance. Social learning from older birds reduced deviations from a straight-line path, with 7 years of experience yielding a 38% improvement in migratory accuracy.

  8. Social learning of migratory performance.

    PubMed

    Mueller, Thomas; O'Hara, Robert B; Converse, Sarah J; Urbanek, Richard P; Fagan, William F

    2013-08-30

    Successful bird migration can depend on individual learning, social learning, and innate navigation programs. Using 8 years of data on migrating whooping cranes, we were able to partition genetic and socially learned aspects of migration. Specifically, we analyzed data from a reintroduced population wherein all birds were captive bred and artificially trained by ultralight aircraft on their first lifetime migration. For subsequent migrations, in which birds fly individually or in groups but without ultralight escort, we found evidence of long-term social learning, but no effect of genetic relatedness on migratory performance. Social learning from older birds reduced deviations from a straight-line path, with 7 years of experience yielding a 38% improvement in migratory accuracy. PMID:23990559

  9. Natural polymorphism affecting learning and memory in Drosophila.

    PubMed

    Mery, Frederic; Belay, Amsale T; So, Anthony K-C; Sokolowski, Marla B; Kawecki, Tadeusz J

    2007-08-01

    Knowing which genes contribute to natural variation in learning and memory would help us understand how differences in these cognitive traits evolve among populations and species. We show that a natural polymorphism at the foraging (for) locus, which encodes a cGMP-dependent protein kinase (PKG), affects associative olfactory learning in Drosophila melanogaster. In an assay that tests the ability to associate an odor with mechanical shock, flies homozygous for one natural allelic variant of this gene (forR) showed better short-term but poorer long-term memory than flies homozygous for another natural allele (fors). The fors allele is characterized by reduced PKG activity. We showed that forR-like levels of both short-term learning and long-term memory can be induced in fors flies by selectively increasing the level of PKG in the mushroom bodies, which are centers of olfactory learning in the fly brain. Thus, the natural polymorphism at for may mediate an evolutionary tradeoff between short- and long-term memory. The respective strengths of learning performance of the two genotypes seem coadapted with their effects on foraging behavior: forR flies move more between food patches and so could particularly benefit from fast learning, whereas fors flies are more sedentary, which should favor good long-term memory.

  10. Error framing effects on performance: cognitive, motivational, and affective pathways.

    PubMed

    Steele-Johnson, Debra; Kalinoski, Zachary T

    2014-01-01

    Our purpose was to examine whether positive error framing, that is, making errors salient and cuing individuals to see errors as useful, can benefit learning when task exploration is constrained. Recent research has demonstrated the benefits of a newer approach to training, that is, error management training, that includes the opportunity to actively explore the task and framing errors as beneficial to learning complex tasks (Keith & Frese, 2008). Other research has highlighted the important role of errors in on-the-job learning in complex domains (Hutchins, 1995). Participants (N = 168) from a large undergraduate university performed a class scheduling task. Results provided support for a hypothesized path model in which error framing influenced cognitive, motivational, and affective factors which in turn differentially affected performance quantity and quality. Within this model, error framing had significant direct effects on metacognition and self-efficacy. Our results suggest that positive error framing can have beneficial effects even when tasks cannot be structured to support extensive exploration. Whereas future research can expand our understanding of error framing effects on outcomes, results from the current study suggest that positive error framing can facilitate learning from errors in real-time performance of tasks. PMID:24617273

  11. Psychometric Characteristics of the EEAA (Scale of Affective Strategies in the Learning Process)

    ERIC Educational Resources Information Center

    Villardón-Gallego, Lourdes; Yániz, Concepción

    2014-01-01

    Introduction: Affective strategies for coping with affective states linked to the learning process may be oriented toward controlling emotions or toward controlling motivation. Both types affect performance, directly and indirectly. The objective of this research was to design an instrument for measuring the affective strategies used by university…

  12. Organisational Learning and Performance--An Empirical Study

    ERIC Educational Resources Information Center

    Jyothibabu, C.; Pradhan, Bibhuti Bhusan; Farooq, Ayesha

    2011-01-01

    This paper explores the important question "how the learning entities--individual, group or organisation--are affecting organisational performance". The answer is important for promoting learning and improving performance. This empirical study in the leading power utility in India found that there is a positive relation between individual- and…

  13. The sensory modality used for learning affects grades.

    PubMed

    Ramirez, Beatriz U

    2011-09-01

    Second-year undergraduated students from 2008, 2009, and 2010 cohorts were asked to respond a questionnaire to determine their learning style preferences, the VARK questionnaire (where V is visual, A is aural, R is reading-writing, and K is kinesthetic), which was translated into Spanish by the author. The translated questionnaire was tested for wording comprehension before its application in the actual study. Using the results of the VARK questionnaire, students were classified as unimodal or multimodal and according to the first preferred sensory modality used for learning as V, A, R, or K learners. Multiple-choice questions (MCQs) and problems that required simple arithmetic calculations (arithmetic-type questions) were applied to the students. The relation between the main sensory modality used for learning and the grades obtained in each question type was analyzed both in unimodal and multimodal students. It was found that R unimodal students performed significantly better in arithmetic questions than A and K unimodal students (P < 0.001 by a Bonferroni multiple-comparison test after ANOVA). R unimodal students also performed better than R multimodal students in arithmetic questions (P = 0.02 by a Mann-Whitney U-test). However, no differences were observed after MCQs in either unimodal or multimodal students with different first sensory modalities used for learning. When MCQ scores between unimodal and multimodal students were compared, no differences were detected. It was concluded that the sensory learning style used for learning affects student outcome when students receive arithmetic questions but not when MCQs are applied.

  14. You Like It, You Learn It: Affectivity and Learning in Competitive Social Role Play Gaming

    ERIC Educational Resources Information Center

    Brom, Cyril; Šisler, Vít; Slussareff, Michaela; Selmbacherová, Tereza; Hlávka, Zdenek

    2016-01-01

    Despite the alleged ability of digital game-based learning (DGBL) to foster positive affect and in turn improve learning, the link between affectivity and learning has not been sufficiently investigated in this field. Regarding learning from team-based games with competitive elements, even less is known about the relationship between…

  15. A Learning Style-Based Grouping Collaborative Learning Approach to Improve EFL Students' Performance in English Courses

    ERIC Educational Resources Information Center

    Kuo, Yu-Chen; Chu, Hui-Chun; Huang, Chi-Hao

    2015-01-01

    Learning English is an important and challenging task for English as Foreign Language (EFL) students. Educators had indicated that, without proper learning support, most EFL students might feel frustrated while learning English, which could significantly affect their learning performance. In the past research, learning usually utilized grouping,…

  16. Motivational Factors Affecting Online Learning by Japanese MBA Students

    ERIC Educational Resources Information Center

    Kikuchi, Hisayo

    2006-01-01

    In Japan, Internet based learning is still at an early stage. However, adult learners in Japanese society expect the development of flexible e-learning programs. This case study examines motivational factors affecting online learning in a Japanese and Australian MBA program, using observations, interviews and a questionnaire survey. The data were…

  17. Critical Review on Affect of Personality on Learning Styles

    ERIC Educational Resources Information Center

    Kamarulzaman, Wirawani

    2012-01-01

    This paper is intended to review the affect of personality on learning styles. Costa and McCrae's Five-Factor Model of Personality (The Big 5) is explored against Kolb Learning Styles. The Big 5 factors are extraversion, neuroticism, openness, agreeableness and conscientiousness, whereas Kolb Learning Styles are divergers, assimilators,…

  18. Factors Affecting the Development and Use of Learning Objects

    ERIC Educational Resources Information Center

    Moisey, Susan D.; Ally, Mohamed; Spencer, Bob

    2006-01-01

    This study explored barriers and facilitating factors affecting the development and use of learning objects in developing instructional materials and their use in supporting individualized learning. Over a two-month period, students in a graduate-level instructional design course developed instructional materials incorporating learning objects or…

  19. Demotivation: Affective States and Learning Outcomes

    ERIC Educational Resources Information Center

    Falout, Joseph; Elwood, James; Hood, Michael

    2009-01-01

    Demotivation can negatively influence the learner's attitudes and behaviors, degrade classroom group dynamics and teacher's motivation, and result in long-term and widespread negative learning outcomes. 900 university EFL learners were surveyed to investigate the demotivating factors in learning English as a foreign language (EFL) in Japan, and…

  20. Attitudes Affecting Online Learning Implementation in Higher Education Institutions

    ERIC Educational Resources Information Center

    Mitchell, Betty; Geva-May, Iris

    2009-01-01

    This study explores attitudes towards and affecting online learning implementation (OLI). In recent years there has been greater acceptance of online learning (OL) by institutional decision-makers, as evidenced by higher levels of institutional involvement; nevertheless, the increase in faculty acceptance lags behind. This gap affects the…

  1. Assessing Affective Learning Using a Student Response System

    ERIC Educational Resources Information Center

    Rimland, Emily

    2013-01-01

    Affective learning relates to students' attitudes, emotions, and feelings. This study focuses on measuring affective learning during library instruction by using a student response system. Participants were undergraduate students who received course-related library instruction for a research assignment. Students rated their confidence levels…

  2. Action video game experience affects oculomotor performance.

    PubMed

    West, Greg L; Al-Aidroos, Naseem; Pratt, Jay

    2013-01-01

    Action video games have been show to affect a variety of visual and cognitive processes. There is, however, little evidence of whether playing video games can also affect motor action. To investigate the potential link between experience playing action video games and changes in oculomotor action, we tested habitual action video game players (VGPs) and non-video game players (NVGPs) in a saccadic trajectory deviation task. We demonstrate that spatial curvature of a saccadic trajectory towards or away from distractor is profoundly different between VGPs and NVGPs. In addition, task performance accuracy improved over time only in VGPs. Results are discussed in the context of the competing interplay between stimulus-driven motor programming and top-down inhibition during oculomotor execution.

  3. 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)

  4. The ergonomics of learning: educational design and learning performance.

    PubMed

    Smith, T J

    2007-10-01

    The application of ergonomics/human factors (E/HF) principles and practices, and the implementation of ergonomics programmes, have achieved proven success in improving performance, productivity, competitiveness, and safety and health in most occupational sectors. However, the benefits that the application of E/HF science might bring to promoting student learning have yet to be widely recognized. This paper deals with the fundamental purpose of education - student learning - and with the question of how the ergonomic design of the learning environment influences learning performance. The underlying premise, embodied in the quote below, is that student learning performance to a substantial degree is context specific - influenced and specialized in relation to specific design factors in the learning environment. The basic scientific question confronting learning ergonomics is which design characteristics in the learning environment have the greatest influence on variability in learning performance. Practically, the basic challenge is to apply this scientific understanding to ergonomic interventions directed at design improvements of learning environments to benefit learning. This paper expands upon these themes by addressing the origins and scope of learning ergonomics, differing perspectives on the nature of learning, evidence for context specificity in learning and conclusions and research implications regarding an ergonomics perspective on learning.

  5. Does Group Composition Affect Learning by Invention?

    ERIC Educational Resources Information Center

    Wiedmann, Michael; Leach, Ryan C.; Rummel, Nikol; Wiley, Jennifer

    2012-01-01

    Schwartz and Martin ("Cogn Instr" 22:129-184, 2004) as well as Kapur ("Instr Sci", this issue, 2012) have found that students can be better prepared to learn about mathematical formulas when they try to invent them in small groups before receiving the canonical formula from a lesson. The purpose of the present research was to investigate how the…

  6. Sweet and Slow: Diet Can Affect Learning.

    ERIC Educational Resources Information Center

    Charlton-Seifert, Joan; And Others

    1980-01-01

    Studies pointing to the relationship between caffeine-sugar intake and learning disorders are cited and suggestions to facilitate better nutrition in children are offered. Among suggestions made is that teachers be educated in matters of food, nutrition, and reading through inservice programs. A nutritional questionnaire is included. (SBH)

  7. How Learning Logic Programming Affects Recursion Comprehension

    ERIC Educational Resources Information Center

    Haberman, Bruria

    2004-01-01

    Recursion is a central concept in computer science, yet it is difficult for beginners to comprehend. Israeli high-school students learn recursion in the framework of a special modular program in computer science (Gal-Ezer & Harel, 1999). Some of them are introduced to the concept of recursion in two different paradigms: the procedural programming…

  8. Gradient Phonological Inconsistency Affects Vocabulary Learning

    ERIC Educational Resources Information Center

    Muench, Kristin L.; Creel, Sarah C.

    2013-01-01

    Learners frequently experience phonologically inconsistent input, such as exposure to multiple accents. Yet, little is known about the consequences of phonological inconsistency for language learning. The current study examines vocabulary acquisition with different degrees of phonological inconsistency, ranging from no inconsistency (e.g., both…

  9. Innovations Affecting Us: Technology to Learn Anytime Anywhere.

    ERIC Educational Resources Information Center

    Desmarais, Norman

    1997-01-01

    Discusses the benefits of laptop computers in higher education, including students' increased motivation, performance, cooperative learning and critical thinking. Describes a Microsoft/Toshiba pilot laptop learning program, technology implementation models for schools, changes in teaching and learning, and teacher training. (AEF)

  10. Factors affecting the process performance of biofiltration

    SciTech Connect

    Kopchynski, D.M.; Farmer, R.W.; Maier, W.J.

    1996-11-01

    Biofiltration is an emerging biological treatment technology for the removal of airborne VOCs from industrial process waste streams. Removal of air-phase VOCs by biofiltration is accomplished by contacting a process airstream with an active microbial biofilm attached to a solid phase packing. VOCs that partition into the biofilm are aerobically oxidized to the endproducts of water, carbon dioxide and salts. A multiple reactor biofiltration pilot plant test program has been in progress at the University of Minnesota Environmental Engineering Laboratories since 1992. The primary goal of the program is to study factors that affect biofiltration process performance. Initial results of this test program were reported in a previous conference paper and master`s thesis. This paper presents the results of more recent studies that focus on the effects of: (1) biofilm accumulation (which in turn causes a decrease in biofilter bed porosity and packing bed surface area), (2) rates of nutrient addition, and (3) chemical properties of the target contaminant, on biofiltration removal performance. Removal performance was evaluated by determining biofilter removal capacities and efficiencies for various substrate feeds. The performance parameters were measured under constant contaminant inlet concentrations and under constant temperature. Three VOCs were selected for study and they are: MEK, (methyl ethyl ketone), xylene, and hexane. MEK, xylene, and hexane were chosen because they are representative of widely used industrial solvents and they have significantly different Henry`s law constants relative to each other (the MEK value < Xylene value < Hexane value). Henry`s law constants quantify the partitioning of a chemical between the air and water-biofilm phase and therefore can be used to correlate the effect of chemical properties on biofilter removal capacities. This paper also introduces a new model for the biofiltration process.

  11. Does Technology Acceptance Affect E-Learning in a Non-Technology-Intensive Course?

    ERIC Educational Resources Information Center

    Buche, Mari W.; Davis, Larry R.; Vician, Chelley

    2012-01-01

    Prior research suggests that individuals' technology acceptance levels may affect their work and learning performance outcomes when activities are conducted through information technology usage. Most previous research investigating the relationship between individual attitudes towards technology and learning has been conducted in…

  12. An E-learning System based on Affective Computing

    NASA Astrophysics Data System (ADS)

    Duo, Sun; Song, Lu Xue

    In recent years, e-learning as a learning system is very popular. But the current e-learning systems cannot instruct students effectively since they do not consider the emotional state in the context of instruction. The emergence of the theory about "Affective computing" can solve this question. It can make the computer's intelligence no longer be a pure cognitive one. In this paper, we construct an emotional intelligent e-learning system based on "Affective computing". A dimensional model is put forward to recognize and analyze the student's emotion state and a virtual teacher's avatar is offered to regulate student's learning psychology with consideration of teaching style based on his personality trait. A "man-to-man" learning environment is built to simulate the traditional classroom's pedagogy in the system.

  13. Demotivating Factors Affecting EFL Learning of Iranian Seminary Students

    ERIC Educational Resources Information Center

    Tabatabaei, Omid; Molavi, Ahmad

    2012-01-01

    In the present study, an attempt has been made to determine the demotives affecting EFL learning of Iranian Islamic seminary students and also to distinguish the motivated and demotivated EFL learners in terms of their EFL learning as the major focus of this study. Fifty Iranian EFL seminary students were investigated using two validated…

  14. The Impact of CLIL on Affective Factors and Vocabulary Learning

    ERIC Educational Resources Information Center

    Heras, Arantxa; Lasagabaster, David

    2015-01-01

    The aim of this article is twofold: to assess the effectiveness of a CLIL (content and language integrated learning) module on affective factors (motivation and self-esteem), and to test the purported blurring effect of CLIL on gender differences in foreign language learning. Forty-six students in their fourth year of compulsory secondary…

  15. Toward Computer-Aided Affective Learning Systems: A Literature Review

    ERIC Educational Resources Information Center

    Moridis, C. N.; Economides, A. A.

    2008-01-01

    The aim of this survey is to provide an overview of the various components of "computer aided affective learning systems." The research is classified into 3 main scientific areas that are integral parts of the development of these kinds of systems. The three main scientific areas are: i) emotions and their connection to learning; ii) affect…

  16. Factors Affecting Quality Enhancement Procedures for E-Learning Courses

    ERIC Educational Resources Information Center

    Jara, Magdalena; Mellar, Harvey

    2009-01-01

    Purpose: This paper reports on an empirical study exploring the way in which campus-based higher education institutions (HEIs) in the UK apply their internal quality assurance and enhancement (QA/QE) procedures to their e-learning courses. The purpose of this paper is to identify those characteristics of e-learning courses which affected the…

  17. An Analysis of Factors That Affect the Educational Performance of Agricultural Students

    ERIC Educational Resources Information Center

    Greenway, Gina

    2012-01-01

    Many factors contribute to student achievement. This study focuses on three areas: how students learn, how student personality type affects performance, and how course format affects performance outcomes. The analysis sought to improve understanding of the direction and magnitude with which each of these factors impacts student success. Improved…

  18. Affective Learning and the Classroom Debate

    ERIC Educational Resources Information Center

    Jagger, Suzy

    2013-01-01

    A commonly used teaching method to promote student engagement is the classroom debate. This study evaluates how affective characteristics, as defined in Bloom's taxonomy, were stimulated during debates that took place on a professional ethics module for first year computing undergraduates. The debates led to lively interactive group…

  19. Attention to Affect in Language Learning

    ERIC Educational Resources Information Center

    Arnold, Jane

    2011-01-01

    As language teachers, we have to pay attention to many things in our work so why add "attention to affect"? Perhaps the simplest, most direct answer is that whatever we focus most on in our particular context, be it general English, morphosyntax, phonetics, literature, English for academic writing or any other special area, attention to affect…

  20. Learning versus performance: an integrative review.

    PubMed

    Soderstrom, Nicholas C; Bjork, Robert A

    2015-03-01

    The primary goal of instruction should be to facilitate long-term learning-that is, to create relatively permanent changes in comprehension, understanding, and skills of the types that will support long-term retention and transfer. During the instruction or training process, however, what we can observe and measure is performance, which is often an unreliable index of whether the relatively long-term changes that constitute learning have taken place. The time-honored distinction between learning and performance dates back decades, spurred by early animal and motor-skills research that revealed that learning can occur even when no discernible changes in performance are observed. More recently, the converse has also been shown-specifically, that improvements in performance can fail to yield significant learning-and, in fact, that certain manipulations can have opposite effects on learning and performance. We review the extant literature in the motor- and verbal-learning domains that necessitates the distinction between learning and performance. In addition, we examine research in metacognition that suggests that people often mistakenly interpret their performance during acquisition as a reliable guide to long-term learning. These and other considerations suggest that the learning-performance distinction is critical and has vast practical and theoretical implications.

  1. Generating a Spanish Affective Dictionary with Supervised Learning Techniques

    ERIC Educational Resources Information Center

    Bermudez-Gonzalez, Daniel; Miranda-Jiménez, Sabino; García-Moreno, Raúl-Ulises; Calderón-Nepamuceno, Dora

    2016-01-01

    Nowadays, machine learning techniques are being used in several Natural Language Processing (NLP) tasks such as Opinion Mining (OM). OM is used to analyse and determine the affective orientation of texts. Usually, OM approaches use affective dictionaries in order to conduct sentiment analysis. These lexicons are labeled manually with affective…

  2. How Do We Measure Affective Learning in Higher Education?

    ERIC Educational Resources Information Center

    Buissink-Smith, Nell; Mann, Samuel; Shephard, Kerry

    2011-01-01

    Educational outcomes related to sustainability often include affective attributes such as values, attitudes and behaviours. Educators in higher education who attempt to research, monitor, assess or evaluate learning of affective attributes can face a bewildering array of methodologies and approaches and a research literature that spans several…

  3. FORUM: Affective Learning. Reconsidering the Conceptualization and Operationalization of Affective Learning

    ERIC Educational Resources Information Center

    Myers, Scott A.; Goodboy, Alan K.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  4. Artificial grammar learning of melody is constrained by melodic inconsistency: Narmour's principles affect melodic learning.

    PubMed

    Rohrmeier, Martin; Cross, Ian

    2013-01-01

    Considerable evidence suggests that people acquire artificial grammars incidentally and implicitly, an indispensable capacity for the acquisition of music or language. However, less research has been devoted to exploring constraints affecting incidental learning. Within the domain of music, the extent to which Narmour's (1990) melodic principles affect implicit learning of melodic structure was experimentally explored. Extending previous research (Rohrmeier, Rebuschat & Cross, 2011), the identical finite-state grammar is employed having terminals (the alphabet) manipulated so that melodies generated systematically violated Narmour's principles. Results indicate that Narmour-inconsistent melodic materials impede implicit learning. This further constitutes a case in which artificial grammar learning is affected by prior knowledge or processing constraints.

  5. Improving Learning Performance Through Rational Resource Allocation

    NASA Technical Reports Server (NTRS)

    Gratch, J.; Chien, S.; DeJong, G.

    1994-01-01

    This article shows how rational analysis can be used to minimize learning cost for a general class of statistical learning problems. We discuss the factors that influence learning cost and show that the problem of efficient learning can be cast as a resource optimization problem. Solutions found in this way can be significantly more efficient than the best solutions that do not account for these factors. We introduce a heuristic learning algorithm that approximately solves this optimization problem and document its performance improvements on synthetic and real-world problems.

  6. Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students.

    PubMed

    Goff, Anne-Marie

    2011-01-01

    High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = < .01) and males and African-American/Black participants had higher learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

  7. Teachers’ perceptions of aspects affecting seminar learning: a qualitative study

    PubMed Central

    2013-01-01

    Background Many medical schools have embraced small group learning methods in their undergraduate curricula. Given increasing financial constraints on universities, active learning groups like seminars (with 25 students a group) are gaining popularity. To enhance the understanding of seminar learning and to determine how seminar learning can be optimised it is important to investigate stakeholders’ views. In this study, we qualitatively explored the views of teachers on aspects affecting seminar learning. Methods Twenty-four teachers with experience in facilitating seminars in a three-year bachelor curriculum participated in semi-structured focus group interviews. Three focus groups met twice with an interval of two weeks led by one moderator. Sessions were audio taped, transcribed verbatim and independently coded by two researchers using thematic analysis. An iterative process of data reduction resulted in emerging aspects that influence seminar learning. Results Teachers identified seven key aspects affecting seminar learning: the seminar teacher, students, preparation, group functioning, seminar goals and content, course coherence and schedule and facilities. Important components of these aspects were: the teachers’ role in developing seminars (‘ownership’), the amount and quality of preparation materials, a non-threatening learning climate, continuity of group composition, suitability of subjects for seminar teaching, the number and quality of seminar questions, and alignment of different course activities. Conclusions The results of this study contribute to the unravelling of the ‘the black box’ of seminar learning. Suggestions for ways to optimise active learning in seminars are made regarding curriculum development, seminar content, quality assurance and faculty development. PMID:23399475

  8. Using a False Biofeedback Methodology to Explore Relationships between Learners' Affect, Metacognition, and Performance

    ERIC Educational Resources Information Center

    Strain, Amber Chauncey; Azevedo, Roger; D'Mello, Sidney K.

    2013-01-01

    We used a false-biofeedback methodology to manipulate physiological arousal in order to induce affective states that would influence learners' metacognitive judgments and learning performance. False-biofeedback is a method used to induce physiological arousal (and resultant affective states) by presenting learners with audio stimuli of false heart…

  9. Psychological Factor Affecting English Speaking Performance for the English Learners in Indonesia

    ERIC Educational Resources Information Center

    Haidara, Youssouf

    2016-01-01

    In every learning situation or environment, human psychology plays a significant role. English speaking is a language skill that is highly affected by human psychology. This research aimed at describing the psychological factor that affects negatively the English speaking performance for the English learners in Indonesia. A descriptive qualitative…

  10. Values taught, values learned, attitude and performance in mathematics

    NASA Astrophysics Data System (ADS)

    Limbaco, K. S. A.

    2015-03-01

    The purpose of the study was to identify, describe and find the relationship among values taught, values learned, attitude and performance in mathematics. The researcher used descriptive-correlational method of research to gather information and to describe the nature of situation. The following instruments were used in this study: Math Attitude Inventory, Inventory of Values Taught and Learned which were content validated by experts in the field of Mathematics, Values and Education. Generally, most of the values were taught by the teachers. All of the values were learned by the students. The following got the highest mean ratings for values taught: moral strength, sharing, charity, valuing life, love of God, truth and honesty, reason, alternativism and articulation. The following got highest mean ratings for values learned: patience/tolerance, sharing, charity, valuing life, faith, love of God, truth and honesty, analogical thinking, confidence and individual liberty. Majority of the respondents have moderately positive attitude towards mathematics. Positive statements in the Mathematics Attitude Inventory are "Generally true" while negative statements are "Neutral." In conclusion, values were taught by mathematics teacher, thus, learned by the students. Therefore, mathematics is very much related to life. Values can be learned and strengthened through mathematics; there is a significant relationship between values taught by the teachers and values learned by the students and attitude towards mathematics and performance in mathematics; values taught does not affect attitude towards mathematics and performance in mathematics. A student may have a positive attitude towards mathematics or have an exemplary performance in mathematics even if the mathematics teacher did not teach values; values learned does not affect attitude towards mathematics and performance in mathematics. A student may have a positive attitude towards mathematics or have an exemplary performance

  11. Early prediction of student goals and affect in narrative-centered learning environments

    NASA Astrophysics Data System (ADS)

    Lee, Sunyoung

    Recent years have seen a growing recognition of the role of goal and affect recognition in intelligent tutoring systems. Goal recognition is the task of inferring users' goals from a sequence of observations of their actions. Because of the uncertainty inherent in every facet of human computer interaction, goal recognition is challenging, particularly in contexts in which users can perform many actions in any order, as is the case with intelligent tutoring systems. Affect recognition is the task of identifying the emotional state of a user from a variety of physical cues, which are produced in response to affective changes in the individual. Accurately recognizing student goals and affect states could contribute to more effective and motivating interactions in intelligent tutoring systems. By exploiting knowledge of student goals and affect states, intelligent tutoring systems can dynamically modify their behavior to better support individual students. To create effective interactions in intelligent tutoring systems, goal and affect recognition models should satisfy two key requirements. First, because incorrectly predicted goals and affect states could significantly diminish the effectiveness of interactive systems, goal and affect recognition models should provide accurate predictions of user goals and affect states. When observations of users' activities become available, recognizers should make accurate early" predictions. Second, goal and affect recognition models should be highly efficient so they can operate in real time. To address key issues, we present an inductive approach to recognizing student goals and affect states in intelligent tutoring systems by learning goals and affect recognition models. Our work focuses on goal and affect recognition in an important new class of intelligent tutoring systems, narrative-centered learning environments. We report the results of empirical studies of induced recognition models from observations of students

  12. Factors Affecting English Language Teaching and Learning in Higher Education

    ERIC Educational Resources Information Center

    Nguyen, Hong Thi; Warren, Wendy; Fehring, Heather

    2014-01-01

    This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an investigation of classroom practices. Eight non-participant class observations were conducted at HUTECH University, Ho Chi Minh City, Vietnam. The study's findings show that…

  13. High Fidelity Images--How They Affect Learning.

    ERIC Educational Resources Information Center

    Kwinn, Ann

    1997-01-01

    Discusses the use of graphics in instruction and concludes that cosmetic and motivational graphics can be more realistic and detailed for affective goals, while schematic graphics may be best for the more cognitive functions of focusing attention and presenting actual content. Domains of learning, mental models, and visualization are examined.…

  14. Affective Learning in Higher Education: A Regional Perspective

    ERIC Educational Resources Information Center

    Evans, Nina; Ziaian, Tahereh; Sawyer, Janet; Gillham, David

    2013-01-01

    A pilot study was conducted in a regional university setting to promote awareness of the value of affective teaching and learning amongst staff and students. Academic staff and students from diverse disciplines at University of South Australia's (UniSA) Centre for Regional Engagement (CRE) were recruited to the study. The research investigated…

  15. Respecting and Supporting Students' Affective Learning

    ERIC Educational Resources Information Center

    Roper, Larry

    2014-01-01

    Too often educators pay too little attention to the psychological and emotional impact subject matter has on students. Teaching effectiveness would be greatly enhanced if educators would consider students' affective reactions to material delivered in courses, workshops, and other collegiate learning experiences.

  16. Designing for Automatic Affect Inference in Learning Environments

    ERIC Educational Resources Information Center

    Afzal, Shazia; Robinson, Peter

    2011-01-01

    Emotions play a significant role in healthy cognitive functioning; they impact memory, attention, decision-making and attitude; and are therefore influential in learning and achievement. Consequently, affective diagnoses constitute an important aspect of human teacher-learner interactions motivating efforts to incorporate skills of affect…

  17. Quality of Affectional Bonding, Learned Helplessness, and Clinical Depression.

    ERIC Educational Resources Information Center

    Kessler, Ronald P.

    John Bowlby's theory of affectional bonding and the reformulated learned helplessness theory of depression were integrated into a multivariate model in order to expand the breadth of current attributional theories of depression. This retrospective study focused upon the quality of parent-child relations, the types of discipline parents employed,…

  18. Feedback sandwiches affect perceptions but not performance.

    PubMed

    Parkes, Jay; Abercrombie, Sara; McCarty, Teresita

    2013-08-01

    The feedback sandwich technique-make positive comments; provide critique; end with positive comments-is commonly recommended to feedback givers despite scant evidence of its efficacy. These two studies (N = 20; N = 350) of written peer feedback with third-year medical students on clinical patient note-writing assignments indicate that students think feedback sandwiches positively impact subsequent performance when there is no evidence that they do. The effort necessary to produce feedback sandwiches and students' unwarranted confidence in their performance impact have implications for teaching about how to give feedback.

  19. Freshman Learning Communities, College Performance, and Retention

    ERIC Educational Resources Information Center

    Hotchkiss, Julie L.; Moore, Robert E.; Pitts, M. Melinda

    2006-01-01

    This paper applies a standard treatment effects model to determine that participation in Freshman Learning Communities improves academic performance and retention. Not controlling for individual self-selection into Freshman Learning Communities participation leads one to incorrectly conclude that the impact is the same across race and gender…

  20. Factors affecting performance during an endurance relay.

    PubMed

    Lloyd, E L; Henderson, W; Covell, B; Bryce, G R

    1977-09-01

    A successful attempt by Edinburgh Athletic Club on the world record for the 24-hour 10-man x 1 mile relay is reported. The effects of a variety of factors on the performances of the athletes are assessed, and some physiological changes noted. In the light of these observations recommendations are made to help the planning of future record attempts.

  1. Student Profiles and Factors Affecting Performance.

    ERIC Educational Resources Information Center

    Chansarkar, B. A.; Michaeloudis, A.

    2001-01-01

    Studies the profiling of first year students studying the Quantitative Methods for Business module at a British university, and makes policy recommendations to improve student performance. Indicates that the highest proportion of students are United Kingdom students, 58% of the students are male, and only 30% of the students are mature students.…

  2. Is Oral Performance Affected by Motivation?

    ERIC Educational Resources Information Center

    Soozandehfar, Seyyed Mohammad Ali

    2010-01-01

    The present investigation intends to make a comparison between integratively motivated students of English at Islamic Azad University of Shiraz and their instrumentally motivated peers in terms of their oral performance. To this end, 35 junior students (15 males and 20 females) were selected out of 54 initial participants based on their scores on…

  3. How Does Heredity Affect Athletic Performance?

    ERIC Educational Resources Information Center

    Cowart, Virginia S.

    1987-01-01

    This article reviews research regarding the effect of heredity on athletic performance. Research on twins indicates that genetic makeup may have a strong role in aerobic capacity, adaptability to training, composition of muscle tissue, and personality traits relating to competitiveness and leadership. (CB)

  4. The Relationship between Organizational Learning and SME Performance in Poland

    ERIC Educational Resources Information Center

    Michna, Anna

    2009-01-01

    Purpose: The purpose of this paper is to identify and define dimensions of organizational learning and the way it affects small- or medium-size enterprise (SME) performance. Design/methodology/approach: The empirical research is carried out in Polish SMEs (the sample size is 211 enterprises). In order to test the constructed hypotheses we use…

  5. Factors affecting penetrating captive bolt gun performance.

    PubMed

    Gibson, Troy J; Mason, Charles W; Spence, Jade Y; Barker, Heather; Gregory, Neville G

    2015-01-01

    Captive bolt stunning is used for rendering livestock insensible at slaughter. The mechanical factors relating to performance of 6 penetrating captive bolt gun (CBG) models were examined. The Matador Super Sécurit 3000 and the .25 Cash Euro Stunner had the highest kinetic energy values (443 J and 412 J, respectively) of the CBGs tested. Ninety percent (27/30) of CBGs held at a government gun repository (United Kingdom) were found to have performed at a normal standard for the model, while 53% (10/19) of commercial contractor CBGs tested were found to underperform for the gun model. When the .22 Cash Special was fired 500 times at 4 shots per min, the gun reached a peak temperature of 88.8°C after 2.05 hr. Repeat firing during extended periods significantly reduced the performance of the CBG. When deciding on the appropriate CBG/cartridge combination, the kinetic energy delivered to the head of the nonhuman animal, bolt penetration depth, and species/animal type must be considered. It is recommended that CBGs are routinely checked for wear to the bolt and barrel if they are repeatedly fired in a session.

  6. Rapid Plasticity in the Prefrontal Cortex during Affective Associative Learning

    PubMed Central

    Rehbein, Maimu A.; Steinberg, Christian; Wessing, Ida; Pastor, María Carmen; Zwitserlood, Pienie; Keuper, Kati; Junghöfer, Markus

    2014-01-01

    MultiCS conditioning is an affective associative learning paradigm, in which affective categories consist of many similar and complex stimuli. Comparing visual processing before and after learning, recent MultiCS conditioning studies using time-sensitive magnetoencephalography (MEG) revealed enhanced activation of prefrontal cortex (PFC) regions towards emotionally paired versus neutral stimuli already during short-latency processing stages (i.e., 50 to 80 ms after stimulus onset). The present study aimed at showing that this rapid differential activation develops as a function of the acquisition and not the extinction of the emotional meaning associated with affectively paired stimuli. MEG data of a MultiCS conditioning study were analyzed with respect to rapid changes in PFC activation towards aversively (electric shock) paired and unpaired faces that occurred during the learning of stimulus-reinforcer contingencies. Analyses revealed an increased PFC activation towards paired stimuli during 50 to 80 ms already during the acquisition of contingencies, which emerged after a single pairing with the electric shock. Corresponding changes in stimulus valence could be observed in ratings of hedonic valence, although participants did not seem to be aware of contingencies. These results suggest rapid formation and access of emotional stimulus meaning in the PFC as well as a great capacity for adaptive and highly resolving learning in the brain under challenging circumstances. PMID:25333631

  7. Students' Interest in Surgery Affects Laparoscopic Practicing Performance

    PubMed Central

    Mao Wu, Sheng; Kuei Chien, Wen; Sheng Huang, Chen; Cheng Lin, Wei; Chun Chang, Yin

    2016-01-01

    Background and Objective: Earlier exposure to laparoscopic techniques is thought to be beneficial for medical students. Reports have demonstrated that practice improves performance in laparoscopies. In this study, we intended to evaluate whether medical students' interest in surgery is affected by the amount of practice and the performance on a laparoscopic simulator. Methods: A laparoscopic simulation curriculum was introduced at Taipei Medical University, Wan-Fang Medical Center. Study participants included 36 sixth-year and 14 seventh-year students who were divided according to whether they had indicated an interest (group A) or not (group B) in surgery. The students had twice-a-week practice sessions for 2 weeks. They underwent baseline measurement (BM) before training and posttraining measurement (PTM). Self-guided practice on the simulator was allowed. The learning outcomes were assessed comparing the BM and PTM scores by using the interquartile range (IQR) test. We also tested the correlation between total score and number of self-guided practice sessions. Results: All study participants showed improvement. No differences were observed between BM and PTM scores and between 6th- and 7th-year medical students. Significant differences were found in PTM scores between groups A and B (P < .001). Analysis of variance with a post hoc test for different groups revealed that the PTMs were significantly higher for both the 6th- and 7th-year medical students in group A than for those in group B (P < .001). Total performance scores were improved with a higher number of self-guided practice sessions. Linear regression analysis demonstrated a significant correlation between the number of self-guided practice sessions and total performance score (P < .001). Conclusion: Those clerks and interns interested in surgery who had more sessions for self-guided practice, displayed more improvement than those not interested in surgery did. Improvement in performance correlated

  8. Age affects chunk-based, but not rule-based learning in artificial grammar acquisition.

    PubMed

    Kürten, Julia; De Vries, Meinou H; Kowal, Kristina; Zwitserlood, Pienie; Flöel, Agnes

    2012-07-01

    Explicit learning is well known to decline with age, but divergent results have been reported for implicit learning. Here, we assessed the effect of aging on implicit vs. explicit learning within the same task. Fifty-five young (mean 32 years) and 55 elderly (mean 64 years) individuals were exposed to letter strings generated by an artificial grammar. Subsequently, participants classified novel strings as grammatical or nongrammatical. Acquisition of superficial ("chunk-based") and structural ("rule-based") features of the grammar were analyzed separately. We found that overall classification accuracy was diminished in the elderly, driven by decreased performance on items that required chunk-based knowledge. Performance on items requiring rule-based knowledge was comparable between groups. Results indicate that rule-based and chunk-based learning are differentially affected by age: while rule-based learning, reflecting implicit learning, is preserved, chunk-based learning, which contains at least some explicit learning aspects, declines with age. Our findings may explain divergent results on implicit learning tasks in previous studies on aging. They may also help to better understand compensatory mechanisms during the aging process.

  9. Statistical Learning Is Not Affected by a Prior Bout of Physical Exercise

    ERIC Educational Resources Information Center

    Stevens, David J.; Arciuli, Joanne; Anderson, David I.

    2016-01-01

    This study examined the effect of a prior bout of exercise on implicit cognition. Specifically, we examined whether a prior bout of moderate intensity exercise affected performance on a statistical learning task in healthy adults. A total of 42 participants were allocated to one of three conditions--a control group, a group that exercised for…

  10. The lognormal handwriter: learning, performing, and declining.

    PubMed

    Plamondon, Réjean; O'Reilly, Christian; Rémi, Céline; Duval, Thérésa

    2013-01-01

    The generation of handwriting is a complex neuromotor skill requiring the interaction of many cognitive processes. It aims at producing a message to be imprinted as an ink trace left on a writing medium. The generated trajectory of the pen tip is made up of strokes superimposed over time. The Kinematic Theory of rapid human movements and its family of lognormal models provide analytical representations of these strokes, often considered as the basic unit of handwriting. This paradigm has not only been experimentally confirmed in numerous predictive and physiologically significant tests but it has also been shown to be the ideal mathematical description for the impulse response of a neuromuscular system. This latter demonstration suggests that the lognormality of the velocity patterns can be interpreted as reflecting the behavior of subjects who are in perfect control of their movements. To illustrate this interpretation, we present a short overview of the main concepts behind the Kinematic Theory and briefly describe how its models can be exploited, using various software tools, to investigate these ideal lognormal behaviors. We emphasize that the parameters extracted during various tasks can be used to analyze some underlying processes associated with their realization. To investigate the operational convergence hypothesis, we report on two original studies. First, we focus on the early steps of the motor learning process as seen as a converging behavior toward the production of more precise lognormal patterns as young children practicing handwriting start to become more fluent writers. Second, we illustrate how aging affects handwriting by pointing out the increasing departure from the ideal lognormal behavior as the control of the fine motricity begins to decline. Overall, the paper highlights this developmental process of merging toward a lognormal behavior with learning, mastering this behavior to succeed in performing a given task, and then gradually

  11. The lognormal handwriter: learning, performing, and declining

    PubMed Central

    Plamondon, Réjean; O'Reilly, Christian; Rémi, Céline; Duval, Thérésa

    2013-01-01

    The generation of handwriting is a complex neuromotor skill requiring the interaction of many cognitive processes. It aims at producing a message to be imprinted as an ink trace left on a writing medium. The generated trajectory of the pen tip is made up of strokes superimposed over time. The Kinematic Theory of rapid human movements and its family of lognormal models provide analytical representations of these strokes, often considered as the basic unit of handwriting. This paradigm has not only been experimentally confirmed in numerous predictive and physiologically significant tests but it has also been shown to be the ideal mathematical description for the impulse response of a neuromuscular system. This latter demonstration suggests that the lognormality of the velocity patterns can be interpreted as reflecting the behavior of subjects who are in perfect control of their movements. To illustrate this interpretation, we present a short overview of the main concepts behind the Kinematic Theory and briefly describe how its models can be exploited, using various software tools, to investigate these ideal lognormal behaviors. We emphasize that the parameters extracted during various tasks can be used to analyze some underlying processes associated with their realization. To investigate the operational convergence hypothesis, we report on two original studies. First, we focus on the early steps of the motor learning process as seen as a converging behavior toward the production of more precise lognormal patterns as young children practicing handwriting start to become more fluent writers. Second, we illustrate how aging affects handwriting by pointing out the increasing departure from the ideal lognormal behavior as the control of the fine motricity begins to decline. Overall, the paper highlights this developmental process of merging toward a lognormal behavior with learning, mastering this behavior to succeed in performing a given task, and then gradually

  12. Lessons Learned: 20 Keys to Successful Training and Performance Improvement.

    ERIC Educational Resources Information Center

    Spitzer, Dean R.

    2003-01-01

    Discusses issues related to training and performance improvement, including practice required for skill learning; knowledge versus skills; core skills; competence; learning to learn; team orientation; enabling business results; interpersonal and conceptual skills; timing; focusing on priorities; organizational learning and management…

  13. Learning, Remembering, Believing. Enhancing Human Performance.

    ERIC Educational Resources Information Center

    Druckman, Daniel, Ed.; Bjork, Robert A., Ed.

    This book is the third report of the Committee on Techniques for the Enhancement of Human Performance. Based on hundreds of research studies of learning and human performance as reported in the literature, the book consists of 11 chapters organized in five parts. The two chapters of the first part provide the background and summary of the…

  14. Floral odor learning within the hive affects honeybees' foraging decisions

    NASA Astrophysics Data System (ADS)

    Arenas, Andrés; Fernández, Vanesa M.; Farina, Walter M.

    2007-03-01

    Honeybees learn odor cues quickly and efficiently when visiting rewarding flowers. Memorization of these cues facilitates the localization and recognition of food sources during foraging flights. Bees can also use information gained inside the hive during social interactions with successful foragers. An important information cue that can be learned during these interactions is food odor. However, little is known about how floral odors learned in the hive affect later decisions of foragers in the field. We studied the effect of food scent on foraging preferences when this learning is acquired directly inside the hive. By using in-hive feeders that were removed 24 h before the test, we showed that foragers use the odor information acquired during a 3-day stimulation period with a scented solution during a food-choice situation outside the nest. This bias in food preference is maintained even 24 h after the replacement of all the hive combs. Thus, without being previously collected outside by foragers, food odors learned within the hive can be used during short-range foraging flights. Moreover, correct landings at a dual-choice device after replacing the storing combs suggests that long-term memories formed within the colony can be retrieved while bees search for food in the field.

  15. Worrying affects associative fear learning: a startle fear conditioning study.

    PubMed

    Gazendam, Femke J; Kindt, Merel

    2012-01-01

    A valuable experimental model for the pathogenesis of anxiety disorders is that they originate from a learned association between an intrinsically non-aversive event (Conditioned Stimulus, CS) and an anticipated disaster (Unconditioned Stimulus, UCS). Most anxiety disorders, however, do not evolve from a traumatic experience. Insights from neuroscience show that memory can be modified post-learning, which may elucidate how pathological fear can develop after relatively mild aversive events. Worrying--a process frequently observed in anxiety disorders--is a potential candidate to strengthen the formation of fear memory after learning. Here we tested in a discriminative fear conditioning procedure whether worry strengthens associative fear memory. Participants were randomly assigned to either a Worry (n = 23) or Control condition (n = 25). After fear acquisition, the participants in the Worry condition processed six worrisome questions regarding the personal aversive consequences of an electric stimulus (UCS), whereas the Control condition received difficult but neutral questions. Subsequently, extinction, reinstatement and re-extinction of fear were tested. Conditioned responding was measured by fear-potentiated startle (FPS), skin conductance (SCR) and UCS expectancy ratings. Our main results demonstrate that worrying resulted in increased fear responses (FPS) to both the feared stimulus (CS(+)) and the originally safe stimulus (CS(-)), whereas FPS remained unchanged in the Control condition. In addition, worrying impaired both extinction and re-extinction learning of UCS expectancy. The implication of our findings is that they show how worry may contribute to the development of anxiety disorders by affecting associative fear learning.

  16. Sleep loss, learning capacity and academic performance.

    PubMed

    Curcio, Giuseppe; Ferrara, Michele; De Gennaro, Luigi

    2006-10-01

    At a time when several studies have highlighted the relationship between sleep, learning and memory processes, an in-depth analysis of the effects of sleep deprivation on student learning ability and academic performance would appear to be essential. Most studies have been naturalistic correlative investigations, where sleep schedules were correlated with school and academic achievement. Nonetheless, some authors were able to actively manipulate sleep in order to observe neurocognitive and behavioral consequences, such as learning, memory capacity and school performance. The findings strongly suggest that: (a) students of different education levels (from school to university) are chronically sleep deprived or suffer from poor sleep quality and consequent daytime sleepiness; (b) sleep quality and quantity are closely related to student learning capacity and academic performance; (c) sleep loss is frequently associated with poor declarative and procedural learning in students; (d) studies in which sleep was actively restricted or optimized showed, respectively, a worsening and an improvement in neurocognitive and academic performance. These results may been related to the specific involvement of the prefrontal cortex (PFC) in vulnerability to sleep loss. Most methodological limitations are discussed and some future research goals are suggested. PMID:16564189

  17. Students Perceptions on Factors That Affect Their Academic Performance: The Case of Great Zimbabwe University (GZU)

    ERIC Educational Resources Information Center

    Mapuranga, Barbra; Musingafi, Maxwell C. C.; Zebron, Shupikai

    2015-01-01

    Some educators argue that entry standards are the most important determinants of successful completion of a university programme; others maintain that non-academic factors must also be considered. In this study we sought to investigate open and distance learning students' perceptions of the factors affecting academic performance and successful…

  18. How Active Learning Affects Student Understanding of Concepts in Electromagnetism

    NASA Astrophysics Data System (ADS)

    Belcher, John; Dori, Judy; Breslow, Lori

    2009-05-01

    We discuss the effects of the learning environment of the MIT TEAL project on student cognitive and affective outcomes in introductory electromagnetism. Our assessment included examining student conceptual understanding before and after studying electromagnetism in a media-rich environment. We developed pre-and posttests consisting of conceptual questions from standardized tests, as well as questions designed to assess the effect of visualizations and experiments. The research population consisted of 811 undergraduate students, consisting of small-and a large-scale experimental group and control group. The active learning students improved their conceptual understanding of the subject matter to a significantly higher extent than their control group peers. A subsequent longitudinal study indicates that the long-term effect of the TEAL course on student retention of concepts was significantly stronger than that of the traditional course.

  19. Performance processes within affect-related performance zones: a multi-modal investigation of golf performance.

    PubMed

    van der Lei, Harry; Tenenbaum, Gershon

    2012-12-01

    Individual affect-related performance zones (IAPZs) method utilizing Kamata et al. (J Sport Exerc Psychol 24:189-208, 2002) probabilistic model of determining the individual zone of optimal functioning was utilized as idiosyncratic affective patterns during golf performance. To do so, three male golfers of a varsity golf team were observed during three rounds of golf competition. The investigation implemented a multi-modal assessment approach in which the probabilistic relationship between affective states and both, performance process and performance outcome, measures were determined. More specifically, introspective (i.e., verbal reports) and objective (heart rate and respiration rate) measures of arousal were incorporated to examine the relationships between arousal states and both, process components (i.e., routine consistency, timing), and outcome scores related to golf performance. Results revealed distinguishable and idiosyncratic IAPZs associated with physiological and introspective measures for each golfer. The associations between the IAPZs and decision-making or swing/stroke execution were strong and unique for each golfer. Results are elaborated using cognitive and affect-related concepts, and applications for practitioners are provided.

  20. Mathematics Anxiety and the Affective Drop in Performance

    ERIC Educational Resources Information Center

    Ashcraft, Mark H.; Moore, Alex M.

    2009-01-01

    The authors provide a brief review of the history and assessment of math anxiety, its relationship to personal and educational consequences, and its important impact on measures of performance. Overall, math anxiety causes an "affective drop," a decline in performance when math is performed under timed, high-stakes conditions, both in laboratory…

  1. Green Schools as High Performance Learning Facilities

    ERIC Educational Resources Information Center

    Gordon, Douglas E.

    2010-01-01

    In practice, a green school is the physical result of a consensus process of planning, design, and construction that takes into account a building's performance over its entire 50- to 60-year life cycle. The main focus of the process is to reinforce optimal learning, a goal very much in keeping with the parallel goals of resource efficiency and…

  2. Performance Systems Analysis: Learning by Doing

    ERIC Educational Resources Information Center

    Knowles, Marc P.; Suh, Sookyung

    2005-01-01

    The authors discuss potential shortfalls of assistantships and internships in preparing students for practical career application of professional degrees and describe the benefits to overall development of courses eliciting performance in authentic scenarios. This article explores what is necessary, not only to teach, but also to learn, human…

  3. Integrating Learning Styles and Personality Traits into an Affective Model to Support Learner's Learning

    NASA Astrophysics Data System (ADS)

    Leontidis, Makis; Halatsis, Constantin

    The aim of this paper is to present a model in order to integrate the learning style and the personality traits of a learner into an enhanced Affective Style which is stored in the learner’s model. This model which can deal with the cognitive abilities as well as the affective preferences of the learner is called Learner Affective Model (LAM). The LAM is used to retain learner’s knowledge and activities during his interaction with a Web-based learning environment and also to provide him with the appropriate pedagogical guidance. The proposed model makes use of an ontological approach in combination with the Bayesian Network model and contributes to the efficient management of the LAM in an Affective Module.

  4. Affective Learning Profiles in Compulsory High School Physical Education: An Instructional Communication Perspective

    ERIC Educational Resources Information Center

    Webster, Collin A.; Mindrila, Diana; Weaver, Glenn

    2013-01-01

    Affective learning is a major focus of the national K-12 physical education (PE) content standards (National Association for Sport and Physical Education [NASPE, 2004]). Understanding how students might fit into different affective learning subgroups would help extend affective learning theory in PE and suggest possible intervention strategies for…

  5. Perfectionism, Performance, and State Positive Affect and Negative Affect after a Classroom Test

    ERIC Educational Resources Information Center

    Flett, Gordon L.; Blankstein, Kirk R.; Hewitt, Paul L.

    2009-01-01

    The current study examined the associations among trait dimensions of perfectionism, test performance, and levels of positive and negative affect after taking a test. A sample of 92 female university students completed the Multidimensional Perfectionism Scale one week prior to an actual class test. Measures of positive affect and negative affect…

  6. Analysis of factors affecting satisfaction level on problem based learning approach using structural equation modeling

    NASA Astrophysics Data System (ADS)

    Hussain, Nur Farahin Mee; Zahid, Zalina

    2014-12-01

    Nowadays, in the job market demand, graduates are expected not only to have higher performance in academic but they must also be excellent in soft skill. Problem-Based Learning (PBL) has a number of distinct advantages as a learning method as it can deliver graduates that will be highly prized by industry. This study attempts to determine the satisfaction level of engineering students on the PBL Approach and to evaluate their determinant factors. The Structural Equation Modeling (SEM) was used to investigate how the factors of Good Teaching Scale, Clear Goals, Student Assessment and Levels of Workload affected the student satisfaction towards PBL approach.

  7. Affective Learning Outcomes in Workplace Training: A Test of Synchronous vs. Asynchronous Online Learning Environments

    ERIC Educational Resources Information Center

    Cleveland-Innes, Martha; Ally, Mohamed

    2004-01-01

    Research employing an experimental design pilot-tested two delivery platforms, WebCT™ and vClass™, for the generation of affective learning outcomes in the workplace. Using a sample of volunteer participants in the help-desk industry, participants were randomly assigned to one of the two types of delivery software. Thirty-eight subjects…

  8. Learning How To Learn: An Affective Curriculum for Students at Risk of Dropping Out of School.

    ERIC Educational Resources Information Center

    Turner, Thom

    Environmental Readiness Learning (ERL) is the affective curriculum component developed by the Bedford Stuyvesant Street Academy (New York) to improve the behavior, academic achievement, and self-esteem of urban high school students with histories of prior school failure. The program design reflects the school's philosophy that educational success…

  9. Exposure to scientific theories affects women's math performance.

    PubMed

    Dar-Nimrod, Ilan; Heine, Steven J

    2006-10-20

    Stereotype threat occurs when stereotyped groups perform worse as their group membership is highlighted. We investigated whether stereotype threat is affected by accounts for the origins of stereotypes. In two studies, women who read of genetic causes of sex differences performed worse on math tests than those who read of experiential causes.

  10. Factors Affecting Performance of Undergraduate Students in Construction Related Disciplines

    ERIC Educational Resources Information Center

    Olatunji, Samuel Olusola; Aghimien, Douglas Omoregie; Oke, Ayodeji Emmanuel; Olushola, Emmanuel

    2016-01-01

    Academic performance of students in Nigerian institutions has been of much concern to all and sundry hence the need to assess the factors affecting performance of undergraduate students in construction related discipline in Nigeria. A survey design was employed with questionnaires administered on students in the department of Quantity Surveying,…

  11. Focus of Attention Affects Performance of Motor Skills in Music

    ERIC Educational Resources Information Center

    Duke, Robert A.; Cash, Carla Davis; Allen, Sarah E.

    2011-01-01

    To test the extent to which learners performing a simple keyboard passage would be affected by directing their focus of attention to different aspects of their movements, 16 music majors performed a brief keyboard passage under each of four focus conditions arranged in a counterbalanced design--a total of 64 experimental sessions. As they…

  12. Trait anxiety and post-learning stress do not affect perceptual learning.

    PubMed

    Aberg, Kristoffer C; Clarke, Aaron M; Sandi, Carmen; Herzog, Michael H

    2012-10-01

    While it is well established that stress can modulate declarative learning, very few studies have investigated the influence of stress on non-declarative learning. Here, we studied the influence of post-learning stress, which effectively modulates declarative learning, on perceptual learning of a visual texture discrimination task (TDT). On day one, participants trained for one session with TDT and were instructed that they, at any time, could be exposed to either a high stressor (ice-water; Cold Pressor Test; CPT) or a low stressor (warm water). Participants did not know when or which stressor they would be exposed to. To determine the impact of the stressor on TDT learning, all participants returned the following day to perform another TDT session. Only participants exposed to the high stressor had significantly elevated cortisol levels. However, there was no difference in TDT improvements from day one to day two between the groups. Recent studies suggested that trait anxiety modulates visual perception under anticipation of stressful events. Here, trait anxiety did neither modulate performance nor influence responsiveness to stress. These results do not support a modulatory role for stress on non-declarative perceptual learning.

  13. Is learning mindfulness associated with improved affect after mindfulness-based cognitive therapy?

    PubMed

    Schroevers, Maya J; Brandsma, Rob

    2010-02-01

    The increased popularity of mindfulness-based interventions and the growing body of empirical evidence confirming the positive effects of these interventions on well-being warrant more research to determine if the effects are indeed related to learning mindfulness. The present study extends previous studies, by examining whether and how changes in five core aspects of mindfulness are related to changes in the report of negative and positive affect during an 8-week course of mindfulness-based cognitive therapy. The study was performed in 64 individuals from the community with mild to moderate psychological problems. Data were collected by self-report questionnaires before and directly after the training. Results showed significant decreases in negative affect and increases in positive affect. We also found significant increases in four of the five aspects of mindfulness. Importantly, changes in mindfulness were significantly associated with improved affect, with a distinct pattern found for positive and negative affect. Hereby, our findings extend previous research by showing that learning distinct aspects of mindfulness is differently related to an improved positive affect and a decreased negative affect. Future randomized controlled trials with a larger sample and longer follow-up period are needed to replicate these findings.

  14. Learning Styles and Student Performance in Introductory Economics

    ERIC Educational Resources Information Center

    Brunton, Bruce

    2015-01-01

    Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

  15. The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students' Affective Skills

    NASA Astrophysics Data System (ADS)

    Tatar, Nilgün; Akpınar, Ercan; Feyzioğlu, Eylem Yıldız

    2012-12-01

    The purpose of this study is to investigate the effect of computer-assisted learning integrated with metacognitive prompts on elementary students' affective skills on the subject of electricity. The researchers developed educational software to enable students to easily and comprehensively learn the concepts in the subject of electricity. A case study method was used. Eighteen students from the seventh grade (12-13 years) participated in the study. Students' views on their performances while using educational software and the impact of the software on their affective skills towards the subject of electricity were examined. Data were collected by open-ended questions in the educational software. According to the research results, there were students who had negative attitudes and perceptions before starting to learn about the subject of electricity. Interactive activities, animations, and visual experiments in the educational software were effective in overcoming the students' negative attitudes and perceptions about the subject. Besides, students who assessed their own performances during the learning process believed themselves to be more successful over time. In the light of the research results, some suggestions are made for future studies.

  16. Study of how sash movement affects performance of fume hoods

    SciTech Connect

    Hardwick, T.

    1997-12-31

    This study was conducted to determine how sash movements affect the performance of fume hoods. The performance of two fume hoods was studied as the sashes were moved from closed to open position at speeds of 2 ft/s, 1.5 ft/s, and 1 ft/s. The tests were conducted with fume hoods operated at both constant volume and variable air volume. The tests indicate that sash movements can disturb airflow patterns at the face of the hood and potentially affect the performance of the hood. The effect of the sash movement varied with hood type and speed of sash movement. The faster sash movements of 2 ft/s and 1.5 ft/s had a greater effect on the performance of the hoods than the slower movement of 1 ft/s. Constant-volume hoods and variable-air-volume hoods were both affected by sash movements. Constant-volume hoods set to a full open face velocity of 60 ft/min were more susceptible to the sash movement than at 100 ft/min full open face velocity. The performance of variable-air-volume hoods is affected not only by sash movement speed but also by the response time of the controller. The drop in face velocity that occurs when the sash is moved is determined by the speed of the VAV controller. The required response time for containment depends on the fume hood design and the speed of the sash movement.

  17. Performance pressure and caffeine both affect cognitive performance, but likely through independent mechanisms.

    PubMed

    Boere, Julia J; Fellinger, Lizz; Huizinga, Duncan J H; Wong, Sebastiaan F; Bijleveld, Erik

    2016-02-01

    A prevalent combination in daily life, performance pressure and caffeine intake have both been shown to impact people's cognitive performance. Here, we examined the possibility that pressure and caffeine affect cognitive performance via a shared pathway. In an experiment, participants performed a modular arithmetic task. Performance pressure and caffeine intake were orthogonally manipulated. Findings indicated that pressure and caffeine both negatively impacted performance. However, (a) pressure vs. caffeine affected performance on different trial types, and (b) there was no hint of an interactive effect. So, though the evidence is indirect, findings suggest that pressure and caffeine shape performance via distinct mechanisms, rather than a shared one.

  18. Principals' Perception regarding Factors Affecting the Performance of Teachers

    ERIC Educational Resources Information Center

    Akram, Muhammad Javaid; Raza, Syed Ahmad; Khaleeq, Abdur Rehman; Atika, Samrana

    2011-01-01

    This study investigated the perception of principals on how the factors of subject mastery, teaching methodology, personal characteristics, and attitude toward students affect the performance of teachers at higher secondary level in the Punjab. All principals of higher secondary level in the Punjab were part of the population of the study. From…

  19. Economy Affects Students' Academic Performance as Well as Spending Decisions

    ERIC Educational Resources Information Center

    Sander, Libby

    2012-01-01

    Like many Americans caught up in the economic downturn, college students are worried about money. Now research indicates that financial worries may affect their academic performance. The author presents the results of this year's National Survey of Student Engagement. The survey reveals that more than a third of seniors and more than a quarter of…

  20. Factors Affecting Performance in an Introductory Sociology Course

    ERIC Educational Resources Information Center

    Kwenda, Maxwell

    2011-01-01

    This study examines factors affecting students' performances in an Introductory Sociology course over five semesters. Employing simple and ordered logit regression models, the author explains final grades by focusing on individual demographic and educational characteristics that students bring into the classroom. The results show that a student's…

  1. Relations between affective music and speech: evidence from dynamics of affective piano performance and speech production.

    PubMed

    Liu, Xiaoluan; Xu, Yi

    2015-01-01

    This study compares affective piano performance with speech production from the perspective of dynamics: unlike previous research, this study uses finger force and articulatory effort as indexes reflecting the dynamics of affective piano performance and speech production respectively. Moreover, for the first time physical constraints such as piano fingerings and speech articulatory constraints are included due to their potential contribution to different patterns of dynamics. A piano performance experiment and speech production experiment were conducted in four emotions: anger, fear, happiness and sadness. The results show that in both piano performance and speech production, anger and happiness generally have high dynamics while sadness has the lowest dynamics. Fingerings interact with fear in the piano experiment and articulatory constraints interact with anger in the speech experiment, i.e., large physical constraints produce significantly higher dynamics than small physical constraints in piano performance under the condition of fear and in speech production under the condition of anger. Using production experiments, this study firstly supports previous perception studies on relations between affective music and speech. Moreover, this is the first study to show quantitative evidence for the importance of considering motor aspects such as dynamics in comparing music performance and speech production in which motor mechanisms play a crucial role. PMID:26217252

  2. Relations between affective music and speech: evidence from dynamics of affective piano performance and speech production

    PubMed Central

    Liu, Xiaoluan; Xu, Yi

    2015-01-01

    This study compares affective piano performance with speech production from the perspective of dynamics: unlike previous research, this study uses finger force and articulatory effort as indexes reflecting the dynamics of affective piano performance and speech production respectively. Moreover, for the first time physical constraints such as piano fingerings and speech articulatory constraints are included due to their potential contribution to different patterns of dynamics. A piano performance experiment and speech production experiment were conducted in four emotions: anger, fear, happiness and sadness. The results show that in both piano performance and speech production, anger and happiness generally have high dynamics while sadness has the lowest dynamics. Fingerings interact with fear in the piano experiment and articulatory constraints interact with anger in the speech experiment, i.e., large physical constraints produce significantly higher dynamics than small physical constraints in piano performance under the condition of fear and in speech production under the condition of anger. Using production experiments, this study firstly supports previous perception studies on relations between affective music and speech. Moreover, this is the first study to show quantitative evidence for the importance of considering motor aspects such as dynamics in comparing music performance and speech production in which motor mechanisms play a crucial role. PMID:26217252

  3. Relations between affective music and speech: evidence from dynamics of affective piano performance and speech production.

    PubMed

    Liu, Xiaoluan; Xu, Yi

    2015-01-01

    This study compares affective piano performance with speech production from the perspective of dynamics: unlike previous research, this study uses finger force and articulatory effort as indexes reflecting the dynamics of affective piano performance and speech production respectively. Moreover, for the first time physical constraints such as piano fingerings and speech articulatory constraints are included due to their potential contribution to different patterns of dynamics. A piano performance experiment and speech production experiment were conducted in four emotions: anger, fear, happiness and sadness. The results show that in both piano performance and speech production, anger and happiness generally have high dynamics while sadness has the lowest dynamics. Fingerings interact with fear in the piano experiment and articulatory constraints interact with anger in the speech experiment, i.e., large physical constraints produce significantly higher dynamics than small physical constraints in piano performance under the condition of fear and in speech production under the condition of anger. Using production experiments, this study firstly supports previous perception studies on relations between affective music and speech. Moreover, this is the first study to show quantitative evidence for the importance of considering motor aspects such as dynamics in comparing music performance and speech production in which motor mechanisms play a crucial role.

  4. Conceptual and motor learning in music performance.

    PubMed

    Palmer, C; Meyer, R K

    2000-01-01

    Are the mental plans for action abstract or specified in terms of the movements with which they are produced? We report motor independence for expert music performance but not for novice performance in a transfer-of-learning task. Skilled adult pianists practiced musical pieces and transferred to new pieces with the same or different motor (hand and finger) requirements and conceptual (melodic) relations. Greatest transfer in sequence duration was observed when the same conceptual relations were retained from training to transfer, regardless of motor movements. In a second experiment, novice child pianists performed the same task. More experienced child pianists showed transfer on both the motor and the conceptual dimensions; the least experienced child pianists demonstrated transfer only to sequences with identical motor and conceptual dimensions. These findings suggest that mental plans for action become independent of the required movements only at advanced skill levels.

  5. The Impact of Personality Traits on the Affective Category of English Language Learning Strategies

    ERIC Educational Resources Information Center

    Fazeli, Seyed Hossein

    2011-01-01

    The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of…

  6. Sleep complaints affecting school performance at different educational levels.

    PubMed

    Pagel, James F; Kwiatkowski, Carol F

    2010-01-01

    The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA's in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.

  7. Learning to improve path planning performance

    SciTech Connect

    Chen, Pang C.

    1995-04-01

    In robotics, path planning refers to finding a short. collision-free path from an initial robot configuration to a desired configuratioin. It has to be fast to support real-time task-level robot programming. Unfortunately, current planning techniques are still too slow to be effective, as they often require several minutes, if not hours of computation. To remedy this situation, we present and analyze a learning algorithm that uses past experience to increase future performance. The algorithm relies on an existing path planner to provide solutions to difficult tasks. From these solutions, an evolving sparse network of useful robot configurations is learned to support faster planning. More generally, the algorithm provides a speedup-learning framework in which a slow but capable planner may be improved both cost-wise and capability-wise by a faster but less capable planner coupled with experience. The basic algorithm is suitable for stationary environments, and can be extended to accommodate changing environments with on-demand experience repair and object-attached experience abstraction. To analyze the algorithm, we characterize the situations in which the adaptive planner is useful, provide quantitative bounds to predict its behavior, and confirm our theoretical results with experiments in path planning of manipulators. Our algorithm and analysis are sufficiently, general that they may also be applied to other planning domains in which experience is useful.

  8. Place of Learning, Place of Practice: Elements That Affect the Transfer of Teachers' Professional Development to Students' Learning in Classrooms

    ERIC Educational Resources Information Center

    Murrill, Leslie D.; Thomas, Timothy G.; Reynolds, Timothy L.

    2013-01-01

    The purpose of this paper is to bring to light elements that teachers require in order for learning gained during professional development sessions to find a place in their classroom practices and to affect student learning. Through their inquiry with K-12 educators at the Margaret Sue Copenhaver Institute for Teaching and Learning, a professional…

  9. The Influence of Investment in Workplace Learning on Learning Outcomes and Organizational Performance

    ERIC Educational Resources Information Center

    Park, Yoonhee; Jacobs, Ronald L.

    2011-01-01

    Although the importance of workplace learning has been recognized in research and practice, there is little empirical support that describes how workplace learning, including both formal and informal learning, is linked to organizational performance. This study investigated the influence of investment in workplace learning on learning outcomes and…

  10. Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students

    ERIC Educational Resources Information Center

    Huang, Chester S. J.; Yang, Stephen J. H.; Chiang, Tosti H. C.; Su, Addison Y. S.

    2016-01-01

    This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign language (EFL) students in a situational English vocabulary learning environment. Overall, 80 EFL…

  11. Toward a Meta-Theory of Learning and Performance

    ERIC Educational Resources Information Center

    Russ-Eft, Darlene

    2004-01-01

    This purpose of this paper is to identify implications of various learning theories for workplace learning and performance and HRD. It begins with a review of various theoretical positions on learning including behaviorism, Gestalt theory, cognitive theory, schema theory, connectionist theory, social learning or behavior modeling, social…

  12. Examining Whether Learning Space Affects the Retention of Experiential Knowledge

    ERIC Educational Resources Information Center

    Montgomery, Robert A.; Millenbah, Kelly F.

    2011-01-01

    Experiential learning describes structured educational opportunities that allow students to physically interact with the course material. This pedagogical technique promotes critical thinking, decision making, problem solving, and increases the retention of knowledge. Given that experiential learning can be employed in a variety of learning spaces…

  13. Challenge and Hindrance Stress: Relationships with Exhaustion, Motivation to Learn, and Learning Performance

    ERIC Educational Resources Information Center

    LePine, Jeffrey A.; LePine, Marcie A.; Jackson, Christine L.

    2004-01-01

    In a study of 696 learners, the authors found that stress associated with challenges in the learning environment had a positive relationship with learning performance and that stress associated with hindrances in the learning environment had a negative relationship with learning performance. They also found evidence suggesting that these…

  14. 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

  15. Selective breeding for endurance running capacity affects cognitive but not motor learning in rats.

    PubMed

    Wikgren, Jan; Mertikas, Georgios G; Raussi, Pekka; Tirkkonen, Riina; Äyräväinen, Laura; Pelto-Huikko, Markku; Koch, Lauren G; Britton, Steven L; Kainulainen, Heikki

    2012-05-15

    The ability to utilize oxygen has been shown to affect a wide variety of physiological factors often considered beneficial for survival. As the ability to learn can be seen as one of the core factors of survival in mammals, we studied whether selective breeding for endurance running, an indication of aerobic capacity, also has an effect on learning. Rats selectively bred over 23 generations for their ability to perform forced treadmill running were trained in an appetitively motivated discrimination-reversal classical conditioning task, an alternating T-maze task followed by a rule change (from a shift-win to stay-win rule) and motor learning task. In the discrimination-reversal and T-maze tasks, the high-capacity runner (HCR) rats outperformed the low-capacity runner (LCR) rats, most notably in the phases requiring flexible cognition. In the Rotarod (motor-learning) task, the HCR animals were overall more agile but learned at a similar rate with the LCR group as a function of training. We conclude that the intrinsic ability to utilize oxygen is associated especially with tasks requiring plasticity of the brain structures implicated in flexible cognition.

  16. Selective breeding for endurance running capacity affects cognitive but not motor learning in rats

    PubMed Central

    Wikgren, Jan; Mertikas, Georgios; Raussi, Pekka; Tirkkonen, Riina; Äyräväinen, Laura; Pelto-Huikko, Markku; Koch, Lauren G.; Britton, Steven L.; Kainulainen, Heikki

    2012-01-01

    The ability to utilize oxygen has been shown to affect a wide variety of physiological factors often considered beneficial for survival. As the ability to learn can be seen as one of the core factors of survival in mammals, we studied whether selective breeding for endurance running, an indication of aerobic capacity, also has an effect on learning. Rats selectively bred over 23 generations for their ability to perform forced treadmill running were trained in an appetitively motivated discrimination-reversal classical conditioning task, an alternating T-maze task followed by a rule change (from a shift-win to stay-win rule) and motor learning task. In the discrimination-reversal and T-maze tasks, the high-capacity runner (HCR) rats outperformed the low-capacity runner (LCR) rats, most notably in the phases requiring flexible cognition. In the Rotarod (motor-learning) task, the HCR animals were overall more agile but learned at a similar rate with the LCR group as a function of training. We conclude that the intrinsic ability to utilize oxygen is associated especially with tasks requiring plasticity of the brain structures implicated in flexible cognition. PMID:22285210

  17. Generalization of affective learning about faces to perceptually similar faces.

    PubMed

    Verosky, Sara C; Todorov, Alexander

    2010-06-01

    Different individuals have different (and different-looking) significant others, friends, and foes. The objective of this study was to investigate whether these social face environments can shape individual face preferences. First, participants learned to associate faces with positive, neutral, or negative behaviors. Then, they evaluated morphs combining novel faces with the learned faces. The morphs (65% and 80% novel faces) were within the categorical boundary of the novel faces: They were perceived as those faces in a preliminary study. Moreover, a second preliminary study showed that following the learning, the morphs' categorization as similar to the learned faces was indistinguishable from the categorization of actual novel faces. Nevertheless, in the main experiment, participants evaluated morphs of "positive" faces more positively than morphs of "negative" faces. This learning generalization effect increased as a function of the similarity of the novel faces to the learned faces. The findings suggest that general learning mechanisms based on similarity can account for idiosyncratic face preferences.

  18. Generalization of affective learning about faces to perceptually similar faces.

    PubMed

    Verosky, Sara C; Todorov, Alexander

    2010-06-01

    Different individuals have different (and different-looking) significant others, friends, and foes. The objective of this study was to investigate whether these social face environments can shape individual face preferences. First, participants learned to associate faces with positive, neutral, or negative behaviors. Then, they evaluated morphs combining novel faces with the learned faces. The morphs (65% and 80% novel faces) were within the categorical boundary of the novel faces: They were perceived as those faces in a preliminary study. Moreover, a second preliminary study showed that following the learning, the morphs' categorization as similar to the learned faces was indistinguishable from the categorization of actual novel faces. Nevertheless, in the main experiment, participants evaluated morphs of "positive" faces more positively than morphs of "negative" faces. This learning generalization effect increased as a function of the similarity of the novel faces to the learned faces. The findings suggest that general learning mechanisms based on similarity can account for idiosyncratic face preferences. PMID:20483821

  19. Incidental learning of probability information is differentially affected by the type of visual working memory representation.

    PubMed

    van Lamsweerde, Amanda E; Beck, Melissa R

    2015-12-01

    In this study, we investigated whether the ability to learn probability information is affected by the type of representation held in visual working memory. Across 4 experiments, participants detected changes to displays of coloured shapes. While participants detected changes in 1 dimension (e.g., colour), a feature from a second, nonchanging dimension (e.g., shape) predicted which object was most likely to change. In Experiments 1 and 3, items could be grouped by similarity in the changing dimension across items (e.g., colours and shapes were repeated in the display), while in Experiments 2 and 4 items could not be grouped by similarity (all features were unique). Probability information from the predictive dimension was learned and used to increase performance, but only when all of the features within a display were unique (Experiments 2 and 4). When it was possible to group by feature similarity in the changing dimension (e.g., 2 blue objects appeared within an array), participants were unable to learn probability information and use it to improve performance (Experiments 1 and 3). The results suggest that probability information can be learned in a dimension that is not explicitly task-relevant, but only when the probability information is represented with the changing dimension in visual working memory. PMID:26010021

  20. Acute stress differentially affects spatial configuration learning in high and low cortisol-responding healthy adults

    PubMed Central

    Meyer, Thomas; Smeets, Tom; Giesbrecht, Timo; Quaedflieg, Conny W. E. M.; Merckelbach, Harald

    2013-01-01

    Background Stress and stress hormones modulate memory formation in various ways that are relevant to our understanding of stress-related psychopathology, such as posttraumatic stress disorder (PTSD). Particular relevance is attributed to efficient memory formation sustained by the hippocampus and parahippocampus. This process is thought to reduce the occurrence of intrusions and flashbacks following trauma, but may be negatively affected by acute stress. Moreover, recent evidence suggests that the efficiency of visuo-spatial processing and learning based on the hippocampal area is related to PTSD symptoms. Objective The current study investigated the effect of acute stress on spatial configuration learning using a spatial contextual cueing task (SCCT) known to heavily rely on structures in the parahippocampus. Method Acute stress was induced by subjecting participants (N = 34) to the Maastricht Acute Stress Test (MAST). Following a counterbalanced within-subject approach, the effects of stress and the ensuing hormonal (i.e., cortisol) activity on subsequent SCCT performance were compared to SCCT performance following a no-stress control condition. Results Acute stress did not impact SCCT learning overall, but opposing effects emerged for high versus low cortisol responders to the MAST. Learning scores following stress were reduced in low cortisol responders, while high cortisol-responding participants showed improved learning. Conclusions The effects of stress on spatial configuration learning were moderated by the magnitude of endogenous cortisol secretion. These findings suggest a possible mechanism by which cortisol responses serve an adaptive function during stress and trauma, and this may prove to be a promising route for future research in this area. PMID:23671762

  1. CEBAF Upgrade: Cryomodule Performance And Lessons Learned

    SciTech Connect

    Drury, Michael A.; Davis, G. Kirk; Hogan, John P.; Hovater, J. Curt; King, Lawrence; Marhauser, Frank; Park, HyeKyoung; Preble, Joe; Reece, Charles E.; Rimmer, Robert A.; Wang, Haipeng; Wiseman, Mark A.

    2014-02-01

    The Thomas Jefferson National Accelerator Facility is currently engaged in the 12 GeV Upgrade Project. The goal of the 12 GeV Upgrade is a doubling of the available beam energy of the Continuous Electron Beam Accelerator Facility (CEBAF) from 6 GeV to 12 GeV. This increase in beam energy will be due in large part to the addition of ten C100 cryomodules plus associated new RF in the CEBAF linacs. The C100 cryomodules are designed to deliver 100 MeV per installed cryomodule. Each C100 cryomodule is built around a string of eight seven-cell, electro-polished, superconducting RF cavities. While an average performance of 100MV per cryomodule is needed to achieve the overall 12 GeV beam energy goal, the actual performance goal for the cryomodules is an average energy gain of 108 MV to provide operational headroom. Cryomodule production started in December 2010. All ten of the C100 cryomodules are installed in the linac tunnels and are on schedule to complete commissioning by September 2013. Performance during Commissioning has ranged from 104 MV to 118 MV. In May, 2012 a test of an early C100 achieved 108 MV with full beam loading. This paper will discuss the performance of the C100 cryomodules along with operational challenges and lessons learned for future designs.

  2. FORUM: Affective Learning. Affective Learning: Evolving from Values and Planned Behaviors to Internalization and Pervasive Behavioral Change

    ERIC Educational Resources Information Center

    Thweatt, Katherine S.; Wrench, Jason S.

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  3. Cholesterol and Copper Affect Learning and Memory in the Rabbit

    PubMed Central

    Schreurs, Bernard G.

    2013-01-01

    A rabbit model of Alzheimer's disease based on feeding a cholesterol diet for eight weeks shows sixteen hallmarks of the disease including beta amyloid accumulation and learning and memory changes. Although we have shown that feeding 2% cholesterol and adding copper to the drinking water can retard learning, other studies have shown that feeding dietary cholesterol before learning can improve acquisition and feeding cholesterol after learning can degrade long-term memory. We explore the development of this model, the issues surrounding the role of copper, and the particular contributions of the late D. Larry Sparks. PMID:24073355

  4. Factors Affecting the Use of an E-Learning Portal at University

    ERIC Educational Resources Information Center

    Cegarra-Navarro, Juan-Gabriel; Rodriguez, Francisco Javier Canovas

    2012-01-01

    Electronic learning (e-learning) portals can be defined as websites that store and present materials for online learning, training, performance assessment, and certification. Few, if any, studies have investigated the factors that might contribute to the integration or implementation of e-learning portals in universities. With the development of…

  5. Video-Based Affect Detection in Noninteractive Learning Environments

    ERIC Educational Resources Information Center

    Chen, Yuxuan; Bosch, Nigel; D'Mello, Sidney

    2015-01-01

    The current paper explores possible solutions to the problem of detecting affective states from facial expressions during text/diagram comprehension, a context devoid of interactive events that can be used to infer affect. These data present an interesting challenge for face-based affect detection because likely locations of affective facial…

  6. Does Question Structure Affect Exam Performance in the Geosciences?

    NASA Astrophysics Data System (ADS)

    Day, E. A.; D'Arcy, M. K.; Craig, L.; Streule, M. J.; Passmore, E.; Irving, J. C. E.

    2015-12-01

    The jump to university level exams can be challenging for some students, often resulting in poor marks, which may be detrimental to their confidence and ultimately affect their overall degree class. Previous studies have found that question structure can have a strong impact on the performance of students in college level exams (see Gibson et al., 2015, for a discussion of its impact on physics undergraduates). Here, we investigate the effect of question structure on the exam results of geology and geophysics undergraduate students. Specifically, we analyse the performance of students in questions that have a 'scaffolded' framework and compare them to their performance in open-ended questions and coursework. We also investigate if observed differences in exam performance are correlated with the educational background and gender of students, amongst other factors. It is important for all students to be able to access their degree courses, no matter what their backgrounds may be. Broadening participation in the geosciences relies on removing systematic barriers to achievement. Therefore we recommend that exams are either structured with scaffolding in questions at lower levels, or students are explicitly prepared for this transition. We also recommend that longitudinal studies of exam performance are conducted within individual departments, and this work outlines one approach to analysing performance data.

  7. Learning by Web Design: How it Affects Graduate Student Attitudes

    ERIC Educational Resources Information Center

    Lim, Byung-Ro; Plucker, Jonathan A.; Bichelmeyer, Barbara

    2003-01-01

    Can use of technology make a difference in student learning? Although a considerable literature describes its advantages in conceptual terms, research documenting its effective use in this context is limited. The purpose of this study was to examine the effects of a graduate-level Web design activity on student attitudes toward learning. Students…

  8. Biased learning affects mate choice in a butterfly

    PubMed Central

    Westerman, Erica L.; Hodgins-Davis, Andrea; Dinwiddie, April; Monteiro, Antónia

    2012-01-01

    Early acquisition of mate preferences or mate-preference learning is associated with signal diversity and speciation in a wide variety of animal species. However, the diversity of mechanisms of mate-preference learning across taxa remains poorly understood. Using the butterfly Bicyclus anynana we uncover a mechanism that can lead to directional sexual selection via mate-preference learning: a bias in learning enhanced ornamentation, which is independent of preexisting mating biases. Naïve females mated preferentially with wild-type males over males with enhanced wing ornamentation, but females briefly exposed to enhanced males mated significantly more often with enhanced males. In contrast, females exposed to males with reduced wing ornamentation did not learn to prefer drab males. Thus, we observe both a learned change of a preexisting mating bias, and a bias in ability to learn enhanced male ornaments over reduced ornaments. Our findings demonstrate that females are able to change their preferences in response to a single social event, and suggest a role for biased learning in the evolution of visual sexual ornamentation. PMID:22689980

  9. Psychological Factors Affecting Medical Students' Learning with Erroneous Worked Examples

    ERIC Educational Resources Information Center

    Klopp, Eric; Stark, Robin; Kopp, Veronika; Fischer, Martin R.

    2013-01-01

    The acquisition of diagnostic competence is seen as a major goal during the course of study in medicine. One innovative method to foster this goal is problem-based learning with erroneous worked examples provided in a computer learning environment. The present study explores the relationship of attitudinal, emotional and cognitive factors for…

  10. Affective Learning in Online Multimedia and Lecture Versions of an Introductory Computing Course

    ERIC Educational Resources Information Center

    Moneta, Giovanni B.; Kekkonen-Moneta, Synnove S.

    2007-01-01

    This study evaluated students' affective learning in an introductory computing course that was taught in Hong Kong once in a lecture format and twice in a rich interactive multimedia online format to 414 college students in all. A simplified experience sampling method was used to assess affective learning at the midterm and end of each course in…

  11. Interactions of Metacognition with Motivation and Affect in Self-Regulated Learning: The MASRL Model

    ERIC Educational Resources Information Center

    Efklides, Anastasia

    2011-01-01

    Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The "metacognitive and affective model of self-regulated learning" (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task x Person level. At the Person level interactions between trait-like…

  12. A Model on the Cognitive and Affective Factors for the Use of Representations at the Learning of Decimals

    ERIC Educational Resources Information Center

    Panaoura, Areti; Gagatsis, Athanasios; Deliyianni, Eleni; Elia, Iliada

    2010-01-01

    In a previous article of the same journal, we have discussed the interrelations of students' beliefs and self-efficacy beliefs for the use of representations and their respective cognitive performance on the learning of fraction addition. In the present paper, we confirm a similar structure of cognitive and affective factors on using…

  13. LEARNING AND COGNITIVE PERFORMANCE IN ADULTS. BIBLIOGRAPHY.

    ERIC Educational Resources Information Center

    KUHLEN, RAYMOND G.; AND OTHERS

    THIS RETROSPECTIVE BIBLIOGRAPHY OF OVER 1,500 ITEMS IS LARGELY DEVOTED TO VARIOUS TYPES OF ADULT LEARNING AND COGNITIVE BEHAVIOR (CONDITIONING, SKILL LEARNING, DISCRIMINATION, VERBAL LEARNING, PROBLEM SOLVING AND COMPLEX BEHAVIOR, MEMORY, VERBAL BEHAVIOR, AND SET), TO STUDIES ON INTELLIGENCE AND TEST BEHAVIOR (AGE CHANGES, CORRELATIONAL AND FACTOR…

  14. Learning Style and Task Performance in Synchronous Computer-Mediated Communication: A Case Study of Iranian EFL Learners

    ERIC Educational Resources Information Center

    Hedayati, Mohsen; Foomani, Elham Mohammadi

    2015-01-01

    The study reported here explores whether English as a foreign Language (EFL) learners' preferred ways of learning (i.e., learning styles) affect their task performance in computer-mediated communication (CMC). As Ellis (2010) points out, while the increasing use of different sorts of technology is witnessed in language learning contexts, it is…

  15. How does self-efficacy affect performance of learner?

    PubMed

    Vakani, Farhan; Sheerani, Mughis; Afzal, Azam; Amin, Almas

    2012-01-01

    All types of attribution based on which learners make their judgement (i.e., self efficacy), about academic success or failure or about a specific task usually affect their performance and their capabilities to deal with different realities. It is perhaps the most distinctive capability of self-reflection. Many of the cognitive theorists have defined it as a meta-cognitive capability. This judgement influence learners choose what to do, how much effort to be invested in the activity, how long to carry the phase of disappointment, and whether to approach the task anxiously or with assurance.

  16. Negative reinforcement learning is affected in substance dependence

    PubMed Central

    Thompson, Laetitia L.; Claus, Eric D.; Mikulich-Gilbertson, Susan K.; Banich, Marie T.; Crowley, Thomas; Krmpotich, Theodore; Miller, David; Tanabe, Jody

    2011-01-01

    Background Negative reinforcement results in behavior to escape or avoid an aversive outcome. Withdrawal symptoms are purported to be negative reinforcers in perpetuating substance dependence, but little is known about negative reinforcement learning in this population. The purpose of this study was to examine reinforcement learning in substance dependent individuals (SDI), with an emphasis on assessing negative reinforcement learning. We modified the Iowa Gambling Task to separately assess positive and negative reinforcement. We hypothesized that SDI would show differences in negative reinforcement learning compared to controls and we investigated whether learning differed as a function of the relative magnitude or frequency of the reinforcer. Methods Thirty subjects dependent on psychostimulants were compared with 28 community controls on a decision making task that manipulated outcome frequencies and magnitudes and required an action to avoid a negative outcome. Results SDI did not learn to avoid negative outcomes to the same degree as controls. This difference was driven by the magnitude, not the frequency, of negative feedback. In contrast, approach behaviors in response to positive reinforcement were similar in both groups. Conclusions Our findings are consistent with a specific deficit in negative reinforcement learning in SDI. SDI were relatively insensitive to the magnitude, not frequency, of loss. If this generalizes to drug-related stimuli, it suggests that repeated episodes of withdrawal may drive relapse more than the severity of a single episode. PMID:22079143

  17. Can small shifts in circadian phase affect performance?

    PubMed Central

    Burgess, Helen J.; Legasto, Carlo S.; Fogg, Louis F.; Smith, Mark R.

    2012-01-01

    Small shifts in circadian timing occur frequently as a result of daylight saving time or later weekend sleep. These subtle shifts in circadian phase have been shown to influence subjective sleepiness, but it remains unclear if they can significantly affect performance. In a retrospective analysis we examined performance on the Psychomotor Vigilance Test before bedtime and after wake time in 11 healthy adults on fixed sleep schedules based on their habitual sleep times. The dim light melatonin onset, a marker of circadian timing, was measured on two occasions. An average 1.1 hour shift away from a proposed optimal circadian phase angle (6 hours between melatonin onset and midpoint of sleep) significantly slowed mean, median and fastest 10% reaction times before bedtime and after wake time (p<0.05). These results add to previous reports that suggest that humans may be sensitive to commonly occurring small shifts in circadian timing. PMID:22695081

  18. Agent-Based Collaborative Affective e-Learning Framework

    ERIC Educational Resources Information Center

    Neji, Mahmoud; Ben Ammar, Mohamed

    2007-01-01

    Based on facial expression (FE), this paper explores the possible use of the affective communication in virtual environments (VEs). The attention of affective communication is examined and some research ideas for developing affective communication in virtual environments are proposed. We place an emphasis on communication between virtual entities,…

  19. Phenotypic transformation affects associative learning in the desert locust.

    PubMed

    Simões, Patrício M V; Niven, Jeremy E; Ott, Swidbert R

    2013-12-01

    In desert locusts, increased population densities drive phenotypic transformation from the solitarious to the gregarious phase within a generation [1-4]. Here we show that when presented with odor-food associations, the two extreme phases differ in aversive but not appetitive associative learning, with solitarious locusts showing a conditioned aversion more quickly than gregarious locusts. The acquisition of new learned aversions was blocked entirely in acutely crowded solitarious (transiens) locusts, whereas appetitive learning and prior learned associations were unaffected. These differences in aversive learning support phase-specific feeding strategies. Associative training with hyoscyamine, a plant alkaloid found in the locusts' habitat [5, 6], elicits a phase-dependent odor preference: solitarious locusts avoid an odor associated with hyoscyamine, whereas gregarious locusts do not. Remarkably, when solitarious locusts are crowded and then reconditioned with the odor-hyoscyamine pairing as transiens, the specific blockade of aversive acquisition enables them to override their prior aversive memory with an appetitive one. Under fierce food competition, as occurs during crowding in the field, this provides a neuroecological mechanism enabling locusts to reassign an appetitive value to an odor that they learned previously to avoid.

  20. Phenotypic Transformation Affects Associative Learning in the Desert Locust

    PubMed Central

    Simões, Patrício M.V.; Niven, Jeremy E.; Ott, Swidbert R.

    2013-01-01

    Summary In desert locusts, increased population densities drive phenotypic transformation from the solitarious to the gregarious phase within a generation [1–4]. Here we show that when presented with odor-food associations, the two extreme phases differ in aversive but not appetitive associative learning, with solitarious locusts showing a conditioned aversion more quickly than gregarious locusts. The acquisition of new learned aversions was blocked entirely in acutely crowded solitarious (transiens) locusts, whereas appetitive learning and prior learned associations were unaffected. These differences in aversive learning support phase-specific feeding strategies. Associative training with hyoscyamine, a plant alkaloid found in the locusts’ habitat [5, 6], elicits a phase-dependent odor preference: solitarious locusts avoid an odor associated with hyoscyamine, whereas gregarious locusts do not. Remarkably, when solitarious locusts are crowded and then reconditioned with the odor-hyoscyamine pairing as transiens, the specific blockade of aversive acquisition enables them to override their prior aversive memory with an appetitive one. Under fierce food competition, as occurs during crowding in the field, this provides a neuroecological mechanism enabling locusts to reassign an appetitive value to an odor that they learned previously to avoid. PMID:24268415

  1. Developing Learning Communities in Health and Human Performance

    ERIC Educational Resources Information Center

    Butler, Karen L.; Dawkins, Phyllis W.

    2007-01-01

    Learning communities in health and human performance are creative approaches to traditional academic outcomes. Learning communities are becoming increasingly widespread in a variety of contexts, and there is extensive evidence suggesting that effective learning communities have important benefits for students as well as faculty. In this article,…

  2. Academic Performance in Introductory Accounting: Do Learning Styles Matter?

    ERIC Educational Resources Information Center

    Tan, Lin Mei; Laswad, Fawzi

    2015-01-01

    This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…

  3. Does Combining the Embodiment and Personalization Principles of Multimedia Learning Affect Learning the Culture of a Foreign Language?

    ERIC Educational Resources Information Center

    Wang, Yanlin; Crooks, Steven M.

    2015-01-01

    The purpose of this study was to investigate how social cues associated with the personalization and embodiment principles in multimedia learning affect the learning and attitude of students studying the culture of a foreign language. University students were randomly assigned to one of two experimental conditions that consisted of an…

  4. The science of cycling: factors affecting performance - part 2.

    PubMed

    Faria, Erik W; Parker, Daryl L; Faria, Irvin E

    2005-01-01

    This review presents information that is useful to athletes, coaches and exercise scientists in the adoption of exercise protocols, prescription of training regimens and creation of research designs. Part 2 focuses on the factors that affect cycling performance. Among those factors, aerodynamic resistance is the major resistance force the racing cyclist must overcome. This challenge can be dealt with through equipment technological modifications and body position configuration adjustments. To successfully achieve efficient transfer of power from the body to the drive train of the bicycle the major concern is bicycle configuration and cycling body position. Peak power output appears to be highly correlated with cycling success. Likewise, gear ratio and pedalling cadence directly influence cycling economy/efficiency. Knowledge of muscle recruitment throughout the crank cycle has important implications for training and body position adjustments while climbing. A review of pacing models suggests that while there appears to be some evidence in favour of one technique over another, there remains the need for further field research to validate the findings. Nevertheless, performance modelling has important implications for the establishment of performance standards and consequent recommendations for training.

  5. The science of cycling: factors affecting performance - part 2.

    PubMed

    Faria, Erik W; Parker, Daryl L; Faria, Irvin E

    2005-01-01

    This review presents information that is useful to athletes, coaches and exercise scientists in the adoption of exercise protocols, prescription of training regimens and creation of research designs. Part 2 focuses on the factors that affect cycling performance. Among those factors, aerodynamic resistance is the major resistance force the racing cyclist must overcome. This challenge can be dealt with through equipment technological modifications and body position configuration adjustments. To successfully achieve efficient transfer of power from the body to the drive train of the bicycle the major concern is bicycle configuration and cycling body position. Peak power output appears to be highly correlated with cycling success. Likewise, gear ratio and pedalling cadence directly influence cycling economy/efficiency. Knowledge of muscle recruitment throughout the crank cycle has important implications for training and body position adjustments while climbing. A review of pacing models suggests that while there appears to be some evidence in favour of one technique over another, there remains the need for further field research to validate the findings. Nevertheless, performance modelling has important implications for the establishment of performance standards and consequent recommendations for training. PMID:15831060

  6. Improving Student Performance through Learning Technologies.

    ERIC Educational Resources Information Center

    Educational Media and Technology Yearbook, 1994

    1994-01-01

    Discusses the potential for learning technologies to advance the restructuring of teaching and learning and presents recommendations for a comprehensive approach to incorporating technology, including developing state plans; ensuring sufficient funding; providing teachers and students equitable access; providing adequate training and support;…

  7. Health literacy affects peritoneal dialysis performance and outcomes.

    PubMed

    Kleinpeter, Myra A

    2003-01-01

    Health literacy (HL) is the ability to perform the basic reading, writing, and numerical skills required to function in a health care setting. Patients with adequate HL are able to read, interpret, and respond to health care information provided by health care providers and health plans. Several means of assessing HL are available for English- and Spanish-speaking patients. A review of the English-language literature on HL indicated that no prior studies included a subset of peritoneal dialysis (PD) patients. I administered the Rapid Estimate of Adult Literacy in Medicine (REALM) assessment tool to PD patients. I also asked patients for information about their highest education level completed. Following completion of the REALM, patients were classified as having adequate, marginal, or inadequate HL. As other studies have shown, patients with lower levels of education have inadequate HL. Patients with some college education or higher have adequate HL. However, at the average education level of patients, most patients have marginal HL. Relative lack of HL affects a patient's ability to make decisions regarding care as part of a home self-management program for end-stage renal disease (ESRD) and other chronic illnesses. Consequently, relative HL level affects the method of instruction and the time required for instruction during training of PD patients.

  8. Drama and the Representation of Affect--Structures of Feeling and Signs of Learning

    ERIC Educational Resources Information Center

    Franks, Anton

    2014-01-01

    The way in which school students represent affective aspects of human relationships in drama and what this reveals about learning in drama is the focus of this paper. Such an enquiry traverses the borders between affect, intellect, and physicality. Affect and its representation in drama have been themes in the history of drama and theatre and is a…

  9. Irrelevant events affect voters' evaluations of government performance.

    PubMed

    Healy, Andrew J; Malhotra, Neil; Mo, Cecilia Hyunjung

    2010-07-20

    Does information irrelevant to government performance affect voting behavior? If so, how does this help us understand the mechanisms underlying voters' retrospective assessments of candidates' performance in office? To precisely test for the effects of irrelevant information, we explore the electoral impact of local college football games just before an election, irrelevant events that government has nothing to do with and for which no government response would be expected. We find that a win in the 10 d before Election Day causes the incumbent to receive an additional 1.61 percentage points of the vote in Senate, gubernatorial, and presidential elections, with the effect being larger for teams with stronger fan support. In addition to conducting placebo tests based on postelection games, we demonstrate these effects by using the betting market's estimate of a team's probability of winning the game before it occurs to isolate the surprise component of game outcomes. We corroborate these aggregate-level results with a survey that we conducted during the 2009 NCAA men's college basketball tournament, where we find that surprising wins and losses affect presidential approval. An experiment embedded within the survey also indicates that personal well-being may influence voting decisions on a subconscious level. We find that making people more aware of the reasons for their current state of mind reduces the effect that irrelevant events have on their opinions. These findings underscore the subtle power of irrelevant events in shaping important real-world decisions and suggest ways in which decision making can be improved. PMID:20615955

  10. Factors Affecting Exercise Test Performance in Patients After Liver Transplantation

    PubMed Central

    Kotarska, Katarzyna; Wunsch, Ewa; Jodko, Lukasz; Raszeja-Wyszomirska, Joanna; Bania, Izabela; Lawniczak, Malgorzata; Bogdanos, Dimitrios; Kornacewicz-Jach, Zdzislawa; Milkiewicz, Piotr

    2016-01-01

    Background Cardiovascular diseases are a leading cause of morbidity and mortality in solid organ transplant recipients. In addition, low physical activity is a risk factor for cardiac and cerebrovascular complications. Objectives This study examined potential relationships between physical activity, health-related quality of life (HRQoL), risk factors for cardiovascular disease, and an exercise test in liver-graft recipients. Patients and Methods A total of 107 participants (62 men/45 women) who had received a liver transplantation (LT) at least 6 months previously were evaluated. Physical activity was assessed using three different questionnaires, while HRQoL was assessed using the medical outcomes study short form (SF)-36 questionnaire, and health behaviors were evaluated using the health behavior inventory (HBI). The exercise test was performed in a standard manner. Results Seven participants (6.5%) had a positive exercise test, and these individuals were older than those who had a negative exercise test (P = 0.04). A significant association between a negative exercise test and a higher level of physical activity was shown by the Seven-day physical activity recall questionnaire. In addition, HRQoL was improved in various domains of the SF-36 in participants who had a negative exercise test. No correlations between physical activity, the exercise test and healthy behaviors, as assessed via the HBI were observed. Conclusions Exercise test performance was affected by lower quality of life and lower physical activity after LT. With the exception of hypertension, well known factors that affect the risk of coronary artery disease had no effect on the exercise test results. PMID:27226801

  11. Irrelevant events affect voters' evaluations of government performance

    PubMed Central

    Healy, Andrew J.; Malhotra, Neil; Mo, Cecilia Hyunjung

    2010-01-01

    Does information irrelevant to government performance affect voting behavior? If so, how does this help us understand the mechanisms underlying voters’ retrospective assessments of candidates’ performance in office? To precisely test for the effects of irrelevant information, we explore the electoral impact of local college football games just before an election, irrelevant events that government has nothing to do with and for which no government response would be expected. We find that a win in the 10 d before Election Day causes the incumbent to receive an additional 1.61 percentage points of the vote in Senate, gubernatorial, and presidential elections, with the effect being larger for teams with stronger fan support. In addition to conducting placebo tests based on postelection games, we demonstrate these effects by using the betting market's estimate of a team's probability of winning the game before it occurs to isolate the surprise component of game outcomes. We corroborate these aggregate-level results with a survey that we conducted during the 2009 NCAA men's college basketball tournament, where we find that surprising wins and losses affect presidential approval. An experiment embedded within the survey also indicates that personal well-being may influence voting decisions on a subconscious level. We find that making people more aware of the reasons for their current state of mind reduces the effect that irrelevant events have on their opinions. These findings underscore the subtle power of irrelevant events in shaping important real-world decisions and suggest ways in which decision making can be improved. PMID:20615955

  12. Irrelevant events affect voters' evaluations of government performance.

    PubMed

    Healy, Andrew J; Malhotra, Neil; Mo, Cecilia Hyunjung

    2010-07-20

    Does information irrelevant to government performance affect voting behavior? If so, how does this help us understand the mechanisms underlying voters' retrospective assessments of candidates' performance in office? To precisely test for the effects of irrelevant information, we explore the electoral impact of local college football games just before an election, irrelevant events that government has nothing to do with and for which no government response would be expected. We find that a win in the 10 d before Election Day causes the incumbent to receive an additional 1.61 percentage points of the vote in Senate, gubernatorial, and presidential elections, with the effect being larger for teams with stronger fan support. In addition to conducting placebo tests based on postelection games, we demonstrate these effects by using the betting market's estimate of a team's probability of winning the game before it occurs to isolate the surprise component of game outcomes. We corroborate these aggregate-level results with a survey that we conducted during the 2009 NCAA men's college basketball tournament, where we find that surprising wins and losses affect presidential approval. An experiment embedded within the survey also indicates that personal well-being may influence voting decisions on a subconscious level. We find that making people more aware of the reasons for their current state of mind reduces the effect that irrelevant events have on their opinions. These findings underscore the subtle power of irrelevant events in shaping important real-world decisions and suggest ways in which decision making can be improved.

  13. Investigating Factors Affecting Group Processes in Virtual Learning Environments

    ERIC Educational Resources Information Center

    Hazari, Sunil; Thompson, Sandra

    2015-01-01

    With the widespread popularity of distance learning, there is a need to investigate elements of online courses that continue to pose significant challenges for educators. One of the challenges relates to creating and managing group projects. This study investigated business students' perceptions of group work in online classes. The constructs…

  14. Affect and Digital Learning at the University Level

    ERIC Educational Resources Information Center

    Katz, Yaacov J.; Yablon, Yaacov B.

    2011-01-01

    Purpose: The purpose of the paper is to examine the efficiency of SMS based cell-phone vocabulary learning as compared to email vocabulary delivery and snail mail vocabulary delivery at the university level. Design/methodology/approach: A total of 241 first year university students studied English vocabulary in their mandatory English foundation…

  15. Ask the Cognitive Scientist: Why Does Family Wealth Affect Learning?

    ERIC Educational Resources Information Center

    Willingham, Daniel T.

    2012-01-01

    Disadvantaged children face a host of challenges to academic success. These challenges fall into two broad categories. First, as one might expect, wealthier parents have the resources to provide more and better learning opportunities for their children. Second, children from poorer homes are subject to chronic stress, which research from the last…

  16. Variables of Computer Screen Display and How They Affect Learning.

    ERIC Educational Resources Information Center

    Hathaway, Michael D.

    1984-01-01

    Reviews research findings on variables in computer screen displays and their effects on learning for use by purchasers or designers of computer systems for instructional purposes. Variables discussed include fatigue, density of displayed text, scrolling, upper-case vesus upper- and lower-case lettering, letter size, and graphics. Ten references…

  17. Synthesising Affect and Cognition in Teaching and Learning

    ERIC Educational Resources Information Center

    Demetriou, Helen; Wilson, Elaine

    2009-01-01

    Teachers often approach teaching with an energy and enthusiasm to inspire their students with their skills and knowledge. However, when faced with students who are not fully engaged in their learning, teachers sometimes find it difficult and frustrating to communicate the subject knowledge. This paper looks at the importance of teachers reflecting…

  18. Learning through Emotion: Moving the Affective in from the Margins

    ERIC Educational Resources Information Center

    Dunn, Julie; Stinson, Madonna

    2012-01-01

    In an educational environment where experiences offered to children are increasingly being shaped by testing regimes and rigid curriculum design, learning experiences can often border on the bland and the neutral, or at best, focus on positive emotions such as joy and happiness. The work which is described in this article was designed to stimulate…

  19. Facial beauty affects implicit and explicit learning of men and women differently

    PubMed Central

    Ziori, Eleni; Dienes, Zoltán

    2015-01-01

    The present work explores the unconscious and/or conscious nature of learning attractive faces of same and opposite sex, that is, of stimuli that experimental and neuroimaging research has shown to be rewarding and thus highly motivating. To this end, we examined performance of men and women while classifying strings of average and attractive faces for grammaticality in the experimental task of artificial grammar learning (AGL), which reflects both conscious and unconscious processes. Subjective measures were used to assess participants’ conscious and unconscious knowledge. It was found that female attractiveness impaired performance in male participants. In particular, male participants demonstrated the lowest accuracy while classifying beautiful faces of women. Conversely, female attractiveness facilitated performance in female participants. The pattern was similar for conscious and unconscious knowledge. Presumably, objects with high incentive salience, as are beautiful faces, captured resources, which were used in task relevant versus task irrelevant ways by women versus men. The present findings shed light on the relation of conscious and unconscious processing with affective and reward-related stimuli, as well as on gender differences underlying this relation. PMID:26300819

  20. Learning Styles, Personality Types and Reading Comprehension Performance

    ERIC Educational Resources Information Center

    Sadeghi, Nabiollah; Kasim, Zalina Mohd; Tan, Bee Hoon; Abdullah, Faiz Sathi

    2012-01-01

    This study aims at reviewing the relationship between learning styles, personality and reading comprehension performance. In the last two decades, ample studies have been done to examine the relationship between learning styles, learner's personality and performance in academic settings. The reviewed studies substantiate that there is a…

  1. Learning Styles and Performance in Second Language Tasks

    ERIC Educational Resources Information Center

    Andreou, Eleni; Andreou, Georgia; Vlachos, Filippos

    2008-01-01

    Given the paucity of research that has examined associations between learning styles and chosen academic discipline in connection with performance on different second language (L2) verbal fluency tasks, the authors undertook the current study with the aim of investigating the relationship between Greek students' learning styles and performance on…

  2. Performance Proficiency as a Measure of Learning Needs

    ERIC Educational Resources Information Center

    Robbins, Paul

    2009-01-01

    Level 2 evaluation often advocates that pretest and posttest measures be collected to assess learning gains. In many military organizations, learning per se is less relevant than whether graduates can proficiently perform the job tasks for which they were hired. The critical end is performance proficiency. Incorporating methods for measuring…

  3. Student Learning Styles and Performance in an Introductory Finance Class

    ERIC Educational Resources Information Center

    Seiver, Daniel Alan; Haddad, Kamal; Do, Andrew

    2014-01-01

    Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student…

  4. Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affect

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra

    2006-12-01

    The attrition of females studying physics after high school has been a continuing concern for the physics education community. If females are well prepared, feel confident, and do well in introductory college physics, they may be inclined to study physics further. This quantitative study uses HLM to identify factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that predict female and male performance in introductory college physics. The study includes controls for student demographic and academic background characteristics, and the final dataset consists of 1973 surveys from 54 introductory college physics classes. The results highlight high school physics and affective experiences that differentially predict female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believe that high school physics would help in university physics. There were also experiences that similarly predict female and male performance. The results paint a dynamic picture of the factors from high school physics and the affective domain that influence the future physics performance of females and males. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be fully beneficial to females and/or males in college.

  5. Learning Styles of Law Enforcement Officers: Does Police Work Affect How Officers Learn?

    ERIC Educational Resources Information Center

    Landry, John M.

    2011-01-01

    This quantitative study utilized the VARK learning style preference assessment instrument to examine how full-time sworn law enforcement officers learn and attempted to identify a predominant learning style preference among the participants. The primary question was: Which is the dominant learning style preference of full-time sworn law…

  6. Cognitive and Affective Benefits of an Animated Pedagogical Agent for Learning English as a Second Language

    ERIC Educational Resources Information Center

    Choi, Sunhee; Clark, Richard E.

    2006-01-01

    This study compared the use of an animated pedagogical agent (agent) with an electronic arrow and voice narration (arrow and voice) in a multimedia learning environment where 74 college level English as a Second Language (ESL) students learned English relative clauses. No significant differences in learning or performance were found between the…

  7. Improving learning performance with happiness by interactive scenarios.

    PubMed

    Chuang, Chi-Hung; Chen, Ying-Nong; Tsai, Luo-Wei; Lee, Chun-Chieh; Tsai, Hsin-Chun

    2014-01-01

    Recently, digital learning has attracted a lot of researchers to improve the problems of learning carelessness, low learning ability, lack of concentration, and difficulties in comprehending the logic of math. In this study, a digital learning system based on Kinect somatosensory system is proposed to make children and teenagers happily learn in the course of the games and improve the learning performance. We propose two interactive geometry and puzzle games. The proposed somatosensory games can make learners feel curious and raise their motivation to find solutions for boring problems via abundant physical expressions and interactive operations. The players are asked to select particular operation by gestures and physical expressions within a certain time. By doing so, the learners can feel the fun of game playing and train their logic ability before they are aware. Experimental results demonstrate that the proposed somatosensory system can effectively improve the students' learning performance. PMID:24558331

  8. Improving Learning Performance with Happiness by Interactive Scenarios

    PubMed Central

    Chuang, Chi-Hung; Chen, Ying-Nong; Tsai, Luo-Wei; Lee, Chun-Chieh; Tsai, Hsin-Chun

    2014-01-01

    Recently, digital learning has attracted a lot of researchers to improve the problems of learning carelessness, low learning ability, lack of concentration, and difficulties in comprehending the logic of math. In this study, a digital learning system based on Kinect somatosensory system is proposed to make children and teenagers happily learn in the course of the games and improve the learning performance. We propose two interactive geometry and puzzle games. The proposed somatosensory games can make learners feel curious and raise their motivation to find solutions for boring problems via abundant physical expressions and interactive operations. The players are asked to select particular operation by gestures and physical expressions within a certain time. By doing so, the learners can feel the fun of game playing and train their logic ability before they are aware. Experimental results demonstrate that the proposed somatosensory system can effectively improve the students' learning performance. PMID:24558331

  9. The eccentricity effect: target eccentricity affects performance on conjunction searches.

    PubMed

    Carrasco, M; Evert, D L; Chang, I; Katz, S M

    1995-11-01

    The serial pattern found for conjunction visual-search tasks has been attributed to covert attentional shifts, even though the possible contributions of target location have not been considered. To investigate the effect of target location on orientation x color conjunction searches, the target's duration and its position in the display were manipulated. The display was present either until observers responded (Experiment 1), for 104 msec (Experiment 2), or for 62 msec (Experiment 3). Target eccentricity critically affected performance: A pronounced eccentricity effect was very similar for all three experiments; as eccentricity increased, reaction times and errors increased gradually. Furthermore, the set-size effect became more pronounced as target eccentricity increased, and the extent of the eccentricity effect increased for larger set sizes. In addition, according to stepwise regressions, target eccentricity as well as its interaction with set size were good predictors of performance. We suggest that these findings could be explained by spatial-resolution and lateral-inhibition factors. The serial self-terminating hypothesis for orientation x color conjunction searches was evaluated and rejected. We compared the eccentricity effect as well as the extent of the orientation asymmetry in these three conjunction experiments with those found in feature experiments (Carrasco & Katz, 1992). The roles of eye movements, spatial resolution, and covert attention in the eccentricity effect, as well as their implications, are discussed.

  10. Outcomes in cochlear implantation: variables affecting performance in adults and children.

    PubMed

    Cosetti, Maura K; Waltzman, Susan B

    2012-02-01

    This article highlights variables that affect cochlear implant performance, emerging factors warranting consideration, and variables shown not to affect performance. Research on the outcomes following cochlear implantation has identified a wide spectrum of variables known to affect pos0timplantation performance. These variables relate to the device itself as well as individual patient characteristics. Factors believed to affect spiral ganglion cell survival and function have been shown to influence postoperative performance. Binaural hearing affects performance. Social and educational factors also affect postoperative performance. Novel variables capable of affecting performance continue to emerge with increased understanding of auditory pathway development and neural plasticity. PMID:22115688

  11. Sensitive periods in affective development: nonlinear maturation of fear learning.

    PubMed

    Hartley, Catherine A; Lee, Francis S

    2015-01-01

    At specific maturational stages, neural circuits enter sensitive periods of heightened plasticity, during which the development of both brain and behavior are highly receptive to particular experiential information. A relatively advanced understanding of the regulatory mechanisms governing the initiation, closure, and reinstatement of sensitive period plasticity has emerged from extensive research examining the development of the visual system. In this article, we discuss a large body of work characterizing the pronounced nonlinear changes in fear learning and extinction that occur from childhood through adulthood, and their underlying neural substrates. We draw upon the model of sensitive period regulation within the visual system, and present burgeoning evidence suggesting that parallel mechanisms may regulate the qualitative changes in fear learning across development.

  12. Construction of Multi-Mode Affective Learning System: Taking Affective Design as an Example

    ERIC Educational Resources Information Center

    Lin, Hao-Chiang Koong; Su, Sheng-Hsiung; Chao, Ching-Ju; Hsieh, Cheng-Yen; Tsai, Shang-Chin

    2016-01-01

    This study aims to design a non-simultaneous distance instruction system with affective computing, which integrates interactive agent technology with the curricular instruction of affective design. The research subjects were 78 students, and prototype assessment and final assessment were adopted to assess the interface and usability of the system.…

  13. Lessons learned in organizing for performance

    SciTech Connect

    Long, R.L.

    1993-12-31

    Lessons learned from the Three Mile Island accident are described. The effectiveness of the General Public Utilities Corporation in the decontamination/support issues and restart of the three mile unit-1 reactor, is discussed.

  14. Towards Real-Time Speech Emotion Recognition for Affective E-Learning

    ERIC Educational Resources Information Center

    Bahreini, Kiavash; Nadolski, Rob; Westera, Wim

    2016-01-01

    This paper presents the voice emotion recognition part of the FILTWAM framework for real-time emotion recognition in affective e-learning settings. FILTWAM (Framework for Improving Learning Through Webcams And Microphones) intends to offer timely and appropriate online feedback based upon learner's vocal intonations and facial expressions in order…

  15. Transactional Distance among Open University Students: How Does it Affect the Learning Process?

    ERIC Educational Resources Information Center

    Kassandrinou, Amanda; Angelaki, Christina; Mavroidis, Ilias

    2014-01-01

    This study examines the presence of transactional distance among students, the factors affecting it, as well as the way it influences the learning process of students in a blended distance learning setting in Greece. The present study involved 12 postgraduate students of the Hellenic Open University (HOU). A qualitative research was conducted,…

  16. Factors Affecting Student Attitudes toward Flexible Online Learning in Management Education.

    ERIC Educational Resources Information Center

    Drennan, Judy; Kennedy, Jessica; Pisarki, Anne

    2005-01-01

    In response to recent technological advances and the trend toward flexible learning in education, the authors examined the factors affecting student satisfaction with flexible online learning. The authors identified 2 key student attributes of student satisfaction: (a) positive perceptions of technology in terms of ease of access and use of online…

  17. Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Level I Modules.

    ERIC Educational Resources Information Center

    Brevard Community Coll., Cocoa, FL.

    These eight learning modules were prepared for parents participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning), which was designed for low socioeconomic parents who are in need of an opportunity to explore effective parenting. First, materials for the BEST-PAL volunteer sponsors…

  18. Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Level II Modules.

    ERIC Educational Resources Information Center

    Brevard Community Coll., Cocoa, FL.

    These eight learning modules were prepared for parents participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning), which was designed for low socioeconomic parents who are in need of an opportunity to explore effective parenting. First, materials for the BEST-PAL volunteer sponsors…

  19. Factors Affecting the Motivation of Turkish Primary Students for Science Learning

    ERIC Educational Resources Information Center

    Cavas, Pinar

    2011-01-01

    In this study, Turkish primary students' (sixth to eighth grade) motivation toward science learning was investigated and factors affecting this determined. The sample for the study consisted of 376 students from 5 different primary schools in Izmir. The data were collected through a Students' Motivation toward Science Learning (SMTSL)…

  20. The Fear Factor: How It Affects Students Learning to Program in a Tertiary Environment

    ERIC Educational Resources Information Center

    Rogerson, Christine; Scott, Elsje

    2010-01-01

    This paper examines how students' experiences of learning to program are affected by feelings of fear, using a phenomenological approach to elicit rich descriptions of personal experiences from the narratives of final year undergraduate students. In the course of reviewing current work concerning learning or teaching programming, certain focal…

  1. How Category Learning Affects Object Representations: Not All Morphspaces Stretch Alike

    ERIC Educational Resources Information Center

    Folstein, Jonathan R.; Gauthier, Isabel; Palmeri, Thomas J.

    2012-01-01

    How does learning to categorize objects affect how people visually perceive them? Behavioral, neurophysiological, and neuroimaging studies have tested the degree to which category learning influences object representations, with conflicting results. Some studies have found that objects become more visually discriminable along dimensions relevant…

  2. Affect and Willingness to Communicate in Digital Game-Based Learning

    ERIC Educational Resources Information Center

    Reinders, Hayo; Wattana, Sorada

    2015-01-01

    The possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact…

  3. Negotiating Critical Geographies through a "Feel-Trip": Experiential, Affective and Critical Learning in Engaged Fieldwork

    ERIC Educational Resources Information Center

    Golubchikov, Oleg

    2015-01-01

    The paper proposes the notion of a "critical feel-trip" as a pedagogical narrative to entertain the relationships of experiential, affective and critical learning in field-based studies. It is argued that explicit mobilization of the triadic relations of these three modes of learning is a powerful way to strengthen students'…

  4. An Eclectic Qualitative-Quantitative Research Design for the Study of Affective-Cognitive Learning.

    ERIC Educational Resources Information Center

    Beauchamp, Darrell G.; Braden, Roberts A.

    This study used an eclectic, qualitative research design to explore the effects of visual and verbal variables on affective response and cognitive learning in four different groups of students. The four design imperatives of the study were: (1) both of the primary learning senses (sight and hearing) had to be included in the study; (2) the inquiry…

  5. Student Perceptions of E-Learning Environments, Self-Regulated Learning and Academic Performance

    ERIC Educational Resources Information Center

    Covington, Keisha Casan Danielle

    2012-01-01

    Student perceptions of e-learning are potential causes of student dropout in online education. The social cognitive theoretical view was used to investigate the relationship between perceived e-learning environments, self-regulated learning (SRL), and academic performance in online education. This mixed methods study used a quantitative…

  6. Auditory and motor imagery modulate learning in music performance.

    PubMed

    Brown, Rachel M; Palmer, Caroline

    2013-01-01

    Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians' encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies by listening without performing (auditory learning) or performing without sound (motor learning); following Learning, pianists performed the melodies from memory with auditory feedback (Recall). During either Learning (Experiment 1) or Recall (Experiment 2), pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced) and temporal regularity (variability of quarter-note interonset intervals) were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists' pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2). Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1): Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2): Higher auditory imagery skill predicted greater temporal regularity during Recall in the presence of

  7. Factors affecting student performance in an undergraduate genetics course.

    PubMed

    Bormann, J Minick; Moser, D W; Bates, K E

    2013-05-01

    The objective of this study was to determine some of the factors that affect student success in a genetics course. Genetics for the Kansas State University College of Agriculture is taught in the Department of Animal Sciences and Industry and covers Mendelian inheritance, molecular genetics, and quantitative/population genetics. Data collected from 1,516 students over 7 yr included year and semester of the course; age; gender; state of residence; population of hometown; Kansas City metro resident or not; instructor of course; American College Testing Program (ACT) scores; number of transfer credits; major; college; preveterinary student or not; freshman, sophomore, junior, and senior grade point average (GPA); semester credits when taking genetics; class standing when enrolled in genetics; cumulative GPA before and after taking genetics; semester GPA in semester taking genetics, number of semesters between the biology prerequisite and genetics; grade in biology; location of biology course; and final percentage in genetics. Final percentage in genetics did not differ due to instructor, gender, state of residence, major, or college (P > 0.16). Transfer students tended to perform better than nontransfer students (P = 0.09), and students from the Kansas City metro outscored students from other areas (P = 0.03). Preveterinary option students scored higher in genetics than non-preveterinary students (P < 0.01). Seniors scored higher than juniors and sophomores, who scored higher than freshmen (P < 0.02). We observed a tendency for students with higher grades in biology to perform better in genetics (P = 0.06). Students who took biology at Kansas State University performed better in genetics than students who transferred the credit (P < 0.01). There was a negative regression of hometown population on score in genetics (P < 0.01), and positive regressions of ACT score, all measures of GPA, course load, and cumulative credits on final percentage in the course (P < 0.02). To

  8. Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

    ERIC Educational Resources Information Center

    Trujillo, Gloriana; Tanner, Kimberly D.

    2014-01-01

    Conceptual learning is a uniquely human behavior that engages all aspects of individuals: cognitive, metacognitive, and affective. The affective domain is key in learning. In this paper, that authors have explored three affective constructs that may be important for understanding biology student learning: self-efficacy--the set of beliefs that one…

  9. A Selective Meta-Analysis on the Relative Incidence of Discrete Affective States during Learning with Technology

    ERIC Educational Resources Information Center

    D'Mello, Sidney

    2013-01-01

    The last decade has witnessed considerable interest in the investigation of the affective dimensions of learning and in the development of advanced learning technologies that automatically detect and respond to student affect. Identifying the affective states that students experience in technology-enhanced learning contexts is a fundamental…

  10. Oligosaccharides Affect Performance and Gut Development of Broiler Chickens

    PubMed Central

    Ao, Z.; Choct, M.

    2013-01-01

    The effects of oligosaccharide supplementation on the growth performance, flock uniformity and GIT development of broiler chickens were investigated. Four diets, one negative control, one positive control supplemented with zinc-bacitracin, and two test diets supplemented with mannoligosaccharide (MOS) and fructooligosaccharide (FOS), were used for the experiment. Birds given MOS or FOS had improved body weight (BW) and feed efficiency (FCR), compared to those fed the negative control diet during the 35-d trial period. The effect on FCR became less apparent when the birds got older. FOS and MOS supplementation reduced the pancreas weight as a percentage of BW, with an effect similar to that of the antibiotic, at 35 d of age. Birds given MOS tended to have a heavier bursa (p = 0.164) and lower spleen/bursa weight ratio (p = 0.102) at 35 d of age. MOS and Zn-bacitracin showed a clear improvement on flock uniformity, compared to FOS. The mortality rate was not affected by FOS or MOS. PMID:25049713

  11. How Factors of Personal Attitudes and Learning Environments Affect Gender Difference toward Mobile Distance Learning Acceptance

    ERIC Educational Resources Information Center

    Liaw, Shu-Sheng; Huang, Hsiu-Me

    2015-01-01

    Mobile technology for learning empowers the shift from traditionally pure instructor-centered classroom teaching to fully learner-centered educational settings. Although mobile learning (m-learning) accessing Internet resources anytime and anywhere and it may cause gender difference toward it; thus the issue of the relationship between gender…

  12. Do Learning Approaches of Medical Students Affect Their Satisfaction with Problem-Based Learning?

    ERIC Educational Resources Information Center

    Gurpinar, Erol; Kulac, Esin; Tetik, Cihat; Akdogan, Ilgaz; Mamakli, Sumer

    2013-01-01

    The aim of this research was to determine the satisfaction of medical students with problem-based learning (PBL) and their approaches to learning to investigate the effect of learning approaches on their levels of satisfaction. The study group was composed of medical students from three different universities, which apply PBL at different levels…

  13. How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

    ERIC Educational Resources Information Center

    Hugerat, Muhamad

    2016-01-01

    This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…

  14. Baseline performance and learning rate of conceptual and perceptual skill-learning tasks: the effect of moderate to severe traumatic brain injury.

    PubMed

    Vakil, Eli; Lev-Ran Galon, Carmit

    2014-01-01

    Existing literature presents a complex and inconsistent picture of the specific deficiencies involved in skill learning following traumatic brain injury (TBI). In an attempt to address this difficulty, individuals with moderate to severe TBI (n = 29) and a control group (n = 29) were tested with two different skill-learning tasks: conceptual (i.e., Tower of Hanoi Puzzle, TOHP) and perceptual (i.e., mirror reading, MR). Based on previous studies of the effect of divided attention on these tasks and findings regarding the effect of TBI on conceptual and perceptual priming tasks, it was predicted that the group with TBI would show impaired baseline performance compared to controls in the TOHP task though their learning rate would be maintained, while both baseline performance and learning rate on the MR task would be maintained. Consistent with our predictions, overall baseline performance of the group with TBI was impaired in the TOHP test, while the learning rate was not. The learning rate on the MR task was preserved but, contrary to our prediction, response time of the group with TBI was slower than that of controls. The pattern of results observed in the present study was interpreted to possibly reflect an impairment of both the frontal lobes as well as that of diffuse axonal injury, which is well documented as being affected by TBI. The former impairment affects baseline performance of the conceptual learning skill, while the latter affects the overall slower performance of the perceptual learning skill.

  15. Baseline performance and learning rate of conceptual and perceptual skill-learning tasks: the effect of moderate to severe traumatic brain injury.

    PubMed

    Vakil, Eli; Lev-Ran Galon, Carmit

    2014-01-01

    Existing literature presents a complex and inconsistent picture of the specific deficiencies involved in skill learning following traumatic brain injury (TBI). In an attempt to address this difficulty, individuals with moderate to severe TBI (n = 29) and a control group (n = 29) were tested with two different skill-learning tasks: conceptual (i.e., Tower of Hanoi Puzzle, TOHP) and perceptual (i.e., mirror reading, MR). Based on previous studies of the effect of divided attention on these tasks and findings regarding the effect of TBI on conceptual and perceptual priming tasks, it was predicted that the group with TBI would show impaired baseline performance compared to controls in the TOHP task though their learning rate would be maintained, while both baseline performance and learning rate on the MR task would be maintained. Consistent with our predictions, overall baseline performance of the group with TBI was impaired in the TOHP test, while the learning rate was not. The learning rate on the MR task was preserved but, contrary to our prediction, response time of the group with TBI was slower than that of controls. The pattern of results observed in the present study was interpreted to possibly reflect an impairment of both the frontal lobes as well as that of diffuse axonal injury, which is well documented as being affected by TBI. The former impairment affects baseline performance of the conceptual learning skill, while the latter affects the overall slower performance of the perceptual learning skill. PMID:24742199

  16. Using Fuzzy Logic for Performance Evaluation in Reinforcement Learning

    NASA Technical Reports Server (NTRS)

    Berenji, Hamid R.; Khedkar, Pratap S.

    1992-01-01

    Current reinforcement learning algorithms require long training periods which generally limit their applicability to small size problems. A new architecture is described which uses fuzzy rules to initialize its two neural networks: a neural network for performance evaluation and another for action selection. This architecture is applied to control of dynamic systems and it is demonstrated that it is possible to start with an approximate prior knowledge and learn to refine it through experiments using reinforcement learning.

  17. Assessing the Effects of Different Multimedia Materials on Emotions and Learning Performance for Visual and Verbal Style Learners

    ERIC Educational Resources Information Center

    Chen, Chih-Ming; Sun, Ying-Chun

    2012-01-01

    Multimedia materials are now increasingly used in curricula. However, individual preferences for multimedia materials based on visual and verbal cognitive styles may affect learners' emotions and performance. Therefore, in-depth studies that investigate how different multimedia materials affect learning performance and the emotions of learners…

  18. Learning Approaches, Study Time and Academic Performance.

    ERIC Educational Resources Information Center

    Kember, David; And Others

    1995-01-01

    Investigation of the study habits and approaches to study tasks of 34 mechanical engineering students over the course of 1 week found that use of a surface approach to learning was positively correlated with high class attendance and greater study time, suggesting an inefficient approach. The research methodology used is found useful for…

  19. Leveraging Organizational Learning for Knowledge and Performance

    ERIC Educational Resources Information Center

    Cavaleri, Steven A.

    2004-01-01

    This article examines the alignment and fit between knowledge management and organizational learning to determine the potential feasibility of integrating the two approaches. The philosophical roots of both disciplines are traced to common ground in a philosophy known as "pragmatism". Early generation forms of knowledge management are critiqued…

  20. When learning order affects sensitivity to base rates: challenges for theories of causal learning.

    PubMed

    Reips, Ulf-Dietrich; Waldmann, Michael R

    2008-01-01

    In three experiments we investigated whether two procedures of acquiring knowledge about the same causal structure, predictive learning (from causes to effects) versus diagnostic learning (from effects to causes), would lead to different base-rate use in diagnostic judgments. Results showed that learners are capable of incorporating base-rate information in their judgments regardless of the direction in which the causal structure is learned. However, this only holds true for relatively simple scenarios. When complexity was increased, base rates were only used after diagnostic learning, but were largely neglected after predictive learning. It could be shown that this asymmetry is not due to a failure of encoding base rates in predictive learning because participants in all conditions were fairly good at reporting them. The findings present challenges for all theories of causal learning.

  1. Experience-dependent affective learning and risk for psychopathology in children.

    PubMed

    Pollak, Seth D

    2003-12-01

    The influence of childhood affective experiences across development may be understood in terms of preparedness to learn about emotion, combined with general immaturity and neuro-plasticity of perceptual systems. Early in development, processing resources are relatively immature and limited in capacity, thereby constraining how much information the young child can absorb. But it is clear that learning about emotions proceeds swiftly in nearly all children, suggesting biological preparedness to track associations between certain stimuli and outcomes. It is proposed here that limited processing capacity, in tandem with dispositions to filter or select key privileged stimuli in the environment, facilitates adaptive, rapid, affective learning. The developmental organization of affective systems is contingent upon those features of input that are most learnable, such as signals that are particularly salient, frequent, or predictable. Therefore, plasticity confers risk for maladaptation in that children's learning will be based upon these prominent features of the environment, however aberrant.

  2. Affective and inflammatory responses among orchestra musicians in performance situation.

    PubMed

    Pilger, Alexander; Haslacher, Helmuth; Ponocny-Seliger, Elisabeth; Perkmann, Thomas; Böhm, Karl; Budinsky, Alexandra; Girard, Angelika; Klien, Katharina; Jordakieva, Galateja; Pezawas, Lukas; Wagner, Oswald; Godnic-Cvar, Jasminka; Winker, Robert

    2014-03-01

    A number of studies have shown that mental challenge under controlled experimental conditions is associated with elevations in inflammatory markers such as interleukin-6 (IL-6) and C-reactive protein (CRP). However, relatively little work has been done on the effects of 'naturalistic' stressors on acute changes in inflammatory markers. The present study examined whether perceived arousal, valence and dominance in musicians are associated with pro-inflammatory and oxidative responses to a concert situation. Blood and salivary samples obtained from 48 members of a symphony orchestra on the day of rehearsal (i.e., control situation) and on the following day of premiere concert (i.e., test situation) were used to determine changes in salivary cortisol, pro-inflammatory markers (plasma myeloperoxidase, serum CRP, plasma IL-6), oxidative stress markers (paraoxonase1 activity and malondialdehyde), and homocysteine, a risk factor for vascular disease. Results of regression analyses showed a significant trend to increased myeloperoxidase (MPO) response in individuals with low valence score. Both affective states, valence and arousal, were identified as significant predictors of cortisol response during concert. In addition, control levels of plasma malondialdehyde were positively correlated with differences in IL-6 levels between premiere and rehearsal (r=.38, p=.012), pointing to higher oxidative stress in individuals with pronounced IL-6 response. Our results indicate that stress of public performance leads to increased concentrations of plasma MPO (20%), IL-6 (27%) and salivary cortisol (44%) in musicians. The decreasing effect of pleasantness on the MPO response was highly pronounced in non-smokers (r=-.60, p<.001), suggesting a significant role of emotional valence in stress-induced secretion of MPO. Additional studies are needed to assess the generalizability of these findings to other 'naturalistic' stress situations. PMID:24513877

  3. Affective and inflammatory responses among orchestra musicians in performance situation.

    PubMed

    Pilger, Alexander; Haslacher, Helmuth; Ponocny-Seliger, Elisabeth; Perkmann, Thomas; Böhm, Karl; Budinsky, Alexandra; Girard, Angelika; Klien, Katharina; Jordakieva, Galateja; Pezawas, Lukas; Wagner, Oswald; Godnic-Cvar, Jasminka; Winker, Robert

    2014-03-01

    A number of studies have shown that mental challenge under controlled experimental conditions is associated with elevations in inflammatory markers such as interleukin-6 (IL-6) and C-reactive protein (CRP). However, relatively little work has been done on the effects of 'naturalistic' stressors on acute changes in inflammatory markers. The present study examined whether perceived arousal, valence and dominance in musicians are associated with pro-inflammatory and oxidative responses to a concert situation. Blood and salivary samples obtained from 48 members of a symphony orchestra on the day of rehearsal (i.e., control situation) and on the following day of premiere concert (i.e., test situation) were used to determine changes in salivary cortisol, pro-inflammatory markers (plasma myeloperoxidase, serum CRP, plasma IL-6), oxidative stress markers (paraoxonase1 activity and malondialdehyde), and homocysteine, a risk factor for vascular disease. Results of regression analyses showed a significant trend to increased myeloperoxidase (MPO) response in individuals with low valence score. Both affective states, valence and arousal, were identified as significant predictors of cortisol response during concert. In addition, control levels of plasma malondialdehyde were positively correlated with differences in IL-6 levels between premiere and rehearsal (r=.38, p=.012), pointing to higher oxidative stress in individuals with pronounced IL-6 response. Our results indicate that stress of public performance leads to increased concentrations of plasma MPO (20%), IL-6 (27%) and salivary cortisol (44%) in musicians. The decreasing effect of pleasantness on the MPO response was highly pronounced in non-smokers (r=-.60, p<.001), suggesting a significant role of emotional valence in stress-induced secretion of MPO. Additional studies are needed to assess the generalizability of these findings to other 'naturalistic' stress situations.

  4. Signs for Learning to Perform in a Digital Environment

    ERIC Educational Resources Information Center

    Lindberg, J. Ola; Olofsson, Anders D.; Stodberg, Ulf

    2010-01-01

    This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical…

  5. Strategies and Performance in Intentional L2 Vocabulary Learning

    ERIC Educational Resources Information Center

    Barcroft, Joe

    2009-01-01

    This study was designed to identify strategies used during intentional vocabulary learning and to assess the relationship between strategy use and vocabulary learning performance. English-speaking students of Spanish studied new Spanish words while viewing word-picture pairs. The participants then completed posttests and answered questions about…

  6. Towards a Social Networks Model for Online Learning & Performance

    ERIC Educational Resources Information Center

    Chung, Kon Shing Kenneth; Paredes, Walter Christian

    2015-01-01

    In this study, we develop a theoretical model to investigate the association between social network properties, "content richness" (CR) in academic learning discourse, and performance. CR is the extent to which one contributes content that is meaningful, insightful and constructive to aid learning and by social network properties we…

  7. Understanding the Work and Learning of High Performance Coaches

    ERIC Educational Resources Information Center

    Rynne, Steven B.; Mallett, Cliff J.

    2012-01-01

    Background: The development of high performance sports coaches has been proposed as a major imperative in the professionalization of sports coaching. Accordingly, an increasing body of research is beginning to address the question of how coaches learn. While this is important work, an understanding of how coaches learn must be underpinned by an…

  8. Learning Organization and Transfer: Strategies for Improving Performance

    ERIC Educational Resources Information Center

    Weldy, Teresa G.

    2009-01-01

    Purpose: This study aims to explore a relationship between the learning organization and transfer of training as strategies for learning and managing knowledge to make performance improvements and gain or maintain a competitive advantage. Design/methodology/approach: Various similarities are identified in the literature that are indicative of a…

  9. Impacts of Learning Orientation on Product Innovation Performance

    ERIC Educational Resources Information Center

    Calisir, Fethi; Gumussoy, Cigdem Altin; Guzelsoy, Ezgi

    2013-01-01

    Purpose: The present study aims to examine the effect of learning orientation (commitment to learning, shared vision, open-mindedness) on the product innovation performance (product innovation efficacy and efficiency) of companies in Turkey. Design/methodology/approach: A structural equation-modeling approach was applied to identify the variables…

  10. Does Maternal Prenatal Stress Adversely Affect the Child's Learning and Memory at Age Six?

    ERIC Educational Resources Information Center

    Gutteling, Barbara M.; de Weerth, Carolina; Zandbelt, Noortje; Mulder, Eduard J. H.; Visser, Gerard H. A.; Buitelaar, Jan K.

    2006-01-01

    Prenatal maternal stress has been shown to affect postnatal development in animals and humans. In animals, the morphology and function of the offspring's hippocampus is negatively affected by prenatal maternal stress. The present study prospectively investigated the influence of prenatal maternal stress on learning and memory of 112 children (50…

  11. From a Perspective on Foreign Language Learning Anxiety to Develop an Affective Tutoring System

    ERIC Educational Resources Information Center

    Lin, Hao-Chiang Koong; Chao, Ching-Ju; Huang, Tsu-Ching

    2015-01-01

    According to Krashen's affective filter hypothesis, students who are highly motivated have their self-consciousness. When they enter a learning context with a low level of anxiety, they are much more likely to become successful language acquirers than those who do not. Affective factors such as motivation, attitude, and anxiety, have a direct…

  12. Affective Dimensions of Participatory Design Research in Informal Learning Environments: Placemaking, Belonging, and Correspondence

    ERIC Educational Resources Information Center

    Ehret, Christian; Hollett, Ty

    2016-01-01

    This article argues that current approaches to participatory design research (PDR) risk eliding the affective life of making educational change by locating change in cultural mediation alone. Locating change only in mediation subordinates affect, potentially overlooking lived dimensions of learning and being essential to lasting, transformative…

  13. How copying affects the amount, evenness and persistence of cultural knowledge: insights from the social learning strategies tournament.

    PubMed

    Rendell, L; Boyd, R; Enquist, M; Feldman, M W; Fogarty, L; Laland, K N

    2011-04-12

    Darwinian processes should favour those individuals that deploy the most effective strategies for acquiring information about their environment. We organized a computer-based tournament to investigate which learning strategies would perform well in a changing environment. The most successful strategies relied almost exclusively on social learning (here, learning a behaviour performed by another individual) rather than asocial learning, even when environments were changing rapidly; moreover, successful strategies focused learning effort on periods of environmental change. Here, we use data from tournament simulations to examine how these strategies might affect cultural evolution, as reflected in the amount of culture (i.e. number of cultural traits) in the population, the distribution of cultural traits across individuals, and their persistence through time. We found that high levels of social learning are associated with a larger amount of more persistent knowledge, but a smaller amount of less persistent expressed behaviour, as well as more uneven distributions of behaviour, as individuals concentrated on exploiting a smaller subset of behaviour patterns. Increased rates of environmental change generated increases in the amount and evenness of behaviour. These observations suggest that copying confers on cultural populations an adaptive plasticity, allowing them to respond to changing environments rapidly by drawing on a wider knowledge base.

  14. How copying affects the amount, evenness and persistence of cultural knowledge: insights from the social learning strategies tournament

    PubMed Central

    Rendell, L.; Boyd, R.; Enquist, M.; Feldman, M. W.; Fogarty, L.; Laland, K. N.

    2011-01-01

    Darwinian processes should favour those individuals that deploy the most effective strategies for acquiring information about their environment. We organized a computer-based tournament to investigate which learning strategies would perform well in a changing environment. The most successful strategies relied almost exclusively on social learning (here, learning a behaviour performed by another individual) rather than asocial learning, even when environments were changing rapidly; moreover, successful strategies focused learning effort on periods of environmental change. Here, we use data from tournament simulations to examine how these strategies might affect cultural evolution, as reflected in the amount of culture (i.e. number of cultural traits) in the population, the distribution of cultural traits across individuals, and their persistence through time. We found that high levels of social learning are associated with a larger amount of more persistent knowledge, but a smaller amount of less persistent expressed behaviour, as well as more uneven distributions of behaviour, as individuals concentrated on exploiting a smaller subset of behaviour patterns. Increased rates of environmental change generated increases in the amount and evenness of behaviour. These observations suggest that copying confers on cultural populations an adaptive plasticity, allowing them to respond to changing environments rapidly by drawing on a wider knowledge base. PMID:21357234

  15. Enhancing visuospatial performance through video game training to increase learning in visuospatial science domains.

    PubMed

    Sanchez, Christopher A

    2012-02-01

    Although previous research has demonstrated that performance on visuospatial assessments can be enhanced through relevant experience, an unaddressed question is whether such experience also produces a similar increase in target domains (such as science learning) where visuospatial abilities are directly relevant for performance. In the present study, participants completed either spatial or nonspatial training via interaction with video games and were then asked to read and learn about the geologic topic of plate tectonics. Results replicate the benefit of playing appropriate video games in enhancing visuospatial performance and demonstrate that this facilitation also manifests itself in learning science topics that are visuospatial in nature. This novel result suggests that visuospatial training not only can impact performance on measures of spatial functioning, but also can affect performance in content areas in which these abilities are utilized. PMID:22037919

  16. Enhancing visuospatial performance through video game training to increase learning in visuospatial science domains.

    PubMed

    Sanchez, Christopher A

    2012-02-01

    Although previous research has demonstrated that performance on visuospatial assessments can be enhanced through relevant experience, an unaddressed question is whether such experience also produces a similar increase in target domains (such as science learning) where visuospatial abilities are directly relevant for performance. In the present study, participants completed either spatial or nonspatial training via interaction with video games and were then asked to read and learn about the geologic topic of plate tectonics. Results replicate the benefit of playing appropriate video games in enhancing visuospatial performance and demonstrate that this facilitation also manifests itself in learning science topics that are visuospatial in nature. This novel result suggests that visuospatial training not only can impact performance on measures of spatial functioning, but also can affect performance in content areas in which these abilities are utilized.

  17. The Cost of Performance? Students' Learning about Acting as Change Agents in Their Schools

    ERIC Educational Resources Information Center

    Kehoe, Ian

    2015-01-01

    This paper explores how performance culture could affect students' learning about, and disposition towards, acting as organisational change agents in schools. This is based on findings from an initiative aimed to enable students to experience acting as change agents on an aspect of the school's culture that concerned them. The initiative…

  18. Digital Devices, Distraction, and Student Performance: Does In-Class Cell Phone Use Reduce Learning?

    ERIC Educational Resources Information Center

    Duncan, Douglas K.; Hoekstra, Angel R.; Wilcox, Bethany R.

    2012-01-01

    The recent increase in use of digital devices such as laptop computers, iPads, and web-enabled cell phones has generated concern about how technologies affect student performance. Combining observation, survey, and interview data, this research assesses the effects of technology use on student attitudes and learning. Data were gathered in eight…

  19. Do Performance Goals Promote Learning? A Pattern Analysis of Singapore Students' Achievement Goals

    ERIC Educational Resources Information Center

    Luo, Wenshu; Paris, Scott G.; Hogan, David; Luo, Zhiqiang

    2011-01-01

    This study investigated how achievement goals are combined to affect students' learning. We used a multiple goals perspective, based on mastery (i.e., mastery approach) and performance (including both approach and avoidance components) goals, to examine the achievement goal patterns of 1697 Singapore Secondary 3 students in their math study. Four…

  20. Learning Strategies and Self-Efficacy as Predictors of Academic Performance: A Preliminary Study

    ERIC Educational Resources Information Center

    Yip, Michael C. W.

    2012-01-01

    Empirical research supports the idea that differences in academic performance among students are largely due to their different learning and study strategies. The strategies, in turn, affect the self-efficacy of the students. Two hundred university students were recruited to participate in this study by completing a revised Chinese version of the…

  1. Serotonin blockade delays learning performance in a cooperative fish.

    PubMed

    Soares, Marta C; Paula, José R; Bshary, Redouan

    2016-09-01

    Animals use learning and memorizing to gather information that will help them to make ecologically relevant decisions. Neuro-modulatory adjustments enable them to make associations between stimuli and appropriate behavior. A key candidate for the modulation of cooperative behavior is serotonin. Previous research has shown that modulation of the serotonergic system spontaneously affects the behavior of the cleaner wrasse Labroides dimidiatus during interactions with so-called 'client' reef fish. Here, we asked whether shifts in serotonin function affect the cleaners' associative learning abilities when faced with the task to distinguish two artificial clients that differ in their value as a food source. We found that the administration of serotonin 1A receptor antagonist significantly slowed learning speed in comparison with saline treated fish. As reduced serotonergic signaling typically enhances fear, we discuss the possibility that serotonin may affect how cleaners appraise, acquire information and respond to client-derived stimuli via manipulation of the perception of danger. PMID:27107861

  2. Individual Differences in Learning the Affective Value of Others Under Minimal Conditions

    PubMed Central

    Bliss-Moreau, Eliza; Barrett, Lisa Feldman; Wright, Christopher I.

    2009-01-01

    This paper provides the first demonstration that people can learn about the positive and negative value of other people (e.g., neutral faces) under minimal learning conditions, with stable individual differences in this learning. In four studies, participants viewed neutral faces paired with sentences describing positive, negative or neutral behaviors on either two (Study 1) or four (Studies 2, 3, and 4) occasions. Participants were later asked to judge the valence of the faces alone. Studies 1 and 2 demonstrated that learning does occur under minimal conditions. Study 3 and 4 further demonstrated that the degree of learning was moderated by Extraversion. Finally, Study 4 demonstrated that initial learning persisted over a period of 2 days. Implications for affective processing and person perception are discussed. PMID:18729580

  3. Learning Outcomes in Affective Domain within Contemporary Architectural Curricula

    ERIC Educational Resources Information Center

    Savic, Marko; Kashef, Mohamad

    2013-01-01

    Contemporary architectural education has shifted from the traditional focus on providing students with specific knowledge and skill sets or "inputs" to outcome based, student-centred educational approach. Within the outcome based model, students' performance is assessed against measureable objectives that relate acquired knowledge…

  4. Foraging Ecology Predicts Learning Performance in Insectivorous Bats

    PubMed Central

    Clarin, Theresa M. A.; Ruczyński, Ireneusz; Page, Rachel A.

    2013-01-01

    Bats are unusual among mammals in showing great ecological diversity even among closely related species and are thus well suited for studies of adaptation to the ecological background. Here we investigate whether behavioral flexibility and simple- and complex-rule learning performance can be predicted by foraging ecology. We predict faster learning and higher flexibility in animals hunting in more complex, variable environments than in animals hunting in more simple, stable environments. To test this hypothesis, we studied three closely related insectivorous European bat species of the genus Myotis that belong to three different functional groups based on foraging habitats: M. capaccinii, an open water forager, M. myotis, a passive listening gleaner, and M. emarginatus, a clutter specialist. We predicted that M. capaccinii would show the least flexibility and slowest learning reflecting its relatively unstructured foraging habitat and the stereotypy of its natural foraging behavior, while the other two species would show greater flexibility and more rapid learning reflecting the complexity of their natural foraging tasks. We used a purposefully unnatural and thus species-fair crawling maze to test simple- and complex-rule learning, flexibility and re-learning performance. We found that M. capaccinii learned a simple rule as fast as the other species, but was slower in complex rule learning and was less flexible in response to changes in reward location. We found no differences in re-learning ability among species. Our results corroborate the hypothesis that animals’ cognitive skills reflect the demands of their ecological niche. PMID:23755146

  5. Training Lessons Learned from Peak Performance Episodes.

    ERIC Educational Resources Information Center

    Fobes, James L.

    A major challenge confronting the United States Army is to obtain optimal performance from both its human and machine resources. This study examines episodes of peak performance in soldiers and athletes. Three cognitive components were found to enable episodes of peak performance: psychological readiness (activating optimal arousal and emotion…

  6. Carpet Aids Learning in High Performance Schools

    ERIC Educational Resources Information Center

    Hurd, Frank

    2009-01-01

    The Healthy and High Performance Schools Act of 2002 has set specific federal guidelines for school design, and developed a federal/state partnership program to assist local districts in their school planning. According to the Collaborative for High Performance Schools (CHPS), high-performance schools are, among other things, healthy, comfortable,…

  7. The effect of negative performance stereotypes on learning.

    PubMed

    Rydell, Robert J; Rydell, Michael T; Boucher, Kathryn L

    2010-12-01

    Stereotype threat (ST) research has focused exclusively on how negative group stereotypes reduce performance. The present work examines if pejorative stereotypes about women in math inhibit their ability to learn the mathematical rules and operations necessary to solve math problems. In Experiment 1, women experiencing ST had difficulty encoding math-related information into memory and, therefore, learned fewer mathematical rules and showed poorer math performance than did controls. In Experiment 2, women experiencing ST while learning modular arithmetic (MA) performed more poorly than did controls on easy MA problems; this effect was due to reduced learning of the mathematical operations underlying MA. In Experiment 3, ST reduced women's, but not men's, ability to learn abstract mathematical rules and to transfer these rules to a second, isomorphic task. This work provides the first evidence that negative stereotypes about women in math reduce their level of mathematical learning and demonstrates that reduced learning due to stereotype threat can lead to poorer performance in negatively stereotyped domains.

  8. Learning Collocations: Do the Number of Collocates, Position of the Node Word, and Synonymy Affect Learning?

    ERIC Educational Resources Information Center

    Webb, Stuart; Kagimoto, Eve

    2011-01-01

    This study investigated the effects of three factors (the number of collocates per node word, the position of the node word, synonymy) on learning collocations. Japanese students studying English as a foreign language learned five sets of 12 target collocations. Each collocation was presented in a single glossed sentence. The number of collocates…

  9. HOW LEARNING IS AFFECTED BY CHANGE IN SUBJECT MATTER--SOURCES OF INTERFERENCE IN VERBAL LEARNING.

    ERIC Educational Resources Information Center

    CALFEE, ROBERT C.

    THE EFFECTS OF INTERPOLATED ITEMS ON THE LEARNING AND RETENTION OF INDIVIDUAL STIMULUS-RESPONSE (S-R) UNITS IN PAIRED-ASSOCIATE LEARNING WERE INVESTIGATED. EXPERIMENTS WERE DESIGNED TO DETERMINE THE EFFECTS OF INTERFERENCE PRODUCED BY OTHER ITEMS WHICH OCCUR NATURALLY WITHIN THE CONTEXT OF A STANDARD PAIRED-ASSOCIATE TASK. IN ADDITION, SEVERAL…

  10. Factors Affecting Perceived Learning of Engineering Students in Problem Based Learning Supported by Business Simulation

    ERIC Educational Resources Information Center

    Chaparro-Pelaez, Julian; Iglesias-Pradas, Santiago; Pascual-Miguel, Felix J.; Hernandez-Garcia, Angel

    2013-01-01

    Although literature about problem based learning (PBL) is not scarce, there is little research on experiences about learning methodologies that combine PBL and the use of simulation tools. This lack of studies is even more notable in the case of engineering courses. The motivation for this study is to show how such a combination of PBL and…

  11. The relationship between initial errorless learning conditions and subsequent performance.

    PubMed

    Poolton, J M; Masters, R S W; Maxwell, J P

    2005-06-01

    This experiment explores a suggestion by [Maxwell, J.P., Masters, R.S.W., Kerr, E., Weedon, E. (2001). The implicit benefit of learning without errors. Quarterly Journal of Experimental Psychology A 54, 1049-1068] that an initial bout of implicit motor learning confers beneficial performance characteristics, such as robustness under secondary task loading, despite subsequent explicit learning. Participants acquired a complex motor skill (golf putting) over 400 trials. The environment was constrained early in learning to minimize performance error. It was predicted that in the absence of explicit instruction, reducing error would prevent hypothesis testing strategies and the concomitant accrual of declarative (explicit) knowledge, thereby reducing dependence on working memory resources. The effect of an additional cognitive task on putting performance was used to assess reliance on working memory. Putting performance of participants in the Implicit-Explicit condition was unaffected by the additional cognitive load, whereas the performance of Explicit participants deteriorated. The relationship between error correction and episodic verbal reports suggested that the explicit group were involved in more hypothesis testing behaviours than the Implicit-Explicit group early in learning. It was concluded that a constrained, uninstructed, environment early in learning, results in procedurally based motor output unencumbered by disadvantages associated with working memory control. PMID:16087262

  12. Toward a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect.

    ERIC Educational Resources Information Center

    Yorks, Lyle; Kasl, Elizabeth

    2002-01-01

    A pragmatic perspective favors reflective discourse over affect. Heron's theory of personhood takes a phenomenological approach to affective learning. Strategies from this approach can be applied to the phenomenon of learning-within-relationship, in which individuals engage their own whole-person learning and that of others. (Contains 36…

  13. Demystifying Experiential Learning in the Performing Arts

    ERIC Educational Resources Information Center

    Kindelan, Nancy

    2010-01-01

    The pedagogy of performing arts courses in theatre, film, music, and dance programs found in most liberal arts curricula is clearly experiential insofar as the making of art involves active engagement in classroom activities or events that are staged or filmed. But because many educators outside the arts perceive performing arts programs as solely…

  14. The Link between Learning and Performance

    ERIC Educational Resources Information Center

    Chevalier, Roger

    2004-01-01

    Evaluation is a powerful stage of both the instructional design and the human performance technology models. Unfortunately, it is not often done at a level that will measure the impact of training or other performance improvement interventions on-the-job and its value to the organization. If done properly, systematic evaluation can provide the…

  15. An Analysis of Team Composition as It Affects Simulation Performance.

    ERIC Educational Resources Information Center

    Krishnakumar, Parameswar; Chisholm, Thomas Alexander

    This study investigated the extent to which sex composition and average team academic achievement of student simulation teams affect team effectiveness. Seventy-four students in two sections of a marketing principles class were divided into 20 teams to test their decision-making skills. For 10 weeks, each team operated a simulated supermarket…

  16. Factors Affecting the Performance of Public Schools in Lebanon

    ERIC Educational Resources Information Center

    Mattar, Dorine M.

    2012-01-01

    By sampling extreme cases (five high-performing schools and five low-performing ones), the researcher revealed the differences in the teachers' motivation (Mattar, 2010) as well as the extent to which Principals adopted the instructional leadership style (Mattar, 2012) in the two sets of schools. Here, she looked for additional issues, within the…

  17. Learners' Metalinguistic and Affective Performance in Blogging to Write

    ERIC Educational Resources Information Center

    Chen, Ping-Ju

    2016-01-01

    The documentation of the benefits of blog use in foreign language education has proliferated since 2006. In the field of blogging to write, most studies focus on learners' linguistic performance and perceptions. To provide an analysis of learners' writing performance by using blogs, in addition to the often-researched areas, this study examines…

  18. The Role of Positive Affect in Syllogism Performance.

    ERIC Educational Resources Information Center

    Melton, Jeffrey R.

    1995-01-01

    Examined process mediating the effect of positive mood on performance of a cognitive task. Positive mood subjects performed significantly worse on a set of syllogisms than control subjects. Results are consistent with accounts arguing that people in positive moods expend less effort. (JBJ)

  19. How Might Pragmatic Language Skills Affect the Written Expression of Students with Language Learning Disabilities?

    ERIC Educational Resources Information Center

    Troia, Gary A.

    2011-01-01

    This article describes ways in which pragmatic language abilities may play a role in the writing performance of children and adolescents with language learning disabilities. First, a brief overview is presented of how pragmatic language difficulties might negatively influence writing performance. Next, research on the writing performance of…

  20. Factors affecting metacognition of undergraduate nursing students in a blended learning environment.

    PubMed

    Hsu, Li-Ling; Hsieh, Suh-Ing

    2014-06-01

    This paper is a report of a study to examine the influence of demographic, learning involvement and learning performance variables on metacognition of undergraduate nursing students in a blended learning environment. A cross-sectional, correlational survey design was adopted. Ninety-nine students invited to participate in the study were enrolled in a professional nursing ethics course at a public nursing college. The blended learning intervention is basically an assimilation of classroom learning and online learning. Simple linear regression showed significant associations between frequency of online dialogues, the Case Analysis Attitude Scale scores, the Case Analysis Self Evaluation Scale scores, the Blended Learning Satisfaction Scale scores, and Metacognition Scale scores. Multiple linear regression indicated that frequency of online dialogues, the Case Analysis Self Evaluation Scale and the Blended Learning Satisfaction Scale were significant independent predictors of metacognition. Overall, the model accounted for almost half of the variance in metacognition. The blended learning module developed in this study proved successful in the end as a catalyst for the exercising of metacognitive abilities by the sample of nursing students. Learners are able to develop metacognitive ability in comprehension, argumentation, reasoning and various forms of higher order thinking through the blended learning process.

  1. Growth in body size affects rotational performance in women's gymnastics.

    PubMed

    Ackland, Timothy; Elliott, Bruce; Richards, Joanne

    2003-07-01

    National and state representative female gymnasts (n = 37), aged initially between 10 and 12 years, completed a mixed longitudinal study over 3.3 years, to investigate the effect of body size on gymnastic performance. Subjects were tested at four-monthly intervals on a battery of measures including structural growth, strength and gymnastic performance. The group were divided into 'high growers' and 'low growers' based on height (> 18 cm or < 14 cm/37 months, respectively) and body mass (> 15 kg or < 12 kg/37 months, respectively) for comparative purposes. Development of gymnastic performance was assessed through generic skills (front and back rotations, a twisting jump and a V-sit action) and a vertical jump for maximum height. The results show that the smaller gymnast, with a high strength to mass ratio, has greater potential for performing skills involving whole-body rotations. Larger gymnasts, while able to produce more power and greater angular momentum, could not match the performance of the smaller ones. The magnitude of growth experienced by the gymnast over this period has a varying effect on performance. While some activities were greatly influenced by rapid increases in whole-body moment of inertia (e.g. back rotation), performance on others like the front rotation and vertical jump, appeared partly immune to the physical and mechanical changes associated with growth. PMID:14737925

  2. Exploring the Political Underbelly of Organizational Learning: Learning during Pay and Performance Management Change

    ERIC Educational Resources Information Center

    Field, Laurie

    2011-01-01

    Purpose: In an effort to better understand the political dimensions of organizational learning, this paper aims to examine learning processes in an organizational context--namely renegotiation of pay and performance management arrangements--where the interests of organizational members are threatened. Design/methodology/approach: Data were derived…

  3. Effects of Multimodal Information on Learning Performance and Judgment of Learning

    ERIC Educational Resources Information Center

    Chen, Gongxiang; Fu, Xiaolan

    2003-01-01

    Two experiments were conducted to investigate the effects of multimodal information on learning performance and judgment of learning (JOL). Experiment 1 examined the effects of representation type (word-only versus word-plus-picture) and presentation channel (visual-only versus visual-plus-auditory) on recall and immediate-JOL in fixed-rate…

  4. Learning vs. Performance: Implications for the Adult Learner.

    ERIC Educational Resources Information Center

    Sample, John

    Goal setting is a dispositional trait that influences motivation to learn and to perform. Individuals with a Performing (or Proving) Goal Orientation are characterized by a desire to please authority figures, the belief that personal abilities are stable and unchanging, and a tendency to become frustrated and give up quickly when faced by…

  5. For Performance through Learning, Knowledge Management Is Critical Practice

    ERIC Educational Resources Information Center

    Gorelick, Carol; Tantawy-Monsou, Brigitte

    2005-01-01

    Purpose: This paper proposes that knowledge management is a system that integrates people, process and technology for sustainable results by increasing performance through learning. Definitions of knowledge, knowledge management and performance serve as a foundation. Design/methodology/approach: The model for the knowledge era proposed in this…

  6. Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra Sana

    The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family

  7. Benefits of Stimulus Exposure: Developmental Learning Independent of Task Performance

    PubMed Central

    Green, David B.; Ohlemacher, Jocelyn; Rosen, Merri J.

    2016-01-01

    Perceptual learning (training-induced performance improvement) can be elicited by task-irrelevant stimulus exposure in humans. In contrast, task-irrelevant stimulus exposure in animals typically disrupts perception in juveniles while causing little to no effect in adults. This may be due to the extent of exposure, which is brief in humans while chronic in animals. Here we assessed the effects of short bouts of passive stimulus exposure on learning during development in gerbils, compared with non-passive stimulus exposure (i.e., during testing). We used prepulse inhibition of the acoustic startle response, a method that can be applied at any age, to measure gap detection thresholds across four age groups, spanning development. First, we showed that both gap detection thresholds and gap detection learning across sessions displayed a long developmental trajectory, improving throughout the juvenile period. Additionally, we demonstrated larger within- and across-animal performance variability in younger animals. These results are generally consistent with results in humans, where there are extended developmental trajectories for both the perception of temporally-varying signals, and the effects of perceptual training, as well as increased variability and poorer performance consistency in children. We then chose an age (mid-juveniles) that displayed clear learning over sessions in order to assess effects of brief passive stimulus exposure on this learning. We compared learning in mid-juveniles exposed to either gap detection testing (gaps paired with startles) or equivalent gap exposure without testing (gaps alone) for three sessions. Learning was equivalent in both these groups and better than both naïve age-matched animals and controls receiving no gap exposure but only startle testing. Thus, short bouts of exposure to gaps independent of task performance is sufficient to induce learning at this age, and is as effective as gap detection testing. PMID:27378837

  8. Benefits of Stimulus Exposure: Developmental Learning Independent of Task Performance.

    PubMed

    Green, David B; Ohlemacher, Jocelyn; Rosen, Merri J

    2016-01-01

    Perceptual learning (training-induced performance improvement) can be elicited by task-irrelevant stimulus exposure in humans. In contrast, task-irrelevant stimulus exposure in animals typically disrupts perception in juveniles while causing little to no effect in adults. This may be due to the extent of exposure, which is brief in humans while chronic in animals. Here we assessed the effects of short bouts of passive stimulus exposure on learning during development in gerbils, compared with non-passive stimulus exposure (i.e., during testing). We used prepulse inhibition of the acoustic startle response, a method that can be applied at any age, to measure gap detection thresholds across four age groups, spanning development. First, we showed that both gap detection thresholds and gap detection learning across sessions displayed a long developmental trajectory, improving throughout the juvenile period. Additionally, we demonstrated larger within- and across-animal performance variability in younger animals. These results are generally consistent with results in humans, where there are extended developmental trajectories for both the perception of temporally-varying signals, and the effects of perceptual training, as well as increased variability and poorer performance consistency in children. We then chose an age (mid-juveniles) that displayed clear learning over sessions in order to assess effects of brief passive stimulus exposure on this learning. We compared learning in mid-juveniles exposed to either gap detection testing (gaps paired with startles) or equivalent gap exposure without testing (gaps alone) for three sessions. Learning was equivalent in both these groups and better than both naïve age-matched animals and controls receiving no gap exposure but only startle testing. Thus, short bouts of exposure to gaps independent of task performance is sufficient to induce learning at this age, and is as effective as gap detection testing.

  9. Benefits of Stimulus Exposure: Developmental Learning Independent of Task Performance.

    PubMed

    Green, David B; Ohlemacher, Jocelyn; Rosen, Merri J

    2016-01-01

    Perceptual learning (training-induced performance improvement) can be elicited by task-irrelevant stimulus exposure in humans. In contrast, task-irrelevant stimulus exposure in animals typically disrupts perception in juveniles while causing little to no effect in adults. This may be due to the extent of exposure, which is brief in humans while chronic in animals. Here we assessed the effects of short bouts of passive stimulus exposure on learning during development in gerbils, compared with non-passive stimulus exposure (i.e., during testing). We used prepulse inhibition of the acoustic startle response, a method that can be applied at any age, to measure gap detection thresholds across four age groups, spanning development. First, we showed that both gap detection thresholds and gap detection learning across sessions displayed a long developmental trajectory, improving throughout the juvenile period. Additionally, we demonstrated larger within- and across-animal performance variability in younger animals. These results are generally consistent with results in humans, where there are extended developmental trajectories for both the perception of temporally-varying signals, and the effects of perceptual training, as well as increased variability and poorer performance consistency in children. We then chose an age (mid-juveniles) that displayed clear learning over sessions in order to assess effects of brief passive stimulus exposure on this learning. We compared learning in mid-juveniles exposed to either gap detection testing (gaps paired with startles) or equivalent gap exposure without testing (gaps alone) for three sessions. Learning was equivalent in both these groups and better than both naïve age-matched animals and controls receiving no gap exposure but only startle testing. Thus, short bouts of exposure to gaps independent of task performance is sufficient to induce learning at this age, and is as effective as gap detection testing. PMID:27378837

  10. Action Learning, Performativity and Negative Capability

    ERIC Educational Resources Information Center

    Edmonstone, John

    2016-01-01

    The paper examines the concept of negative capability as a human capacity for containment and contrasts it with well-valued positive capability as expressed through performativity in organisations and society. It identifies the problem of dispersal--the complex ways we behave in order to avoid the emotional challenges of living with uncertainty.…

  11. Workplace Learning of High Performance Sports Coaches

    ERIC Educational Resources Information Center

    Rynne, Steven B.; Mallett, Clifford J.; Tinning, Richard

    2010-01-01

    The Australian coaching workplace (to be referred to as the State Institute of Sport; SIS) under consideration in this study employs significant numbers of full-time performance sport coaches and can be accurately characterized as a genuine workplace. Through a consideration of the interaction between what the workplace (SIS) affords the…

  12. A Study of the Relationships among Learning Styles, Participation Types, and Performance in Programming Language Learning Supported by Online Forums

    ERIC Educational Resources Information Center

    Shaw, Ruey-Shiang

    2012-01-01

    This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning…

  13. Aversive pavlovian responses affect human instrumental motor performance.

    PubMed

    Rigoli, Francesco; Pavone, Enea Francesco; Pezzulo, Giovanni

    2012-01-01

    IN NEUROSCIENCE AND PSYCHOLOGY, AN INFLUENTIAL PERSPECTIVE DISTINGUISHES BETWEEN TWO KINDS OF BEHAVIORAL CONTROL: instrumental (habitual and goal-directed) and Pavlovian. Understanding the instrumental-Pavlovian interaction is fundamental for the comprehension of decision-making. Animal studies (as those using the negative auto-maintenance paradigm), have demonstrated that Pavlovian mechanisms can have maladaptive effects on instrumental performance. However, evidence for a similar effect in humans is scarce. In addition, the mechanisms modulating the impact of Pavlovian responses on instrumental performance are largely unknown, both in human and non-human animals. The present paper describes a behavioral experiment investigating the effects of Pavlovian conditioned responses on performance in humans, focusing on the aversive domain. Results showed that Pavlovian responses influenced human performance, and, similar to animal studies, could have maladaptive effects. In particular, Pavlovian responses either impaired or increased performance depending on modulator variables such as threat distance, task controllability, punishment history, amount of training, and explicit punishment expectancy. Overall, these findings help elucidating the computational mechanisms underlying the instrumental-Pavlovian interaction, which might be at the base of apparently irrational phenomena in economics, social behavior, and psychopathology.

  14. Aversive Pavlovian Responses Affect Human Instrumental Motor Performance

    PubMed Central

    Rigoli, Francesco; Pavone, Enea Francesco; Pezzulo, Giovanni

    2012-01-01

    In neuroscience and psychology, an influential perspective distinguishes between two kinds of behavioral control: instrumental (habitual and goal-directed) and Pavlovian. Understanding the instrumental-Pavlovian interaction is fundamental for the comprehension of decision-making. Animal studies (as those using the negative auto-maintenance paradigm), have demonstrated that Pavlovian mechanisms can have maladaptive effects on instrumental performance. However, evidence for a similar effect in humans is scarce. In addition, the mechanisms modulating the impact of Pavlovian responses on instrumental performance are largely unknown, both in human and non-human animals. The present paper describes a behavioral experiment investigating the effects of Pavlovian conditioned responses on performance in humans, focusing on the aversive domain. Results showed that Pavlovian responses influenced human performance, and, similar to animal studies, could have maladaptive effects. In particular, Pavlovian responses either impaired or increased performance depending on modulator variables such as threat distance, task controllability, punishment history, amount of training, and explicit punishment expectancy. Overall, these findings help elucidating the computational mechanisms underlying the instrumental-Pavlovian interaction, which might be at the base of apparently irrational phenomena in economics, social behavior, and psychopathology. PMID:23060738

  15. When children affect parents: Children's academic performance and parental investment.

    PubMed

    Yurk Quadlin, Natasha

    2015-07-01

    Sociologists have extensively documented the ways that parent resources predict children's achievement. However, less is known about whether and how children's academic performance shapes parental investment behaviors. I use data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) and longitudinal fixed effects models to examine how changes in teacher assessments are related to changes in the conferral of various parent resources. Overall, I find that the relationship between achievement and investment varies based on the directionality in children's achievement and the type of resource at hand. Children whose performance improves receive a broad range of enrichment resources, while declines in performance are met with corrective educational resources. Results are largely consistent whether language or math assessments are used to predict investment, and also among children whose achievement does not change over time. I discuss these patterns, along with implications for the use of parent resources in education and family research. PMID:26004488

  16. Wheat gluten hydrolysate affects race performance in the triathlon.

    PubMed

    Koikawa, Natsue; Aoki, Emi; Suzuki, Yoshio; Sakuraba, Keishoku; Nagaoka, Isao; Aoki, Kazuhiro; Shimmura, Yuki; Sawaki, Keisuke

    2013-07-01

    Wheat gluten hydrolysate (WGH) is a food ingredient, prepared by partial enzymatic digestion of wheat gluten, which has been reported to suppress exercise-induced elevation of serum creatinine kinase (CK) activity. However, its effects on athletic performance have not yet been elucidated. This is the presentation of an experiment performed on five female college triathletes who completed an Olympic distance triathlon with or without ingestion of 21 g of WGH during the cycling leg. The experiment was performed in a crossover double-blind manner. The race time of the running leg and thus the total race time was significantly shorter when WGH was ingested. However, serum CK levels exhibited no apparent differences between the two WGH or placebo groups.

  17. Experimental exposure to urban and pink noise affects brain development and song learning in zebra finches (Taenopygia guttata).

    PubMed

    Potvin, Dominique A; Curcio, Michael T; Swaddle, John P; MacDougall-Shackleton, Scott A

    2016-01-01

    Recently, numerous studies have observed changes in bird vocalizations-especially song-in urban habitats. These changes are often interpreted as adaptive, since they increase the active space of the signal in its environment. However, the proximate mechanisms driving cross-generational changes in song are still unknown. We performed a captive experiment to identify whether noise experienced during development affects song learning and the development of song-control brain regions. Zebra finches (Taeniopygia guttata) were bred while exposed, or not exposed, to recorded traffic urban noise (Study 1) or pink noise (Study 2). We recorded the songs of male offspring and compared these to fathers' songs. We also measured baseline corticosterone and measured the size of song-control brain regions when the males reached adulthood (Study 1 only). While male zebra finches tended to copy syllables accurately from tutors regardless of noise environment, syntax (the ordering of syllables within songs) was incorrectly copied affected by juveniles exposed to noise. Noise did not affect baseline corticosterone, but did affect the size of brain regions associated with song learning: these regions were smaller in males that had been had been exposed to recorded traffic urban noise in early development. These findings provide a possible mechanism by which noise affects behaviour, leading to potential population differences between wild animals occupying noisier urban environments compared with those in quieter habitats. PMID:27602270

  18. Experimental exposure to urban and pink noise affects brain development and song learning in zebra finches (Taenopygia guttata)

    PubMed Central

    Curcio, Michael T.; Swaddle, John P.; MacDougall-Shackleton, Scott A.

    2016-01-01

    Recently, numerous studies have observed changes in bird vocalizations—especially song—in urban habitats. These changes are often interpreted as adaptive, since they increase the active space of the signal in its environment. However, the proximate mechanisms driving cross-generational changes in song are still unknown. We performed a captive experiment to identify whether noise experienced during development affects song learning and the development of song-control brain regions. Zebra finches (Taeniopygia guttata) were bred while exposed, or not exposed, to recorded traffic urban noise (Study 1) or pink noise (Study 2). We recorded the songs of male offspring and compared these to fathers’ songs. We also measured baseline corticosterone and measured the size of song-control brain regions when the males reached adulthood (Study 1 only). While male zebra finches tended to copy syllables accurately from tutors regardless of noise environment, syntax (the ordering of syllables within songs) was incorrectly copied affected by juveniles exposed to noise. Noise did not affect baseline corticosterone, but did affect the size of brain regions associated with song learning: these regions were smaller in males that had been had been exposed to recorded traffic urban noise in early development. These findings provide a possible mechanism by which noise affects behaviour, leading to potential population differences between wild animals occupying noisier urban environments compared with those in quieter habitats. PMID:27602270

  19. Experimental exposure to urban and pink noise affects brain development and song learning in zebra finches (Taenopygia guttata).

    PubMed

    Potvin, Dominique A; Curcio, Michael T; Swaddle, John P; MacDougall-Shackleton, Scott A

    2016-01-01

    Recently, numerous studies have observed changes in bird vocalizations-especially song-in urban habitats. These changes are often interpreted as adaptive, since they increase the active space of the signal in its environment. However, the proximate mechanisms driving cross-generational changes in song are still unknown. We performed a captive experiment to identify whether noise experienced during development affects song learning and the development of song-control brain regions. Zebra finches (Taeniopygia guttata) were bred while exposed, or not exposed, to recorded traffic urban noise (Study 1) or pink noise (Study 2). We recorded the songs of male offspring and compared these to fathers' songs. We also measured baseline corticosterone and measured the size of song-control brain regions when the males reached adulthood (Study 1 only). While male zebra finches tended to copy syllables accurately from tutors regardless of noise environment, syntax (the ordering of syllables within songs) was incorrectly copied affected by juveniles exposed to noise. Noise did not affect baseline corticosterone, but did affect the size of brain regions associated with song learning: these regions were smaller in males that had been had been exposed to recorded traffic urban noise in early development. These findings provide a possible mechanism by which noise affects behaviour, leading to potential population differences between wild animals occupying noisier urban environments compared with those in quieter habitats.

  20. Experimental exposure to urban and pink noise affects brain development and song learning in zebra finches (Taenopygia guttata)

    PubMed Central

    Curcio, Michael T.; Swaddle, John P.; MacDougall-Shackleton, Scott A.

    2016-01-01

    Recently, numerous studies have observed changes in bird vocalizations—especially song—in urban habitats. These changes are often interpreted as adaptive, since they increase the active space of the signal in its environment. However, the proximate mechanisms driving cross-generational changes in song are still unknown. We performed a captive experiment to identify whether noise experienced during development affects song learning and the development of song-control brain regions. Zebra finches (Taeniopygia guttata) were bred while exposed, or not exposed, to recorded traffic urban noise (Study 1) or pink noise (Study 2). We recorded the songs of male offspring and compared these to fathers’ songs. We also measured baseline corticosterone and measured the size of song-control brain regions when the males reached adulthood (Study 1 only). While male zebra finches tended to copy syllables accurately from tutors regardless of noise environment, syntax (the ordering of syllables within songs) was incorrectly copied affected by juveniles exposed to noise. Noise did not affect baseline corticosterone, but did affect the size of brain regions associated with song learning: these regions were smaller in males that had been had been exposed to recorded traffic urban noise in early development. These findings provide a possible mechanism by which noise affects behaviour, leading to potential population differences between wild animals occupying noisier urban environments compared with those in quieter habitats.

  1. Students' academic performance in nursing as a function of student and faculty learning style congruency.

    PubMed

    Joyce-Nagata, B

    1996-02-01

    The purposes of this study were to identify learning styles of traditional baccalaureate nursing students, registered nurse baccalaureate students, baccalaureate nursing students holding a previous non-nursing degree, and nursing educators and to determine the effects of teacher/student learning style congruency on academic performance, when controlled for students' previous academic achievement. Kolb's Learning Style Inventory and a Descriptive Data Questionnaire were administered to 334 nursing students and their respective nurse educators from two nursing schools in Mississippi. Learning style scores were computed and faculty and student learning style congruency was described as: 1) matched on both abstract-concrete and active-reflective dimensions; 2) matched on only the abstract-concrete dimension; 3) matched on only the active-reflective dimension; or 4) not matched on either dimension. There were no significant differences in learning style among the three groups of nursing students, and learning style congruency between student and faculty did not appear to significantly affect academic performance of students. PMID:8926523

  2. Affective verbal learning in hostility: an increased primacy effect and bias for negative emotional material.

    PubMed

    Mollet, Gina A; Harrison, David W

    2007-01-01

    The current experiment examined the effects of hostility and a pain stressor on affective verbal learning. Participants were classified as high or low hostile and randomly assigned to a cold pressor or a non-cold pressor group. The subsequent effects on acquisition of the Auditory Affective Verbal Learning Test [AAVLT; Snyder, K. A., & Harrison, D. W. (1997). The Affective Verbal Learning Test. Archives of Clinical Neuropsychology, 12(5), 477-482] were measured. As expected, high hostiles learned negative emotional words significantly better than they learned positive words. Additionally, high hostiles were impaired in their acquisition of verbal material relative to low hostile participants. A significant primacy effect for negative emotional words and an overall better recall of negative information was also found. These results support the idea that high hostiles differ from low hostiles in a number of modalities and demonstrate the persistence of negative emotional material. Future work should address the implications these results have on high hostiles in daily interactions.

  3. Can learning disabilities be determined from working memory performance?

    PubMed

    Swanson, H L; Cochran, K F; Ewers, C A

    1990-01-01

    This study assumes that children of various academic abilities may be characterized by different patterns of memory function. To test this assumption, subgroups of children were identified through a hierarchical cluster analysis based upon a test battery of sentence span, preload, and concurrent memory demand tasks. One subtype presented a profile of children with learning disabilities showing severe memory performance deficits, while another subgroup yielded high memory and high academic performance. Four additional subtypes had variations in memory performance, which in turn reflected variations in external criteria related to reading, mathematics, and spelling performance. For each subtype, performance strengths and weaknesses were characterized within Baddeley's (1986) working memory model. The study provides partial validation for the classification of children with learning disabilities on psychometric measures according to patterns of memory performance. PMID:2295872

  4. Women Officers' Performance Evaluations: Faint Praise May Affect Promotions.

    ERIC Educational Resources Information Center

    Thomas, Patricia J.

    While comments in performance evalutions usually focus on competency, potential, and personality characteristics, discussions of personality are particularly vulnerable to sexual stereotyping. To determine whether gender influences the narrative portion of naval officers' evalutions, narrative information was extracted from the comments section of…

  5. Does Participative Decision Making Affect Lecturer Performance in Higher Education?

    ERIC Educational Resources Information Center

    Sukirno, D. S.; Siengthai, Sununta

    2011-01-01

    Purpose: The relationship between participation and job performance has captured the interest of not only business researchers but also education researchers. However, the topic has not gained significant attention in the educational management research arena. The purpose of this paper is to empirically examine the impact of participation in…

  6. How Motivation Affects Academic Performance: A Structural Equation Modelling Analysis

    ERIC Educational Resources Information Center

    Kusurkar, R. A.; Ten Cate, Th. J.; Vos, C. M. P.; Westers, P.; Croiset, G.

    2013-01-01

    Few studies in medical education have studied effect of quality of motivation on performance. Self-Determination Theory based on quality of motivation differentiates between Autonomous Motivation (AM) that originates within an individual and Controlled Motivation (CM) that originates from external sources. To determine whether Relative Autonomous…

  7. Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students' Game-Based Learning

    ERIC Educational Resources Information Center

    Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse

    2016-01-01

    Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also…

  8. Epidemic features affecting the performance of outbreak detection algorithms

    PubMed Central

    2012-01-01

    Background Outbreak detection algorithms play an important role in effective automated surveillance. Although many algorithms have been designed to improve the performance of outbreak detection, few published studies have examined how epidemic features of infectious disease impact on the detection performance of algorithms. This study compared the performance of three outbreak detection algorithms stratified by epidemic features of infectious disease and examined the relationship between epidemic features and performance of outbreak detection algorithms. Methods Exponentially weighted moving average (EWMA), cumulative sum (CUSUM) and moving percentile method (MPM) algorithms were applied. We inserted simulated outbreaks into notifiable infectious disease data in China Infectious Disease Automated-alert and Response System (CIDARS), and compared the performance of the three algorithms with optimized parameters at a fixed false alarm rate of 5% classified by epidemic features of infectious disease. Multiple linear regression was adopted to analyse the relationship of the algorithms’ sensitivity and timeliness with the epidemic features of infectious diseases. Results The MPM had better detection performance than EWMA and CUSUM through all simulated outbreaks, with or without stratification by epidemic features (incubation period, baseline counts and outbreak magnitude). The epidemic features were associated with both sensitivity and timeliness. Compared with long incubation, short incubation had lower probability (β* = −0.13, P < 0.001) but needed shorter time to detect outbreaks (β* = −0.57, P < 0.001). Lower baseline counts were associated with higher probability (β* = −0.20, P < 0.001) and longer time (β* = 0.14, P < 0.001). The larger outbreak magnitude was correlated with higher probability (β* = 0.55, P < 0.001) and shorter time (β* = −0.23, P < 0.001). Conclusions The results of this study suggest

  9. Active learning increases student performance in science, engineering, and mathematics.

    PubMed

    Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-06-10

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

  10. Active learning increases student performance in science, engineering, and mathematics.

    PubMed

    Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-06-10

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756

  11. Active learning increases student performance in science, engineering, and mathematics

    PubMed Central

    Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-01-01

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756

  12. Aging Affects Acquisition and Reversal of Reward-Based Associative Learning

    ERIC Educational Resources Information Center

    Weiler, Julia A.; Bellebaum, Christian; Daum, Irene

    2008-01-01

    Reward-based associative learning is mediated by a distributed network of brain regions that are dependent on the dopaminergic system. Age-related changes in key regions of this system, the striatum and the prefrontal cortex, may adversely affect the ability to use reward information for the guidance of behavior. The present study investigated the…

  13. Factors Affecting Perceived Learning, Satisfaction, and Quality in the Online MBA: A Structural Equation Modeling Approach

    ERIC Educational Resources Information Center

    Sebastianelli, Rose; Swift, Caroline; Tamimi, Nabil

    2015-01-01

    The authors examined how six factors related to content and interaction affect students' perceptions of learning, satisfaction, and quality in online master of business administration (MBA) courses. They developed three scale items to measure each factor. Using survey data from MBA students at a private university, the authors estimated structural…

  14. Children's Cognitions, Behavioral Intent, and Affect toward Girls and Boys of Lower or Higher Learning Ability

    ERIC Educational Resources Information Center

    Nowicki, Elizabeth A.

    2006-01-01

    Research is clear about children's negative biases toward the opposite gender, toward peers of lower learning ability, and toward out-group members in general, especially among younger children. In adulthood, the magnitude and valence of attitudes may be dependent on cognitive, behavioral, or affective response classes, but little is known of how…

  15. Do Students' Approaches to Learning Affect Their Perceptions of Using Computing and Information Technology?

    ERIC Educational Resources Information Center

    Jelfs, Anne; Colbourn, Chris

    2002-01-01

    Discusses the use of communication and information technology (C&IT) in higher education in the United Kingdom and describes research that examined student perceptions of using C&IT for a virtual seminar series in psychology. Identified student learning approaches within the group and how it affected their adoption or rejection of the electronic…

  16. Affective Learning and Personal Information Management: Essential Components of Information Literacy

    ERIC Educational Resources Information Center

    Cahoy, Ellysa Stern

    2013-01-01

    "Affective competence," managing the feelings and emotions that students encounter throughout the content creation/research process, is essential to academic success. Just as it is crucial for students to acquire core literacies, it is essential that they learn how to manage the anxieties and emotions that will emerge throughout all…

  17. Adolescents' Cognitive "Habitus", Learning Environments, Affective Outcomes of Schooling, and Young Adults' Educational Attainment

    ERIC Educational Resources Information Center

    Marjoribanks, Kevin

    2006-01-01

    A moderation-mediation model was constructed to examine relationships among adolescents' cognitive "habitus" (their cognitive dispositions), learning environments, affective outcomes of schooling, and young adults' educational attainment. Data were collected as part of a longitudinal survey of Australian youth (4,171 females, 3,718 males). The…

  18. Instructional Communication Predictors of Ninth-Grade Students' Affective Learning in Math and Science

    ERIC Educational Resources Information Center

    Mottet, Timothy P.; Garza, Ruben; Beebe, Steven A.; Houser, Marian L.; Jurrells, Summer; Furler, Lisa

    2008-01-01

    The purpose of this study was to examine how students' perceptions of their teachers' instructional communication behaviors were related to their affective learning in math and science. A survey was used to collect perceptions from 497 ninth-grade students. The following conclusions were yielded from the data: (1) students' perceptions of their…

  19. Factors Which Affect Students' Attitudes towards the Use of Living Animals in Learning Biology.

    ERIC Educational Resources Information Center

    Silberstein, Moshe; Tamir, Pinchas

    1981-01-01

    Identifies factors which affect students' attitudes toward the use of animals in research and in learning biology. Responses of students (N=577) in grades 5, 7, 9, and 11 to questionnaires were analyzed by two-way analysis of variance by grade level and sex. Results and implications are discussed. (CS)

  20. The Impact of Affective and Cognitive Trust on Knowledge Sharing and Organizational Learning

    ERIC Educational Resources Information Center

    Swift, Peter E.; Hwang, Alvin

    2013-01-01

    Purpose: This paper seeks to add to the research on the role of cognitive and affective trust in promoting knowledge sharing between executives and consequently establishing an organizational learning environment. Design/methodology/approach: This paper examines the influence of one conceptualization of trust, one that has two…

  1. Factors Affecting Teachers' Perceived Readiness for Online Collaborative Learning: A Case Study in Malaysia

    ERIC Educational Resources Information Center

    Koo, Ah-Choo

    2008-01-01

    This paper investigates factors affecting the perceived readiness for online collaborative learning (OCL) of a sample of 86 mathematics teachers from 12 secondary schools. Descriptive analysis, factor analysis, confirmatory factor analysis and structure equation modeling were used to analyze the data. A moderately fit model was generated and able…

  2. Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Volunteer Sponsor's Leader's Guide.

    ERIC Educational Resources Information Center

    Brevard Community Coll., Cocoa, FL.

    This handbook was developed for volunteer group leaders participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning). Project BEST-PAL was developed especially for low socioeconomic parents who are in need of an opportunity to explore effective parenting, with a primary objective being…

  3. Learning beyond the Surface: Engaging the Cognitive, Affective and Spiritual Dimensions within the Curriculum

    ERIC Educational Resources Information Center

    Buchanan, Michael T.; Hyde, Brendan

    2008-01-01

    In Australia the separation of mind, body and spirit by secular society has had a significant influence on educational trends. An outcomes-based approach to education, with an emphasis on cognitive learning, has meant that the affective and spiritual dimensions of students' lives have often been understated. Classroom programs in religious…

  4. Learning and Studying Strategies Used by General Chemistry Students with Different Affective Characteristics

    ERIC Educational Resources Information Center

    Chan, Julia Y. K.; Bauer, Christopher F.

    2016-01-01

    Students in general chemistry were partitioned into three groups by cluster analysis of six affective characteristics (emotional satisfaction, intellectual accessibility, chemistry self-concept, math self-concept, self-efficacy, and test anxiety). The at-home study strategies for exam preparation and in-class learning strategies differed among the…

  5. The Role of Affective and Motivational Factors in Designing Personalized Learning Environments

    ERIC Educational Resources Information Center

    Kim, ChanMin

    2012-01-01

    In this paper, guidelines for designing virtual change agents (VCAs) are proposed to support students' affective and motivational needs in order to promote personalized learning in online remedial mathematics courses. Automated, dynamic, and personalized support is emphasized in the guidelines through maximizing "interactions" between VCAs and…

  6. Empirical Assessment of Some Learning Factors Affecting Spanish Students of Business English

    ERIC Educational Resources Information Center

    Fuertes-Olivera, Pedro A.; Gomez-Martinez, Susana

    2004-01-01

    This article analyses factors affecting L2 learning, using Regression and Correlation Analysis. Some of the the results are in line with those reported in the literature: for example, the positive role of "Reading" and the negative role of "L1" transfer. Other results, however, are surprising, such as the current use of "Grammar Translation…

  7. The Effect of Playing a Persuasive Game on Attitude and Affective Learning

    ERIC Educational Resources Information Center

    Ruggiero, Dana

    2013-01-01

    To investigate whether a persuasive game may serve as a way to change attitude towards the homeless and increase affective learning, this study examined, experimentally, the effects of persuasive rhetoric and ethos in a video game designed to put the player in the shoes of an almost-homeless person for thirty days. Data were collected from 5139…

  8. Environmental Factors Affecting Computer Assisted Language Learning Success: A Complex Dynamic Systems Conceptual Model

    ERIC Educational Resources Information Center

    Marek, Michael W.; Wu, Wen-Chi Vivian

    2014-01-01

    This conceptual, interdisciplinary inquiry explores Complex Dynamic Systems as the concept relates to the internal and external environmental factors affecting computer assisted language learning (CALL). Based on the results obtained by de Rosnay ["World Futures: The Journal of General Evolution", 67(4/5), 304-315 (2011)], who observed…

  9. Scales affect performance of Monarch butterfly forewings in autorotational flight

    NASA Astrophysics Data System (ADS)

    Demko, Anya; Lang, Amy

    2012-11-01

    Butterfly wings are characterized by rows of scales (approximately 100 microns in length) that create a shingle-like pattern of cavities over the entire surface. It is hypothesized that these cavities influence the airflow around the wing and increase aerodynamic performance. A forewing of the Monarch butterfly (Danus plexippus) naturally undergoes autorotational flight in the laminar regime. Autorotational flight is an accurate representation of insect flight because the rotation induces a velocity gradient similar to that found over a flapping wing. Drop test flights of 22 forewings before and after scale removal were recorded with a high-speed camera and flight behavior was quantified. It was found that removing the scales increased the descent speed and decreased the descent factor, a measure of aerodynamic efficacy, suggesting that scales increased the performance of the forewings. Funded by NSF REU Grant 1062611.

  10. Luminance controlled pupil size affects Landolt C task performance

    SciTech Connect

    Berman, S.M. ); Fein, G. ); Jewett, D.L.; Ashford, F. )

    1993-02-01

    Subjects judged the orientation of a 2 min. gap Landolt C located at a distance of 2.4 m. The stimuli were presented in central vision on a CRT, at low to medium contrast. The effects of varying the spectrum and luminance of surround lighting were assessed on both pupil size (measured using infrared pupillometry during task performance) and task accuracy. The task display was protected from the surround lighting, so that its luminance and contrast could be varied independently of the changes in the surround lighting. Indirect surround illumination was provided by either two illuminants of very different scotopic spectral content but with the same photopic luminance (Experiments 1 and 3), or by using the same illuminant at two different luminance levels (Experiment 2). In Experiment 3, the effect of changing surround spectrum was compared to the effect of varying task background luminance between 12 cd/m[sup 2] and 73 cd/m[sup 2]. In all experiments, scotopically enhanced surround lighting produced pupil areas which were reduced by almost 50% in comparison with surround lighting with relatively less scotopic luminance. Concomitantly there was improvement in Landolt C task performance with the scotopically enhanced surround lighting at all contrast and luminance levels. In these experiments, smaller pupil sizes were associated with significantly better visual-task performance in spite of lower task retinal illuminance when compared to the condition with larger pupils. These results suggest that changes in surround spectrum can compensate for the effect on task performance of a reduction in task luminance and supports the hypothesis that lighting energy savings could accrue in the workplace by shifting lamp spectra to obtain greater scotopic efficacy.

  11. Luminance controlled pupil size affects Landolt C task performance. Revision

    SciTech Connect

    Berman, S.M.; Fein, G.; Jewett, D.L.; Ashford, F.

    1993-02-01

    Subjects judged the orientation of a 2 min. gap Landolt C located at a distance of 2.4 m. The stimuli were presented in central vision on a CRT, at low to medium contrast. The effects of varying the spectrum and luminance of surround lighting were assessed on both pupil size (measured using infrared pupillometry during task performance) and task accuracy. The task display was protected from the surround lighting, so that its luminance and contrast could be varied independently of the changes in the surround lighting. Indirect surround illumination was provided by either two illuminants of very different scotopic spectral content but with the same photopic luminance (Experiments 1 and 3), or by using the same illuminant at two different luminance levels (Experiment 2). In Experiment 3, the effect of changing surround spectrum was compared to the effect of varying task background luminance between 12 cd/m{sup 2} and 73 cd/m{sup 2}. In all experiments, scotopically enhanced surround lighting produced pupil areas which were reduced by almost 50% in comparison with surround lighting with relatively less scotopic luminance. Concomitantly there was improvement in Landolt C task performance with the scotopically enhanced surround lighting at all contrast and luminance levels. In these experiments, smaller pupil sizes were associated with significantly better visual-task performance in spite of lower task retinal illuminance when compared to the condition with larger pupils. These results suggest that changes in surround spectrum can compensate for the effect on task performance of a reduction in task luminance and supports the hypothesis that lighting energy savings could accrue in the workplace by shifting lamp spectra to obtain greater scotopic efficacy.

  12. Mindfulness, Adult Learning and Therapeutic Education: Integrating the Cognitive and Affective Domains of Learning

    ERIC Educational Resources Information Center

    Hyland, Terry

    2010-01-01

    Although it has been given qualified approval by a number of philosophers of education, the so-called "therapeutic turn" in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the…

  13. A modular theory of learning and performance.

    PubMed

    Guilhardi, Paulo; Yi, Linun; Church, Russell M

    2007-08-01

    We describe a theory to account for the acquisition and extinction of response rate (conditioning) and pattern (timing). This modular theory is a development of packet theory (Kirkpatrick, 2002; Kirkpatrick & Church, 2003) that adds a distinction between pattern and strength memories, as well as contributing closed-form equations. We describe the theory using equations related to a flow diagram and illustrate it by an application to an experiment with repeated acquisitions and extinctions of a multiple-cued-interval procedure using rats. The parameter estimates for the theory were based on a calibration sample from the data, and the predictions for different measures of performance on a validation sample from the same data (cross-validation). The theory's predictions were similar to predictions based on the reliability of the behavior.

  14. Regression analysis of technical parameters affecting nuclear power plant performances

    SciTech Connect

    Ghazy, R.; Ricotti, M. E.; Trueco, P.

    2012-07-01

    Since the 80's many studies have been conducted in order to explicate good and bad performances of commercial nuclear power plants (NPPs), but yet no defined correlation has been found out to be totally representative of plant operational experience. In early works, data availability and the number of operating power stations were both limited; therefore, results showed that specific technical characteristics of NPPs were supposed to be the main causal factors for successful plant operation. Although these aspects keep on assuming a significant role, later studies and observations showed that other factors concerning management and organization of the plant could instead be predominant comparing utilities operational and economic results. Utility quality, in a word, can be used to summarize all the managerial and operational aspects that seem to be effective in determining plant performance. In this paper operational data of a consistent sample of commercial nuclear power stations, out of the total 433 operating NPPs, are analyzed, mainly focusing on the last decade operational experience. The sample consists of PWR and BWR technology, operated by utilities located in different countries, including U.S. (Japan)) (France)) (Germany)) and Finland. Multivariate regression is performed using Unit Capability Factor (UCF) as the dependent variable; this factor reflects indeed the effectiveness of plant programs and practices in maximizing the available electrical generation and consequently provides an overall indication of how well plants are operated and maintained. Aspects that may not be real causal factors but which can have a consistent impact on the UCF, as technology design, supplier, size and age, are included in the analysis as independent variables. (authors)

  15. Positive affective tone and team performance: The moderating role of collective emotional skills.

    PubMed

    Collins, Amy L; Jordan, Peter J; Lawrence, Sandra A; Troth, Ashlea C

    2016-01-01

    Research on affect as a group-level phenomenon has shown that over time, individual members within a group become highly similar in their affect (i.e., members experience and display similar emotions and moods), and often become similar enough that the aggregation of individuals' affect can meaningfully represent the "affective tone" of the group. It is generally assumed that a more positive affective tone will lead to better team performance. We challenge the conclusion that positive affective tone is always good for team performance, suggesting that the relationship between positive affective tone and team performance is subject to moderating influences. Across two studies, we demonstrate that the self-reported collective emotional skills of team members play a crucial role in determining whether positive affective tone is beneficial or detrimental to team performance. Implications for theory and practice are discussed.

  16. Positive affective tone and team performance: The moderating role of collective emotional skills.

    PubMed

    Collins, Amy L; Jordan, Peter J; Lawrence, Sandra A; Troth, Ashlea C

    2016-01-01

    Research on affect as a group-level phenomenon has shown that over time, individual members within a group become highly similar in their affect (i.e., members experience and display similar emotions and moods), and often become similar enough that the aggregation of individuals' affect can meaningfully represent the "affective tone" of the group. It is generally assumed that a more positive affective tone will lead to better team performance. We challenge the conclusion that positive affective tone is always good for team performance, suggesting that the relationship between positive affective tone and team performance is subject to moderating influences. Across two studies, we demonstrate that the self-reported collective emotional skills of team members play a crucial role in determining whether positive affective tone is beneficial or detrimental to team performance. Implications for theory and practice are discussed. PMID:26208085

  17. Review of factors affecting aircraft wet runway performance

    NASA Technical Reports Server (NTRS)

    Yager, T. J.

    1983-01-01

    Problems associated with aircraft operations on wet runways are discussed and major factors which influence tire/runway braking and cornering traction capability are identified including runway characteristics, tire hydroplaning, brake system anomalies, and pilot inputs. Research results from investigations conducted at the Langley Aircraft Landing Loads and Traction Facility and from tests with instrumented ground vehicles and aircraft are summarized to indicate the effects of different aircraft, tire, and runway parameters. Several promising means are described for improving tire/runway water drainage capability, brake system efficiency, and pilot training to help optimize aircraft traction performance on wet runways.

  18. Online Learning and Performance Support in Organizational Environments Using Performance Support Platforms

    ERIC Educational Resources Information Center

    Gal, Eran; Nachmias, Rafi

    2011-01-01

    An electronic performance support system (EPSS) is a method that integrates learning and task performance into one single action by providing information and guidance during performance. Wide-range EPSS effectiveness research has been conducted by Tel Aviv University in tandem with a large telecommunications firm implementing EPSS solutions. The…

  19. Characterization of titanium dioxide: Factors affecting photocatalytic performance

    SciTech Connect

    Presley, R.W.

    1995-06-01

    Titanium dioxide is being evaluated as a photocatalyst in the destruction of contaminants in aqueous waste streams. Commercial samples of TiO{sub 2} powder have been obtained for base line studies of the photocatalytic destruction of salicylic acid standards. These commercial samples have been prepared by flame hydrolysis and aerosol or spray pyrolysis. Additional samples of TiO{sub 2} have been prepared in house by precipitation from TiCl{sub 4} in aqueous solution, some with the addition of dopants. X-ray powder diffraction data analysis indicates the predominate phase of these commercial and prepared powders to be anatase. A minor amount of the rutile crystalline phase of TiO{sub 2} was observed at various levels in some of these catalysts. The broadness of the x-ray diffraction bands varied among the samples analyzed and indicated the primary particle size to be within the 500 to 1,000 angstrom range with the product produced in house having the smallest crystallite size. Experiments were then performed to assess the photocatalytic performance of these various types of catalyst in the destruction of 30 ppm salicylic acid in deionized water.

  20. Male bumblebees, Bombus terrestris, perform equally well as workers in a serial colour-learning task

    PubMed Central

    Wolf, Stephan; Chittka, Lars

    2016-01-01

    The learning capacities of males and females may differ with sex-specific behavioural requirements. Bumblebees provide a useful model system to explore how different lifestyles are reflected in learning abilities, because their (female but sterile) workers and males engage in fundamentally different behaviour routines. Bumblebee males, like workers, embark on active flower foraging but in contrast to workers they have to trade off their feeding with mate search, potentially affecting their abilities to learn and utilize floral cues efficiently during foraging. We used a serial colour-learning task with freely flying males and workers to compare their ability to flexibly learn visual floral cues with reward in a foraging scenario that changed over time. Male bumblebees did not differ from workers in both their learning speed and their ability to overcome previously acquired associations, when these ceased to predict reward. In all foraging tasks we found a significant improvement in choice accuracy in both sexes over the course of the training. In both sexes, the characteristics of the foraging performance depended largely on the colour difference of the two presented feeder types. Large colour distances entailed fast and reliable learning of the rewarding feeders whereas choice accuracy on highly similar colours improved significantly more slowly. Conversely, switching from a learned feeder type to a novel one was fastest for similar feeder colours and slow for highly different ones. Overall, we show that behavioural sex dimorphism in bumblebees did not affect their learning abilities beyond the mating context. We discuss the possible drivers and limitations shaping the foraging abilities of males and workers and implications for pollination ecology. We also suggest stingless male bumblebees as an advantageous alternative model system for the study of pollinator cognition. PMID:26877542

  1. Toward a common theory for learning from reward, affect, and motivation: the SIMON framework

    PubMed Central

    Madan, Christopher R.

    2013-01-01

    While the effects of reward, affect, and motivation on learning have each developed into their own fields of research, they largely have been investigated in isolation. As all three of these constructs are highly related, and use similar experimental procedures, an important advance in research would be to consider the interplay between these constructs. Here we first define each of the three constructs, and then discuss how they may influence each other within a common framework. Finally, we delineate several sources of evidence supporting the framework. By considering the constructs of reward, affect, and motivation within a single framework, we can develop a better understanding of the processes involved in learning and how they interplay, and work toward a comprehensive theory that encompasses reward, affect, and motivation. PMID:24109436

  2. Analogy learning and the performance of motor skills under pressure.

    PubMed

    Lam, Wing Kai; Maxwell, Jon P; Masters, Richard

    2009-06-01

    The efficacy of analogical instruction, relative to explicit instruction, for the acquisition of a complex motor skill and subsequent performance under pressure was investigated using a modified (seated) basketball shooting task. Differences in attentional resource allocation associated with analogy and explicit learning were also examined using probe reaction times (PRT). Access to task-relevant explicit (declarative) knowledge was assessed. The analogy and explicit learning groups performed equally well during learning and delayed retention tests. The explicit group experienced a drop in performance during a pressured transfer test, relative to their performance during a preceding retention test. However, the analogy group's performance was unaffected by the pressure manipulation. Results from PRTs suggested that both groups allocated equal amounts of attentional resources to the task throughout learning and test trials. Analogy learners had significantly less access to rules about the mechanics of their movements, relative to explicit learners. The results are interpreted in the context of Eysenck and Calvo's (1992) processing efficiency theory and Masters's (1992) theory of reinvestment.

  3. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  4. Affect of Brush Seals on Wave Rotor Performance Assessed

    NASA Technical Reports Server (NTRS)

    1995-01-01

    The NASA Lewis Research Center's experimental and theoretical research shows that wave rotor topping can significantly enhance gas turbine engine performance levels. Engine-specific fuel consumption and specific power are potentially enhanced by 15 and 20 percent, respectively, in small (e.g., 400 to 700 hp) and intermediate (e.g., 3000 to 5000 hp) turboshaft engines. Furthermore, there is potential for a 3- to 6-percent specific fuel consumption enhancement in large (e.g., 80,000 to 100,000 lbf) turbofan engines. This wave-rotor-enhanced engine performance is accomplished within current material-limited temperature constraints. The completed first phase of experimental testing involved a three-port wave rotor cycle in which medium total pressure inlet air was divided into two outlet streams, one of higher total pressure and one of lower total pressure. The experiment successfully provided the data needed to characterize viscous, partial admission, and leakage loss mechanisms. Statistical analysis indicated that wave rotor product efficiency decreases linearly with the rotor to end-wall gap, the square of the friction factor, and the square of the passage of nondimensional opening time. Brush seals were installed to further minimize rotor passage-to-cavity leakage. The graph shows the effect of brush seals on wave rotor product efficiency. For the second-phase experiment, which involves a four-port wave rotor cycle in which heat is added to the Brayton cycle in an external burner, a one-dimensional design/analysis code is used in conjunction with a wave rotor performance optimization scheme and a two-dimensional Navier-Stokes code. The purpose of the four-port experiment is to demonstrate and validate the numerically predicted four-port pressure ratio versus temperature ratio at pressures and temperatures lower than those that would be encountered in a future wave rotor/demonstrator engine test. Lewis and the Allison Engine Company are collaborating to investigate

  5. Factors affecting the performance of large-aperture microphone arrays.

    PubMed

    Silverman, Harvey F; Patterson, William R; Sachar, Joshua

    2002-05-01

    Large arrays of microphones have been proposed and studied as a possible means of acquiring data in offices, conference rooms, and auditoria without requiring close-talking microphones. When such an array essentially surrounds all possible sources, it is said to have a large aperture. Large-aperture arrays have attractive properties of spatial resolution and signal-to-noise enhancement. This paper presents a careful comparison of theoretical and measured performance for an array of 256 microphones using simple delay-and-sum beamforming. This is the largest currently functional, all digital-signal-processing array that we know of. The array is wall-mounted in the moderately adverse environment of a general-purpose laboratory (8 m x 8 m x 3 m). The room has a T60 reverberation time of 550 ms. Reverberation effects in this room severely impact the array's performance. However, the width of the main lobe remains comparable to that of a simplified prediction. Broadband spatial resolution shows a single central peak with 10 dB gain about 0.4 m in diameter at the -3 dB level. Away from that peak, the response is approximately flat over most of the room. Optimal weighting for signal-to-noise enhancement degrades the spatial resolution minimally. Experimentally, we verify that signal-to-noise gain is less than proportional to the square root of the number of microphones probably due to the partial correlation of the noise between channels, to variation of signal intensity with polar angle about the source, and to imperfect correlation of the signal over the array caused by reverberations. We show measurements of the relative importance of each effect in our environment. PMID:12051434

  6. Factors affecting the performance of large-aperture microphone arrays.

    PubMed

    Silverman, Harvey F; Patterson, William R; Sachar, Joshua

    2002-05-01

    Large arrays of microphones have been proposed and studied as a possible means of acquiring data in offices, conference rooms, and auditoria without requiring close-talking microphones. When such an array essentially surrounds all possible sources, it is said to have a large aperture. Large-aperture arrays have attractive properties of spatial resolution and signal-to-noise enhancement. This paper presents a careful comparison of theoretical and measured performance for an array of 256 microphones using simple delay-and-sum beamforming. This is the largest currently functional, all digital-signal-processing array that we know of. The array is wall-mounted in the moderately adverse environment of a general-purpose laboratory (8 m x 8 m x 3 m). The room has a T60 reverberation time of 550 ms. Reverberation effects in this room severely impact the array's performance. However, the width of the main lobe remains comparable to that of a simplified prediction. Broadband spatial resolution shows a single central peak with 10 dB gain about 0.4 m in diameter at the -3 dB level. Away from that peak, the response is approximately flat over most of the room. Optimal weighting for signal-to-noise enhancement degrades the spatial resolution minimally. Experimentally, we verify that signal-to-noise gain is less than proportional to the square root of the number of microphones probably due to the partial correlation of the noise between channels, to variation of signal intensity with polar angle about the source, and to imperfect correlation of the signal over the array caused by reverberations. We show measurements of the relative importance of each effect in our environment.

  7. Factors affecting the performance of large-aperture microphone arrays

    NASA Astrophysics Data System (ADS)

    Silverman, Harvey F.; Patterson, William R.; Sachar, Joshua

    2002-05-01

    Large arrays of microphones have been proposed and studied as a possible means of acquiring data in offices, conference rooms, and auditoria without requiring close-talking microphones. When such an array essentially surrounds all possible sources, it is said to have a large aperture. Large-aperture arrays have attractive properties of spatial resolution and signal-to-noise enhancement. This paper presents a careful comparison of theoretical and measured performance for an array of 256 microphones using simple delay-and-sum beamforming. This is the largest currently functional, all digital-signal-processing array that we know of. The array is wall-mounted in the moderately adverse environment of a general-purpose laboratory (8 m×8 m×3 m). The room has a T60 reverberation time of 550 ms. Reverberation effects in this room severely impact the array's performance. However, the width of the main lobe remains comparable to that of a simplified prediction. Broadband spatial resolution shows a single central peak with 10 dB gain about 0.4 m in diameter at the -3 dB level. Away from that peak, the response is approximately flat over most of the room. Optimal weighting for signal-to-noise enhancement degrades the spatial resolution minimally. Experimentally, we verify that signal-to-noise gain is less than proportional to the square root of the number of microphones probably due to the partial correlation of the noise between channels, to variation of signal intensity with polar angle about the source, and to imperfect correlation of the signal over the array caused by reverberations. We show measurements of the relative importance of each effect in our environment.

  8. Research Into the Role of Students’ Affective Domain While Learning Geology in Field Environments

    NASA Astrophysics Data System (ADS)

    Elkins, J.

    2009-12-01

    Existing research programs in field-based geocognition include assessment of cognitive, psychomotor, and affective domains. Assessment of the affective domain often involves the use of instruments and techniques uncommon to the geosciences. Research regarding the affective domain also commonly results in the collection and production of qualitative data that is difficult for geoscientists to analyze due to their lack of familiarity with these data sets. However, important information about students’ affective responses to learning in field environments can be obtained by using these methods. My research program focuses on data produced by students’ affective responses to field-based learning environments, primarily among students at the introductory level. For this research I developed a Likert-scale Novelty Space Survey, which presents student ‘novelty space’ (Orion and Hofstien, 1993) as a polygon; the larger the polygons, the more novelty students are experiencing. The axises for these polygons correspond to novelty domains involving geographic, social, cognitive, and psychological factors. In addition to the Novelty Space Survey, data which I have collected/generated includes focus group interviews on the role of recreational experiences in geology field programs. I have also collected data concerning the motivating factors that cause students to take photographs on field trips. The results of these studies give insight to the emotional responses students have to learning in the field and are important considerations for practitioners of teaching in these environments. Collaborative investigations among research programs that cross university departments and include multiple institutions is critical at this point in development of geocognition as a field due to unfamiliarity with cognitive science methodology by practitioners teaching geosciences and the dynamic nature of field work by cognitive scientists. However, combining the efforts of cognitive

  9. Stimulus Roving and Flankers Affect Perceptual Learning of Contrast Discrimination in Macaca mulatta

    PubMed Central

    Thiele, Alexander

    2014-01-01

    ‘Stimulus roving’ refers to a paradigm in which the properties of the stimuli to be discriminated vary from trial to trial, rather than being kept constant throughout a block of trials. Rhesus monkeys have previously been shown to improve their contrast discrimination performance on a non-roving task, in which they had to report the contrast of a test stimulus relative to that of a fixed-contrast sample stimulus. Human psychophysics studies indicate that roving stimuli yield little or no perceptual learning. Here, we investigate how stimulus roving influences perceptual learning in macaque monkeys and how the addition of flankers alters performance under roving conditions. Animals were initially trained on a contrast discrimination task under non-roving conditions until their performance levels stabilized. The introduction of roving contrast conditions resulted in a pronounced drop in performance, which suggested that subjects initially failed to heed the sample contrast and performed the task using an internal memory reference. With training, significant improvements occurred, demonstrating that learning is possible under roving conditions. To investigate the notion of flanker-induced perceptual learning, flanker stimuli (30% fixed-contrast iso-oriented collinear gratings) were presented jointly with central (roving) stimuli. Presentation of flanker stimuli yielded substantial performance improvements in one subject, but deteriorations in the other. Finally, after the removal of flankers, performance levels returned to their pre-flanker state in both subjects, indicating that the flanker-induced changes were contingent upon the continued presentation of flankers. PMID:25340335

  10. Learning affective values for faces is expressed in amygdala and fusiform gyrus.

    PubMed

    Petrovic, Predrag; Kalisch, Raffael; Pessiglione, Mathias; Singer, Tania; Dolan, Raymond J

    2008-06-01

    To monitor the environment for social threat humans must build affective evaluations of others. These evaluations are malleable and to a high degree shaped by responses engendered by specific social encounters. The precise neuronal mechanism by which these evaluations are constructed is poorly understood. We tested a hypothesis that conjoint activity in amygdala and fusiform gyrus would correlate with acquisition of social stimulus value. We tested this using a reinforcement learning algorithm, Q-learning, that assigned values to faces as a function of a history of pairing, or not pairing, with aversive shocks. Behaviourally, we observed a correlation between conditioning induced changes in skin conductance response (SCR) and subjective ratings for likeability of faces. Activity in both amygdala and fusiform gyrus (FG) correlated with the output of the reinforcement learning algorithm parameterized by these ratings. In amygdala, this effect was greater for averted than direct gaze faces. Furthermore, learning-related activity change in these regions correlated with SCR and subjective ratings. We conclude that amygdala and fusiform encode affective value in a manner that closely approximates a standard computational solution to learning.

  11. Does Augmented Reality Affect High School Students' Learning Outcomes in Chemistry?

    NASA Astrophysics Data System (ADS)

    Renner, Jonathan Christopher

    Some teens may prefer using a self-directed, constructivist, and technologic approach to learning rather than traditional classroom instruction. If it can be demonstrated, educators may adjust their teaching methodology. The guiding research question for this study focused on how augmented reality affects high school students' learning outcomes in chemistry, as measured by a pretest and posttest methodology when ensuring that the individual outcomes were not the result of group collaboration. This study employed a quantitative, quasi-experimental study design that used a comparison and experimental group. Inferential statistical analysis was employed. The study was conducted at a high school in southwest Colorado. Eighty-nine respondents returned completed and signed consent forms, and 78 participants completed the study. Results demonstrated that augmented reality instruction caused posttest scores to significantly increase, as compared to pretest scores, but it was not as effective as traditional classroom instruction. Scores did improve under both types of instruction; therefore, more research is needed in this area. The present study was the first quantitative experiment controlling for individual learning to validate augmented reality using mobile handheld digital devices that affected individual students' learning outcomes without group collaboration. This topic was important to the field of education as it may help educators understand how students learn and it may also change the way students are taught.

  12. Does hallucination affect vigilance performance in schizophrenia? An exploratory study.

    PubMed

    Das, Sudeshna; Ray, Deepshikha; Banerjee, Mallika

    2011-09-01

    The present study investigates the role of "auditory verbal hallucination" (AVH) in the attentional processes of individuals diagnosed with schizophrenia compared with healthy participants. The sample consisted of 26 participants diagnosed with schizophrenia divided into - "schizophrenia with hallucination" (N=12) and "schizophrenia without hallucination" (N=14). 13 matched healthy participants were taken. A general health questionnaire was used to screen out psychiatric morbidity in healthy participants. The presence and/or absence of AVH were substantiated through the administration of the Positive and Negative Syndrome Scale (PANSS). Only individuals having higher composite scores in the positive scale were included. Edinburgh Handedness Inventory was administered to all participants. Software designed to measure vigilance was used to assess attentional deficits in the three groups included in the study. The complexity of the "vigilance task" was varied across three parameters: (1) spatial position of the target stimulus and buffer, (2) frequency of the target stimulus and buffer and (3) colour of target stimulus and buffer. The performances of the 3 groups were compared statistically in terms of Hit, Miss and False Alarm scores. Results revealed that schizophrenia patients are deficient as compared to their healthy counterparts in the ability to focus on a specific target while inhibiting non-relevant information across all conditions. Also, schizophrenia patients who have AVH are relatively more deficient as compared to the schizophrenia patients without AVH. It can be concluded that perceptual abnormality in schizophrenia patients with hallucination has an additional negative impact on attentional processes. PMID:23051117

  13. Computer-Detected Attention Affects Foreign Language Listening but Not Reading Performance.

    PubMed

    Lee, Shu-Ping

    2016-08-01

    No quantitative study has explored the influence of attention on learning English as a foreign language (EFL). This study investigated whether computer-detected attention is associated with EFL reading and listening and reading and listening anxiety. Traditional paper-based English tests used as entrance examinations and tests of general trait anxiety, reading, listening, reading test state anxiety, and listening test state anxiety were administered in 252 Taiwan EFL college students who were divided into High Attention (Conners' Continuous Performance Test, CPT < 50) and Low Attention (CPT ≥ 50) groups. No differences were found between the two groups for traditional paper-based English tests, trait anxieties, general English reading anxiety scales, and general English listening anxiety scales. The Low Attention group had higher test state anxiety and lower listening test scores than the High Attention group, but not in reading. State anxiety during listening tests for EFL students with computer-detected low attention tendency was elevated and their EFL listening performance was affected, but those differences were not found in reading.

  14. Computer-Detected Attention Affects Foreign Language Listening but Not Reading Performance.

    PubMed

    Lee, Shu-Ping

    2016-08-01

    No quantitative study has explored the influence of attention on learning English as a foreign language (EFL). This study investigated whether computer-detected attention is associated with EFL reading and listening and reading and listening anxiety. Traditional paper-based English tests used as entrance examinations and tests of general trait anxiety, reading, listening, reading test state anxiety, and listening test state anxiety were administered in 252 Taiwan EFL college students who were divided into High Attention (Conners' Continuous Performance Test, CPT < 50) and Low Attention (CPT ≥ 50) groups. No differences were found between the two groups for traditional paper-based English tests, trait anxieties, general English reading anxiety scales, and general English listening anxiety scales. The Low Attention group had higher test state anxiety and lower listening test scores than the High Attention group, but not in reading. State anxiety during listening tests for EFL students with computer-detected low attention tendency was elevated and their EFL listening performance was affected, but those differences were not found in reading. PMID:27371638

  15. How neighbor canopy architecture affects target plant performance

    SciTech Connect

    Tremmel, D.C.; Bazzaz, F.A. )

    1993-10-01

    Plant competition occurs through the negative effects that individual plants have on resource availability to neighboring individuals. Therefore competition experiments need to examine how different species change resource availability to their neighbors, and how different species respond to these changes-allocationally, architecturally, and physiologically-through time. In a greenhouse study we used a model system of annuals to examine how canopies of species having differing morphologies differed in their architectures and light-interception abilities, and how different species performed when grown in these canopies. Abutilon theophrasti, Datura stramonium, and Polygonum pensylvanicum were grown as [open quotes]targets[close quotes]. Plants were grown in pots, with one target plant and four neighbor plants. Detailed measurements of neighbor canopy structure and target plant canopy architecture were made at five harvests. Species with different morphologies showed large differences in canopy structure, particularly when grass and forb species were compared. Setaria, a grass, had a more open canopy than the other species (all forbs), and was a consistently weak competitor. Overall, however, the relative effects of different neighbors on target biomass varied with target species. Target biomass was poorly correlated with neighbor biomass and leaf area, but was highly correlated with a measure of target light-interception ability that took into account both target leaf deployment and neighbor light interception. Despite clear differences among neighbor species in canopy structure and effect on light penetration, the results suggest no broad generalizations about the effects of different species as neighbors. Knowledge of morphological, physiological, and life history characteristics of both the target and neighbor species may be necessary to explain the results of their competition. 53 refs., 4 figs., 4 tabs.

  16. Measuring Performance of Virtual Learning Environment System in Higher Education

    ERIC Educational Resources Information Center

    Ho, William; Higson, Helen E.; Dey, Prasanta K.; Xu, Xiaowei; Bahsoon, Rami

    2009-01-01

    Purpose: The purpose of this paper is to measure the performance of commercial virtual learning environment (VLE) systems, which helps the decision makers to select the appropriate system for their institutions. Design/methodology/approach: This paper develops an integrated multiple criteria decision making approach, which combines the analytic…

  17. Performance Decrements Following Stress: Learned Helplessness, Passive Uncontrollability, or Distrust?

    ERIC Educational Resources Information Center

    Twiton, Elizabeth M.; Anderson, Ernest B.

    Three explanations for post-stress performance decrement were investigated--learned helplessness, passive uncontrollability, and distrust. A group of male and female undergraduates at Carthage College (N=112) were exposed to one of four stress treatment conditions: escapable noise (EN), inescapable noise (IN), noise experienced with no expectation…

  18. Competitive Learning Neural Network Ensemble Weighted by Predicted Performance

    ERIC Educational Resources Information Center

    Ye, Qiang

    2010-01-01

    Ensemble approaches have been shown to enhance classification by combining the outputs from a set of voting classifiers. Diversity in error patterns among base classifiers promotes ensemble performance. Multi-task learning is an important characteristic for Neural Network classifiers. Introducing a secondary output unit that receives different…

  19. Student Feedback: A Learning and Teaching Performance Indicator

    ERIC Educational Resources Information Center

    Kinash, Shelley; Naidu, Vishen; Knight, Diana; Judd, Madelaine-Marie; Nair, Chenicheri Sid; Booth, Sara; Fleming, Julie; Santhanam, Elizabeth; Tucker, Beatrice; Tulloch, Marian

    2015-01-01

    Purpose: The paper aims to disseminate solutions to common problems in student evaluation processes. It proposes that student evaluation can be applied to quality assurance and improving learning and teaching. The paper presents solutions in the areas of: presenting outcomes as performance indicators, constructing appropriate surveys, improving…

  20. Opportunities for Recognition Can Improve Learning and Performance

    ERIC Educational Resources Information Center

    French, Ron; Henderson, Hester L.; Lavay, Barry; Silliman-French, Lisa

    2013-01-01

    Physical educators need to make an effort to catch students being good and recognize them for their positive accomplishments. Unfortunately, it is usually the students who act inappropriately who receive the majority of the teachers' attention. In order to help increase learning and improve performance and behavior, the physical educator must…

  1. The Impact of Mobile Learning on ESP Learners' Performance

    ERIC Educational Resources Information Center

    Alkhezzi, Fahad; Al-Dousari, Wadha

    2016-01-01

    This study explores the impact of using mobile phone applications, namely Telegram Messenger, on teaching and learning English in an ESP context. The main objective is to test whether using mobile phone applications have an impact on ESP learners' performance by mainly investigating the influence such teaching technique can have on learning…

  2. Performing New Geographies of Literacy Teaching and Learning

    ERIC Educational Resources Information Center

    Vasudevan, Lalitha

    2009-01-01

    In this article, the author explores the ways in which new teaching and learning geographies were crafted by adolescents and adults through the engagement and performance of multimodal literacy practices. They did so by communicating and representing knowledge through the manipulation of multiple expressive modalities, including pens for writing…

  3. Mathematical Models of Elementary Mathematics Learning and Performance. Final Report.

    ERIC Educational Resources Information Center

    Suppes, Patrick

    This project was concerned with the development of mathematical models of elementary mathematics learning and performance. Probabilistic finite automata and register machines with a finite number of registers were developed as models and extensively tested with data arising from the elementary-mathematics strand curriculum developed by the…

  4. Effects of Learning Strategies on Student Reading Literacy Performance

    ERIC Educational Resources Information Center

    Li, Jie; Chun, Cecilia Ka-wai

    2012-01-01

    This study assesses the effects of the use of learning strategies on student literacy performance based on the 2002 Hong Kong Program for International Student Assessment. The descriptive statistics show that students use the memorization strategy almost as frequently as the elaboration strategy. Independent sample t-tests reveal that female…

  5. Statistics Anxiety, Trait Anxiety, Learning Behavior, and Academic Performance

    ERIC Educational Resources Information Center

    Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai

    2012-01-01

    The present study investigated the relationship between statistics anxiety, individual characteristics (e.g., trait anxiety and learning strategies), and academic performance. Students enrolled in a statistics course in psychology (N = 147) filled in a questionnaire on statistics anxiety, trait anxiety, interest in statistics, mathematical…

  6. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  7. Academic Performance and Learning Style Self-Predictions by Second Language Students in an Introductory Biology Course

    ERIC Educational Resources Information Center

    Breckler, Jennifer; Teoh, Chia Shan; Role, Kemi

    2011-01-01

    Academic success in first-year college science coursework can strongly influence future career paths and usually includes a solid performance in introductory biology. We wanted to know whether factors affecting biology student performance might include learning style preferences and one's ability and confidence in self-assessing those learning…

  8. The early bee catches the flower - circadian rhythmicity influences learning performance in honey bees, Apis mellifera

    PubMed Central

    Lehmann, Marina; Gustav, David

    2010-01-01

    Circadian rhythmicity plays an important role for many aspects of honey bees’ lives. However, the question whether it also affects learning and memory remained unanswered. To address this question, we studied the effect of circadian timing on olfactory learning and memory in honey bees Apis mellifera using the olfactory conditioning of the proboscis extension reflex paradigm. Bees were differentially conditioned to odours and tested for their odour learning at four different “Zeitgeber” time points. We show that learning behaviour is influenced by circadian timing. Honey bees perform best in the morning compared to the other times of day. Additionally, we found influences of the light condition bees were trained at on the olfactory learning. This circadian-mediated learning is independent from feeding times bees were entrained to, indicating an inherited and not acquired mechanism. We hypothesise that a co-evolutionary mechanism between the honey bee as a pollinator and plants might be the driving force for the evolution of the time-dependent learning abilities of bees. Electronic supplementary material The online version of this article (doi:10.1007/s00265-010-1026-9) contains supplementary material, which is available to authorized users. PMID:21350590

  9. Different kinds of information affect word learning in the preschool years: the case of part-term learning.

    PubMed

    Saylor, Megan M; Sabbagh, Mark A

    2004-01-01

    Two studies investigated how preschool children's interpretations of novel words as names for parts of objects were affected by 3 kinds of information: (a) whole object familiarity, (b) whole part juxtaposition, and (c) syntactic information indicating possession. Study 1 tested 3- to 4-year-olds and found that although there was evidence that all information affected children's part-term interpretations to some extent, they were most systematic when provided with 2 or more kinds of information. Study 2 adapted the procedure for use with 2.5-year-olds and found the same general pattern of results. Variations across studies were found that may reflect changes in how different kinds of information affect word learning with development.

  10. Factors affecting self-regulated learning in medical students: a qualitative study

    PubMed Central

    Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

    2015-01-01

    Introduction Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). Method This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Results Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. Conclusion The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students. PMID:26549046

  11. Go and no-go learning in reward and punishment: Interactions between affect and effect

    PubMed Central

    Guitart-Masip, Marc; Huys, Quentin J.M.; Fuentemilla, Lluis; Dayan, Peter; Duzel, Emrah; Dolan, Raymond J.

    2012-01-01

    Decision-making invokes two fundamental axes of control: affect or valence, spanning reward and punishment, and effect or action, spanning invigoration and inhibition. We studied the acquisition of instrumental responding in healthy human volunteers in a task in which we orthogonalized action requirements and outcome valence. Subjects were much more successful in learning active choices in rewarded conditions, and passive choices in punished conditions. Using computational reinforcement-learning models, we teased apart contributions from putatively instrumental and Pavlovian components in the generation of the observed asymmetry during learning. Moreover, using model-based fMRI, we showed that BOLD signals in striatum and substantia nigra/ventral tegmental area (SN/VTA) correlated with instrumentally learnt action values, but with opposite signs for go and no-go choices. Finally, we showed that successful instrumental learning depends on engagement of bilateral inferior frontal gyrus. Our behavioral and computational data showed that instrumental learning is contingent on overcoming inherent and plastic Pavlovian biases, while our neuronal data showed this learning is linked to unique patterns of brain activity in regions implicated in action and inhibition respectively. PMID:22548809

  12. Using the Learning Together Strategy to Affect Student Achievement in Physical Science

    NASA Astrophysics Data System (ADS)

    Campbell, Manda D.

    Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in the conceptual understanding of science concepts in a classroom where the teacher applied the cooperative learning strategy, Learning Together, as compared to the classroom in which teacher-directed instruction was applied. The theories of positive social interdependence and social development, which posit that social interaction promotes cognitive gains, provided a framework for the study. A convenience sample of 38 students in Grade 5 participated in the 6-week study. Nineteen students received the cooperative learning strategy treatment, while 19 students did not. Pre- and post-tests were administered to students in both groups, and an analysis of variance was performed to examine differences between the 2 sample means. Results indicated that the group receiving the cooperative learning strategy scored significantly higher than did the control group receiving direct instruction. The experimental group also scored higher in vocabulary acquisition. Using the cooperative learning strategy of Learning Together could guide teachers' efforts to help students achieve excellent state-mandated test scores. Learning Together may be employed as a powerful teaching tool across grade levels and content areas, thus promoting positive gains in other state-mandated testing areas such as math, language arts, and social studies.

  13. Deterioration of spatial learning performances in lipopolysaccharide-treated mice.

    PubMed

    Arai, K; Matsuki, N; Ikegaya, Y; Nishiyama, N

    2001-11-01

    It is well demonstrated that acute or chronic stress leads to reduction of learning ability. Lipopolysaccharide (LPS), a component of the outer membrane of gram-negative bacteria, induces profound physiological and behavioral changes, including fever, decrease in food motivation, and decrease in social behavior. These changes might be interpreted as an acute stress reaction to the LPS. In the present study, therefore, we investigated the effects of LPS (400-800 microg/kg, i.p.) on spatial learning performances using C57BL/6J male mice. In the Morris water-maze task, spatial learning performances were examined in six trials of training for two consecutive days. LPS-treated mice took a longer time to reach the hidden platform than control mice (F(1,60)=4.80801, P<0.05 at 600 microg/kg). In addition, injection of LPS decreased the percent of correct choices in the Y-maze test (P<0.05 at 800 microg/kg). LPS, however, did not alter the body weight, grip tone, motor activity or swimming speed. Taken together, these results indicate that LPS treatment specifically impaired spatial learning performances.

  14. Evidence for biomechanics and motor learning research improving golf performance.

    PubMed

    Keogh, Justin W L; Hume, Patria A

    2012-06-01

    The aim of this review was to determine how the findings of biomechanics and motor control/learning research may be used to improve golf performance. To be eligible, the biomechanics and motor learning studies had to use direct (ball displacement and shot accuracy) or indirect (clubhead velocity and clubface angle) golf performance outcome measures. Biomechanical studies suggested that reducing the radius path of the hands during the downswing, increasing wrist torque and/or range of motion, delaying wrist motion to late in the downswing, increasing downswing amplitude, improving sequential acceleration of body parts, improving weight transfer, and utilising X-factor stretch and physical conditioning programmes can improve clubhead velocity. Motor learning studies suggested that golf performance improved more when golfers focused on swing outcome or clubhead movement rather than specific body movements. A distributed practice approach involving multiple sessions per week of blocked, errorless practice may be best for improving putting accuracy of novice golfers, although variable practice may be better for skilled golfers. Video, verbal, or a combination of video and verbal feedback can increase mid-short iron distance in novice to mid-handicap (hcp) golfers. Coaches should not only continue to critique swing technique but also consider how the focus, structure, and types of feedback for practice may alter learning for different groups of golfers. PMID:22900408

  15. Affective Responses to an Aerobic Dance Class: The Impact of Perceived Performance.

    ERIC Educational Resources Information Center

    Bartholomew, John B.; Miller, Bridget M.

    2002-01-01

    Tested the mastery hypothesis as an explanation for the affective benefits of acute exercise. Undergraduate women from a self-selected aerobic dance class rated their exercise performance following class. Affect questionnaires were completed before and at 5 and 20 minutes after the class. Results showed an overall improvement in affect following…

  16. Learning and Exposure Affect Environmental Perception Less than Evolutionary Navigation Costs

    PubMed Central

    Jackson, Russell E.; Willey, Chéla R.; Cormack, Lawrence K.

    2013-01-01

    Most behaviors are conditional upon successful navigation of the environment, which depends upon distance perception learned over repeated trials. Unfortunately, we understand little about how learning affects distance perception–especially in the most common human navigational scenario, that of adult navigation in familiar environments. Further, dominant theories predict mutually exclusive effects of learning on distance perception, especially when the risks or costs of navigation differ. We tested these competing predictions in four experiments in which we also presented evolutionarily relevant navigation costs. Methods included within- and between-subjects comparisons and longitudinal designs in laboratory and real-world settings. Data suggested that adult distance estimation rapidly reflects evolutionarily relevant navigation costs and repeated exposure does little to change this. Human distance perception may have evolved to reflect navigation costs quickly and reliably in order to provide a stable signal to other behaviors and with little regard for objective accuracy. PMID:23577070

  17. Student learning style preferences in college-level biology courses: Implications for teaching and academic performance

    NASA Astrophysics Data System (ADS)

    Sitton, Jennifer Susan

    Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys

  18. Grade/Study-Performance Contracts, Enhanced Communication, Cooperative Learning, and Student Performance in Undergraduate Organic Chemistry.

    ERIC Educational Resources Information Center

    Dougherty, Ralph C.

    1997-01-01

    Describes and evaluates a teaching strategy, designed to increase student retention while maintaining academic performance levels in undergraduate organic chemistry, that uses grade/study-performance contracts, enhanced communication using electronic mail, and cooperative learning. Concludes that a series of interventions can substantially…

  19. Exploring Learning Performance toward Cognitive Approaches of a Virtual Companion System in LINE App for m-Learning

    ERIC Educational Resources Information Center

    Hsieh, Sheng-Wen; Wu, Min-Ping

    2013-01-01

    This paper used a Virtual Companion System (VCS) to examine how specific design variables within virtual learning companion affect the learning process of learners as defined by the cognitive continuum of field-dependent, field-independent and field-mixed learners in LINE app for m-learning. The data were collected from 198 participants in a…

  20. Understanding Student Learning in Context: Relationships between University Students' Social Identity, Approaches to Learning, and Academic Performance

    ERIC Educational Resources Information Center

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

    2011-01-01

    This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N…

  1. Dispositional factors affecting motivation during learning in adult basic and secondary education programs

    PubMed Central

    Krieshok, Thomas; Fall, Emily; Woods, Kari

    2012-01-01

    Research indicates that about a quarter of adult students separate from formal adult basic and secondary education (ABE/ASE) programs before completing one educational level. This retrospective study explores individual dispositional factors that affect motivation during learning, particularly students’ goals, goal-directed thinking and action based on hope theory and attendance behaviors, and self-perceptions of competency based on affective domain attributions about external and internal obstacles to learning and employment, and demographic factors. Among 274 ABE/ASE students, those learners who made an education gain in 1 year significantly differed from those who did not in only a few dispositional or demographic variables; and by educational level they significantly differed in a wide variety of dispositional and demographic variables. These findings suggest researchable questions and programmatic considerations that may lead to future innovations that improve learner persistence. PMID:23734069

  2. Dopaminergic therapy affects learning and impulsivity in Parkinson’s disease

    PubMed Central

    Hiebert, Nole M; Seergobin, Ken N; Vo, Andrew; Ganjavi, Hooman; MacDonald, Penny A

    2014-01-01

    Objective The aim was to examine the effect of dopaminergic medication on stimulus-response learning versus performing decisions based on learning. Method To see the effect of dopaminergic therapy on stimulus-response learning and response selection, participants with Parkinson’s disease (PD) were either tested on and/or off their prescribed dose of dopaminergic therapy during different testing days. Forty participants with PD and 34 healthy controls completed the experiment on consecutive days. On Day 1, participants learned to associate abstract images with spoken, “right” or “left” responses via feedback (Session 1). On Day 2, participants recalled these responses (Session 2) and indicated the location (i.e., right or left of center) of previously studied images intermixed with new images (Session 3). Results Participants with PD off medication learned stimulus-response associations equally well compared to healthy controls. Learning was impaired by dopaminergic medication. Regardless of medication status, patients recalled the stimulus-response associations from Day 1 as well as controls. In Session 3 off medication, patients demonstrated enhanced facilitation relative to controls and patients on medication, when the stimulus location was congruent with the spoken response that was learned for the stimulus in Session 1. Interpretation Learning in PD was comparable to that of healthy controls off medication. Learning was worsened by dopaminergic therapy in PD. We interpret greater facilitation in participants with PD off medication for congruent responses as evidence of greater impulsivity. This motor or reflexive impulsivity was normalized by medication in PD. These findings shed light on the cognitive profile of PD and have implications for dopaminergic treatment. PMID:25493274

  3. Performance monitoring and empathy during active and observational learning in patients with major depression.

    PubMed

    Thoma, Patrizia; Norra, Christine; Juckel, Georg; Suchan, Boris; Bellebaum, Christian

    2015-07-01

    Previous literature established a link between major depressive disorder (MDD) and altered reward processing as well as between empathy and (observational) reward learning. The aim of the present study was to assess the effects of MDD on the electrophysiological correlates - the feedback-related negativity (FRN) and the P300 - of active and observational reward processing and to relate them to trait cognitive and affective empathy. Eighteen patients with MDD and 16 healthy controls performed an active and an observational probabilistic reward-learning task while event- related potentials were recorded. Also, participants were assessed with regard to self-reported cognitive and affective trait empathy. Relative to healthy controls, patients with MDD showed overall impaired learning and attenuated FRN amplitudes, irrespective of feedback valence and learning type (active vs. observational), but comparable P300 amplitudes. In the patient group, but not in controls, higher trait perspective taking scores were significantly correlated with reduced FRN amplitudes. The pattern of results suggests impaired prediction error processing and a negative effect of higher trait empathy on feedback-based learning in patients with MDD. PMID:26057196

  4. Performance monitoring and empathy during active and observational learning in patients with major depression.

    PubMed

    Thoma, Patrizia; Norra, Christine; Juckel, Georg; Suchan, Boris; Bellebaum, Christian

    2015-07-01

    Previous literature established a link between major depressive disorder (MDD) and altered reward processing as well as between empathy and (observational) reward learning. The aim of the present study was to assess the effects of MDD on the electrophysiological correlates - the feedback-related negativity (FRN) and the P300 - of active and observational reward processing and to relate them to trait cognitive and affective empathy. Eighteen patients with MDD and 16 healthy controls performed an active and an observational probabilistic reward-learning task while event- related potentials were recorded. Also, participants were assessed with regard to self-reported cognitive and affective trait empathy. Relative to healthy controls, patients with MDD showed overall impaired learning and attenuated FRN amplitudes, irrespective of feedback valence and learning type (active vs. observational), but comparable P300 amplitudes. In the patient group, but not in controls, higher trait perspective taking scores were significantly correlated with reduced FRN amplitudes. The pattern of results suggests impaired prediction error processing and a negative effect of higher trait empathy on feedback-based learning in patients with MDD.

  5. Toward interactive context-aware affective educational recommendations in computer-assisted language learning

    NASA Astrophysics Data System (ADS)

    Santos, Olga C.; Saneiro, Mar; Boticario, Jesus G.; Rodriguez-Sanchez, M. C.

    2016-01-01

    This work explores the benefits of supporting learners affectively in a context-aware learning situation. This features a new challenge in related literature in terms of providing affective educational recommendations that take advantage of ambient intelligence and are delivered through actuators available in the environment, thus going beyond previous approaches which provided computer-based recommendation that present some text or tell aloud the learner what to do. To address this open issue, we have applied TORMES elicitation methodology, which has been used to investigate the potential of ambient intelligence for making more interactive recommendations in an emotionally challenging scenario (i.e. preparing for the oral examination of a second language learning course). Arduino open source electronics prototyping platform is used both to sense changes in the learners' affective state and to deliver the recommendation in a more interactive way through different complementary sensory communication channels (sight, hearing, touch) to cope with a universal design. An Ambient Intelligence Context-aware Affective Recommender Platform (AICARP) has been built to support the whole experience, which represents a progress in the state of the art. In particular, we have come up with what is most likely the first interactive context-aware affective educational recommendation. The value of this contribution lies in discussing methodological and practical issues involved.

  6. Students' Achievement Goals, Emotion Perception Ability and Affect and Performance in the Classroom: A Multilevel Examination

    ERIC Educational Resources Information Center

    Vassiou, Aikaterini; Mouratidis, Athanasios; Andreou, Eleni; Kafetsios, Konstantinos

    2016-01-01

    Performance at school is affected not only by students' achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students' achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes…

  7. Personality Traits Affect Teaching Performance of Attending Physicians: Results of a Multi-Center Observational Study

    PubMed Central

    Scheepers, Renée A.; Lombarts, Kiki M. J. M. H.; van Aken, Marcel A. G.; Heineman, Maas Jan; Arah, Onyebuchi A.

    2014-01-01

    Background Worldwide, attending physicians train residents to become competent providers of patient care. To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine. However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians' personality traits with their teaching performance across surgical and non-surgical specialties. Method We conducted a survey across surgical and non-surgical specialties in eighteen medical centers in the Netherlands. Residents evaluated attending physicians' overall teaching performance, as well as the specific domains learning climate, professional attitude, communication, evaluation, and feedback, using the validated 21-item System for Evaluation of Teaching Qualities (SETQ). Attending physicians self-evaluated their personality traits on a 5-point scale using the validated 10-item Big Five Inventory (BFI), yielding the Five Factor model: extraversion, conscientiousness, neuroticism, agreeableness and openness. Results Overall, 622 (77%) attending physicians and 549 (68%) residents participated. Extraversion positively related to overall teaching performance (regression coefficient, B: 0.05, 95% CI: 0.01 to 0.10, P = 0.02). Openness was negatively associated with scores on feedback for surgical specialties only (B: −0.10, 95% CI: −0.15 to −0.05, P<0.001) and conscientiousness was positively related to evaluation of residents for non-surgical specialties only (B: 0.13, 95% CI: 0.03 to 0.22, p = 0.01). Conclusions Extraverted attending physicians were consistently evaluated as better supervisors. Surgical attending physicians who display high levels of

  8. Rats taste-aversive learning with cyclosporine a is not affected by contextual changes.

    PubMed

    Tuerkmen, Akin; Bösche, Katharina; Lückemann, Laura; Engler, Harald; Schedlowski, Manfred; Hadamitzky, Martin

    2016-10-01

    In conditioned taste aversion (CTA) rats associate a novel taste (conditioned stimulus; CS) with a treatment (unconditioned stimulus; US) that induces symptoms of malaise. During retrieval, animals learn that the CS no longer predicts the US, with the consequence that the behavior elicited by the CS extinguishes. Importantly, CTA data with lithium chloride (LiCl) as US indicate that extinction learning is affected by changing the physical context. However, if this is also the case in different taste-aversion paradigms employing compounds other than LiCL as US is unknown. Against this background the present study investigated in a CTA paradigm with saccharin as CS and the immunosuppressant cyclosporine A (CsA) as US the influence of contextual changes on CTA extinction. Our results show, that extinction of a learned CS-US association with CsA is not prone to contextual changes. Due to the direct effects of CsA on CNS functioning, CTA with this immunosuppressant apparently operates under different mechanisms compared to other drugs, such as LiCl. These data indicate that taste aversive learning and its extinction are not necessarily specific to the context in which it is learned but also depends, at least in part, on the physiological and neuropharmacological effects of the drug employed as US. PMID:27316343

  9. Napping after complex motor learning enhances juggling performance.

    PubMed

    Morita, Yuko; Ogawa, Keiko; Uchida, Sunao

    2016-01-01

    The present study examined whether a nap after complex motor learning enhanced the following day's physical performance. Eighteen volunteers met the inclusion criteria and were assigned to either a nap (n=9; men=5; mean age=21.0±1.5) or no-nap group (n=9; men=5; mean age=21.9±0.3). Participants practiced juggling in the morning and were tested immediately afterwards. Participants of the nap group were given a 70-minute nap opportunity after juggling practice, while the no-nap group stayed awake. Juggling performance was then tested in the evening (retest-1) and the next morning (retest-2). Two-way analysis of variance (group: nap, no-nap×time: test, retest-1, retest-2) found there was a significant effect of test time and a significant group×time interaction. The juggling performance of both groups improved from test to retest-1, respectively. However, the juggling performance level of the nap group was higher than that of the no-nap group at the retest-1. As predicted, a nap promptly after learning motor skills was associated with subsequently improved performance. Moreover, the juggling performance of the nap group showed additional significant improvements in the retest-2. In the no-nap group, however, there were no significant improvements in the juggling performance after nocturnal sleep. These results demonstrate that the benefits of a nap following learning were further enhanced after nocturnal sleep. The present results may provide justification for introducing nap periods into daily athletic training as an active method to improve performance. PMID:27656276

  10. Responses to formal performance appraisal feedback: the role of negative affectivity.

    PubMed

    Lam, Simon S K; Yik, Michelle S M; Schaubroeck, John

    2002-02-01

    This study examined the effects of performance appraisal feedback on job and organizational attitudes of tellers (N = 329) in a large international bank. Negative affectivity moderated the link between favorable appraisal feedback and job attitudes. Among the higher rated performers, attitudes were improved 1 month after being notified of favorable appraisal results (Time 2). Improved attitudes persisted 6 months after the performance appraisal (Time 3) among tellers with low negative affectivity but not among those with high negative affectivity. Among the lower rated performers, mean levels of attitudes did not change significantly during the study. PMID:11924542

  11. Identifying Affective Domains That Correlate and Predict Mathematics Performance in High-Performing Students in Singapore

    ERIC Educational Resources Information Center

    Lim, Siew Yee; Chapman, Elaine

    2015-01-01

    Past studies have shown that distinct yet highly correlated sub-constructs of three broad mathematics affective variables: (a) motivation, (b) attitudes and (c) anxiety, have varying degree of correlation with mathematics achievement. The sub-constructs of these three affective constructs are as follows: (a) (i) amotivation, (ii) external…

  12. Personality interacts with implicit affect to predict performance in analytic versus holistic processing.

    PubMed

    Kazén, Miguel; Kuhl, Julius; Quirin, Markus

    2015-06-01

    Both theoretical approaches and empirical evidence suggest that negative affect fosters analytic processing, whereas positive affect fosters holistic processing, but these effects are inconsistent. We aim to show that (a) differences in affect regulation abilities ("action orientation") and (b) implicit more so than self-reported affect assessment need to be considered to advance our understanding of these processes. Forty participants were asked to verify whether a word was correctly or incorrectly spelled to measure analytic processing, as well as to intuitively assess whether sets of three words were coherent (remote associates task) to measure holistic processing. As expected, implicit but not explicit negative affect interacted with low action orientation ("state orientation") to predict higher d' performance in word spelling, whereas implicit but not explicit positive affect interacted with high action orientation to predict higher d' performance in coherence judgments for word triads. Results are interpreted according to personality systems interaction theory. These findings suggest that affect and affect changes should be measured explicitly and implicitly to investigate affect-cognition interactions. Moreover, they suggest that good affect regulators benefit from positive affect for holistic processing, whereas bad affect regulators benefit from negative affect for analytical processing. PMID:24725069

  13. Combined effects of positive and negative affectivity and job satisfaction on job performance and turnover intentions.

    PubMed

    Bouckenooghe, Dave; Raja, Usman; Butt, Arif Nazir

    2013-01-01

    Capturing data from employee-supervisor dyads (N = 321) from eight organizations in Pakistan, including human service organizations, an electronics assembly plant, a packaging material manufacturing company, and a small food processing plant, we used moderated regression analysis to examine whether the relationships between trait affect (positive affectivity [PA] and negative affectivity [NA]) and two key work outcome variables (job performance and turnover) are contingent upon the level of job satisfaction. We applied the Trait Activation Theory to explain the moderating effect of job satisfaction on the relationship between affect and performance and between affect and turnover. Overall, the data supported our hypotheses. Positive and negative affectivity influenced performance and the intention to quit, and job satisfaction moderated these relationships. We discuss in detail the results of these findings and their implications for research and practice.

  14. Combined effects of positive and negative affectivity and job satisfaction on job performance and turnover intentions.

    PubMed

    Bouckenooghe, Dave; Raja, Usman; Butt, Arif Nazir

    2013-01-01

    Capturing data from employee-supervisor dyads (N = 321) from eight organizations in Pakistan, including human service organizations, an electronics assembly plant, a packaging material manufacturing company, and a small food processing plant, we used moderated regression analysis to examine whether the relationships between trait affect (positive affectivity [PA] and negative affectivity [NA]) and two key work outcome variables (job performance and turnover) are contingent upon the level of job satisfaction. We applied the Trait Activation Theory to explain the moderating effect of job satisfaction on the relationship between affect and performance and between affect and turnover. Overall, the data supported our hypotheses. Positive and negative affectivity influenced performance and the intention to quit, and job satisfaction moderated these relationships. We discuss in detail the results of these findings and their implications for research and practice. PMID:23469474

  15. Translating theory into practice: integrating the affective and cognitive learning dimensions for effective instruction in engineering education

    NASA Astrophysics Data System (ADS)

    Alias, Maizam; Lashari, Tahira Anwar; Abidin Akasah, Zainal; Jahaya Kesot, Mohd.

    2014-03-01

    Learning in the cognitive domain is highly emphasised and has been widely investigated in engineering education. Lesser emphasis is placed on the affective dimension although the role of affects has been supported by research. The lack of understanding on learning theories and how they may be translated into classroom application of teaching and learning is one factor that contributes to this situation. This paper proposes a working framework for integrating the affective dimension of learning into engineering education that is expected to promote better learning within the cognitive domain. Four major learning theories namely behaviourism, cognitivism, socio-culturalism, and constructivism were analysed and how affects are postulated to influence cognition are identified. The affective domain constructs identified to be important are self-efficacy, attitude and locus of control. Based on the results of the analysis, a framework that integrates methodologies for achieving learning in the cognitive domain with the support of the affective dimension of learning is proposed. It is expected that integrated approach can be used as a guideline to engineering educators in designing effective and sustainable instructional material that would result in the effective engineers for future development.

  16. Quality of Learners' Time and Learning Performance beyond Quantitative Time-on-Task

    ERIC Educational Resources Information Center

    Romero, Margarida; Barbera, Elena

    2011-01-01

    Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students' time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by…

  17. The Relationships among Group Size, Participation, and Performance of Programming Language Learning Supported with Online Forums

    ERIC Educational Resources Information Center

    Shaw, Ruey-Shiang

    2013-01-01

    This study examined the relationships among group size, participation, and learning performance factors when learning a programming language in a computer-supported collaborative learning (CSCL) context. An online forum was used as the CSCL environment for learning the Microsoft ASP.NET programming language. The collaborative-learning experiment…

  18. Pallidal spiking activity reflects learning dynamics and predicts performance

    PubMed Central

    Noblejas, Maria Imelda; Mizrahi, Aviv D.; Dauber, Omer; Bergman, Hagai

    2016-01-01

    The basal ganglia (BG) network has been divided into interacting actor and critic components, modulating the probabilities of different state–action combinations through learning. Most models of learning and decision making in the BG focus on the roles of the striatum and its dopaminergic inputs, commonly overlooking the complexities and interactions of BG downstream nuclei. In this study, we aimed to reveal the learning-related activity of the external segment of the globus pallidus (GPe), a downstream structure whose computational role has remained relatively unexplored. Recording from monkeys engaged in a deterministic three-choice reversal learning task, we found that changes in GPe discharge rates predicted subsequent behavioral shifts on a trial-by-trial basis. Furthermore, the activity following the shift encoded whether it resulted in reward or not. The frequent changes in stimulus–outcome contingencies (i.e., reversals) allowed us to examine the learning-related neural activity and show that GPe discharge rates closely matched across-trial learning dynamics. Additionally, firing rates exhibited a linear decrease in sequences of correct responses, possibly reflecting a gradual shift from goal-directed execution to automaticity. Thus, modulations in GPe spiking activity are highest for attention-demanding aspects of behavior (i.e., switching choices) and decrease as attentional demands decline (i.e., as performance becomes automatic). These findings are contrasted with results from striatal tonically active neurons, which show none of these task-related modulations. Our results demonstrate that GPe, commonly studied in motor contexts, takes part in cognitive functions, in which movement plays a marginal role. PMID:27671661

  19. Learning and performance under alternative instructional manifestations of experimental practice

    NASA Astrophysics Data System (ADS)

    Ford, Michael J.

    Before we can understand how students learn "to do" science, we must make explicit our assumptions about what scientific practice is. This study compares the learning outcomes of two sixth-grade instructional units on experimentation, each based on a particular characterization of practice. In one unit, instruction focused on acquisition and application of the control of variables strategy (CVS; Chen & Klahr, 1999), which is consistent with a popular conception of science education, stemming from Piaget, as the mastery of logical forms. In the other unit, students designed experimental apparatus to answer a target question, and instruction emphasized practices of rendering and transforming the material world in ways that support scientific understanding. Students in both groups were assessed for CVS acquisition and subsequent experimental performance on a novel task, and group performances on these assessments different across instructional conditions. I will argue that student understandings of goals, norms of instructional expectation, and strategies explain these differences, in some cases by supporting performance and in other cases by hindering it. I will also argue that the results question the role typically attributed to logical method in learning to design experiments.

  20. The protection of individuals affected with Specific Learning Disorders in the Italian Legislation.

    PubMed

    Feola, A; Marino, V; Masullo, A; Trabucco Aurilio, M; Marsella, L T

    2015-01-01

    Specific Learning Disorders (SLDs) affect specific abilities in individuals with an otherwise normal academic development. Among Italian School population, their reported prevalence is between 2.5% and 3.5%. Dysfunctions at the base of these disorders interfere with the normal acquisition process of reading, writing and/or mathematical abilities, leading to various degrees of adjustment difficulties in the affected individuals. The aim of this study was to assess the support that Italian Government offers to its citizens affected with SLDs, with a particular focus on assistance during the school-age years, particularly through the introduction of the Law 170/2010 and successive guidelines, supplementing the existing regulations to offer more efficient means and legal instruments aimed at achieving earlier diagnoses. PMID:26152629

  1. Effects of Applying STR for Group Learning Activities on Learning Performance in a Synchronous Cyber Classroom

    ERIC Educational Resources Information Center

    Kuo, Tony C. T.; Shadiev, Rustam; Hwang, Wu-Yuin; Chen, Nian-Shing

    2012-01-01

    This study aimed to apply Speech to Text Recognition (STR) for individual oral presentations and group discussions of students in a synchronous cyber classroom. An experiment was conducted to analyze the effectiveness of applying STR on learning performance. Students' perceptions and behavioral intentions toward using STR were also investigated.…

  2. Using Game Theory and Competition-Based Learning to Stimulate Student Motivation and Performance

    ERIC Educational Resources Information Center

    Burguillo, Juan C.

    2010-01-01

    This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a…

  3. Determinants of Learning Performance of Business Students in a Transitional Market

    ERIC Educational Resources Information Center

    Nguyen, Trang T. M.; Nguyen, Tho D.

    2010-01-01

    Purpose: The purpose of this paper is to examine the impacts of instructor capability and learning motivation on learning performance of business students in Vietnam. It also explores the moderating effect of personal development competitiveness on the roles of instructor capability in both learning motivation and learning performance.…

  4. Grade/Performance Contracts, Enhanced Communication, Cooperative Learning and Student Performance in Undergraduate Organic Chemistry

    NASA Astrophysics Data System (ADS)

    Dougherty, Ralph C.

    1997-06-01

    This paper describes a grade/study-performance contract that was designed to increase student retention while maintaining academic performance levels in undergraduate organic chemistry. The experimental course included enhanced communication using electronic mail, and cooperative learning in addition to grade/study-performance contracts. The objective of the grade/study-performance contract was the development of learning skills with creation of a basis for unobtrusive auditing of performance. The retention rate in the experimental course was 0.82 for the first term and 0.93 for the second term. The overall retention was 0.76. This value was 3.8 times the average retention for the same sequence in the previous five years at the same institution. It was seven standard deviations away from the previous mean. The ACS Organic Chemistry Examination percentile score for the control section was 46+25 (n=117). The corresponding data for the experimental section was 53+23 (n=143). When the course was offered with the same instructor, cooperative learning, e-mail, but no grade/study-performance contract the ACS Exam percentile average 37+29. This represents a drop of 9.9 standard deviations for comparison of the means. We conclude that grade/study-performance contracts can be effective in increasing both student performance and retention in undergraduate organic chemistry.

  5. Imprinted Rasgrf1 expression in neonatal mice affects olfactory learning and memory

    PubMed Central

    Drake, Nadia M; DeVito, Loren M; Cleland, Thomas A; Soloway, Paul D

    2011-01-01

    Rasgrf1 is genomically imprinted; only the paternally-inherited allele is expressed in the neonatal mouse brain until weaning, at which time expression becomes biallelic. Whereas Rasgrf1 has been implicated in learning and memory via knockout studies in adult mice, the effect of its normal imprinted expression on these phenotypes has not yet been examined. Neonatal mice with experimentally manipulated patterns of imprinted Rasgrf1 expression were assessed on an associative olfactory task. Neonates lacking the normally-expressed wildtype paternal allele exhibited significant impairment in olfactory associative memory. Adult animals in which neonatal imprinting had been manipulated were also behaviorally assessed; while neonatal imprinting significantly affects body weight even into adulthood, no learning and memory phenotype attributable to imprinting was observed in adults. Additional analyses of neonates revealed imprinted Rasgrf1 transcript selective to olfactory bulb even in mice that were null for Rasgrf1 in the rest of the brain, and showed that Rasgrf1 affects Ras and Rac activation in the brain. Taken together, these results indicate that Rasgrf1 expression from the wildtype paternal allele contributes to learning and memory in neonatal mice. PMID:21251221

  6. Exclusion performance and learning by exclusion in dogs.

    PubMed

    Zaine, Isabela; Domeniconi, Camila; de Rose, Julio C

    2016-05-01

    Responding by exclusion is a type of emergent repertoire in which an individual chooses an alternative by the apparent exclusion of other available alternatives. In this case it is possible to respond appropriately to an undefined stimulus (one that has not previously acquired discriminative functions) by excluding the defined alternatives. There is evidence of exclusion in humans and nonhuman animals, although learning as an outcome of exclusion does not always occur. This study aimed to investigate exclusion in visual simple discriminations and learning of new simple discriminations resulting from exclusion in four border collies. Subjects were trained to perform simple simultaneous discriminations between pairs of tridimensional objects, and were then tested for exclusion, novelty control and learning of new simple discriminations. All dogs successfully responded by exclusion, choosing an undefined stimulus displayed with an S-. For three dogs, it was possible to conclude that these previously undefined stimuli acquired S+ functions, documenting learning of new simple discriminations. However, this required up to four exposures to exclusion trials with each pair of stimuli.

  7. Does medical students’ clinical performance affect their actual performance during medical internship?

    PubMed Central

    Han, Eui-Ryoung; Chung, Eun-Kyung

    2016-01-01

    INTRODUCTION This study examines the relationship between the clinical performance of medical students and their performance as doctors during their internships. METHODS This retrospective study involved 63 applicants of a residency programme conducted at Chonnam National University Hospital, South Korea, in November 2012. We compared the performance of the applicants during their internship with their clinical performance during their fourth year of medical school. The performance of the applicants as interns was periodically evaluated by the faculty of each department, while their clinical performance as fourth-year medical students was assessed using the Clinical Performance Examination (CPX) and the Objective Structured Clinical Examination (OSCE). RESULTS The performance of the applicants as interns was positively correlated with their clinical performance as fourth-year medical students, as measured by the CPX and OSCE. The performance of the applicants as interns was moderately correlated with the patient-physician interaction items addressing communication and interpersonal skills in the CPX. CONCLUSION The clinical performance of medical students during their fourth year in medical school was related to their performance as medical interns. Medical students should be trained to develop good clinical skills through actual encounters with patients or simulated encounters using manikins, to enable them to become more competent doctors. PMID:26768172

  8. The Relationship of Learning Traits, Motivation and Performance-Learning Response Dynamics

    ERIC Educational Resources Information Center

    Hwang, Wu-Yuin; Chang, Chen-Bin; Chen, Gan-Jung

    2004-01-01

    This paper proposes a model of learning dynamics and learning energy, one that analyzes learning systems scientifically. This model makes response to the learner action by means of some equations relating to learning dynamics, learning energy, learning speed, learning force, and learning acceleration, which is analogous to the notion of Newtonian…

  9. Job Satisfaction and Performance: The Moderating Effects of Value Attainment and Affective Disposition.

    ERIC Educational Resources Information Center

    Hochwarter, Wayne A.; Perrewe, Pamela L.; Ferris, Gerald R.; Brymer, Robert A.

    1999-01-01

    A study of 270 hotel managers found that the strongest positive relationship between job satisfaction and performance occurred when high attainment of values associated with work was coupled with high-positive or low-negative affective disposition. (SK)

  10. Performance-Based Occupational Affective Behavior Analysis (OABA). Implementation and Supporting Research.

    ERIC Educational Resources Information Center

    Pucel, David J.; And Others

    This document contains two sections: implementation of the performance-based Occupational Affective Behavior Analysis (OABA), and supporting research. Section 1 presents OABA, an analytic procedure designed to identify those affective behaviors important to success in an occupation, and gives directions on how to implement the procedure. The…

  11. Happy Places, Horrible Times, and Scary Learners: Affective Performances and Sticky Objects in Inclusive Classrooms

    ERIC Educational Resources Information Center

    Naraian, Srikala; Khoja-Moolji, Shenila

    2016-01-01

    Drawing on data from two studies conducted in US public schools, this paper traces the affective productions and performances of teachers to illustrate the role of affect in delineating (non)normative pedagogical practices in inclusive classrooms. Occupying a borderland space in narrative inquiry that permitted the straddling of differing…

  12. To branch out or stay focused? Affective shifts differentially predict organizational citizenship behavior and task performance.

    PubMed

    Yang, Liu-Qin; Simon, Lauren S; Wang, Lei; Zheng, Xiaoming

    2016-06-01

    We draw from personality systems interaction (PSI) theory (Kuhl, 2000) and regulatory focus theory (Higgins, 1997) to examine how dynamic positive and negative affective processes interact to predict both task and contextual performance. Using a twice-daily diary design over the course of a 3-week period, results from multilevel regression analysis revealed that distinct patterns of change in positive and negative affect optimally predicted contextual and task performance among a sample of 71 employees at a medium-sized technology company. Specifically, within persons, increases (upshifts) in positive affect over the course of a workday better predicted the subsequent day's organizational citizenship behavior (OCB) when such increases were coupled with decreases (downshifts) in negative affect. The optimal pattern of change in positive and negative affect differed, however, in predicting task performance. That is, upshifts in positive affect over the course of the workday better predicted the subsequent day's task performance when such upshifts were accompanied by upshifts in negative affect. The contribution of our findings to PSI theory and the broader affective and motivation regulation literatures, along with practical implications, are discussed. (PsycINFO Database Record PMID:26882443

  13. Social Presence and its Relevancy to Cognitive and Affective Learning in an Asynchronous Distance-Learning Environment: A Preliminary Literature Review

    ERIC Educational Resources Information Center

    Jolivette, Brenda J.

    2006-01-01

    This article examines the literature on the theory of social presence and its relevancy to cognitive and affective learning in an asynchronous distance-learning environment. With the evolution of distance education, colleges and universities have found themselves on the cutting edge of an unprecedented new era. This review explores the…

  14. Effects of Fading Support on Hypertext Navigation and Performance in Student-Centered E-Learning Environments

    ERIC Educational Resources Information Center

    Kester, Liesbeth; Kirschner, Paul A.

    2009-01-01

    Whether fading support for problems affects accuracy of hypertext navigation and problem performance is investigated in this study. In a student-centered e-learning environment conceptual support is added to help domain novices get an overview of the problem domain, while strategic support is provided to help domain novices get insight into the…

  15. Risk and protective haplotypes of the alpha-synuclein gene associated with Parkinson's disease differentially affect cognitive sequence learning.

    PubMed

    Kéri, S; Nagy, H; Myers, C E; Benedek, G; Shohamy, D; Gluck, M A

    2008-02-01

    Alpha-synuclein (SNCA) is a key factor in the regulation of dopaminergic transmission and is related to Parkinson's disease. In this study, we investigated the effects of risk and protective SNCA haplotypes associated with Parkinson's disease on cognitive sequence learning in 204 healthy volunteers. We found that the 3'-block risk SNCA haplotypes are associated with less effective stimulus-reward learning of sequences and with superior context representation of sequences. In contrast, participants with protective haplotypes exhibit better stimulus-reward learning and worse context representation, which suggest that these functions are inversely affected by risk and protective haplotypes. The Rep1 promoter polymorphism does not influence cognitive sequence learning. Because stimulus-reward learning may be mediated by the basal ganglia and context learning may be related to the medial temporal lobe, our data raise the possibility that dopaminergic signals regulated by SNCA inversely affect these memory systems.

  16. An Investigation of How Perceptions of Mathematics Ability Can Affect Elementary Statistics Performance.

    ERIC Educational Resources Information Center

    Galagedera, Don; Woodward, George; Degamboda, Sunanda

    2000-01-01

    Investigates the effects of perceived mathematics ability (PMA) on the learning process with special reference to undergraduates (N=147) following an elementary statistics (ES) course. Concludes that PMA itself is not a good predictor of ES performance; rather, its effect may be challenged through interest, expected grade, and motivation to do…

  17. Generalizing Screen Inferiority--Does the Medium, Screen versus Paper, Affect Performance Even with Brief Tasks?

    ERIC Educational Resources Information Center

    Sidi, Yael; Ophir, Yael; Ackerman, Rakefet

    2016-01-01

    Screen inferiority in performance and metacognitive processes has been repeatedly found with text learning. Common explanations for screen inferiority relate to technological and physiological disadvantages associated with extensive reading on screen. However, recent studies point to lesser recruitment of mental effort on screen than on paper.…

  18. Motor learning in children with spina bifida: intact learning and performance on a ballistic task.

    PubMed

    Dennis, Maureen; Jewell, Derryn; Edelstein, Kim; Brandt, Michael E; Hetherington, Ross; Blaser, Susan E; Fletcher, Jack M

    2006-09-01

    Learning and performance on a ballistic task were investigated in children with spina bifida meningomyelocele (SBM), with either upper level spinal lesions (n = 21) or lower level spinal lesions (n = 81), and in typically developing controls (n = 35). Participants completed three phases (20 trials each) of an elbow goniometer task that required a ballistic arm movement to move a cursor to one of two target positions on a screen, including (1) an initial learning phase, (2) an adaptation phase with a gain change such that recalibration of the ballistic arm movement was required, and (3) a learning reactivation phase under the original gain condition. Initial error rate, asymptotic error rate, and learning rate did not differ significantly between the SBM and control groups. Relative to controls, the SBM group had reduced volumes in the cerebellar hemispheres and pericallosal gray matter (the region including the basal ganglia), although only the pericallosal gray matter was significantly correlated with motor adaptation. Congenital cerebellar dysmorphology is associated with preserved motor skill learning on voluntary, nonreflexive tasks in children with SBM, in whom the relative roles of the cerebellum and basal ganglia may differ from those in the adult brain.

  19. The Impact of Students' Temporal Perspectives on Time-on-Task and Learning Performance in Game Based Learning

    ERIC Educational Resources Information Center

    Romero, Margarida; Usart, Mireia

    2013-01-01

    The use of games for educational purposes has been considered as a learning methodology that attracts the students' attention and may allow focusing individuals on the learning activity through the [serious games] SG game dynamic. Based on the hypothesis that students' Temporal Perspective has an impact on learning performance and time-on-task,…

  20. Reliability of Performance on the Test of Memory and Learning (TOMAL) by an Adolescent Learning Disability Sample.

    ERIC Educational Resources Information Center

    Reynolds, Cecil R.

    1998-01-01

    Adolescents (n=99) with learning disabilities were administered the Test of Memory and Learning (TOMAL) (C. Reynolds and E. Bigler, 1994), and Cronbach's alpha was calculated based on their responses. Alpha values were also computed for a control group. TOMAL performance of adolescents with learning disabilities tends to be as reliable as…

  1. Teaching and Learning Physics: Performance Art Evoking Insight

    NASA Astrophysics Data System (ADS)

    Sommer, Wilfried

    2015-12-01

    Doing experiments in physics lessons can create a magical moment if students become really intrigued with the experimental progression. They add a new quality to what the experiment shows. Their attention and nature's revelations flow together: a performance is taking place. It's similar to a moment during a theatrical performance, when the spectators' and actors' energy flow together and their feeling of being separated from one another dissolves. Together with the atmosphere of the stage scenery they reform something new, unique, and volatile, and the fourth wall, that imaginary wall between actors and audience, breaks down. Erika Fischer-Lichte refers to such moments as "the transformative power of performance: a new aesthetics." Below, I will discuss what this transformative power with respect to teaching and learning physics can be, particularly how the involvement in experimental demonstrations develops deeper insights into the way in which the laws of physics are "prodigious."

  2. 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

  3. The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students' Affective Skills

    ERIC Educational Resources Information Center

    Tatar, Nilgün; Akpinar, Ercan; Feyzioglu, Eylem Yildiz

    2013-01-01

    The purpose of this study is to investigate the effect of computer-assisted learning integrated with metacognitive prompts on elementary students' affective skills on the subject of electricity. The researchers developed educational software to enable students to easily and comprehensively learn the concepts in the subject of electricity. A…

  4. Factors Affecting Student Success in Distance Learning Courses at a Local California Community College: Joint Governance Perspectives

    ERIC Educational Resources Information Center

    Gonzalez, Luis A.

    2012-01-01

    The purpose of this study was to explore the perspectives of staff and faculty regarding factors affecting student success in distance learning at a California community college (CCC). Participants were members of the leadership group known as the distance learning committee. Data were collected through in-depth interviews using open-ended…

  5. Cognitive and Socio-Affective Outcomes of Project-Based Learning: Perceptions of Greek Second Chance School Students

    ERIC Educational Resources Information Center

    Koutrouba, Konstantina; Karageorgou, Elissavet

    2013-01-01

    The present questionnaire-based study was conducted in 2010 in order to examine 677 Greek Second Chance School (SCS) students' perceptions about the cognitive and socio-affective outcomes of project-based learning. Data elaboration, statistical and factor analysis showed that the participants found that project-based learning offered a second…

  6. Theorizing Affect in Foreign Language Learning: An Analysis of One Learner's Responses to a Communicative Portuguese Course

    ERIC Educational Resources Information Center

    Garrett, Paula; Young, Richard F.

    2009-01-01

    In this study we explore a student's affective responses to classroom foreign language learning. In 2 meetings each week throughout an 8-week Portuguese course for beginners, the first author described her language learning experiences to the second author. Sessions were transcribed and then coded and analyzed. A theoretical model grounded in the…

  7. Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Process Manual for Program Implementation.

    ERIC Educational Resources Information Center

    Brevard Community Coll., Cocoa, FL.

    This manual describes and evaluates the implementation of Project BEST-PAL (Basic Education Skills Through-Parent Affective Learning), Brevard Community College's special demonstration training project intended to return adults who have dropped out of the educational system back into the learning environment by bringing them to parenting classes…

  8. Influences of Selected Cognitive, Affective and Educational Variables on Sex-related Differences in Mathematics Learning and Studying.

    ERIC Educational Resources Information Center

    Fennema, Elizabeth

    This paper offers a detailed review of the literature concerning sex differences in the learning of mathematics. It identifies cognitive, affective and educational variables which have been either shown or hypothesized to contribute to sex-related differences in mathematics learning. The author analyzes each study in detail. One important finding…

  9. Critical Factors Affecting the Assessment of Student Learning Outcomes: A Delphi Study of the Opinions of Community College Personnel

    ERIC Educational Resources Information Center

    Somerville, Jerry

    2008-01-01

    The purpose of this qualitative study was to identify critically important factors that affect the meaningful assessment of student learning outcomes and study why these factors were critically important. A three-round Delphi process was used to solicit the opinions of individuals who were actively involved in student learning outcomes assessment…

  10. Social Support as a Neglected E-Learning Motivator Affecting Trainee's Decisions of Continuous Intentions of Usage

    ERIC Educational Resources Information Center

    Weng, Cathy; Tsai, Chin-Chung; Weng, Apollo

    2015-01-01

    Drawing from the social influence theory and acknowledging that the others' support within the work context affects employees' learning, values, and behaviours, an alternative framework was proposed to explain employees' learning satisfaction and future intention to participate in e-training programs in the current study. 578 survey data collected…

  11. Motion cues improve the performance of harnessed bees in a colour learning task.

    PubMed

    Balamurali, G S; Somanathan, Hema; Hempel de Ibarra, N

    2015-05-01

    The proboscis extension conditioning (PER) is a successful behavioural paradigm for studying sensory and learning mechanisms in bees. Whilst mainly used with olfactory and tactile stimuli, more recently reliable PER conditioning has been achieved with visual stimuli such as colours and looming stripes. However, the results reported in different studies vary quite strongly, and it remains controversially discussed how to best condition visual PER. It is particularly striking that visual PER leads to more limited performance as compared to visual conditioning of free-flying bees. It could be that visual PER learning is affected by the lack of movement and that the presence of visual motion cues could compensate for it. We tested whether bees would show differences in learning performances when conditioned either with a colour and motion stimulus in combination or with colour alone. Colour acquisition was improved in the presence of the motion stimulus. The result is consistent with the idea that visual learning might be tightly linked to movement in bees, given that they use vision predominantly during flight. Our results further confirm recent findings that successful visual PER conditioning in bees is achievable without obligatorily removing the antennae.

  12. Rethinking Learning Measurement: Transformational Impact of New Measures of Performance

    ERIC Educational Resources Information Center

    Spitzer, Dean R.

    2008-01-01

    Learning has changed dramatically, but learning measurement has not. Since we can only effectively manage what we can measure, how we measure learning must change. This article posits that fifty years after Kirkpatrick's work, it is time for new thinking about the measurement of learning to emerge. This article challenges learning and human…

  13. Designing a database for performance assessment: Lessons learned from WIPP

    SciTech Connect

    Martell, M.A.; Schenker, A.

    1997-12-01

    The Waste Isolation Pilot Plant (WIPP) Compliance Certification Application (CCA) Performance Assessment (PA) used a relational database that was originally designed only to supply the input parameters required for implementation of the PA codes. Reviewers used the database as a point of entry to audit quality assurance measures for control, traceability, and retrievability of input information used for analysis, and output/work products. During these audits it became apparent that modifications to the architecture and scope of the database would benefit the EPA regulator and other stakeholders when reviewing the recertification application. This paper contains a discussion of the WPP PA CCA database and lessons learned for designing a database.

  14. Maternal intraguild predation risk affects offspring anti-predator behavior and learning in mites.

    PubMed

    Seiter, Michael; Schausberger, Peter

    2015-10-09

    Predation risk is a strong selective force shaping prey morphology, life history and behavior. Anti-predator behaviors may be innate, learned or both but little is known about the transgenerational behavioral effects of maternally experienced predation risk. We examined intraguild predation (IGP) risk-induced maternal effects on offspring anti-predator behavior, including learning, in the predatory mite Phytoseiulus persimilis. We exposed predatory mite mothers during egg production to presence or absence of the IG predator Amblyseius andersoni and assessed whether maternal stress affects the anti-predator behavior, including larval learning ability, of their offspring as protonymphs. Protonymphs emerging from stressed or unstressed mothers, and having experienced IGP risk as larvae or not, were subjected to choice situations with and without IG predator traces. Predator-experienced protonymphs from stressed mothers were the least active and acted the boldest in site choice towards predator cues. We argue that the attenuated response of the protonymphs to predator traces alone represents optimized risk management because no immediate risk existed. Such behavioral adjustment could reduce the inherent fitness costs of anti-predator behaviors. Overall, our study suggests that P. persimilis mothers experiencing IGP risk may prime their offspring to behave more optimally in IGP environments.

  15. Independent learning modules enhance student performance and understanding of anatomy.

    PubMed

    Serrat, Maria A; Dom, Aaron M; Buchanan, James T; Williams, Alison R; Efaw, Morgan L; Richardson, Laura L

    2014-01-01

    Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum.

  16. Centrality and Charisma: Comparing How Leader Networks "and" Attributions Affect Team Performance

    ERIC Educational Resources Information Center

    Balkundi, Prasad; Kilduff, Martin; Harrison, David A.

    2011-01-01

    When leaders interact in teams with their subordinates, they build social capital that can have positive effects on team performance. Does this social capital affect team performance because subordinates come to see the leader as charismatic? We answered this question by examining 2 models. First, we tested the charisma-to-centrality model…

  17. The Developmental Dynamics of Children's Academic Performance and Mothers' Homework-Related Affect and Practices

    ERIC Educational Resources Information Center

    Silinskas, Gintautas; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

    2015-01-01

    This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their…

  18. Some Factors That Affecting the Performance of Mathematics Teachers in Junior High School in Medan

    ERIC Educational Resources Information Center

    Manullang, Martua; Rajagukguk, Waminton

    2016-01-01

    Some Factor's That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of…

  19. Performance Assessment in CTE: Focusing on the Cognitive, Psychomotor ...and Affective Domains

    ERIC Educational Resources Information Center

    Washer, Bart; Cochran, Lori

    2012-01-01

    When a student is performing in the psychomotor domain, the authors believe the student is also performing in the cognitive domain (sequencing steps, evaluating the situation) and in the affective domain (appreciating a job well done, quality control, safety). As Dabney Doty, former instructor at the University of Central Missouri, stated, "There…

  20. How Need for Cognition Affects the Formation of Performance Expectancies at School

    ERIC Educational Resources Information Center

    Dickhauser, Oliver; Reinhard, Marc-Andre

    2009-01-01

    Individuals with low Need for Cognition (NFC) have been found to process information using a peripheral route compared to individuals higher in NFC. These differences affect the formation of performance expectancies. Based on previous work demonstrating that the formation of performance expectancies can be understood as an information processing…

  1. Advancing affective attributes and empowering undergraduate students--lessons learned from the Bali bombing.

    PubMed

    Hanson, Julie

    2011-11-01

    Caring as an integral component in the nursing curriculum is enjoying a resurgence in the literature of late. The argument is that nursing education has tended to overemphasise the cognitive domain and under emphasise the affective. An alternative is to use the combined effect of cognition, imagination, intuition and emotion. This is supported by the theory of transformational learning, whereby students clarify their personal and professional purpose in life and are empowered to become informed, self-efficacious practitioners and autonomous thinkers as they negotiate personal values and meaning. In order to integrate these important theoretical concepts into everyday practice, educators need practical examples and case studies that show how caring is taught. This paper continues the conversation on narrative and transformational learning pedagogies and illustrates how affective attributes are developed through a single lecture. The aim of the lecture was to sensitise students to the human impact of terrorism and violence and the effects on both health care workers and the survivors of trauma. The rationale was that by allowing students to critically reflect on their own core knowledge and skills, they could question prior perceptions of their role, resulting in a revised or new perspective of those experiences and strengthen their belief in their abilities to cope in crisis situations. This transformative approach involved the delivery of knowledge and theory underpinning disaster response, personal narratives about a critical learning event that embodied clinically relevant lessons, activities that promoted critical self-reflection to strengthen students' beliefs in their own ability to cope by converting core knowledge into action and, finally student evaluation of the lesson (see Table 1). PMID:21622025

  2. The developmental dynamics of children's academic performance and mothers' homework-related affect and practices.

    PubMed

    Silinskas, Gintautas; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

    2015-04-01

    This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their affect, practices, and perceptions while their children were in Grades 2, 3, and 4. The results showed, first, that the more help in homework the mothers reported, the slower was the development of their children's academic performance from Grade 1 to Grade 4. This negative association was true especially if mothers perceived their children not to be able to work autonomously. Second, children's good academic performance in Grade 1 predicted mothers' perception of child's ability to be autonomous and positive affect in homework situations later on, whereas poor performance predicted mothers' negative affect, help, and monitoring. Finally, mothers' negative affect mediated the association between children's poor performance, maternal practices, and perceptions of their children. PMID:25798959

  3. The Competencies Required for Effective Performance in a University e-Learning Environment

    ERIC Educational Resources Information Center

    Parkes, Mitchell; Reading, Christine; Stein, Sarah

    2013-01-01

    The aim of this study was to identify and rate the importance of the competencies required by students for effective performance in a university e-learning environment mediated by a learning management system. Two expert panels identified 58 e-learning competencies considered to be essential for e-learning. Of these competencies, 22 were related…

  4. EEG-neurofeedback for optimising performance. I: a review of cognitive and affective outcome in healthy participants.

    PubMed

    Gruzelier, John H

    2014-07-01

    A re-emergence of research on EEG-neurofeedback followed controlled evidence of clinical benefits and validation of cognitive/affective gains in healthy participants including correlations in support of feedback learning mediating outcome. Controlled studies with healthy and elderly participants, which have increased exponentially, are reviewed including protocols from the clinic: sensory-motor rhythm, beta1 and alpha/theta ratios, down-training theta maxima, and from neuroscience: upper-alpha, theta, gamma, alpha desynchronisation. Outcome gains include sustained attention, orienting and executive attention, the P300b, memory, spatial rotation, RT, complex psychomotor skills, implicit procedural memory, recognition memory, perceptual binding, intelligence, mood and well-being. Twenty-three of the controlled studies report neurofeedback learning indices along with beneficial outcomes, of which eight report correlations in support of a meditation link, results which will be supplemented by further creativity and the performing arts evidence in Part II. Validity evidence from optimal performance studies represents an advance for the neurofeedback field demonstrating that cross fertilisation between clinical and optimal performance domains will be fruitful. Theoretical and methodological issues are outlined further in Part III.

  5. EEG-neurofeedback for optimising performance. I: a review of cognitive and affective outcome in healthy participants.

    PubMed

    Gruzelier, John H

    2014-07-01

    A re-emergence of research on EEG-neurofeedback followed controlled evidence of clinical benefits and validation of cognitive/affective gains in healthy participants including correlations in support of feedback learning mediating outcome. Controlled studies with healthy and elderly participants, which have increased exponentially, are reviewed including protocols from the clinic: sensory-motor rhythm, beta1 and alpha/theta ratios, down-training theta maxima, and from neuroscience: upper-alpha, theta, gamma, alpha desynchronisation. Outcome gains include sustained attention, orienting and executive attention, the P300b, memory, spatial rotation, RT, complex psychomotor skills, implicit procedural memory, recognition memory, perceptual binding, intelligence, mood and well-being. Twenty-three of the controlled studies report neurofeedback learning indices along with beneficial outcomes, of which eight report correlations in support of a meditation link, results which will be supplemented by further creativity and the performing arts evidence in Part II. Validity evidence from optimal performance studies represents an advance for the neurofeedback field demonstrating that cross fertilisation between clinical and optimal performance domains will be fruitful. Theoretical and methodological issues are outlined further in Part III. PMID:24125857

  6. Impact of distance-based metric learning on classification and visualization model performance and structure-activity landscapes.

    PubMed

    Kireeva, Natalia V; Ovchinnikova, Svetlana I; Kuznetsov, Sergey L; Kazennov, Andrey M; Tsivadze, Aslan Yu

    2014-02-01

    This study concerns large margin nearest neighbors classifier and its multi-metric extension as the efficient approaches for metric learning which aimed to learn an appropriate distance/similarity function for considered case studies. In recent years, many studies in data mining and pattern recognition have demonstrated that a learned metric can significantly improve the performance in classification, clustering and retrieval tasks. The paper describes application of the metric learning approach to in silico assessment of chemical liabilities. Chemical liabilities, such as adverse effects and toxicity, play a significant role in drug discovery process, in silico assessment of chemical liabilities is an important step aimed to reduce costs and animal testing by complementing or replacing in vitro and in vivo experiments. Here, to our knowledge for the first time, a distance-based metric learning procedures have been applied for in silico assessment of chemical liabilities, the impact of metric learning on structure-activity landscapes and predictive performance of developed models has been analyzed, the learned metric was used in support vector machines. The metric learning results have been illustrated using linear and non-linear data visualization techniques in order to indicate how the change of metrics affected nearest neighbors relations and descriptor space.

  7. Performance improvement of robots using a learning control scheme

    NASA Technical Reports Server (NTRS)

    Krishna, Ramuhalli; Chiang, Pen-Tai; Yang, Jackson C. S.

    1987-01-01

    Many applications of robots require that the same task be repeated a number of times. In such applications, the errors associated with one cycle are also repeated every cycle of the operation. An off-line learning control scheme is used here to modify the command function which would result in smaller errors in the next operation. The learning scheme is based on a knowledge of the errors and error rates associated with each cycle. Necessary conditions for the iterative scheme to converge to zero errors are derived analytically considering a second order servosystem model. Computer simulations show that the errors are reduced at a faster rate if the error rate is included in the iteration scheme. The results also indicate that the scheme may increase the magnitude of errors if the rate information is not included in the iteration scheme. Modification of the command input using a phase and gain adjustment is also proposed to reduce the errors with one attempt. The scheme is then applied to a computer model of a robot system similar to PUMA 560. Improved performance of the robot is shown by considering various cases of trajectory tracing. The scheme can be successfully used to improve the performance of actual robots within the limitations of the repeatability and noise characteristics of the robot.

  8. Factors affecting learning of vector math from computer-based practice: Feedback complexity and prior knowledge

    NASA Astrophysics Data System (ADS)

    Heckler, Andrew F.; Mikula, Brendon D.

    2016-06-01

    In experiments including over 450 university-level students, we studied the effectiveness and time efficiency of several levels of feedback complexity in simple, computer-based training utilizing static question sequences. The learning domain was simple vector math, an essential skill in introductory physics. In a unique full factorial design, we studied the relative effects of "knowledge of correct response" feedback and "elaborated feedback" (i.e., a general explanation) both separately and together. A number of other factors were analyzed, including training time, physics course grade, prior knowledge of vector math, and student beliefs about both their proficiency in and the importance of vector math. We hypothesize a simple model predicting how the effectiveness of feedback depends on prior knowledge, and the results confirm this knowledge-by-treatment interaction. Most notably, elaborated feedback is the most effective feedback, especially for students with low prior knowledge and low course grade. In contrast, knowledge of correct response feedback was less effective for low-performing students, and including both kinds of feedback did not significantly improve performance compared to elaborated feedback alone. Further, while elaborated feedback resulted in higher scores, the learning rate was at best only marginally higher because the training time was slightly longer. Training time data revealed that students spent significantly more time on the elaborated feedback after answering a training question incorrectly. Finally, we found that training improved student self-reported proficiency and that belief in the importance of the learned domain improved the effectiveness of training. Overall, we found that computer based training with static question sequences and immediate elaborated feedback in the form of simple and general explanations can be an effective way to improve student performance on a physics essential skill, especially for less prepared and low-performing

  9. Size, but not experience, affects the ontogeny of constriction performance in ball pythons (Python regius).

    PubMed

    Penning, David A; Dartez, Schuyler F

    2016-03-01

    Constriction is a prey-immobilization technique used by many snakes and is hypothesized to have been important to the evolution and diversification of snakes. However, very few studies have examined the factors that affect constriction performance. We investigated constriction performance in ball pythons (Python regius) by evaluating how peak constriction pressure is affected by snake size, sex, and experience. In one experiment, we tested the ontogenetic scaling of constriction performance and found that snake diameter was the only significant factor determining peak constriction pressure. The number of loops applied in a coil and its interaction with snake diameter did not significantly affect constriction performance. Constriction performance in ball pythons scaled differently than in other snakes that have been studied, and medium to large ball pythons are capable of exerting significantly higher pressures than those shown to cause circulatory arrest in prey. In a second experiment, we tested the effects of experience on constriction performance in hatchling ball pythons over 10 feeding events. By allowing snakes in one test group to gain constriction experience, and manually feeding snakes under sedation in another test group, we showed that experience did not affect constriction performance. During their final (10th) feedings, all pythons constricted similarly and with sufficiently high pressures to kill prey rapidly. At the end of the 10 feeding trials, snakes that were allowed to constrict were significantly smaller than their non-constricting counterparts.

  10. Performance of four age groups of normal elderly on the Rey Auditory-Verbal Learning Test.

    PubMed

    Mitrushina, M; Satz, P; Chervinsky, A; D'Elia, L

    1991-05-01

    This study explored effect of age on encoding, retention, and retrieval components of memory functioning in a sample of 156 healthy, elderly subjects between the ages of 57 and 85, partitioned into four age groups. Memory assessment was based on subjects' performance on the RAVLT, which consisted of five free-recall trials, recall after interference, and recognition trial. Significant group differences in recall were found on all five learning trials, whereas rates of learning, forgetting, and recognition did not differ for four age groups. In addition, primacy/recency effect was equally strong for all groups. Results suggest faulty retrieval mechanisms, whereas encoding and retention processes did not prove to be affected by aging.

  11. Thinking about the weather: How display salience and knowledge affect performance in a graphic inference task.

    PubMed

    Hegarty, Mary; Canham, Matt S; Fabrikant, Sara I

    2010-01-01

    Three experiments examined how bottom-up and top-down processes interact when people view and make inferences from complex visual displays (weather maps). Bottom-up effects of display design were investigated by manipulating the relative visual salience of task-relevant and task-irrelevant information across different maps. Top-down effects of domain knowledge were investigated by examining performance and eye fixations before and after participants learned relevant meteorological principles. Map design and knowledge interacted such that salience had no effect on performance before participants learned the meteorological principles; however, after learning, participants were more accurate if they viewed maps that made task-relevant information more visually salient. Effects of display design on task performance were somewhat dissociated from effects of display design on eye fixations. The results support a model in which eye fixations are directed primarily by top-down factors (task and domain knowledge). They suggest that good display design facilitates performance not just by guiding where viewers look in a complex display but also by facilitating processing of the visual features that represent task-relevant information at a given display location. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

  12. Factors affecting postgraduate dental students' performance in a biostatistics and research design course.

    PubMed

    El Tantawi, Maha M A

    2009-05-01

    Comprehension of biostatistics and principles of research design is important for literature evaluation and evidence-based practice in dentistry as well as for researchers wishing to have their publications accepted by international journals. This study investigated the contribution of several factors to postgraduate dental student performance in a biostatistics and research design course. All of the subjects in this study were dental school graduates currently enrolled in postgraduate programs leading to master's or doctoral degrees. The seven factors selected for study were 1) learning style preferences assessed by the VARK questionnaire, 2) past academic performance at the bachelor's degree level, 3) age, 4) gender, 5) current postgraduate program (master's or Ph.D.), 6) lecture attendance, and 7) performance on a quiz conducted early in the course. Response rate was 64 percent. Using bivariate analysis, a statistically significant relationship was observed between final exam score and the following factors: bachelor's degree grade; having single or multiple learning preferences; having visual, aural, read-write, or kinesthetic learning style preference; percent of lectures attended; and quiz score (P<0.0001, 0.01, 0.02, 0.006, 0.04, 0.03, 0.03, and <0.0001 respectively). In regression analysis, significant predictors of final exam score were bachelor's degree grade, having aural learning preference, and quiz score. The findings suggest that dental educators should direct their attention to students who have difficulties at the beginning of the course and should match the learning preferences of as many students as possible by presenting information in different ways rather than focusing on a single method of delivering the course.

  13. Does the Modality Principle Hold for Different Media?: A Test of the Method-Affects-Learning Hypothesis

    ERIC Educational Resources Information Center

    Moreno, R.

    2006-01-01

    Does the modality of instructional messages affect learning? How does it affect different media? In this paper, I offer an answer to these questions by first proposing a theoretical framework from which effective instructional methods can be derived. Then, I report a set of studies where one method, the modality principle, was tested across…

  14. Promoting Motivation through Mode of Instruction: The Relationship between Use of Affective Teaching Techniques and Motivation to Learn Science

    ERIC Educational Resources Information Center

    Sanchez Rivera, Yamil

    2010-01-01

    The purpose of this study is to add to what we know about the affective domain and to create a valid instrument for future studies. The Motivation to Learn Science (MLS) Inventory is based on Krathwohl's Taxonomy of Affective Behaviors (Krathwohl et. al., 1964). The results of the Exploratory Factor Analysis (EFA) and Confirmatory Factor…

  15. Practitioners' Guide to Learning Communities. Creation of High-Performance Schools through Organizational and Individual Learning.

    ERIC Educational Resources Information Center

    Cibulka, James; Nakayama, Michelle

    This paper introduces the purposes of school learning communities. Section 1, "Foundations of a Learning Community," presents a definition and discusses different approaches to reforming schools. Section 2, "Key Aspects of a Learning Community," highlights three components of learning communities (student learning, teacher learning, and…

  16. NMDA receptor antagonist AP5 and nitric oxide synthase inhibitor 7-NI affect different phases of learning and memory in goldfish.

    PubMed

    Xu, X; Russell, T; Bazner, J; Hamilton, J

    2001-01-19

    The present study investigated the amnestic effects of N-methyl-D-aspartate (NMDA) receptor antagonist AP5 and nitric oxide (NO) synthase inhibitor 7-NI in avoidance conditioning in goldfish. The results showed that both AP5 and 7-NI, without impairing performance processes, produced anterograde amnesia when given before training. Furthermore, 7-NI produced retrograde amnesia when given immediately following training while AP5 did not. Thus, AP5 and 7-NI affected different phases of learning and memory.

  17. Causal attribution and affective response as mediated by task performance and self-acceptance.

    PubMed

    Green, T D; Bailey, R C; Zinser, O; Williams, D E

    1994-12-01

    Predictions derived from cognitive consistency theories, self-esteem theories, and ego-serving-bias theory concerning how students would make attributional and affective responses to their academic performance were investigated. 202 university students completed a measure of self-acceptance of their college ability and made attributional and affective responses to an hypothetical examination performance. Analyses showed that students receiving positive feedback perceived greater internal causality and responded with greater positive affect than students receiving negative feedback. Self-acceptance did not moderate the attributions or affective reactions. The results supported the ego-serving-bias theory and provided partial support for self-esteem theory. Findings did not support predictions from cognitive-consistency theory.

  18. The benefits of testing for learning on later performance.

    PubMed

    McConnell, Meghan M; St-Onge, Christina; Young, Meredith E

    2015-05-01

    Testing has been shown to enhance retention of learned information beyond simple studying, a phenomena known as test-enhanced learning (TEL). Research has shown that TEL effects are greater for tests that require the production of responses [e.g., short-answer questions (SAQs)] relative to tests that require the recognition of correct answers [e.g., multiple-choice questions (MCQs)]. High stakes licensure examinations have recently differentiated MCQs that require the application of clinical knowledge (context-rich MCQs) from MCQs that rely on the recognition of "facts" (context-free MCQs). The present study investigated the influence of different types of educational activities (including studying, SAQs, context-rich MCQs and context-free MCQs) on later performance on a mock licensure examination. Fourth-year medical students (n = 224) from four Quebec universities completed four educational activities: one reading-based activity and three quiz-based activities (SAQs, context-rich MCQs, and context-free MCQs). We assessed the influence of the type of educational activity on students' subsequent performance in a mock licensure examination, which consisted of two types of context-rich MCQs: (1) verbatim replications of previous items and (2) items that tested the same learning objective but were new. Mean accuracy scores on the mock licensure exam were higher when intervening educational activities contained either context-rich MCQs (Mean z-score = 0.40) or SAQs (M = 0.39) compared to context-free MCQs (M = -0.38) or study only items (M = -0.42; all p < 0.001). Higher mean scores were only present for verbatim items (p < 0.001). The benefit of testing was observed when intervening educational activities required either the generation of a response (SAQs) or the application of knowledge (context-rich MCQs); however, this effect was only observed for verbatim test items. These data provide evidence that context-rich MCQs and SAQs enhance learning through testing

  19. Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance

    ERIC Educational Resources Information Center

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-01-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…

  20. Cognitive Learning Styles and Academic Performance in Two Postsecondary Computer Application Courses.

    ERIC Educational Resources Information Center

    Ross, Jonathan L.; Drysdale, Maureen T. B.; Schultz, Robert A.

    2001-01-01

    Investigated effects of cognitive learning style on academic performance in two university computer applications courses. Discusses use of the Gregorc Style Delineator to collect learning style information over a four-year period. Results indicated a significant effect of learning style on academic performance, and that sequential learners…

  1. Endocannabinoid modulation of fear responses: learning and state-dependent performance effects.

    PubMed

    Reich, C G; Mohammadi, M H; Alger, B E

    2008-09-01

    Recently, disruption of the endogenous cannabinoid (endocannabinoid, eCB) system was found to impair extinction in delay and contextual fear conditioning models. However, conditioning procedures used in that work precluded investigation of possible eCB effects on acquisition of learned fear. We therefore examined the role of eCBs in modulating fear responses using multiple-trial versions of trace (hippocampal-dependent) and delay (amygdala-dependent) Pavlovian fear conditioning. By administering the CB1 receptor antagonist AM251 (5 mg/kg, i.p) to C57/Bl/6 mice at various times, we systematically identified the stages of learning and memory (i.e. acquisition, consolidation, recall and extinction) that are modulated by eCB signaling. During tone (CS) - footshock (US) conditioning, AM251 enhanced acquisition of freezing behavior for both trace- and delay-conditioning protocols. CB1 antagonism also enhanced generalized fear (baseline freezing) and cued (CS) freezing during memory recall tests in a state-dependent manner for both trace and delay conditioned animals. Furthermore, in trace-conditioned animals, AM251 impaired extinction performance of both cued and generalized fear. CB1 antagonism did not affect short-term memory (STM) or long-term memory (LTM) consolidation processes. Together, these results suggest that during acquisition and recall of aversive learning, eCBs prevent the expression and retention of inappropriate generalized and learned responses. These findings have important implications for the therapeutic use of CB1 antagonists.

  2. Students’ Factors Affecting Undergraduates’ Perceptions of their Teaching and Learning Process within ECTS Experience

    PubMed Central

    la Fuente, Jesús De; Cardelle-Elawar, María; Peralta, F. Javier; Sánchez, M. Dolores; Martínez-Vicente, José Manuel; Zapata, Lucía

    2010-01-01

    Introduction: In the present study, we investigated the potential factors that influenced the level of students satisfaction with the teaching–learning process (TLP), from the perspective of students participating in the European Credit Transfer System (ECTS) experience. Method: A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class discipline area. They completed the new revised protocol for evaluating the ECTS experience. Analyses of variance were carried out, taking the following factors as independent variables: student's grade average, year in school, study discipline, credit load in terms of ECTS credits assigned to a subject, the e-learning approach. Perception of the TLP was used as the dependent variable. Results: The data analyses showed variability of the degree of statistically significance among the factors that influenced students’ perceptions of the TLP. These factors included: Student's grade average (in favor of high performers), year in school (in favor of earlier years), ECTS load (in favor of subjects with a medium load of credits), and e-learning (in favor of its use). These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP. Discussion and Conclusion: The present findings certainly have implications to deepen our understanding of the core beliefs, commitment, and the experience in shaping the implementation of the European Higher Education Area through the ECTS. PMID:21713171

  3. A review of published quantitative experimental studies on factors affecting laboratory fume hood performance.

    PubMed

    Ahn, Kwangseog; Woskie, Susan; DiBerardinis, Louis; Ellenbecker, Michael

    2008-11-01

    This study attempted to identify the important factors that affect the performance of a laboratory fume hood and the relationship between the factors and hood performance under various conditions by analyzing and generalizing the results from other studies that quantitatively investigated fume hood performance. A literature search identified 43 studies that were published from 1966 to 2006. For each of those studies, information on the type of test methods used, the factors investigated, and the findings were recorded and summarized. Among the 43 quantitative experimental studies, 21 comparable studies were selected, and then a meta-analysis of the comparable studies was conducted. The exposure concentration variable from the resulting 617 independent test conditions was dichotomized into acceptable or unacceptable using the control level of 0.1 ppm tracer gas. Regression analysis using Cox proportional hazards models provided hood failure ratios for potential exposure determinants. The variables that were found to be statistically significant were the presence of a mannequin/human subject, the distance between a source and breathing zone, and the height of sash opening. In summary, performance of laboratory fume hoods was affected mainly by the presence of a mannequin/human subject, distance between a source and breathing zone, and height of sash opening. Presence of a mannequin/human subject in front of the hood adversely affects hood performance. Worker exposures to air contaminants can be greatly reduced by increasing the distance between the contaminant source and breathing zone and by reducing the height of sash opening. Many other factors can also affect hood performance. Checking face velocity by itself is unlikely to be sufficient in evaluating hood performance properly. An evaluation of the performance of a laboratory fume hood should be performed with a human subject or a mannequin in front of the hood and should address the effects of the activities

  4. Communal nesting, an early social enrichment, affects social competences but not learning and memory abilities at adulthood.

    PubMed

    D'Andrea, Ivana; Alleva, Enrico; Branchi, Igor

    2007-10-01

    We exposed mouse pups to an early social enrichment, the communal nest (CN), to study the effects of the early social experiences on adult brain function and behavior. CN, which consists of a single nest where three mothers keep their pups together and share care-giving behavior from birth to weaning (postnatal day 25), mimics the natural ecological niche of the mouse species. In order to better characterize the previously reported effect of CN on social behavior and to evaluate the extent to which the effects of the CN tend to be pervasive across different behavioral competences, we carried out both a detailed analysis of home-cage social behavior, taking into account the time of the day and absence/presence of an established social hierarchy, and of learning and memory abilities in the water maze. Home-cage observations revealed that, when the hierarchy is established, CN mice display higher levels of social investigation behavior, namely allogrooming and allosniffing, compared to mice reared in standard laboratory conditions (SN). However, when exposed to cage cleaning, a stimulus challenging social hierarchy, CN mice display higher levels of offensive behavior. In the water maze test, CN mice showed a performance similar to that of SN mice. Overall, the present findings confirm that CN mice have elaborate social competencies displaying high levels of aggressive behavior when needed to set up or defend their own territory. Furthermore, present data suggest that the early social enrichment specifically affect adult social behavior but not learning and memory abilities.

  5. Prescribed Active Learning Increases Performance in Introductory Biology

    PubMed Central

    O'Connor, Eileen; Parks, John W.; Cunningham, Matthew; Hurley, David; Haak, David; Dirks, Clarissa; Wenderoth, Mary Pat

    2007-01-01

    We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises. PMID:17548875

  6. Prescribed active learning increases performance in introductory biology.

    PubMed

    Freeman, Scott; O'Connor, Eileen; Parks, John W; Cunningham, Matthew; Hurley, David; Haak, David; Dirks, Clarissa; Wenderoth, Mary Pat

    2007-01-01

    We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.

  7. Factors affecting people with intellectual disabilities in learning to use computer technology.

    PubMed

    Li-Tsang, Cecilia; Yeung, Susanna; Chan, Chetwyn; Hui-Chan, Christina

    2005-06-01

    Using information technology (IT) in work and leisure has become an essential part of life. However, people with intellectual disabilities (ID) may have difficulties in learning the complex skills involved in IT. The aim of this study was to explore (1) level of competency in IT, (2) requirements to learn IT and (3) factors related to IT competency for people with ID. Three-hundred-and-fifty-three adults (age 16 years or above, mean age=28.77 years) with ID were assessed on basic IT skills using a self-developed skill-based checklist including the use of the keyboard and mouse and getting onto the Internet. A short questionnaire was sent out to the parents and caregivers to explore the various factors affecting the learning-teaching process. Results indicated that only 6.2% (22) of the participants knew how to operate the keyboard and mouse and 9.1% (32) were able to get onto the Internet; 33.1% of participants could not operate the computer system at all. Younger people with ID and with mild-grade ID have better IT skills. Three-hundred-and-twenty-seven (92.6%) caregivers reported that although they had a computer in their home or at their work place, people with ID were not given any opportunity to use it. They also reported difficulties in training people with ID to use IT due to insufficient knowledge on training techniques and a lack of software that is suitable for training. As modern society relies more and more on IT in daily activities, the poor computer competency of people with ID may lower their level of participation in leisure, functional and vocational aspects of life. Their general perception was that with sufficient training and support, people with ID could also join the world of IT.

  8. Dissociable effects of dopamine on learning and performance within sensorimotor striatum.

    PubMed

    Leventhal, Daniel K; Stoetzner, Colin; Abraham, Rohit; Pettibone, Jeff; DeMarco, Kayla; Berke, Joshua D

    2014-06-01

    Striatal dopamine is an important modulator of current behavior, as seen in the rapid and dramatic effects of dopamine replacement therapy in Parkinson Disease (PD). Yet there is also extensive evidence that dopamine acts as a learning signal, modulating synaptic plasticity within striatum to affect future behavior. Disentangling these "performance" and "learning" functions is important for designing effective, long-term PD treatments. We conducted a series of unilateral drug manipulations and dopamine terminal lesions in the dorsolateral striatum of rats highly-trained to perform brief instructed head/neck movements (two-alternative forced choice task). Reaction times and accuracy were measured longitudinally to determine if task behavior changed immediately, progressed over time, and/or persisted after drug withdrawal. Enhanced dopamine signaling with amphetamine caused an immediate, nonprogressive, and bilateral decrease in reaction times (RT). The altered RT distributions were consistent with reduced distance to threshold in the linear approach to threshold with ergodic rate (LATER) model of decision-making. Conversely, the dopamine antagonist flupenthixol caused experience-dependent, persistent changes in RT and accuracy indicative of a "learning" effect. These RT distributions were consistent with a slowed rate of approach to decision threshold. Our results show that dopaminergic signaling makes dissociable contributions to current and future behavior even within a single striatal subregion, and provide important clues for both models of normal decision-making and the design of novel drug therapies in PD.

  9. Learning Environments and Inquiry Behaviors in Science Inquiry Learning: How Their Interplay Affects the Development of Conceptual Understanding in Physics

    ERIC Educational Resources Information Center

    Bumbacher, Engin; Salehi, Shima; Wierzchula, Miriam; Blikstein, Paulo

    2015-01-01

    Studies comparing virtual and physical manipulative environments (VME and PME) in inquiry-based science learning have mostly focused on students' learning outcomes but not on the actual processes they engage in during the learning activities. In this paper, we examined experimentation strategies in an inquiry activity and their relation to…

  10. Does Training in How to Regulate One's Learning Affect How Students Report Self-Regulated Learning in Diary Tasks?

    ERIC Educational Resources Information Center

    Costa Ferreira, P.; Veiga Simão, A. M.; Lopes da Silva, A.

    2015-01-01

    The processes and perceptions of students' self-regulated learning are not easily measured. Thus, research has presented and suggested numerous ways in which these processes and perceptions of self-regulated learning can be investigated and assessed. Accordingly, this study aims to assess whether training in how to regulate one's learning is…

  11. Examining Factors Affecting Beginning Teachers' Transfer of Learning of ICT-Enhanced Learning Activities in Their Teaching Practice

    ERIC Educational Resources Information Center

    Agyei, Douglas D.; Voogt, Joke

    2014-01-01

    This study examined 100 beginning teachers' transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by "learning technology by collaborative design" in their final year of…

  12. Recommendations for Implementing the New Illinois Early Learning and Development Standards to Affect Classroom Practices for Social and Emotional Learning

    ERIC Educational Resources Information Center

    Zinsser, Katherine M.; Dusenbury, Linda

    2015-01-01

    The state of Illinois in the central United States has long been a trendsetter both in the development of learning standards and in addressing social and emotional learning in education settings. With a recent revision to the state's early learning standards, published in 2013, the Illinois State Board of Education (ISBE) fully aligned its…

  13. A tribute to charlie chaplin: induced positive affect improves reward-based decision-learning in Parkinson's disease.

    PubMed

    Ridderinkhof, K Richard; van Wouwe, Nelleke C; Band, Guido P H; Wylie, Scott A; Van der Stigchel, Stefan; van Hees, Pieter; Buitenweg, Jessika; van de Vijver, Irene; van den Wildenberg, Wery P M

    2012-01-01

    Reward-based decision-learning refers to the process of learning to select those actions that lead to rewards while avoiding actions that lead to punishments. This process, known to rely on dopaminergic activity in striatal brain regions, is compromised in Parkinson's disease (PD). We hypothesized that such decision-learning deficits are alleviated by induced positive affect, which is thought to incur transient boosts in midbrain and striatal dopaminergic activity. Computational measures of probabilistic reward-based decision-learning were determined for 51 patients diagnosed with PD. Previous work has shown these measures to rely on the nucleus caudatus (outcome evaluation during the early phases of learning) and the putamen (reward prediction during later phases of learning). We observed that induced positive affect facilitated learning, through its effects on reward prediction rather than outcome evaluation. Viewing a few minutes of comedy clips served to remedy dopamine-related problems associated with frontostriatal circuitry and, consequently, learning to predict which actions will yield reward. PMID:22707944

  14. A Tribute to Charlie Chaplin: Induced Positive Affect Improves Reward-Based Decision-Learning in Parkinson’s Disease

    PubMed Central

    Ridderinkhof, K. Richard; van Wouwe, Nelleke C.; Band, Guido P. H.; Wylie, Scott A.; Van der Stigchel, Stefan; van Hees, Pieter; Buitenweg, Jessika; van de Vijver, Irene; van den Wildenberg, Wery P. M.

    2012-01-01

    Reward-based decision-learning refers to the process of learning to select those actions that lead to rewards while avoiding actions that lead to punishments. This process, known to rely on dopaminergic activity in striatal brain regions, is compromised in Parkinson’s disease (PD). We hypothesized that such decision-learning deficits are alleviated by induced positive affect, which is thought to incur transient boosts in midbrain and striatal dopaminergic activity. Computational measures of probabilistic reward-based decision-learning were determined for 51 patients diagnosed with PD. Previous work has shown these measures to rely on the nucleus caudatus (outcome evaluation during the early phases of learning) and the putamen (reward prediction during later phases of learning). We observed that induced positive affect facilitated learning, through its effects on reward prediction rather than outcome evaluation. Viewing a few minutes of comedy clips served to remedy dopamine-related problems associated with frontostriatal circuitry and, consequently, learning to predict which actions will yield reward. PMID:22707944

  15. Noradrenergic stimulation modulates activation of extinction-related brain regions and enhances contextual extinction learning without affecting renewal

    PubMed Central

    Lissek, Silke; Glaubitz, Benjamin; Güntürkün, Onur; Tegenthoff, Martin

    2015-01-01

    Renewal in extinction learning describes the recovery of an extinguished response if the extinction context differs from the context present during acquisition and recall. Attention may have a role in contextual modulation of behavior and contribute to the renewal effect, while noradrenaline (NA) is involved in attentional processing. In this functional magnetic resonance imaging (fMRI) study we investigated the role of the noradrenergic system for behavioral and brain activation correlates of contextual extinction and renewal, with a particular focus upon hippocampus and ventromedial prefrontal cortex (PFC), which have crucial roles in processing of renewal. Healthy human volunteers received a single dose of the NA reuptake inhibitor atomoxetine prior to extinction learning. During extinction of previously acquired cue-outcome associations, cues were presented in a novel context (ABA) or in the acquisition context (AAA). In recall, all cues were again presented in the acquisition context. Atomoxetine participants (ATO) showed significantly faster extinction compared to placebo (PLAC). However, atomoxetine did not affect renewal. Hippocampal activation was higher in ATO during extinction and recall, as was ventromedial PFC activation, except for ABA recall. Moreover, ATO showed stronger recruitment of insula, anterior cingulate, and dorsolateral/orbitofrontal PFC. Across groups, cingulate, hippocampus and vmPFC activity during ABA extinction correlated with recall performance, suggesting high relevance of these regions for processing the renewal effect. In summary, the noradrenergic system appears to be involved in the modification of established associations during extinction learning and thus has a role in behavioral flexibility. The assignment of an association to a context and the subsequent decision on an adequate response, however, presumably operate largely independently of noradrenergic mechanisms. PMID:25745389

  16. The Advanced Communications Technology Satellite - Performance, Reliability and Lessons Learned

    NASA Technical Reports Server (NTRS)

    Krawczyk, Richard J.; Ignaczak, Louis R.

    2000-01-01

    The Advanced Communications Satellite (ACTS) was conceived and developed in the mid- 1980s as an experimental satellite to demonstrate unproven Ka-band technology, and potential new commercial applications and services. Since launch into geostationary orbit in September 1993. ACTS has accumulated almost seven years of essentially trouble-free operation and met all program objectives. The unique technology, service experiments. and system level demonstrations accomplished by ACTS have been reported in many forums over the past several years. As ACTS completes its final experiments activity, this paper will relate the top-level program goals that have been achieved in the design, operation, and performance of the particular satellite subsystems. Pre-launch decisions to ensure satellite reliability and the subsequent operational experiences contribute to lessons learned that may be applicable to other comsat programs.

  17. Malaysian and Singaporean students' affective characteristics and mathematics performance: evidence from PISA 2012.

    PubMed

    Thien, Lei Mee; Ong, Mei Yean

    2015-01-01

    This paper attempts to identify the extent to which the affective characteristics of Malaysian and Singaporean students' attainment compared to the OECD average in Programme for International Student Assessment (PISA) 2012, and examine the influence of students' affective characteristics, gender, and their socioeconomic status on mathematics performance at both student and school levels. Sample consisted of 5197 and 5546 15-year-old Malaysian and Singaporean students. Data were analysed using hierarchical linear modelling approach with HLM 7.0 software. Results showed that the Index of economic, social, and cultural status (ESCS), mathematics self-efficacy, and mathematics anxiety have significant effects on mathematics performance in Malaysia and Singapore at the student level. Proportion of boys at the school level has no significant effects on mathematics performance for both Malaysian and Singaporean students. ESCS mean at the school level has positive and significant effects on mathematics performance in Malaysia, but not in Singapore. Limitations, implications, and future studies were discussed.

  18. Malaysian and Singaporean students' affective characteristics and mathematics performance: evidence from PISA 2012.

    PubMed

    Thien, Lei Mee; Ong, Mei Yean

    2015-01-01

    This paper attempts to identify the extent to which the affective characteristics of Malaysian and Singaporean students' attainment compared to the OECD average in Programme for International Student Assessment (PISA) 2012, and examine the influence of students' affective characteristics, gender, and their socioeconomic status on mathematics performance at both student and school levels. Sample consisted of 5197 and 5546 15-year-old Malaysian and Singaporean students. Data were analysed using hierarchical linear modelling approach with HLM 7.0 software. Results showed that the Index of economic, social, and cultural status (ESCS), mathematics self-efficacy, and mathematics anxiety have significant effects on mathematics performance in Malaysia and Singapore at the student level. Proportion of boys at the school level has no significant effects on mathematics performance for both Malaysian and Singaporean students. ESCS mean at the school level has positive and significant effects on mathematics performance in Malaysia, but not in Singapore. Limitations, implications, and future studies were discussed. PMID:26543698

  19. [Research on the performance comparing and building of affective computing database based on physiological parameters].

    PubMed

    Li, Xin; Du, Xiaojuan; Zhang, Yunpeng; Ying, Lijuan; Li, Changwuz

    2014-08-01

    The validity and reasonableness of emotional data are the key issues in the cognitive affective computing research. Effects of the emotion recognition are decided by the quality of selected data directly. Therefore, it is an important part of affective computing research to build affective computing database with good performance, so that it is the hot spot of research in this field. In this paper, the performance of two classical cognitive affective computing databases, the Massachusetts Institute of Technology (MIT) cognitive affective computing database and Germany Augsburg University emotion recognition database were compared, their data structure and data types were compared respectively, and emotional recognition effect based on the data were studied comparatively. The results indicated that the analysis based on the physical parameters could get the effective emotional recognition, and would be a feasible method of pressure emotional evaluation. Because of the lack of stress emotional evaluation data based on the physiological parameters domestically, there is not a public stress emotional database. We hereby built a dataset for the stress evaluation towards the high stress group in colleges, candidates of postgraduates of Ph. D and master as the subjects. We then acquired their physiological parameters, and performed the pressure analysis based on this database. The results indicated that this dataset had a certain reference value for the stress evaluation, and we hope this research can provide a reference and support for emotion evaluation and analysis.

  20. Grading the performance of clinical skills: lessons to be learned from the performing arts.

    PubMed

    Roberts, Deborah

    2011-08-01

    The drift towards competency based nurse interventions has seen a growth in concern regarding the most appropriate methods of assessment of such competencies. Nurse educators and practitioners alike are struggling with the concept of measuring the performance of nursing skills; due to an uneasy relationship between competence, capability, intuition and expertise. Different currencies of value may be ascribed to the assessment of nursing practice, resulting in the use of subjective judgements together with the development of assessment criteria which have different weightings, depending on the values of the assessor. Within the performing arts, students' practice performance is also assessed, with seemingly many similarities between applying value to performance in dance or theatre and nursing. Within performing arts assessment a balancing act is also being played out between academic education and professional training (where complex performances are notoriously hard to evaluate). This paper explores the nature of assessment within the performing arts and makes suggestions regarding their application within the context of nurse education. If nursing is indeed a blend of art and science, then it seems sensible to look to the performing arts to see if lessons could be learned.

  1. Internal Challenges Affecting Academic Performance of Student-Athletes in Ghanaian Public Universities

    ERIC Educational Resources Information Center

    Apaak, Daniel; Sarpong, Emmanuel Osei

    2015-01-01

    This paper examined internal challenges affecting academic performance of student-athletes in Ghanaian public universities, using a descriptive survey research design. Proportionate random sampling technique was employed to select Three Hundred and Thirty-Two (332) respondents for the study. The instrument used in gathering data for the study was…

  2. Do prospective workday appraisals influence end-of-workday affect and self-monitored performance?

    PubMed

    Grawitch, Matthew J; Granda, Stephanie E; Barber, Larissa K

    2008-10-01

    The current study uses self-regulation as the basis for a model that examines the influence of three types of workday appraisals (resource, task, and response). At the beginning of their workday, a total of 170 faculty, graduate students, and staff of a university completed appraisal ratings of their anticipated workday tasks, resources, and responses. At the end of the workday, they completed assessments of positive and negative affect and self-monitored performance. Results suggested that resource appraisals of control and skills were predictive of task appraisals of difficulty, threat, and ambiguity. Task appraisals were then predictive of both response appraisals, in terms of anticipated support and effort, and self-monitored performance at the end of the day. Anticipated effort and self-monitored performance were both positively related to positive affect at the end of the day. Anticipated support and self-monitored performance were both negatively related to negative affect at the end of the day, while threat task appraisals were positively related to negative affect. Implications of the results for workplace interventions are discussed. PMID:18837628

  3. Antecedent Factors Affecting Academic Performance of Graduate Students at the Nairobi Evangelical Graduate School of Theology

    ERIC Educational Resources Information Center

    Mbogo, Rosemary Wahu

    2016-01-01

    This paper reports the findings of a Master's level thesis work that was done in 1997 to assess the antecedent factors affecting the academic performance of graduate students at the Nairobi Evangelical School of Theology (N.E.G.S.T.), which is currently Africa International University (AIU). The paper reviews the effect of lack of finance on…

  4. Factors Affecting Business Students' Performance: The Case of Students in United Arab Emirates

    ERIC Educational Resources Information Center

    Harb, Nasri; El-Shaarawi, Ahmed

    2007-01-01

    In this study, the authors found that the most important factor that affected student performance was their competence in speaking English. The sample was a group of 864 business and economics students in United Arab Emirates. The authors used regression analysis for the study. The results of the study showed that students who participated in…

  5. Factors Affecting University Entrants' Performance in High-Stakes Tests: A Multiple Regression Analysis

    ERIC Educational Resources Information Center

    Uy, Chin; Manalo, Ronaldo A.; Cabauatan, Ronaldo R.

    2015-01-01

    In the Philippines, students seeking admission to a university are usually required to meet certain entrance requirements, including passing the entrance examinations with questions on IQ and English, mathematics, and science. This paper aims to determine the factors that affect the performance of entrants into business programmes in high-stakes…

  6. ULTRAFINE CARBON PARTICLE (UFCP) INHALATION AFFECTS CARDIOVASCULAR PERFORMANCE IN HYPERTENSIVE RATS (SHR)

    EPA Science Inventory

    Inhaled UfCP affect cardiovascular performance in healthy rats (Harder et al. Inhal Toxicol 2005; 17:29-42) without apparent pulmonary damage. To assess whether geriatric cardiovascular compromised rats are more susceptible to UfCP effects, male adult (6months) and geriatric (13m...

  7. Do prospective workday appraisals influence end-of-workday affect and self-monitored performance?

    PubMed

    Grawitch, Matthew J; Granda, Stephanie E; Barber, Larissa K

    2008-10-01

    The current study uses self-regulation as the basis for a model that examines the influence of three types of workday appraisals (resource, task, and response). At the beginning of their workday, a total of 170 faculty, graduate students, and staff of a university completed appraisal ratings of their anticipated workday tasks, resources, and responses. At the end of the workday, they completed assessments of positive and negative affect and self-monitored performance. Results suggested that resource appraisals of control and skills were predictive of task appraisals of difficulty, threat, and ambiguity. Task appraisals were then predictive of both response appraisals, in terms of anticipated support and effort, and self-monitored performance at the end of the day. Anticipated effort and self-monitored performance were both positively related to positive affect at the end of the day. Anticipated support and self-monitored performance were both negatively related to negative affect at the end of the day, while threat task appraisals were positively related to negative affect. Implications of the results for workplace interventions are discussed.

  8. Study of Core Competency Elements and Factors Affecting Performance Efficiency of Government Teachers in Northeastern Thailand

    ERIC Educational Resources Information Center

    Chansirisira, Pacharawit

    2012-01-01

    The research aimed to investigate the core competency elements and the factors affecting the performance efficiency of the civil service teachers in the northeastern region, Thailand. The research procedure consisted of two steps. In the first step, the data were collected using a questionnaire with the reliability (Cronbach's Alpha) of 0.90. The…

  9. Simulating and stimulating performance: introducing distributed simulation to enhance musical learning and performance.

    PubMed

    Williamon, Aaron; Aufegger, Lisa; Eiholzer, Hubert

    2014-01-01

    Musicians typically rehearse far away from their audiences and in practice rooms that differ significantly from the concert venues in which they aspire to perform. Due to the high costs and inaccessibility of such venues, much current international music training lacks repeated exposure to realistic performance situations, with students learning all too late (or not at all) how to manage performance stress and the demands of their audiences. Virtual environments have been shown to be an effective training tool in the fields of medicine and sport, offering practitioners access to real-life performance scenarios but with lower risk of negative evaluation and outcomes. The aim of this research was to design and test the efficacy of simulated performance environments in which conditions of "real" performance could be recreated. Advanced violin students (n = 11) were recruited to perform in two simulations: a solo recital with a small virtual audience and an audition situation with three "expert" virtual judges. Each simulation contained back-stage and on-stage areas, life-sized interactive virtual observers, and pre- and post-performance protocols designed to match those found at leading international performance venues. Participants completed a questionnaire on their experiences of using the simulations. Results show that both simulated environments offered realistic experience of performance contexts and were rated particularly useful for developing performance skills. For a subset of 7 violinists, state anxiety and electrocardiographic data were collected during the simulated audition and an actual audition with real judges. Results display comparable levels of reported state anxiety and patterns of heart rate variability in both situations, suggesting that responses to the simulated audition closely approximate those of a real audition. The findings are discussed in relation to their implications, both generalizable and individual-specific, for performance training

  10. Simulating and stimulating performance: introducing distributed simulation to enhance musical learning and performance

    PubMed Central

    Williamon, Aaron; Aufegger, Lisa; Eiholzer, Hubert

    2014-01-01

    Musicians typically rehearse far away from their audiences and in practice rooms that differ significantly from the concert venues in which they aspire to perform. Due to the high costs and inaccessibility of such venues, much current international music training lacks repeated exposure to realistic performance situations, with students learning all too late (or not at all) how to manage performance stress and the demands of their audiences. Virtual environments have been shown to be an effective training tool in the fields of medicine and sport, offering practitioners access to real-life performance scenarios but with lower risk of negative evaluation and outcomes. The aim of this research was to design and test the efficacy of simulated performance environments in which conditions of “real” performance could be recreated. Advanced violin students (n = 11) were recruited to perform in two simulations: a solo recital with a small virtual audience and an audition situation with three “expert” virtual judges. Each simulation contained back-stage and on-stage areas, life-sized interactive virtual observers, and pre- and post-performance protocols designed to match those found at leading international performance venues. Participants completed a questionnaire on their experiences of using the simulations. Results show that both simulated environments offered realistic experience of performance contexts and were rated particularly useful for developing performance skills. For a subset of 7 violinists, state anxiety and electrocardiographic data were collected during the simulated audition and an actual audition with real judges. Results display comparable levels of reported state anxiety and patterns of heart rate variability in both situations, suggesting that responses to the simulated audition closely approximate those of a real audition. The findings are discussed in relation to their implications, both generalizable and individual-specific, for performance

  11. Investigating How Student's Cognitive Behavior in MOOC Discussion Forums Affect Learning Gains

    ERIC Educational Resources Information Center

    Wang, Xu; Yang, Diyi; Wen, Miaomiao; Koedinger, Kenneth; Rosé, Carolyn P.

    2015-01-01

    While MOOCs undoubtedly provide valuable learning resources for students, little research in the MOOC context has sought to evaluate students' learning gains in the environment. It has been long acknowledged that conversation is a significant way for students to construct knowledge and learn. However, rather than studying learning in MOOC…

  12. Predicting Student Performance in a Collaborative Learning Environment

    ERIC Educational Resources Information Center

    Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol

    2015-01-01

    Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression…

  13. Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies

    ERIC Educational Resources Information Center

    Montrezor, Luís H.

    2016-01-01

    The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages…

  14. Team-Based Learning Enhances Performance in Introductory Biology

    ERIC Educational Resources Information Center

    Carmichael, Jeffrey

    2009-01-01

    Given the problems associated with the traditional lecture method, the constraints associated with large classes, and the effectiveness of active learning, continued development and testing of efficient student-centered learning approaches are needed. This study explores the effectiveness of team-based learning (TBL) in a large-enrollment…

  15. An Investigation of How the Channel of Input and Access to Test Questions Affect L2 Listening Test Performance

    ERIC Educational Resources Information Center

    Wagner, Elvis

    2013-01-01

    The use of video technology has become widespread in the teaching and testing of second-language (L2) listening, yet research into how this technology affects the learning and testing process has lagged. The current study investigated how the channel of input (audiovisual vs. audio-only) used on an L2 listening test affected test-taker…

  16. Role of neuropeptides in learning versus performance: focus on vasopressin.

    PubMed

    Koob, G F; Lebrun, C; Bluthé, R M; Dantzer, R; Le Moal, M

    1989-01-01

    Neuropeptides that have classical hormonal functions via the pituitary have been implicated in cognitive function. Systemically and centrally administered arginine vasopressin (AVP) has been well documented to prolong extinction and improve consolidation in avoidance tasks. However, major questions have centered on the physiological mechanism of action for these effects and whether these cognitive enhancing actions reflect learning or performance. Work with vasopressin antagonists has led to the hypothesis that the effects of systemically administered AVP may be mediated peripherally and may be secondary to increases in blood pressure and activating effects. Centrally administered AVP, however, can also facilitate memory and recent work using an olfactory social memory task suggests that these effects may be mediated, at least in part, by AVP systems in the lateral septum. These results suggest that the cognitive enhancing actions of AVP may involve two parallel, but ultimately homologous, systems at the functional level. Pituitary-derived AVP may facilitate memory actions through more nonspecific (performance) effects, whereas centrally derived AVP may facilitate memory actions through more direct effects on the neural substrates of memory processing in the limbic system.

  17. The impact of nursing students' chemistry learning performance assessment in Taiwan: competitive versus non-competitive student team achievement division approaches

    NASA Astrophysics Data System (ADS)

    Wang, Kai-Ping

    2012-07-01

    Purpose: The purpose of this study was to determine the effectiveness of competitive Student Team Achievement Division (STAD), non-competitive STAD, and traditional learning on chemistry learning and learning perceptions. Sample, design and methods: By adopting the STAD approach, this study examined 144 nursing students at a five-year junior college in northern Taiwan during the first semester (totaling 18 weeks) of the 2008 academic year. Results: The findings reveal that both a heterogeneous group with external pressure (involving competitive STAD) and a friendship group with affective pressure (involving traditional learning) enhance group cohesion and assist students' meaningful learning; the heterogeneous group without extra pressure (involving non-competitive STAD), by contrast, fails because of apathy and lassitude. Moreover, learning effectiveness will obviously predominate until the learning strategy continues for a long period or at least one semester. Conclusions: This study revealed that the learning performance level of the competitive STAD group is significantly different from that of the non-competitive STAD group; and the learning performance level of the traditional group is significantly different from that of the non-competitive STAD group. Both the competitive STAD group and traditional group of medium ability students are significantly different from the non-competitive STAD group. Low-ability students from the competitive STAD group are significantly different from those of the non-competitive STAD, though no significant differences were found in learning perception. However, both a lack of friendship and a lack of ability in using algorithms may affect students' chemistry learning. Furthermore, gender imbalance, educational culture, and group emotions are factors that may influence student learning performance. Further study should focus on the use of grouping, improve responsibility in group discussion, and investigate group interaction

  18. The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation

    ERIC Educational Resources Information Center

    Filippatou, Diamanto; Kaldi, Stavroula

    2010-01-01

    This study focuses upon the effectiveness of project-based learning on primary school pupils with learning difficulties regarding their academic performance and attitudes towards self efficacy, task value, group work and teaching methods applied. The present study is a part of a larger one that included six Greek fourth-grade primary school…

  19. The Adult Learning Open University Determinants (ALOUD) Study: Biological and Psychological Factors Associated with Learning Performance in Adult Distance Education

    ERIC Educational Resources Information Center

    Neroni, Joyce; Gijselaers, Hieronymus J. M.; Kirschner, Paul A.; Groot, Renate H. M.

    2015-01-01

    Learning is crucial for everyone. The association between biological (eg, sleep, nutrition) and psychological factors (eg, test anxiety, goal orientation) and learning performance has been well established for children, adolescents and college students in traditional education. Evidence for these associations for adult distance students is lacking…

  20. Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment

    ERIC Educational Resources Information Center

    Yang, Jie Chi; Quadir, Benazir; Chen, Nian-Shing

    2016-01-01

    A growing number of studies have been conducted on digital game-based learning (DGBL). However, there has been a lack of attention paid to individuals' self-efficacy and learning performance in the implementation of DGBL. This study therefore investigated how the badge mechanism in DGBL enhanced users' self-efficacy in the subject domain of…