Science.gov

Sample records for affect learning performance

  1. 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…

  2. 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…

  3. 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

  4. A Quality Improvement Study on Avoidable Stressors and Countermeasures Affecting Surgical Motor Performance and Learning

    PubMed Central

    Conrad, Claudius; Konuk, Yusuf; Werner, Paul D.; Cao, Caroline G.; Warshaw, Andrew L.; Rattner, David W.; Stangenberg, Lars; Ott, Harald C.; Jones, Daniel B.; Miller, Diane L; Gee, Denise W.

    2012-01-01

    OBJECTIVE To explore how the two most important components of surgical performance - speed and accuracy - are influenced by different forms of stress and what the impact of music on these factors is. SUMMARY BACKGROUND DATA Based on a recently published pilot study on surgical experts, we designed an experiment examining the effects of auditory stress, mental stress, and music on surgical performance and learning, and then correlated the data psychometric measures to the role of music in a novice surgeon’s life. METHODS 31 surgeons were recruited for a crossover study. Surgeons were randomized to four simple standardized tasks to be performed on the Surgical SIM VR laparoscopic simulator, allowing exact tracking of speed and accuracy. Tasks were performed under a variety of conditions, including silence, dichotic music (auditory stress), defined classical music (auditory relaxation), and mental loading (mental arithmetic tasks). Tasks were performed twice to test for memory consolidation and to accommodate for baseline variability. Performance was correlated to the Brief Musical Experience Questionnaire (MEQ). RESULTS Mental loading influences performance with respect to accuracy, speed, and recall more negatively than does auditory stress. Defined classical music might lead to minimally worse performance initially, but leads to significantly improved memory consolidation. Furthermore, psychologic testing of the volunteers suggests that surgeons with greater musical commitment, measured by the MEQ, perform worse under the mental loading condition. CONCLUSION Mental distraction and auditory stress negatively affect specific components of surgical learning and performance. If used appropriately, classical music may positively affect surgical memory consolidation. It also may be possible to predict surgeons’ performance and learning under stress through psychological tests on the role of music in a surgeon’s life. Further investigation is necessary to determine

  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. PMID:22518949

  6. Affect, Curiosity, and Socialization-Related Learning: A Path Analysis of Antecedents to Job Performance.

    ERIC Educational Resources Information Center

    Reio, Thomas G.; Callahan, Jamie L.

    Affect, curiosity, and socialization-relation were explored as potential mediators of the relationship between both state and trait affect and job performance. The cross-sectional sample consisted of 81 women and 152 men between the ages of 17 and 50 or older. The typical participant was a male Caucasian under the age of 40 with some college…

  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. 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…

  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 head-only exposure to GSM-900 electromagnetic fields affect the performance of rats in spatial learning tasks?

    PubMed

    Dubreuil, Diane; Jay, Thérèse; Edeline, Jean-Marc

    2002-02-01

    The rapid expansion of mobile communication has generated intense interest, but has also fuelled ongoing concerns. In both humans and animals, radiofrequency radiations are suspected to affect cognitive functions. More specifically, several studies performed in rodents have suggested that spatial learning can be impaired by electromagnetic field exposure. However, none of these previous studies have simulated the common conditions of GSM mobile phones use. This study is the first using a head-only exposure system emitting a 900-MHz GSM electromagnetic field (pulsed at 217 Hz). The two behavioural tasks that were evaluated here have been used previously to demonstrate performance deficits in spatial learning after electromagnetic field exposure: a classical radial maze elimination task and a spatial navigation task in an open-field arena (dry-land version of the Morris water maze). The performances of rats exposed for 45 min to a 900-MHz electromagnetic field (1 and 3.5 W/kg) were compared to those of sham-exposed and cage-control rats. There were no differences among exposed, sham, and cage-control rats in the two spatial learning tasks. The discussion focuses on the potential reasons that led previous studies to conclude that learning deficits do occur after electromagnetic field exposure. PMID:11809512

  14. An Evaluation of Factors Affecting Student Performance on Broad Measures of Student Learning

    ERIC Educational Resources Information Center

    Prager, Erika K.

    2010-01-01

    Universities are using standardized tests more and more as part of their accountability and assessment of student learning efforts. For the results of these tests to be useful in improving practices that lead to greater learning, they must be meaningful and specific to institutions. The researcher sought to determine how student characteristics,…

  15. 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

  16. 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…

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

    PubMed

    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

  19. Empirical Testing of an Affective Learning Paradigm.

    ERIC Educational Resources Information Center

    Asmus, Edward P., Jr.

    1980-01-01

    This investigation of a college music course examined the effectiveness of a cyclical affective learning paradigm based on the premise that student affect toward a course of instruction will dictate, in part, cognitive performance. Results suggest that teachers would be better advised to concentrate on cognitive instruction than on affect.…

  20. 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…

  1. 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…

  2. Learning task affects ERP-correlates of the own-race bias, but not recognition memory performance.

    PubMed

    Stahl, Johanna; Wiese, Holger; Schweinberger, Stefan R

    2010-06-01

    People are generally better in recognizing faces from their own ethnic group as opposed to faces from another ethnic group, a finding which has been interpreted in the context of two opposing theories. Whereas perceptual expertise theories stress the role of long-term experience with one's own ethnic group, race feature theories assume that the processing of an other-race-defining feature triggers inferior coding and recognition of faces. The present study tested these hypotheses by manipulating the learning task in a recognition memory test. At learning, one group of participants categorized faces according to ethnicity, whereas another group rated facial attractiveness. Subsequent recognition tests indicated clear and similar own-race biases for both groups. However, ERPs from learning and test phases demonstrated an influence of learning task on neurophysiological processing of own- and other-race faces. While both groups exhibited larger N170 responses to Asian as compared to Caucasian faces, task-dependent differences were seen in a subsequent P2 ERP component. Whereas the P2 was more pronounced for Caucasian faces in the categorization group, this difference was absent in the attractiveness rating group. The learning task thus influences early face encoding. Moreover, comparison with recent research suggests that this attractiveness rating task influences the processes reflected in the P2 in a similar manner as perceptual expertise for other-race faces does. By contrast, the behavioural own-race bias suggests that long-term expertise is required to increase other-race face recognition and hence attenuate the own-race bias. PMID:20362599

  3. 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…

  4. 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…

  5. 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…

  6. Chinese Students' Perceptions of a Collaborative E-Learning Environment and Factors Affecting Their Performance: Implementing a Flemish E-Learning Course in a Chinese Educational Context

    ERIC Educational Resources Information Center

    Zhu, Chang; Valcke, Martin; Schellens, Tammy; Li, Yifei

    2009-01-01

    This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting. A main feature of the e-learning environment is the asynchronous "task-based" online group discussion. The purpose of the study is to understand Chinese students' perceptions of a collaborative e-learning environment and the…

  7. Integrating Learning and Performance.

    ERIC Educational Resources Information Center

    1999

    These four papers are from a symposium on integrating learning and performance. "Identifying the Skill Requirements and Performance Needs of Small Manufacturers" (Julie A. Furst-Bowe) reports a survey to identify needs of small manufacturers in northwestern Wisconsin and to determine whether a university-based performance improvement center would…

  8. 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…

  9. 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. PMID:22745675

  10. 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. PMID:26283246

  11. Dynamics of Affective States during Complex Learning

    ERIC Educational Resources Information Center

    D'Mello, Sidney; Graesser, Art

    2012-01-01

    We propose a model to explain the dynamics of affective states that emerge during deep learning activities. The model predicts that learners in a state of engagement/flow will experience cognitive disequilibrium and confusion when they face contradictions, incongruities, anomalies, obstacles to goals, and other impasses. Learners revert into the…

  12. Singularities affect dynamics of learning in neuromanifolds.

    PubMed

    Amari, Shun-ichi; Park, Hyeyoung; Ozeki, Tomoko

    2006-05-01

    The parameter spaces of hierarchical systems such as multilayer perceptrons include singularities due to the symmetry and degeneration of hidden units. A parameter space forms a geometrical manifold, called the neuromanifold in the case of neural networks. Such a model is identified with a statistical model, and a Riemannian metric is given by the Fisher information matrix. However, the matrix degenerates at singularities. Such a singular structure is ubiquitous not only in multilayer perceptrons but also in the gaussian mixture probability densities, ARMA time-series model, and many other cases. The standard statistical paradigm of the Cramér-Rao theorem does not hold, and the singularity gives rise to strange behaviors in parameter estimation, hypothesis testing, Bayesian inference, model selection, and in particular, the dynamics of learning from examples. Prevailing theories so far have not paid much attention to the problem caused by singularity, relying only on ordinary statistical theories developed for regular (nonsingular) models. Only recently have researchers remarked on the effects of singularity, and theories are now being developed. This article gives an overview of the phenomena caused by the singularities of statistical manifolds related to multilayer perceptrons and gaussian mixtures. We demonstrate our recent results on these problems. Simple toy models are also used to show explicit solutions. We explain that the maximum likelihood estimator is no longer subject to the gaussian distribution even asymptotically, because the Fisher information matrix degenerates, that the model selection criteria such as AIC, BIC, and MDL fail to hold in these models, that a smooth Bayesian prior becomes singular in such models, and that the trajectories of dynamics of learning are strongly affected by the singularity, causing plateaus or slow manifolds in the parameter space. The natural gradient method is shown to perform well because it takes the singular

  13. 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…

  14. 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. PMID:24211437

  15. 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,…

  16. 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

  17. 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

  18. 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…

  19. 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…

  20. Cooperative Learning for Better Performance.

    ERIC Educational Resources Information Center

    Di Natale, John J.; Russell, Gordon

    1995-01-01

    Asserts that linking music ensemble programs and cooperative learning strategies often has been overlooked. Describes the benefits of cooperative learning techniques for music performance preparation. Concludes that the small-group approach can enhance traditional music programs by offering students the chance to make their own decisions. (CFR)

  1. 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.

  2. 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…

  3. 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.

  4. 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

  5. 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…

  6. Motivation To Learn and Perform.

    ERIC Educational Resources Information Center

    1997

    This document contains four papers from a symposium on motivation to learn and perform in the workplace. "Getting It Together: Motivations and Success Characteristics for Interorganizational Collaborations" (Mary Wilson Callahan) presents results of a literature review, a hierarchical framework of motivations for interorganizational collaboration,…

  7. 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…

  8. 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,…

  9. 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…

  10. 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…

  11. 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…

  12. 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,…

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

    PubMed

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

    2016-05-01

    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 15 min prior to the statistical learning task, and a group that exercised for 30 min prior to the statistical learning task. The participants in the exercise groups cycled at 60% of their respective V˙O2 max. Each group demonstrated significant statistical learning, with similar levels of learning among the three groups. Contrary to previous research that has shown that a prior bout of exercise can affect performance on explicit cognitive tasks, the results of the current study suggest that the physiological stress induced by moderate-intensity exercise does not affect implicit cognition as measured by statistical learning. PMID:26084984

  14. 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)

  15. Factors affecting performance of dispenser photocathodes

    NASA Astrophysics Data System (ADS)

    Moody, Nathan A.; Jensen, Kevin L.; Feldman, Donald W.; Montgomery, Eric J.; O'Shea, Patrick G.

    2007-11-01

    Usable lifetime has long been a limitation of high efficiency photocathodes in high average current accelerator applications such as free electron lasers, where poor vacuum conditions and high incident laser power contribute to early degradation in electron beam emission. Recent progress has been made in adapting well known thermionic dispenser techniques to photocathodes, resulting in a dispenser photocathode whose photosensitive surface coating of cesium can be periodically replenished to extend effective lifetime. This article details the design and fabrication process of a prototype cesium dispenser photocathode and describes in detail the dominant factors affecting its performance: activation procedure, surface cleanliness, temperature, and substrate microstructure.

  16. Affective Learning: Environmental Ethics and Human Ecology

    ERIC Educational Resources Information Center

    Gough, Noel P.

    1977-01-01

    This discussion of home economics as a discipline which should focus on its affective foundations, covers the following areas: Affective context of home economics education, the adequacy of the home economics value complex for coping with environmental problems, and toward an acceptable environmental ethic. (SH)

  17. 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…

  18. 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)

  19. 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…

  20. Do Learning Strategies Affect Adults' Transfer of Learning?

    ERIC Educational Resources Information Center

    Wang, Nina; Taraban, Roman

    A study of 113 graduate students in a college of education explored how readily they would apply their knowledge about transfer of learning to a personally relevant teaching task. One group practiced integration; participants were asked to think about concepts they were learning in terms of the three elements of the integration strategy. A second…

  1. 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…

  2. 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.

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. Effects of Learning Parameters on Learning Procedure and Performance of a BPNN.

    PubMed

    MacBeth, Colin; Dai, Hengchang

    1997-11-01

    We examined the effects of changing learning parameters on the learning procedure and performance of back-propagation neural networks used to pick seismic arrivals. The results show that such change mainly affects the speed of convergence of the learning procedures, and does not affect the BPNN structure and its overall performance. A relationship between the learning parameters and iteration number is obtained. This relationship may be used as a guide to check the convergence of the learning procedure and the BPNN performance. We also use a weight map of BPNN structure to analyze its interior and performance. Two BPNNs used to pick seismic arrivals from three-component and single-component seismograms have similar weight patterns and operate in a similar way, although they have different structures and trained by different training dataset. PMID:12662490

  11. Effecting Affect: Developing a Positive Attitude to Primary Mathematics Learning

    ERIC Educational Resources Information Center

    Sparrow, Len; Hurst, Chris

    2010-01-01

    Most adults' attitudes to mathematics come from their experiences of mathematics in school when they were children. Children's mathematical worlds are complex places containing both cognitive and affective elements. One cannot ignore the affective domain if one wishes to understand children's mathematical learning. Teacher education students…

  12. 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…

  13. 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…

  14. Affective Arousal as Information: How Affective Arousal Influences Judgments, Learning, and Memory

    PubMed Central

    Storbeck, Justin; Clore, Gerald L.

    2014-01-01

    The affect-as-information framework posits that affect is embodied information about value and importance. The valence dimension of affect provides evaluative information about stimulus objects, which plays a role in judgment and decisionmaking. Affect can also provide evaluative information about one's own cognitions and response inclinations, information that guides thinking and reasoning. In particular, positive affect often promotes, and negative affect inhibits, accessible responses or dominant modes of thinking. Affect thus moderates many of the textbook phenomena in cognitive psychology. In the current review, we suggest additionally that the arousal dimension of affect amplifies reactions, leading to intensified evaluations, increased reliance on particular styles of learning, and enhanced long-term memory for events. We conclude that whereas valenced affective cues serve as information about value, the arousal dimension provides information about urgency or importance. PMID:25067943

  15. Affective Arousal as Information: How Affective Arousal Influences Judgments, Learning, and Memory.

    PubMed

    Storbeck, Justin; Clore, Gerald L

    2008-09-01

    The affect-as-information framework posits that affect is embodied information about value and importance. The valence dimension of affect provides evaluative information about stimulus objects, which plays a role in judgment and decisionmaking. Affect can also provide evaluative information about one's own cognitions and response inclinations, information that guides thinking and reasoning. In particular, positive affect often promotes, and negative affect inhibits, accessible responses or dominant modes of thinking. Affect thus moderates many of the textbook phenomena in cognitive psychology. In the current review, we suggest additionally that the arousal dimension of affect amplifies reactions, leading to intensified evaluations, increased reliance on particular styles of learning, and enhanced long-term memory for events. We conclude that whereas valenced affective cues serve as information about value, the arousal dimension provides information about urgency or importance. PMID:25067943

  16. How dependencies between successive examples affect on-line learning.

    PubMed

    Wiegerinck, W; Heskes, T

    1996-11-15

    We study the dynamics of on-line learning for a large class of neural networks and learning rules, including backpropagation for multilayer perceptrons. In this paper, we focus on the case where successive examples are dependent, and we analyze how these dependencies affect the learning process. We define the representation error and the prediction error. The representation error measures how well the environment is represented by the network after learning. The prediction error is the average error that a continually learning network makes on the next example. In the neighborhood of a local minimum of the error surface, we calculate these errors. We find that the more predictable the example presentation, the higher the representation error, i.e., the less accurate the asymptotic representation of the whole environment. Furthermore we study the learning process in the presence of a plateau. Plateaus are flat spots on the error surface, which can severely slow down the learning process. In particular, they are notorious in applications with multilayer perceptrons. Our results, which are confirmed by simulations of a multilayer perceptron learning a chaotic time series using backpropagation, explain how dependencies between examples can help the learning process to escape from a plateau. PMID:8888616

  17. 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

  18. 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…

  19. 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…

  20. 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

  1. Does Motivation Affect Performance via Persistence?

    ERIC Educational Resources Information Center

    Vollmeyer, Regina; Rheinberg, Falko

    2000-01-01

    Studied the relationships among motivation, persistence, and performance in a sample of 51 German college students. Path analysis showed that initial motivation influenced persistence but that the relationship between persistence and performance was disrupted because learners with more knowledge stopped sooner. (SLD)

  2. 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.

  3. The Synergistic Effect of Affective Factors on Student Learning Outcomes

    ERIC Educational Resources Information Center

    Jack, Brady Michael; Lin, Huann-shyang; Yore, Larry D.

    2014-01-01

    This study investigates how affective and self-related factors impact participation in science learning and environmental awareness and responsibility. Using PISA 2006 datasets from Taiwan and Canada having similar level of science competency, the model for this study verifies and expands an earlier model by examining the relationships among…

  4. 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…

  5. GOAL: Guidance Opportunities for Affective Learning (K-6).

    ERIC Educational Resources Information Center

    Irvine Unified School District, CA.

    This document contains two curriculum guides, the first dealing with accountability skills and the second with social skills. The guides are products of project GOAL (Guidance Opportunities for Affective Learning), a program intended to meet the social/emotional needs of handicapped mainstreamed students in grades K-6 by improving classroom…

  6. 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.

  7. 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…

  8. 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.…

  9. 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…

  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. 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.…

  12. Factors affecting performance of engineered barriers

    SciTech Connect

    Blink, J. A., LLNL

    1998-03-01

    For the Yucca Mountain Viability Assessment (VA), a reference design was tentatively selected` In September 1997, and a series of model abstractions are being prepared for the performance assessment (PA) of that design. To determine the sensitivity of peak dose rate at the accessible environment to engineered components, several design options were subjected to the PA models available late in FY97.

  13. FACTORS AFFECTING PERFORMANCE OF ENGINEERED BARRIERS

    SciTech Connect

    Blink, J. A.; Bailey, T. W.; Doering, W.; Lee, J. K.; Mccoy, J. K.; McKenzie, D. G.; Sevougian, D.; Vallikat, V.

    1998-03-01

    For the Yucca Mountain Viability Assessment (VA), a reference design was tentatively selected in September 1997, and a series of model abstractions are being prepared for the performance assessment (PA) of that design. To determine the sensitivity of peak dose rate at the accessible environment to engineered components, several design options were subjected to the PA models available late in FY97.

  14. 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…

  15. Intranets for Learning and Performance Support.

    ERIC Educational Resources Information Center

    Gilbert, Linda S.

    1998-01-01

    Internal computer networks, or intranets, are a way for organizations to provide learning opportunities and performance support. The value of intranets depends on the quality of resources, the degree to which they are maintained, and ease of use. Users need help in learning to use these resources for optimal benefit. (SK)

  16. The Job Is the Learning Environment: Performance-Centered Learning To Support Knowledge Worker Performance.

    ERIC Educational Resources Information Center

    Dickover, Noel T.

    2002-01-01

    Explains performance-centered learning (PCL), an approach to optimize support for performance on the job by making corporate assets available to knowledge workers so they can solve actual problems. Illustrates PCL with a Web site that provides just-in-time learning, collaboration, and performance support tools to improve performance at the…

  17. An Investigation of Factors Affecting Gender Differences in Standardized Math Performance: Results from U.S. and Hong Kong 15 Year Olds

    ERIC Educational Resources Information Center

    Liu, Ou Lydia

    2009-01-01

    Learning strategies and affective factors could have a profound impact on student standardized mathematics performance. This study investigated gender differences in affective factors, learning strategies, and preferred learning situations, and how these variables affect math achievement of 15 year olds in the United States and Hong Kong on the…

  18. 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

  19. 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. PMID:23874388

  20. Artificial Grammar Learning of Melody Is Constrained by Melodic Inconsistency: Narmour's Principles Affect Melodic Learning

    PubMed Central

    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. PMID:23874388

  1. 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.

  2. Motor Learning and Movement Performance: Older versus Younger Adults

    PubMed Central

    Ehsani, Fatemeh; Abdollahi, Iraj; Mohseni Bandpei, Mohammad Ali; Zahiri, Nahid; Jaberzadeh, Shapour

    2015-01-01

    Introduction: Motor skills play an important role during life span, and older adults need to learn or relearn these skills. The purpose of this study was to investigate how aging affects induction of improved movement performance by motor training. Methods: Serial Reaction Time Test (SRTT) was used to assess movement performance during 8 blocks of motor training. Participants were tested in two separate dates, 48 hours apart. First session included 8 blocks of training (blocks 1–8) and second session comprised 2 blocks (blocks 9, 10). Results: Analyses of data showed that reaction times in both online and offline learning were significantly shorter in older adults compared to younger adults (P<0.001). Young adults demonstrated both online and offline learning (P<0.001), but older adults only showed online learning (P<0.001) without offline learning (P=0.24). Discussion: The result of the current study provides evidence that the healthy older adults are able to improve their performance with practice and learn motor skill successfully in the form of online learning. PMID:26649161

  3. 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

  4. 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…

  5. Developmental selenomethionine and methylmercury exposures affect zebrafish learning

    PubMed Central

    Smith, Leigh E.; Carvan, Michael J.; Dellinger, John A.; Ghorai, Jugal K.; White, Donald B.; Williams, Frederick E.; Weber, Daniel N.

    2009-01-01

    Methylmercury (MeHg) is a ubiquitous environmental pollutant and has been shown to affect learning in vertebrates following relatively low exposures. Zebrafish were used to model long-term learning deficits after developmental MeHg exposure. Selenomethionine (SeMet) co-exposure was used to evaluate its role in neuroprotection. Embryos were exposed from 2–24 hours post fertilization to (1) MeHg without SeMet, (2) SeMet without MeHg and (3) in combination of MeHg and SeMet. In case (1), the levels of MeHg were 0.00, 0.01, 0.03, 0.06, 0.10, 0.30 µM. In case (2), the levels of SeMet were 0.00. 0.03, 0.06, 0.10, 0.30 µM. In case (3), co-exposure levels of (MeHg, SeMet) were (0.03, 0.03), (0.03, 0.06), (0.03, 0.10), (0.03, 0.30), (0.10, 0.03), (0.10, 0.06), (0.10, 0.10), (0.10, 0.30) µM. Learning functions were tested in individual adults, four months after developmental exposure using a spatial alternation paradigm with food delivery on alternating sides of the aquarium. Low levels of MeHg (<0.1 µM) exposure delayed learning in treated fish; fish exposed to higher MeHg levels were unable to learn the task; SeMet co-exposure did not prevent this deficit. These data are consistent with findings in laboratory rodents. The dorsal and lateral telencephalon are the primary brain regions in fish involved in spatial learning and memory. Adult telencephalon cell body density decreased significantly at all MeHg exposures >0.01 µM MeHg. SeMet co-exposure ameliorated but did not prevent changes in telencephalon cell body density. In summary, MeHg affected both learning and brain structure, but SeMet only partially reversed the latter. PMID:19800969

  6. 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…

  7. 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…

  8. 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

  9. 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. PMID:22562463

  10. 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…

  11. Variables affecting learning in a simulation experience: a mixed methods study.

    PubMed

    Beischel, Kelly P

    2013-02-01

    The primary purpose of this study was to test a hypothesized model describing the direct effects of learning variables on anxiety and cognitive learning outcomes in a high-fidelity simulation (HFS) experience. The secondary purpose was to explain and explore student perceptions concerning the qualities and context of HFS affecting anxiety and learning. This study used a mixed methods quantitative-dominant explanatory design with concurrent qualitative data collection to examine variables affecting learning in undergraduate, beginning nursing students (N = 124). Being ready to learn, having a strong auditory-verbal learning style, and being prepared for simulation directly affected anxiety, whereas learning outcomes were directly affected by having strong auditory-verbal and hands-on learning styles. Anxiety did not quantitatively mediate cognitive learning outcomes as theorized, although students qualitatively reported debilitating levels of anxiety. This study advances nursing education science by providing evidence concerning variables affecting learning outcomes in HFS. PMID:21593285

  12. 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…

  13. 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.

  14. 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…

  15. 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.

  16. 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…

  17. 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…

  18. Student Performances in Various Learning Protocols

    ERIC Educational Resources Information Center

    Gregorius, Roberto

    2011-01-01

    A comparison was made between students' overall performance, as measured by overall grade, in different teaching and learning protocols: (1) traditional textbook and lecture along with standard examinations; (2) lectures with online augmentation and PowerPoint lecture notes along with standard examinations; (3) similar to "(2)" but with modified…

  19. 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…

  20. Achievement Goals, Learning Strategies and Instrumental Performance

    ERIC Educational Resources Information Center

    Nielsen, Siw Graabraek

    2008-01-01

    The current study is a survey of the achievement goals of music students and the manner in which their strategies and instrumental performance relate to these goals. In the context of advanced instrumental learning, the rationale for the present study was to contribute to the literature on motivation in music students, and thereby, help teachers…

  1. 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,…

  2. 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…

  3. 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.

  4. Text Messaging for Out-of-Class Communication: Impact on Affective Learning

    ERIC Educational Resources Information Center

    Hayes, Paul; Weibelzahl, Stephan; Hall, Tim

    2013-01-01

    Learning in the affective domain includes the manner by which people deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations and attitudes. While out-of-class communication between instructors and students can impact all types of student learning it has its greatest impact on student affective learning. One…

  5. 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.

  6. A Model Linking the Learning Organization and Performance Job Satisfaction

    ERIC Educational Resources Information Center

    Dirani, Khalil M.

    2006-01-01

    The underlying theories of learning and performance are quite complex. This paper proposes a model that links the learning organization theory as a process with job satisfaction as a performance theory outcome. The literature reviewed considered three process levels of learning within the learning organization and three outcome levels of job…

  7. 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…

  8. 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…

  9. 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…

  10. Cognitive, Affective, and Behavioral Determinants of Performance: A Process Model.

    ERIC Educational Resources Information Center

    Dorfman, Peter W.; Stephan, Walter G.

    Literature from organizational and social psychology has suggested that three types of factors influence performance, i.e., cognitive, affective and behavioral. A model was developed to test a set of propositions concerning the relationship between the three kinds of factors, and included attributions, expectancies, general emotional responses to…

  11. 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…

  12. 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…

  13. Sibsize, Family Environment, Cognitive Performance, and Affective Characteristics

    ERIC Educational Resources Information Center

    Marjoribanks, Kevin

    1976-01-01

    Incorporates measures of family environment (parent-child interaction) into research methodology to study the effects of sibsize (family size and birth order) on a child's cognitive performance and affective behavior. Provides tentative support for the confluence model of sibsize influences on children's behaviors. (RL)

  14. 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

  15. 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

  16. 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…

  17. Socially triggered negative affect impairs performance in simple cognitive tasks.

    PubMed

    Böttcher, Svenja; Dreisbach, Gesine

    2014-03-01

    The aim of this research was to investigate the influence of a social-evaluative context on simple cognitive tasks. While another person present in the room evaluated photographs of beautiful women or landscapes by beauty/attractiveness, female participants had to perform a combination of digit-categorization and spatial-compatibility task. There, before every trial, one of the women or landscape pictures was presented. Results showed selective performance impairments: the numerical distance effects increased on trials that followed women pictures but only, if another person concurrently evaluated these women pictures. In a second experiment, using the affective priming paradigm, the authors show that female pictures have a more negative connotation when they are concurrently evaluated by another person (social-evaluative context) than when they are not evaluated (neutral context). Together, these results suggest that the social-evaluative context triggers mild negative affective reactions to women pictures which then impair performance in an unrelated task. PMID:23423348

  18. Raising cytosolic Cl− in cerebellar granule cells affects their excitability and vestibulo-ocular learning

    PubMed Central

    Seja, Patricia; Schonewille, Martijn; Spitzmaul, Guillermo; Badura, Aleksandra; Klein, Ilse; Rudhard, York; Wisden, William; Hübner, Christian A; De Zeeuw, Chris I; Jentsch, Thomas J

    2012-01-01

    Cerebellar cortical throughput involved in motor control comprises granule cells (GCs) and Purkinje cells (PCs), both of which receive inhibitory GABAergic input from interneurons. The GABAergic input to PCs is essential for learning and consolidation of the vestibulo-ocular reflex, but the role of GC excitability remains unclear. We now disrupted the Kcc2 K-Cl cotransporter specifically in either cell type to manipulate their excitability and inhibition by GABAA-receptor Cl− channels. Although Kcc2 may have a morphogenic role in synapse development, Kcc2 disruption neither changed synapse density nor spine morphology. In both GCs and PCs, disruption of Kcc2, but not Kcc3, increased [Cl−]i roughly two-fold. The reduced Cl− gradient nearly abolished GABA-induced hyperpolarization in PCs, but in GCs it merely affected excitability by membrane depolarization. Ablation of Kcc2 from GCs impaired consolidation of long-term phase learning of the vestibulo-ocular reflex, whereas baseline performance, short-term gain-decrease learning and gain consolidation remained intact. These functions, however, were affected by disruption of Kcc2 in PCs. GC excitability plays a previously unknown, but specific role in consolidation of phase learning. PMID:22252133

  19. Attitudes Affecting College Students' Preferences for Distance Learning.

    ERIC Educational Resources Information Center

    Katz, Yaacov J.

    2002-01-01

    Describes a study of undergraduates in Israel that examined the relationship between two distance learning ICT (information and communication technology)-based configurations. Results indicate that psychological attitudes held by students differentially facilitate efficient use of distance learning approaches. Considers satisfaction with learning,…

  20. Factors Affecting M-Learners' Course Satisfaction and Learning Persistence

    ERIC Educational Resources Information Center

    Joo, Young Ju; Joung, Sunyoung; Lim, Eugene; Kim, Hae Jin

    2014-01-01

    This study investigated whether college students' self-efficacy, level of learning strategy use, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, level of learning strategy use, academic burnout, and school support were used as prediction variables, and course satisfaction and…

  1. 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…

  2. 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

  3. 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…

  4. 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…

  5. 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

  6. 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.

  7. 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

  8. Factors Affecting Polymer Electrolyte Fuel Cells Performance and Reproducibility

    SciTech Connect

    Moller-Holst S.

    1998-11-01

    Development of fuel cells is often based on small-scale laboratory studies. Due to limited time and budgets, a minimum number of cells are usually prepared and tested, thus, conclusions about improved performance are often drawn from studies of a few cells. Generally, statistics showing the significance of an effect are seldom reported. In this work a simple PEM fuel cell electrode optimization experiment is used as an example to illustrate the importance of statistical evaluation of factors affecting cell performance. The use of fractional factorial design of experiments to reduce the number of cells that have to be studied is also addressed.

  9. 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…

  10. 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

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Complexity Theory: Inclusion of the Affective Domain in an Interactive Learning Model for Instructional Design.

    ERIC Educational Resources Information Center

    Tennyson, Robert D.; Nielsen, Milt

    1998-01-01

    Proposes an interactive learning model to serve as a psychological foundation for the field of instructional design theory. Topics include complexity theory, cognitive models of learning, cognitive and affective domains, sensory receptors component (memory) and the effects of external stimuli, affects component, cognitive strategies, and knowledge…

  17. Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan

    ERIC Educational Resources Information Center

    Abbad, Muneer Mahmood; Morris, David; de Nahlik, Carmel

    2009-01-01

    The primary questions addressed in this paper are the following: what are the factors that affect students' adoption of an e-learning system and what are the relationships among these factors? This paper investigates and identifies some of the major factors affecting students' adoption of an e-learning system in a university in Jordan. E-learning…

  18. Teaching and Learning in the Affective Domain: A Review of the Literature.

    ERIC Educational Resources Information Center

    Hunt, Walter C.

    This document presents a review of the research on the affective domain as it relates to learning and teaching in the classroom. The synthesis concludes that it is clearly evident that affective factors are an important dimension of the teaching/learning process and that the ways in which teachers respond to students and classroom situations…

  19. Affective Factors Which Influence Learning about Sexually Transmitted Diseases.

    ERIC Educational Resources Information Center

    Schmidt, Mary F.; McKirnan, David

    This study investigated the role that emotional factors play in learning about sexual health and in adopting sexually healthy behaviors. Learning about health and adopting healthy behaviors hinges on two variables: the desire to avoid illness and a belief that one can avoid threats to health through personal action. This paper reports on…

  20. Resource distributions affect social learning on multiple timescales.

    PubMed

    van der Post, Daniel J; Ursem, Bas; Hogeweg, Paulien

    2009-09-01

    We study how learning is shaped by foraging opportunities and self-organizing processes and how this impacts on the effects of "copying what neighbors eat" on multiple timescales. We use an individual-based model with a rich environment, where group foragers learn what to eat. We vary foraging opportunities by changing local variation in resources, studying copying in environments with pure patches, varied patches, and uniform distributed resources. We find that copying can help individuals explore the environment by sharing information, but this depends on how foraging opportunities shape the learning process. Copying has the greatest impact in varied patches, where local resource variation makes learning difficult, but local resource abundance makes copying easy. In contrast, copying is redundant or excessive in pure patches where learning is easy, and mostly ineffective in uniform environments where learning is difficult. Our results reveal that the mediation of copying behavior by individual experience is crucial for the impact of copying. Moreover, we find that the dynamics of social learning at short timescales shapes cultural phenomena. In fact, the integration of learning on short and long timescales generates cumulative cultural improvement in diet. Our results therefore provide insight into how and when such processes can arise. These insights need to be taken into account when considering behavioral patterns in nature. PMID:19701483

  1. 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…

  2. 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…

  3. How Social Accounts and Participation during Change Affect Organizational Learning

    ERIC Educational Resources Information Center

    Lines, Rune

    2005-01-01

    Purpose: The purpose of this paper is to examine how the way change implemented effects organizational learning. More specifically, we study the relationships between the use of social accounts, participation and organizational learning in the context of strategic change. The use of social accounts and participation are often promoted during…

  4. 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…

  5. 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.

  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 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…

  8. 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

  9. 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. PMID:24268415

  10. 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

  11. 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…

  12. Learning What Matters: Exploring the Factors Affecting Learning Transfers in Child Welfare Competencies and Career Interest in Child Welfare

    ERIC Educational Resources Information Center

    Liao, Aries Meng-Wei

    2012-01-01

    The understanding of the factors impacting MSW students' interests and motivation to learn child welfare competencies, and how they affect learning transfer of the subject is important for the development of a knowledgeable, competent, and committed workforce that serves children and families in the United States. Practitioners need to attain…

  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. 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…

  15. 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…

  16. Learning Strategies and Performance in a Technology Integrated Classroom

    ERIC Educational Resources Information Center

    Debevec, Kathleen; Shih, Mei-Yau; Kashyap, Vishal

    2006-01-01

    This study examines students' use of technology for learning (accessing the course Web site to download PowerPoint slides for note taking and exam preparation) relative to more traditional learning methods (reading the textbook and taking notes in class and from the textbook) and the effect of their learning strategies on exam performance and…

  17. 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,…

  18. Lithium-oxygen batteries-Limiting factors that affect performance

    NASA Astrophysics Data System (ADS)

    Padbury, Richard; Zhang, Xiangwu

    2011-05-01

    Lithium-oxygen batteries have recently received attention due to their extremely high theoretical energy densities, which far exceed that of any other existing energy storage technology. The significantly larger theoretical energy density of the lithium-oxygen batteries is due to the use of a pure lithium metal anode and the fact that the cathode oxidant, oxygen, is stored externally since it can be readily obtained from the surrounding air. Before the lithium-oxygen batteries can be realized as high performance, commercially viable products, there are still many challenges to overcome, from designing their cathode structure, to optimizing their electrolyte compositions and elucidating the complex chemical reactions that occur during charge and discharge. The scientific obstacles that are related to the performance of the lithium-oxygen batteries open up an exciting opportunity for researchers from many different backgrounds to utilize their unique knowledge and skills to bridge the knowledge gaps that exist in current research projects. This article is a summary of the most significant limiting factors that affect the performance of the lithium-oxygen batteries from the perspective of the authors. The article indicates the relationships that form between various limiting factors and highlights the complex yet captivating nature of the research within this field.

  19. 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…

  20. 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…

  1. 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…

  2. 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

  3. 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

  4. 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

  5. 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

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

    PubMed

    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

  7. Do Different Learning Strategies Affect Women and Men Differently in Their Learning?

    ERIC Educational Resources Information Center

    Wang, Nina

    A study used encapsulation and integration strategies to determine the effect of different learning strategies on transfer of learning. The instrument consisted of three forms with four parts each. Each form assessed a different learning strategy: encapsulation, integration, and the participant's own learning strategy. The functions for each of…

  8. 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…

  9. 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…

  10. 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.

  11. Affective Learning and Content Achievement in Grades Three and Four

    ERIC Educational Resources Information Center

    Bodoin, Nicholas J.; Pikunas, Justin

    1977-01-01

    Third- and fourth-graders studying a weather unit taught from an affective approach retained the material better than a control group taught by traditional methods when tested six weeks after completion of the unit. (MM)

  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. 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. PMID:8539099

  14. Distraction affects the performance of obstacle avoidance during walking.

    PubMed

    Weerdesteyn, V; Schillings, A M; van Galen, G P; Duysens, J

    2003-03-01

    In this study, dual-task interference in obstacle-avoidance tasks during human walking was examined. Ten healthy young adults participated in the experiment. While they were walking on a treadmill, an obstacle suddenly fell on the treadmill in front of their left leg during either midswing, early stance, or late stance of the ipsilateral leg. Participants were instructed to avoid the obstacle, both as a single task and while they were concurrently performing a cognitive secondary task (dual task). Rates of failure, avoidance strategy, and a number of kinematic parameters were studied under both task conditions. When only a short response time was available, rates of failure on the avoidance task were larger during the dual task than during the single task. Smaller crossing swing velocities were found during the dual task as compared with those observed in the single task. The difference in crossing swing velocities was attributable to increased stiffness of the crossing swing limb. The results of the present study indicated that divided attention affects young and healthy individuals' obstacle-avoidance performance during walking. PMID:12724099

  15. 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

  16. 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…

  17. 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'…

  18. An Analysis of Factors Affecting Community College Students' Expectations on E-Learning

    ERIC Educational Resources Information Center

    Kilic-Cakmak, Ebru; Karatas, Sercin; Ocak, Mehmet Akif

    2009-01-01

    There are many factors that affect the e-learning process. Instructor, assessment and evaluation, communication, and technical support are among the leading factors. It is obvious that these factors influence the effectiveness of e-learning and may be related to different expectations of e-learners. Therefore, this study focuses on examining the…

  19. 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…

  20. 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)…

  1. 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…

  2. 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…

  3. 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…

  4. 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,…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. Neural Correlates of High Performance in Foreign Language Vocabulary Learning

    ERIC Educational Resources Information Center

    Macedonia, Manuela; Muller, Karsten; Friederici, Angela D.

    2010-01-01

    Learning vocabulary in a foreign language is a laborious task which people perform with varying levels of success. Here, we investigated the neural underpinning of high performance on this task. In a within-subjects paradigm, participants learned 92 vocabulary items under two multimodal conditions: one condition paired novel words with iconic…

  10. 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…

  11. 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…

  12. 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

  13. 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

  14. Valuing Information Literacy: Affective Learning and the ACRL Standards

    ERIC Educational Resources Information Center

    Schroeder, Robert; Cahoy, Ellysa Stern

    2010-01-01

    Higher education information literacy standards have readily addressed cognitive skills, although affective competencies--the emotional abilities that students must acquire in order to successfully navigate the research process--have not yet been incorporated into standards. This paper presents examples of current information literacy standards,…

  15. Cognitive and Affective Learning Outcomes of Gifted Elementary School Students

    ERIC Educational Resources Information Center

    Delcourt, Marcia A. B.; Cornell, Dewey G.; Goldberg, Marc D.

    2007-01-01

    This project was a 2-year investigation of elementary school children placed in programs for high-ability learners. The primary purpose of the study was to investigate academic and affective changes in students during their first 2 years in a gifted program. Students were assessed during the fall of one year and the spring of the next year.…

  16. Higher Education for Sustainability: Seeking Affective Learning Outcomes

    ERIC Educational Resources Information Center

    Shephard, Kerry

    2008-01-01

    Purpose: The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability.…

  17. 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

  18. 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.

  19. 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…

  20. 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…

  1. A Study of Learning Performance of E-Learning Materials Design with Knowledge Maps

    ERIC Educational Resources Information Center

    Shaw, Ruey-Shiang

    2010-01-01

    This research investigated the application of knowledge maps in e-learning materials design and hypothesized that knowledge maps would be more effective than e-learning in general at improving the performance and satisfaction of e-learning. In order to test the hypotheses, we conducted an experiment with 175 participants and randomly assigned them…

  2. 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…

  3. Comparison of Learning Models to Build an Infrastructure for Performance Measurement of E-Learning Systems

    NASA Astrophysics Data System (ADS)

    Öztemel, Ercan; Yavuz, Elif

    In this paper, Models describing the learning process is compared in terms of six different criteria taking distance based education systems into account. The result of this study will be utilized in establishing learning performance assessment system in Adapazari Vocational School where main education is based on e-learning.

  4. Auditory and motor imagery modulate learning in music performance

    PubMed Central

    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

  5. 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

  6. Interaction Between Optical and Neural Factors Affecting Visual Performance

    NASA Astrophysics Data System (ADS)

    Sabesan, Ramkumar

    The human eye suffers from higher order aberrations, in addition to conventional spherical and cylindrical refractive errors. Advanced optical techniques have been devised to correct them in order to achieve superior retinal image quality. However, vision is not completely defined by the optical quality of the eye, but also depends on how the image quality is processed by the neural system. In particular, how neural processing is affected by the past visual experience with optical blur has remained largely unexplored. The objective of this thesis was to investigate the interaction of optical and neural factors affecting vision. To achieve this goal, pathological keratoconic eyes were chosen as the ideal population to study since they are severely afflicted by degraded retinal image quality due to higher order aberrations and their neural system has been exposed to that habitually for a long period of time. Firstly, we have developed advanced customized ophthalmic lenses for correcting the higher order aberration of keratoconic eyes and demonstrated their feasibility in providing substantial visual benefit over conventional corrective methodologies. However, the achieved visual benefit was significantly smaller than that predicted optically. To better understand this, the second goal of the thesis was set to investigate if the neural system optimizes its underlying mechanisms in response to the long-term visual experience with large magnitudes of higher order aberrations. This study was facilitated by a large-stroke adaptive optics vision simulator, enabling us to access the neural factors in the visual system by manipulating the limit imposed by the optics of the eye. Using this instrument, we have performed a series of experiments to establish that habitual exposure to optical blur leads to an alteration in neural processing thereby alleviating the visual impact of degraded retinal image quality, referred to as neural compensation. However, it was also found that

  7. 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…

  8. 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…

  9. Affections in Learning Situations: A Study of an Entrepreneurship Skills Development Course

    ERIC Educational Resources Information Center

    Gondim, Sonia Maria Guedes; Mutti, Clara

    2011-01-01

    Purpose: This paper aims to present the results of a study whose general objective is to characterize the affective states experienced in response to different teaching activities used in a workshop for developing entrepreneurial skills. It seeks to answer the following question: how affections and experiential learning strategies interrelate in…

  10. 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…

  11. The Effects of Personality, Affectivity, and Work Commitment on Motivation to Improve Work through Learning.

    ERIC Educational Resources Information Center

    Naquin, Sharon S.; Holton, Elwood F., III

    2002-01-01

    Naquin and Holton report how the NEO Five-Factor Inventory and Positive and Negative Affectivity Schedule were used to measure motivation to improve work through learning of 239 trainees. Positive affect, work commitment, and extraversion were significant antecedents of motivation. Invited reaction by Rodney A. McCloy and Lauress L. Wise raises…

  12. 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…

  13. 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

  14. 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.

  15. 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…

  16. Learning to Teach as Assisted Performance

    ERIC Educational Resources Information Center

    Mewborn, Denise S.; Stinson, David W.

    2007-01-01

    Background: Although preservice teachers bring well-established views of teaching to their teacher education programs, Tabachnick and Zeichner (1984) claimed that it is possible to amend preservice teachers' views. They portrayed the learning of teachers as a negotiated and interactive process rather than as one that is predetermined by teachers'…

  17. 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…

  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. 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…

  2. Integrating Knowledge Management Systems, Electronic Performance Support Systems, and Learning Technologies

    ERIC Educational Resources Information Center

    Ma, Yuxin; Harmon, Stephen W.

    2006-01-01

    The field of training and development has been increasingly affected by knowledge management, performance support, and learning technologies, yet the impact of these disciplines has typically been disjointed and uncoordinated. Projects in each of the disciplines are often implemented systematically, but not systemically. To take full advantage of…

  3. 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

  4. 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…

  5. 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…

  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. 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

  9. Timing of examinations affects school performance differently in early and late chronotypes.

    PubMed

    van der Vinne, Vincent; Zerbini, Giulia; Siersema, Anne; Pieper, Amy; Merrow, Martha; Hut, Roelof A; Roenneberg, Till; Kantermann, Thomas

    2015-02-01

    Circadian clocks of adolescents typically run late-including sleep times-yet adolescents generally are expected at school early in the morning. Due to this mismatch between internal (circadian) and external (social) times, adolescents suffer from chronic sleep deficiency, which, in turn, affects academic performance negatively. This constellation affects students' future career prospects. Our study correlates chronotype and examination performance. In total, 4734 grades were collected from 741 Dutch high school students (ages 11-18 years) who had completed the Munich ChronoType Questionnaire to estimate their internal time. Overall, the lowest grades were obtained by students who were very late chronotypes (MSFsc > 5.31 h) or slept very short on schooldays (SDw < 7.03 h). The effect of chronotype on examination performance depended on the time of day that examinations were taken. Opposed to late types, early chronotypes obtained significantly higher grades during the early (0815-0945 h) and late (1000-1215 h) morning. This group difference in grades disappeared in the early afternoon (1245-1500 h). Late types also obtained lower grades than early types when tested at the same internal time (hours after MSFsc), which may reflect general attention and learning disadvantages of late chronotypes during the early morning. Our results support delaying high school starting times as well as scheduling examinations in the early afternoon to avoid discrimination of late chronotypes and to give all high school students equal academic opportunities. PMID:25537752

  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. 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…

  12. 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…

  13. 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…

  14. Using multiple risk factors to assess the behavioral, cognitive, and affective effects of learned helplessness.

    PubMed

    McKean, K J

    1994-03-01

    Rather than examining the effect of the pessimistic explanatory style on an outcome variable reflecting a single domain, I studied the effects of multiple learned-helplessness risk factors on behavioral, cognitive, and affective variables. Undergraduate students completed the Learned Helplessness Scale (Quinless & McDermott-Nelson, 1988) as a measure of their expectation of uncontrollability and the Explanatory Style Questionnaire (Peterson et al., 1982) to determine their explanations for both positive and negative events. Results revealed a significant effect for risk level, with students at greater risk of helplessness reporting significantly more procrastination, lower grade point averages, and more dysphoria. These results support the use of multiple risk factors representing all learned-helplessness precursors and the assessment of learned-helplessness deficits drawn simultaneously from behavioral, cognitive, and affective domains. PMID:8189396

  15. Effect on performance of learning a pilates skill with or without a mirror.

    PubMed

    Lynch, Jennifer A; Chalmers, Gordon R; Knutzen, Kathleen M; Martin, Leaann T

    2009-07-01

    Mirrors are often used in an instructional environment where precise movements must be learned (e.g., martial arts, Pilates, dance). The potential for mirrors in the learning environment of a Pilates class, to affect the subsequent performance of a Pilates star movement when mirrors are not present, was examined. Twenty subjects learned the Pilates star movement over seven weeks, either with (n=11) or without (n=9), mirrors present in the Pilates studio. Performance of the star without mirrors present was assessed quantitatively before and after the training, by video analysis of the degree of lateral straightness of the subject's body at the start, middle, and end of the star movement. Performance of the star movement without a mirror present improved similarly for both the group that learned with, and the group that learned without, mirrors present (p<0.05). These results indicate that the inclusion of mirrors in a learning environment, to provide immediate visual feedback during learning, does not necessarily enhance the subsequent performance of a skill when mirrors are not present. PMID:19524854

  16. 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

  17. 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,…

  18. 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…

  19. 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. PMID:24888995

  20. 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…

  1. 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…

  2. Young Children's Knowledge About Effects of Affect on Performance.

    ERIC Educational Resources Information Center

    Pierce, Jean W.

    1985-01-01

    Addresses the issue of whether preschoolers are aware of the connection between their emotions, their performance on a task of eye-hand coordination, and their evaluation of the task and their performance. Results indicate a developmental trend that children's predictions conform more to mood congruity theory as they grow older. (Author/DST)

  3. 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…

  4. 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

  5. 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

  6. 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…

  7. 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…

  8. Wintering performance and how it affects carcass quality

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Environmental variation undoubtedly can have the most significant impact on livestock performance in forage based production systems. Fluctuations in temperature and precipitation influence herbage production and quality, maintenance requirements and intake. Producers of “forage system” products h...

  9. Factors affecting intrauterine contraceptive device performance. I. Endometrial cavity length.

    PubMed

    Hasson, H M; Berger, G S; Edelman, D A

    1976-12-15

    The relationship of endometrial cavity length to intrauterine contraceptive device (IUD) performance was evaluated in 319 patients wearing three types of devices. The rate of events, defined as pregnancy, expulsion, or medical removal, increased significantly when the length of the IUD was equal to, exceeded, or was shorter by two or more centimeters than the length of the endometrial cavity. Total uterine length was found to be a less accurate prognostic indicator of IUD performance than endometrial cavity length alone. PMID:998687

  10. 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

  11. 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

  12. 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

  13. Distributed Collaboration Activities in a Blended Learning Scenario and the Effects on Learning Performance

    ERIC Educational Resources Information Center

    Gerber, M.; Grund, S.; Grote, G.

    2008-01-01

    The aim of this study was to investigate the nature of tutor and student online communication and collaboration activities in a blended learning course. The hypothesis that these activities are related to student learning performance (exam results) was tested based on the number of messages posted, as well as the nature of these messages (type of…

  14. 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…

  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. Dispositional Factors Affecting Motivation during Learning in Adult Basic and Secondary Education Programs

    ERIC Educational Resources Information Center

    Mellard, Daryl F.; Krieshok, Thomas; Fall, Emily; Woods, Kari

    2013-01-01

    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…

  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. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. Improving Engineering Students' Cognitive and Affective Preparedness with a Pre-Instructional E-Learning Strategy

    ERIC Educational Resources Information Center

    Chyung, Seung Youn; Moll, Amy; Marx, Brian; Frary, Megan; Callahan, Janet

    2010-01-01

    During the 2006-2007 academic year, five faculty members from the College of Engineering at Boise State University initiated a curriculum augmentation project using new instructional technologies with the intention to help improve undergraduate engineering students' cognitive and affective preparedness for their classroom learning. The…

  5. 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…

  6. Relationship between Affective Learning, Instructor Attractiveness and Instructor Evaluation in Videoconference-Based Distance Education Courses

    ERIC Educational Resources Information Center

    Aydin, Irem E.

    2012-01-01

    This paper is intended to reveal the results of a study in which the relationship between learners' perceptions of affective learning, instructors' attractiveness and instructor evaluations in a videoconference based distance education course was investigated. An online survey instrument was used to collect quantitative data. A series of Pearson…

  7. Information Counseling Inventory of Affective and Cognitive Reactions While Learning the Internet.

    ERIC Educational Resources Information Center

    Nahl, Diane

    1997-01-01

    Information counseling involves identifying users' skills/errors and using this information to make changes in instruction or other services. An inventory of Internet-learning behaviors is presented for affective and cognitive behavior. Suggested uses for the inventory include: promoting information self-counseling skills, helping learners…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  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. The Effects of Mastery Learning Correctives on Academic Achievement and Student Affect

    ERIC Educational Resources Information Center

    DeWeese, Sean Vincent

    2012-01-01

    This study was conducted to examine the differences in high school biology achievement and student affect towards teacher and content from the use of individualized correctives as part of mastery learning. An experimental pretest-posttest with control group design was used during the fall 2011 semester. Over a thirteen-week period, 99 students in…

  14. 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…

  15. 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)

  16. 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…

  17. 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…

  18. Factors Affecting School District Performance Scores in Louisiana

    ERIC Educational Resources Information Center

    Harrison, Ronnie

    2010-01-01

    The purpose of this study was to investigate the relationship between District Performance Scores (DPS) in Louisiana and (a) socio-economic status of students, (b) academic achievement using average ACT scores, (c) percentage of certified teachers, (d) district class size, (e) per pupil expenditure, and (f) percentage of minority students in…

  19. 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…

  20. Teacher Dispositions Affecting Self-Esteem and Student Performance

    ERIC Educational Resources Information Center

    Helm, Carroll

    2007-01-01

    Research supports several factors related to student success. Darling-Hammond (2000) indicated that the quality of teachers, as measured by whether the teachers were fully certified and had a major in their teaching field, was related to student performance. Measures of teacher preparation and certification were the strongest predictors of student…

  1. Early Teacher Expectations Disproportionately Affect Poor Children's High School Performance

    ERIC Educational Resources Information Center

    Sorhagen, Nicole S.

    2013-01-01

    This research used prospective longitudinal data to examine the associations between first-grade teachers' over- and underestimation of their students' math abilities, basic reading abilities, and language skills and the students' high school academic performance, with special attention to the subject area and moderating effects of student…

  2. Social Process Variables Affecting Reading Performance in Delayed Readers.

    ERIC Educational Resources Information Center

    Lorton, Mary; Kukuk, Cristopher

    A study was conducted to determine the relationship between fourteen social process variables (relating to perinatal events, early language patterns, parental/home environment, and child behavior patterns) and the reading performance of retarded readers. The subjects were 180 children, aged seven through fifteen, randomly selected from among…

  3. Is Performance "Management" Appropriate in a Learning Institution?

    ERIC Educational Resources Information Center

    Moses, Ingrid

    1989-01-01

    A discussion of the use of performance management for faculty and nonacademic staff in colleges and universities first offers the definition of performance management used in business, examines colleges and universities as institutions of learning, and suggests the notion of quality maintenance as a better approach to personnel management. (MSE)

  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. 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…

  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. PMID:27378837

  9. Learning Orientation and Goal Orientation Context: Relationships with Cognitive and Affective Learning Outcomes

    ERIC Educational Resources Information Center

    Martocchio, Joseph J.; Hertenstein, Edward J.

    2003-01-01

    A field experiment of ninety-six employees tested a model of the relationships among dispositional learning orientation, self-efficacy, goal orientation context, and declarative knowledge. Specifically, the model predicted positive influences of task-specific self-efficacy (pre- and mid-training) and declarative knowledge in the relationship…

  10. 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.

  11. 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

  12. 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.

  13. 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.

  14. Performance Audits: Lessons To Be Learned.

    ERIC Educational Resources Information Center

    Wood, Lonnie H.

    1998-01-01

    When Governor Roy Romer challenged Colorado's 20 largest districts to undergo performance audits, 12 responded. Consultants recommended that districts provide more market-sensitive salaries, privatize certain functions, cross-train personnel, and create job flexibility. Districts can improve overall efficiency by generating accurate operational…

  15. 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…

  16. Aspects of Motor Performance and Preacademic Learning.

    ERIC Educational Resources Information Center

    Feder, Katya; Kerr, Robert

    1996-01-01

    The Miller Assessment for Preschoolers (MAP) and a number/counting test were given to 50 4- and 5-year-olds. Low performance on counting was related to significantly slower average response time, overshoot movement time, and reaction time, indicating perceptual-motor difficulty. Low MAP scores indicated difficulty processing visual spatial…

  17. 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.…

  18. Factors That Affect Academic Performance Among Pharmacy Students

    PubMed Central

    Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita

    2006-01-01

    Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433

  19. 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

  20. 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…

  1. 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

  2. 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)

  3. 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

  4. 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

  5. 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.

  6. 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

  7. 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

  8. 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.

  9. Factors affecting students' evaluation in a community service-learning program.

    PubMed

    Leung, Kai-Kuen; Liu, Wen-Jing; Wang, Wei-Dan; Chen, Ching-Yu

    2007-11-01

    A community service-learning curriculum was established to give students opportunities to understand the interrelationship between family and community health, the differences between community and hospital medicine, and to be able to identify and solve community health problems. Students were divided into small groups to participate in community health works such as home visits etc. under supervision. This study was designed to evaluate the community service-learning program and to understand how students' attitude and learning activities affected students' satisfaction. The results revealed that most medical students had a positive attitude towards social service and citizenship but were conservative towards taking the role to serve people in the community. Students had achieved what they were required to learn especially the training in communication skills and ability to identify social issues. Students' attitude towards social service did not affect their opinions on the quality of the program and subjective rating on their achievement. The quality of the program was related to the quality of learning rated by the students. PMID:16841239

  10. 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

  11. 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.

  12. 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

  13. 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

  14. 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

  15. Noise Affects Performance on the Montreal Cognitive Assessment.

    PubMed

    Dupuis, Kate; Marchuk, Veronica; Pichora-Fuller, M Kathleen

    2016-09-01

    We investigated the effect of background noise on performance on the Montreal Cognitive Assessment (MoCA). Two groups of older adults (one with clinically normal hearing, one with hearing loss) and a younger adult group with clinically normal hearing were administered two versions of the MoCA under headphones in low and high levels of background noise. Intensity levels used to present the test were customized based on the hearing abilities of participants with hearing loss to yield a uniform level of difficulty across listeners in the high-level noise condition. Both older groups had poorer MoCA scores in noise than the younger group. Importantly, all participants had poorer MoCA scores in the high-noise (M = 22.7/30) compared to the low-noise condition (M = 25.7/30, p < .001). Results suggest that background noise in the test environment should be considered when cognitive tests are conducted and results interpreted, especially when testing older adults. PMID:27345572

  16. Using Cooperative Learning to Enhance Performance in General

    NASA Astrophysics Data System (ADS)

    Kogut, Leonard S.

    1997-06-01

    This paper describes a successful application of mandatory collaborative learning to a General Chemistry course for students with poor academic preparation. The paper describes the characteristics of the students, the nature of the course, and methodology of the collaborative learning. All learning teams had 4 to 6 members, met outside of class, and worked on both normal homework problems and critical thinking assignments. The paper also describes both qualitative and quantitative evaluation of the project. Student performance in this course exceeded that of better prepared students in a typical General Chemistry course at the same campus during the same semester. One factor which seems linked to student success is that collaborative learning in this course increased the time on task (study-time) of the students involved as well as the effectiveness of that study time.

  17. 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

  18. 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

  19. How category learning affects object representations: Not all morphspaces stretch alike

    PubMed Central

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

    2012-01-01

    How does learning to categorize objects affect how we visually perceive them? Behavioral, neurophysiological, and neuroimaging studies have tested the degree to which category learning influences object representations, with conflicting results. Some studies find that objects become more visually discriminable along dimensions relevant to previously learned categories, while others find no such effect. One critical factor we explore here lies in the structure of the morphspaces used in different studies. Studies finding no increase in discriminability often use “blended” morphspaces, with morphparents lying at corners of the space. By contrast, studies finding increases in discriminability use “factorial” morphspaces, defined by separate morphlines forming axes of the space. Using the same four morphparents, we created both factorial and blended morphspaces matched in pairwise discriminability. Category learning caused a selective increase in discriminability along the relevant dimension of the factorial space, but not in the blended space, and led to the creation of functional dimensions in the factorial space, but not in the blended space. These findings demonstrate that not all morphspaces stretch alike: Only some morphspaces support enhanced discriminability to relevant object dimensions following category learning. Our results have important implications for interpreting neuroimaging studies reporting little or no effect of category learning on object representations in the visual system: Those studies may have been limited by their use of blended morphspaces. PMID:22746950

  20. 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.

  1. 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…

  2. 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.

  3. 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…

  4. 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

  5. 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…

  6. 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.

  7. 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…

  8. 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…

  9. Attention Performance in Young Adults with Learning Disabilities

    ERIC Educational Resources Information Center

    Sterr, Annette M.

    2004-01-01

    Attention acts as the mind's "gatekeeper" by regulating and prioritizing the stimuli processed by the central nervous system. It is essential for cognitive performance, memory, and behavior, and we know that even slight deficiencies in attention compromise learning. Basic neuroscience research further indicates that attention consists of (fairly)…

  10. 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…

  11. 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…

  12. Using Performance Assessment Instruments as Learning Tools in Organisations.

    ERIC Educational Resources Information Center

    Tillema, H. H.

    2000-01-01

    A development-oriented approach to assessment requires an environment with a strong focus on learning, self-regulation, and use of results in developmental programs. Factors influencing developmental performance assessment include managers' and employees' attitudes, organizational culture, and self-perceptions of competence. (SK)

  13. Enhancing Spelling Performance in Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Nies, Keith A.; Belfiore, Phillip J.

    2006-01-01

    The present study, using a single subject adapted alternating treatments design, compared the effects of two spelling strategies (cover, copy, compare, and copy-only) used to enhance spelling performance in 2, third-grade students with learning disabilities. The cover, copy compare (CCC) method required the students to say the word, point to the…

  14. 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…

  15. Teacher and Experimenter Bias Effects on Children's Learning and Performance.

    ERIC Educational Resources Information Center

    Dusek, Jerome B.

    Three experiments were conducted to examine the effects of adult expectations on children's learning and performance; one in-classroom study and two experimental studies were made in order to investigate developmental trends in susceptibility to expectancy effects and the relationship of induced vs. self-generated expectancies vis-a-vis children's…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. Business Students' Learning Preferences and Associated Task Performance.

    ERIC Educational Resources Information Center

    Phillips, Fred

    1999-01-01

    Accounting students (n=202) had different preferences for learning discrete facts, quick and easy problems, and new and ambiguous situations. On a multiple-choice test and unstructured task completed by 73 students, preference for quick and easy problems distinguished poor and good performers on the task but not on the test. (SK)

  1. Models of performance in learning multisegment movement tasks: consequences for acquisition, retention, and judgments of learning.

    PubMed

    Simon, Dominic A; Bjork, Robert A

    2002-12-01

    Participants learned different keystroke patterns, each requiring that a key sequence be struck in a prescribed time. Trials of a given pattern were either blocked or interleaved randomly with trials on the other patterns and before each trial modeled timing information was presented that either matched or mismatched the movement to be executed next. In acquisition, blocked practice and matching models supported better performance than did random practice and mismatching models. In retention, however, random practice and mismatching models were associated with superior learning. Judgments of learning made during practice were more in line with acquisition than with retention performance, providing further evidence that a learner's current ease of access to a motor skill is a poor indicator of learning benefit. PMID:12570097

  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. Additive benefits of external focus and enhanced performance expectancy for motor learning.

    PubMed

    Pascua, Luigi A M; Wulf, Gabriele; Lewthwaite, Rebecca

    2015-01-01

    The authors examined the individual and combined influences of 2 factors that have been shown to benefit motor learning: an external focus of attention and enhanced performance expectancies. Another purpose of this study was to gain further insight into the mechanisms underlying these variables. In a factorial design, participants learning a novel motor skill (i.e., throwing with the non-dominant arm) were or were not given external focus instructions, and were or were not provided bogus positive social-comparative feedback to enhance their expectancies. This resulted in 4 groups: external focus, enhanced expectancy, external focus/enhanced expectancy and control. External focus instructions and enhanced expectancies had additive benefits for learning: the external focus/enhanced expectancy group demonstrated the greatest throwing accuracy on both retention and transfer tests, while the accuracy scores of the external focus and enhanced expectancy groups were lower, but higher than those of the control group. Furthermore, self-efficacy was increased by both external focus and enhanced expectancy, and predicted retention and transfer performance. Positive affect was heightened in the enhanced expectancy and external focus/enhanced expectancy groups after practice and predicted transfer performance. The findings suggest that the learning benefits of an external focus and enhanced expectancies mediate learning through partially different mechanisms. PMID:24875153

  4. 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

  5. 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…

  6. 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…

  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. 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

  9. 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

  10. 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

  11. 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

  12. The differential influences of positive affect, random reward, and performance-contingent reward on cognitive control.

    PubMed

    Fröber, Kerstin; Dreisbach, Gesine

    2014-06-01

    Growing evidence suggests that positive affect and reward have differential effects on cognitive control. So far, however, these effects have never been studied together. Here, the authors present one behavioral study investigating the influences of positive affect and reward (contingent and noncontingent) on proactive control. A modified version of the AX-continuous performance task, which has repeatedly been shown to be sensitive to reward and affect manipulations, was used. In a first phase, two experimental groups received either neutral or positive affective pictures before every trial. In a second phase, the two halves of a given affect group additionally received, respectively, performance-contingent or random rewards. The results replicated the typical affect effect, in terms of reduced proactive control under positive as compared to neutral affect. Also, the typical reward effects associated with increased proactive control were replicated. Most interestingly, performance-contingent reward counteracted the positive affect effect, whereas random reward mirrored that effect. In sum, this study provides first evidence that performance-contingent reward, on the one hand, and positive affect and performance-noncontingent reward, on the other hand, have oppositional effects on cognitive control: Only performance-contingent reward showed a motivational effect in terms of a strategy shift toward increased proactive control, whereas positive affect alone and performance-noncontingent reward reduced proactive control. Moreover, the integrative design of this study revealed the vulnerability of positive affect effects to motivational manipulations. The results are discussed with respect to current neuroscientific theories of the effects of dopamine on affect, reward, and cognitive control. PMID:24659000

  13. 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.

  14. 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…

  15. 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…

  16. Stress modulates instrumental learning performances in horses (Equus caballus) in interaction with temperament.

    PubMed

    Valenchon, Mathilde; Lévy, Frédéric; Prunier, Armelle; Moussu, Chantal; Calandreau, Ludovic; Lansade, Léa

    2013-01-01

    The present study investigates how the temperament of the animal affects the influence of acute stress on the acquisition and reacquisition processes of a learning task. After temperament was assessed, horses were subjected to a stressor before or after the acquisition session of an instrumental task. Eight days later, horses were subjected to a reacquisition session without any stressor. Stress before acquisition tended to enhance the number of successes at the beginning of the acquisition session. Eight days later, during the reacquisition session, contrary to non-stressed animals, horses stressed after acquisition, and, to a lesser extent, horses stressed before acquisition, did not improve their performance between acquisition and reacquisition sessions. Temperament influenced learning performances in stressed horses only. Particularly, locomotor activity improved performances whereas fearfulness impaired them under stressful conditions. Results suggest that direct exposure to a stressor tended to increase acquisition performances, whereas a state of stress induced by the memory of a stressor, because it has been previously associated with the learning context, impaired reacquisition performances. The negative effect of a state of stress on reacquisition performances appeared to be stronger when exposure to the stressor occurred after rather than before the acquisition session. Temperament had an impact on both acquisition and reacquisition processes, but under stressful conditions only. These results suggest that stress is necessary to reveal the influence of temperament on cognitive performances. PMID:23626801

  17. 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

  18. 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

  19. Rough Set Approach to Analysis of Students Academic Performance in Web-based Learning Support System

    NASA Astrophysics Data System (ADS)

    Fan, Lisa; Matsuyama, Tomoko

    This paper presents a Rough Set approach to analyze of students academic performance in a Web-based learning support system (WLSS). Web-based education has become a very important area of educational technology. This paper considers individual learners working alone without support from a teacher to provide guidance and advice on learning approach. Learners may have access to a wealth of material but may be faced with other problems such as material selection, planning a learning strategy, maintaining motivation and sequencing learning sub-goals. It might create a situation where some students may not be able to improve their grade as well as they could, compared to a face-to-face course. What if customized course materials were prepared for each student? It might fill this gap. Their records, such as grades for prerequisite courses or some personal factors that seems to affect their academic performance are used as student profile. In this paper, we discuss how to use Rough Sets to analyze student personal information to assist students with effective learning.

  20. 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…

  1. 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…

  2. Daily fluctuations in positive affect positively co-vary with working memory performance.

    PubMed

    Brose, Annette; Lövdén, Martin; Schmiedek, Florian

    2014-02-01

    Positive affect is related to cognitive performance in multiple ways. It is associated with motivational aspects of performance, affective states capture attention, and information processing modes are a function of affect. In this study, we examined whether these links are relevant within individuals across time when they experience minor ups and downs of positive affect and work on cognitive tasks in the laboratory on a day-to-day basis. Using a microlongitudinal design, 101 younger adults (20-31 years of age) worked on 3 working memory tasks on about 100 occasions. Every day, they also reported on their momentary affect and their motivation to work on the tasks. In 2 of the 3 tasks, performance was enhanced on days when positive affect was above average. This performance enhancement was also associated with more motivation. Importantly, increases in task performance on days with above-average positive affect were mainly unrelated to variations in negative affect. This study's results are in line with between-person findings suggesting that high levels of well-being are associated with successful outcomes. They imply that success on cognitively demanding tasks is more likely on days when feeling happier. PMID:24364855

  3. Is the learning curve for video-assisted thoracoscopic lobectomy affected by prior experience in open lobectomy?

    PubMed

    Okyere, Sharon; Attia, Rizwan; Toufektzian, Levon; Routledge, Tom

    2015-07-01

    A best evidence topic was written according to a structured protocol. The question addressed is the learning curve for video-assisted thoracoscopic (VATS) lobectomy affected by prior experience in open lobectomy? Two hundred and two studies were identified of which seven presented the best evidence on the topic. The authors, date, journal, country of publication, study type, participating surgeon and relevant outcomes are tabulated. The studies presented discuss the learning experiences of surgeons with a range of proficiency in open lobectomy in performing VATS lobectomy. Four of the studies made direct comparisons between the outcomes achieved by trainees and fully qualified surgeons. Trainees performed a total of 154 VATS lobectomies and the consultants performed 714. The reported number of open lobectomies performed by trainees ranged 14-50. In one study, a qualified surgeon who had performed 100 open lobectomies achieved a statistically significant progression in his learning curve and was able to safely perform VATS lobectomies after 6 months. A trainee who had performed only 14 open lobectomies achieved a similar blood loss to his experienced supervisors (P = 0.79). Two trainee surgeons who had each performed at least 20 open lobectomies achieved similar mean intraoperative blood loss (P = 0.2) and complication rate (P = 0.4) to their experienced consultant when performing VATS lobectomy. Average duration of chest drainage was similar between consultant and trainee groups (P = 0.34) and was improved in favour of trainees in one group (P < 0.001); this might be due to the fact that they operated on more technically straightforward cases. Four trainee surgeons who had performed at least 50 open pulmonary resections each managed to achieve a similar mean operative time to their consultant in their first 46 cases, and a lower morbidity (26 vs 34.7%). There was no increase in mortality in the trainee groups. Surgeons with limited experience in open lobectomy can

  4. 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.…

  5. Performance Assessment and Comparison of Learning in International Education: American versus Jamaican Students' Learning Outcomes

    ERIC Educational Resources Information Center

    Mujtaba, Bahaudin G.; McAtavey, Jean

    2006-01-01

    The purposes of the study were to assess and compare learning gained in a masters of science in human resources course entitled Management Communication and to measure performance through an objective pre-test and post-test examination with students pursuing their degree at a cluster site in Kingston, Jamaica, away from the main campus with those…

  6. 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

  7. 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.…

  8. 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…

  9. 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…

  10. 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. PMID:17451452

  11. Prop demonstrations in biology lectures facilitate student learning and performance.

    PubMed

    Tamari, Farshad; Bonney, Kevin M; Polizzotto, Kristin

    2015-05-01

    Science students can benefit from visual aids. In biology lectures, visual aids are usually limited to tables, figures, and PowerPoint presentations. In this IRB-approved study, we examined the effectiveness of the use of five prop demonstrations, three of which are at the intersection of biology and chemistry, in three community college biology courses. We hypothesized that students' performance on test questions is enhanced by the use of prop demonstrations. Consistent with our hypothesis, we showed that students learn more effectively and perform better on questions that relate to demonstrations than on questions related to lessons that do not have a demonstration component. PMID:25949751

  12. 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.

  13. 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…

  14. 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

  15. 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)

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Subjective cognitive complaints, affective distress, and objective cognitive performance in Persian Gulf War veterans.

    PubMed

    Binder, L M; Storzbach, D; Anger, W K; Campbell, K A; Rohlman, D S; of the Portland Environmental, O M; Center, H R

    1999-08-01

    We examined subjective cognitive complaints, affective distress, and cognitive performance in Persian Gulf veterans who reported illness and cognitive complaints. We predicted a stronger relationship between subjective cognitive complaints and affective distress than between subjective cognitive complaints and objective cognitive performance. This prediction was confirmed in a sample of 100 veterans. The results suggest that cognitive impairment should not be diagnosed in this population without objective confirmation with cognitive testing. PMID:14590580

  4. 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…

  5. 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…

  6. Performativity and Affectivity: Lesson Observations in England's Further Education Colleges

    ERIC Educational Resources Information Center

    Edgington, Ursula

    2013-01-01

    Teaching and learning observations (TLOs) are used in educational environments worldwide to measure and improve quality and support professional development. TLOs can be positive for teachers who enjoy opportunities to "perform" their craft and/or engage in professional dialogue. However, if this crucial, collaborative developmental…

  7. 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.…

  8. A functional MiR-124 binding-site polymorphism in IQGAP1 affects human cognitive performance.

    PubMed

    Yang, Lixin; Zhang, Rui; Li, Ming; Wu, Xujun; Wang, Jianhong; Huang, Lin; Shi, Xiaodong; Li, Qingwei; Su, Bing

    2014-01-01

    As a product of the unique evolution of the human brain, human cognitive performance is largely a collection of heritable traits. Rather surprisingly, to date there have been no reported cases to highlight genes that underwent adaptive evolution in humans and which carry polymorphisms that have a marked effect on cognitive performance. IQ motif containing GTPase activating protein 1 (IQGAP1), a scaffold protein, affects learning and memory in a dose-dependent manner. Its expression is regulated by miR-124 through the binding sites in the 3'UTR, where a SNP (rs1042538) exists in the core-binding motif. Here we showed that this SNP can influence the miR-target interaction both in vitro and in vivo. Individuals carrying the derived T alleles have higher IQGAP1 expression in the brain as compared to the ancestral A allele carriers. We observed a significant and male-specific association between rs1042538 and tactile performances in two independent cohorts. Males with the derived allele displayed higher tactual performances as compared to those with the ancestral allele. Furthermore, we found a highly diverged allele-frequency distribution of rs1042538 among world human populations, likely caused by natural selection and/or recent population expansion. These results suggest that current human populations still carry sequence variations that affect cognitive performances and that these genetic variants may likely have been subject to comparatively recent natural selection. PMID:25222038

  9. 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…

  10. Effects of Dispositional Ability Conceptions, Manipulated Learning Environments, and Intrinsic Motivation on Persistence and Performance: An Interaction Approach

    ERIC Educational Resources Information Center

    Li, Weidong; Lee, Amelia M.; Solmon, Melinda

    2008-01-01

    The present study used an interaction approach to investigate how individuals' dispositions about ability as incremental or fixed (entity), manipulated learning environments, and intrinsic motivation affect persistence and performance on a challenging, novel motor skill. Seventy-two female college students who were assigned to either an…

  11. 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

  12. The Effects of Self-Regulated Learning Strategies and System Satisfaction Regarding Learner's Performance in E-Learning Environment

    ERIC Educational Resources Information Center

    Lee, Jong-Ki

    2009-01-01

    An e-learner's characteristics are very important variables with regards to educational performance and the e-learning environment. This study suggests a research model, based on a successful e-learning model, which presents the relationship between e-learner's self-regulated learning strategies and the quality perception in LMS (learning…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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

  18. 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."

  19. 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

  20. 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…

  1. 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

  2. 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…

  3. 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

  4. Motion lecture annotation system to learn Naginata performances

    NASA Astrophysics Data System (ADS)

    Kobayashi, Daisuke; Sakamoto, Ryota; Nomura, Yoshihiko

    2013-12-01

    This paper describes a learning assistant system using motion capture data and annotation to teach "Naginata-jutsu" (a skill to practice Japanese halberd) performance. There are some video annotation tools such as YouTube. However these video based tools have only single angle of view. Our approach that uses motion-captured data allows us to view any angle. A lecturer can write annotations related to parts of body. We have made a comparison of effectiveness between the annotation tool of YouTube and the proposed system. The experimental result showed that our system triggered more annotations than the annotation tool of YouTube.

  5. 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. J. Exp. Zool. 9999A:XX-XX, 2016. © 2016 Wiley Periodicals, Inc. PMID:26847931

  6. 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. PMID:24616425

  7. 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. PMID:19433536

  8. [Effect of emotional content and self reference of learning materials on recall performance].

    PubMed

    Spies, K

    1994-01-01

    It is assumed that high affective value and high self-reference of learning material help to improve memory performance as these factors allow better memory consolidation (activation hypothesis) or better integration of the new material into existing knowledge structures (extent-of-processing hypothesis). To test this assumption, 60 subjects were shown 16 short advertising films characterized by low vs. high affective value and low vs. high self-reference. Both factors were varied within subjects. After the films had each been presented twice, subjects had to recall the product names and answer two questions to each film. Results showed for both dependent variables that films with high affective values were better remembered than films with low affective values. The same held true--though to a lower extent--with respect to self-reference. According to the expected linear trend, performance was best for material scoring high on affective value as well as on self-reference, while it was worst for material scoring low on both factors. PMID:7754642

  9. 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…

  10. 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

  11. Maternal affection moderates the impact of psychological control on a child's mathematical performance.

    PubMed

    Aunola, Kaisa; Nurmi, Jari-Erik

    2004-11-01

    This study investigated the extent to which mothers' psychological control predicts their children's mathematical performance during the children's transition from preschool to primary school over and above the impact of maternal affection and behavioral control. Also investigated was the extent to which maternal affection and behavioral control moderate the impact of mothers' psychological control. Children 5-6 years old at baseline (N=196) were followed up 6 times to measure their performance in mathematics over a 3-year period from preschool to 2nd grade. Mothers were asked to fill in a questionnaire measuring their parenting styles once every year over the 3-year period. A high level of psychological control exercised by mothers predicted their children's slow progress in mathematics. However, this impact was particularly evident among those children whose mothers reported a high level of affection. No evidence was found that children's mathematical performance had any effect on their mothers' parenting styles. PMID:15535751

  12. 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.

  13. 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…

  14. 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

  15. Distance Learning.

    ERIC Educational Resources Information Center

    Orey, Michael; Koenecke, Lynne; Snider, Richard C.; Perkins, Ross A.; Holmes, Glen A.; Lockee, Barbara B.; Moller, Leslie A.; Harvey, Douglas; Downs, Margaret; Godshalk, Veronica M.

    2003-01-01

    Contains four articles covering trends and issues on distance learning including: the experience of two learners learning via the Internet; a systematic approach to determining the scalability of a distance education program; identifying factors that affect learning community development and performance in asynchronous distance education; and…

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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…

  1. Effects of Worked Examples Using Manipulatives on Fifth Graders' Learning Performance and Attitude toward Mathematics

    ERIC Educational Resources Information Center

    Lee, Chun-Yi; Chen, Ming-Jang

    2015-01-01

    The purpose of this study was to investigate the influence of worked examples using virtual manipulatives on the learning performance and attitudes of fifth grade students toward mathematics. The results showed that: (1) the utilization of non-routine examples could promote learning performance of equivalent fractions. (2) Learning with virtual…

  2. On the role of positive and negative affectivity in job performance: a meta-analytic investigation.

    PubMed

    Kaplan, Seth; Bradley, Jill C; Luchman, Joseph N; Haynes, Douglas

    2009-01-01

    Although interest regarding the role of dispositional affect in job behaviors has surged in recent years, the true magnitude of affectivity's influence remains unknown. To address this issue, the authors conducted a qualitative and quantitative review of the relationships between positive and negative affectivity (PA and NA, respectively) and various performance dimensions. A series of meta-analyses based on 57 primary studies indicated that PA and NA predicted task performance in the hypothesized directions and that the relationships were strongest for subjectively rated versus objectively rated performance. In addition, PA was related to organizational citizenship behaviors but not withdrawal behaviors, and NA was related to organizational citizenship behaviors, withdrawal behaviors, counterproductive work behaviors, and occupational injury. Mediational analyses revealed that affect operated through different mechanisms in influencing the various performance dimensions. Regression analyses documented that PA and NA uniquely predicted task performance but that extraversion and neuroticism did not, when the four were considered simultaneously. Discussion focuses on the theoretical and practical implications of these findings. (PsycINFO Database Record (c) 2009 APA, all rights reserved). PMID:19186902

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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

  8. Impact of fMRI Scanner Noise on Affective State and Attentional Performance

    PubMed Central

    Jacob, Shawna N.; Shear, Paula K.; Norris, Matthew; Smith, Matthew; Osterhage, Jeff; Strakowski, Stephen M.; Cerullo, Michael; Fleck, David E.; Lee, Jing-Huei; Eliassen, James C.

    2015-01-01

    Introduction Previous research has shown that performance on cognitive tasks administered in the scanner can be altered by the scanner environment. There are no previous studies that have investigated the impact of scanner noise using a well-validated measure of affective change. The goal of this study was to determine whether performance on an affective attentional task or emotional response to the task would change in the presence of distracting acoustic noise, such as that encountered in an MRI environment. Method Thirty-four young adults with no self-reported history of neurologic disorder or mental illness completed three blocks of the affective Posner task outside of the scanner. The task was meant to induce frustration through monetary contingencies and rigged feedback. Participants completed a self-assessment manikin at the end of each block to rate their mood, arousal level, and sense of dominance. During the task, half of the participants heard noise (recorded from a 4T MRI system), and half heard no noise. Results The affective Posner task led to significant reductions in mood and increases in arousal in healthy participants. The presence of scanner noise did not impact task performance; however, individuals in the noise group did report significantly poorer mood throughout the task. Conclusions The results of the present study suggest that the acoustic qualities of MRI enhance frustration effects on an affective attentional task and that scanner noise may influence mood during similar fMRI tasks. PMID:26059389

  9. Oral impacts affecting daily performance in a low dental disease Thai population.

    PubMed

    Adulyanon, S; Vourapukjaru, J; Sheiham, A

    1996-12-01

    The aim of the study was to measure incidence of oral impacts on daily performances and their related features in a low dental disease population. 501 people aged 35-44 years in 16 rural villages in Ban Phang district, Khon Kaen, Thailand, were interviewed about oral impacts on nine physical, psychological and social aspects of performance during the past 6 months, and then had an oral examination. The clinical and behavioural data showed that the sample had low caries (DMFT = 2.7) and a low utilization of dental services. 73.6% of all subjects had at least one daily performance affected by an oral impact. The highest incidence of performances affected were Eating (49.7%), Emotional stability (46.5%) and Smiling (26.1%). Eating, Emotional stability and Cleaning teeth performances had a high frequency or long duration of impacts, but a low severity. The low frequency performances; Physical activities, Major role activity and Sleeping were rated as high severity. Pain and discomfort were mainly perceived as the causes of impacts (40.1%) for almost every performance except Smiling. Toothache was the major causal oral condition (32.7%) of almost all aspects of performance. It was concluded that this low caries people have as high an incidence of oral impacts as industrialized, high dental disease populations. Frequency and severity presented the paradoxical effect on different performances and should both be taken into account for overall estimation of impacts. PMID:9007354

  10. An examination of the factors affecting the teaching and learning of evolution

    NASA Astrophysics Data System (ADS)

    Maldonado-Rivera, Jose Gabriel

    1998-12-01

    The factors affecting the teaching and learning of evolution were examined in the public schools of Puerto Rico. The study explored (1) the extent and nature of evolution education; (2) the role of teacher's attitudes, knowledge and beliefs in the teaching of evolution; (3) the nature and sources of student misconceptions; and (4) the extent to which conceptual change teaching can induce changes in these misconceptions. Questionnaires, interviews, and an experimental intervention were used to ascertain the factors affecting the teaching and learning of evolution. Among the study's major findings: (1) While evolution is present in the official curriculum, it is not treated as a central unifying theme. (2) In actual teaching evolution is completely neglected. (3) This neglect is due to several factors including: the religious beliefs of teachers; deficient pre-service training in particular poor training in history and philosophy of science, and deficient content and methods knowledge. (4) Students possess a wide variety of misconceptions about evolutionary theory. While some of these are ascribable to religion, many are related to other aspects of student affect, knowledge and cognition, including: (a) a misunderstanding of the nature of science; (b) methodological, epistemological and ontological commitments which difficultate comprehension; (c) the distorting influence of an anthropocentric, urban experience; (d) deficiencies in prior knowledge; and (e) an ahistoric worldview. (5) Conceptual change teaching was found to be more effective in transforming student views towards more scientific ones, than traditional didactic instruction. Conceptual change instruction: (a) increased the explanatory repertoire of students; (b) promoted greater changes towards more scientific conceptions; (c) increased student acceptance and understanding of evolutionary theory, and (d) induced more students to incorporate evolution in their explanations of biological phenomena. These

  11. Alpha suppression following performance errors is correlated with depression, affect, and coping behaviors.

    PubMed

    Compton, Rebecca J; Hofheimer, Julia; Kazinka, Rebecca; Levinson, Amanda; Zheutlin, Amanda

    2013-10-01

    This study tested the hypothesis that enhanced neural arousal in response to performance errors would predict poor affect and coping behaviors in everyday life. Participants were preselected as either low-depressed (LD) or high-depressed (HD) based on a screening questionnaire, and they then completed a laboratory Stroop task while EEG was recorded, followed by a 2-week period of daily reports of affect and coping behaviors. The EEG measure of arousal response to errors was the degree of error-related alpha suppression (ERAS) in the intertrial interval, that is the reduction in alpha power following errors compared with correct responses. ERAS was relatively heightened at frontal sites for the HD versus the LD group, and frontal ERAS predicted lower positive affect, higher negative affect, and less adaptive coping behaviors in the daily reports. Together, the results imply that heightened arousal following mistakes is associated with suboptimal emotion and coping with stressors. PMID:23731439

  12. Factors Affecting the Motivation to Learn among United Arab Emirates Middle and High School Students

    ERIC Educational Resources Information Center

    Khamis, Vivian; Dukmak, Samir; Elhoweris, Hala

    2008-01-01

    This study was designed to examine the relative contributions of student and parents' socio-demographics, students' beliefs about learning, parental support of children's learning, peers' attitudes towards learning, teacher-student interaction and curriculum content to students' motivation to learn. The sample consisted of 275 school-age children…

  13. 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…

  14. 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. PMID:24949283

  15. 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

  16. 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...

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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.

  4. Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings

    NASA Astrophysics Data System (ADS)

    Grootenboer, Peter; Hemmings, Brian

    2007-12-01

    In this article, we report on a study examining those factors which contribute to the mathematics performance of a sample of children aged between 8 and 13 years. The study was designed specifically to consider the potency of a number of mathematical affective factors, as well as background characteristics (viz., gender, ethnicity, and socioeconomic status), on children's mathematics performance. Data were collected by surveying the children and drawing on performance ratings from their teachers. A correlation analysis revealed that the relationships between the respective dispositional and background variables with mathematics performance were significant and in the direction as predicted. Moreover, the findings from a logistic regression showed that a combination of these variables was able to appropriately classify students who either were below-average or above-average mathematics performers. We pay particular attention to the influence of certain dispositions with respect to mathematics performance and conclude by detailing the implications of the study for teachers and researchers.

  5. Universal and culture-specific factors in the recognition and performance of musical affect expressions.

    PubMed

    Laukka, Petri; Eerola, Tuomas; Thingujam, Nutankumar S; Yamasaki, Teruo; Beller, Grégory

    2013-06-01

    We present a cross-cultural study on the performance and perception of affective expression in music. Professional bowed-string musicians from different musical traditions (Swedish folk music, Hindustani classical music, Japanese traditional music, and Western classical music) were instructed to perform short pieces of music to convey 11 emotions and related states to listeners. All musical stimuli were judged by Swedish, Indian, and Japanese participants in a balanced design, and a variety of acoustic and musical cues were extracted. Results first showed that the musicians' expressive intentions could be recognized with accuracy above chance both within and across musical cultures, but communication was, in general, more accurate for culturally familiar versus unfamiliar music, and for basic emotions versus nonbasic affective states. We further used a lens-model approach to describe the relations between the strategies that musicians use to convey various expressions and listeners' perceptions of the affective content of the music. Many acoustic and musical cues were similarly correlated with both the musicians' expressive intentions and the listeners' affective judgments across musical cultures, but the match between musicians' and listeners' uses of cues was better in within-cultural versus cross-cultural conditions. We conclude that affective expression in music may depend on a combination of universal and culture-specific factors. PMID:23398579

  6. Neuropsychological performance and affective temperaments in Euthymic patients with bipolar disorder type II.

    PubMed

    Romero, Ester; Holtzman, Jessica N; Tannenhaus, Lucila; Monchablon, Romina; Rago, Carlo Mario; Lolich, Maria; Vázquez, Gustavo H

    2016-04-30

    Affective temperament has been suggested as a potential mediator of the effect between genetic predisposition and neurocognitive functioning. As such, this report seeks to assess the extent of the correlation between affective temperament and cognitive function in a group of bipolar II subjects. 46 bipolar II outpatients [mean age 41.4 years (SD 18.2); female 58.9%] and 46 healthy controls [mean age 35.1 years (SD 18); female 56.5%] were evaluated with regard to their demographic and clinical characteristics, affective temperament, and neurocognitive performance. Crude bivariate correlation analyses and multiple linear regression models were constructed between five affective temperament subscales and eight neurocognitive domains. Significant correlations were identified in bipolar patients between hyperthymic temperament and verbal memory and premorbid IQ; cyclothymic temperament and attention; and irritable temperament, attention, and verbal fluency. In adjusting for potential confounders of the relationship between temperament and cognitive function, the strongest mediating factors among the euthymic bipolar patients were found to be residual manic and depressive symptoms. It is therefore concluded that affective temperaments may partially influence the neurocognitive performance of both healthy controls and euthymic patients with bipolar disorder type II in several specific domains. PMID:27086230

  7. Effectiveness of simulation-based learning on student nurses' self-efficacy and performance while learning fundamental nursing skills.

    PubMed

    Lin, Hsin-Hsin

    2015-01-01

    It was noted worldwide while learning fundamental skills and facing skills assessments, nursing students seemed to experience low confidence and high anxiety levels. Could simulation-based learning help to enhance students' self-efficacy and performance? Its effectiveness is mostly unidentified. This study was conducted to provide a shared experience to give nurse educators confidence and an insight into how simulation-based teaching can fit into nursing skills learning. A pilot study was completed with 50 second-year undergraduate nursing students, and the main study included 98 students where a pretest-posttest design was adopted. Data were gathered through four questionnaires and a performance assessment under scrutinized controls such as previous experiences, lecturers' teaching skills, duration of teaching, procedure of skills performance assessment and the inter-rater reliability. The results showed that simulation-based learning significantly improved students' self-efficacy regarding skills learning and the skills performance that nurse educators wish students to acquire. However, technology anxiety, examiners' critical attitudes towards students' performance and their unpredicted verbal and non-verbal expressions, have been found as possible confounding factors. The simulation-based learning proved to have a powerful positive effect on students' achievement outcomes. Nursing skills learning is one area that can benefit greatly from this kind of teaching and learning method. PMID:26444820

  8. Order short-term memory is not impaired in dyslexia and does not affect orthographic learning

    PubMed Central

    Staels, Eva; Van den Broeck, Wim

    2014-01-01

    This article reports two studies that investigate short-term memory (STM) deficits in dyslexic children and explores the relationship between STM and reading acquisition. In the first experiment, 36 dyslexic children and 61 control children performed an item STM task and a serial order STM task. The results of this experiment show that dyslexic children do not suffer from a specific serial order STM deficit. In addition, the results demonstrate that phonological processing skills are as closely related to both item STM and serial order STM. However, non-verbal intelligence was more strongly involved in serial order STM than in item STM. In the second experiment, the same two STM tasks were administered and reading acquisition was assessed by measuring orthographic learning in a group of 188 children. The results of this study show that orthographic learning is exclusively related to item STM and not to order STM. It is concluded that serial order STM is not the right place to look for a causal explanation of reading disability, nor for differences in word reading acquisition. PMID:25294996

  9. Order short-term memory is not impaired in dyslexia and does not affect orthographic learning.

    PubMed

    Staels, Eva; Van den Broeck, Wim

    2014-01-01

    This article reports two studies that investigate short-term memory (STM) deficits in dyslexic children and explores the relationship between STM and reading acquisition. In the first experiment, 36 dyslexic children and 61 control children performed an item STM task and a serial order STM task. The results of this experiment show that dyslexic children do not suffer from a specific serial order STM deficit. In addition, the results demonstrate that phonological processing skills are as closely related to both item STM and serial order STM. However, non-verbal intelligence was more strongly involved in serial order STM than in item STM. In the second experiment, the same two STM tasks were administered and reading acquisition was assessed by measuring orthographic learning in a group of 188 children. The results of this study show that orthographic learning is exclusively related to item STM and not to order STM. It is concluded that serial order STM is not the right place to look for a causal explanation of reading disability, nor for differences in word reading acquisition. PMID:25294996

  10. Does the Lack of Hands-On Experience in a Remotely Delivered Laboratory Course Affect Student Learning?

    ERIC Educational Resources Information Center

    Abdel-Salam, Tarek; Kauffman, Paul J.; Crossman, Gary

    2006-01-01

    Educators question whether performing a laboratory experiment as an observer (non-hands-on), such as conducted in a distance education context, can be as effective a learning tool as personally performing the experiment in a laboratory environment. The present paper investigates this issue by comparing the performance of distance education…

  11. The Impact of Mastery Learning on Performance and Attrition.

    ERIC Educational Resources Information Center

    Caponigri, Rocco S.; And Others

    Efforts to institutionalize Bloom's Mastery Learning Concept at the City Colleges of Chicago (CCC) are described. Information on the City Colleges and the adaptation of mastery learning are presented, and the growth of the project in five phases beginning in 1972 is sketched. The optimal pattern for mastery learning consists of a series of small…

  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. 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…

  14. 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

  15. 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

  16. 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

  17. How sleep deprivation affects psychological variables related to college students' cognitive performance.

    PubMed

    Pilcher, J J; Walters, A S

    1997-11-01

    The effects of sleep deprivation on cognitive performance psychological variables related to cognitive performance were studied in 44 college students. Participants completed the Watson-Glaser Critical Thinking Appraisal after either 24 hours of sleep deprivation or approximately 8 hours of sleep. After completing the cognitive task, the participants completed 2 questionnaires, one assessing self-reported effort, concentration, and estimated performance, the other assessing off-task cognitions. As expected, sleep-deprived participants performed significantly worse than the nondeprived participants on the cognitive task. However, the sleep-deprived participants rated their concentration and effort higher than the nondeprived participants did. In addition, the sleep-deprived participants rated their estimated performance significantly higher than the nondeprived participants did. The findings indicate that college students are not aware of the extent to which sleep deprivation negatively affects their ability to complete cognitive tasks. PMID:9394089

  18. Being Nontraditional and Learning Online: Assessing the Psychosocial Learning Environments, Self-Efficacy, and Affective Outcomes among College Student Groups

    ERIC Educational Resources Information Center

    Ashford, Roslyn La'Toya

    2014-01-01

    The study compared traditional and nontraditional students' attitudes about the psychosocial learning environment and their influence on self-efficacy, enjoyment of online learning, and student satisfaction by using Moos' (1979) Model of Environmental and Personal Variables and the three dimensions of social climate as its theoretical framework.…

  19. How E-Learning with Second Life, an Online Virtual World Technology System, Affects Teaching and Learning

    ERIC Educational Resources Information Center

    Collins, Sharon Kibbe

    2013-01-01

    Educators face challenges as they seek to ensure their online learning content is interactive, is engaging, and works well for remote learners. Second Life (SL), an online virtual world technology-based system built on Web 2.0 technology, is one approach designed to enrich online instruction and e-learning. This study involved a synthesis of…

  20. The Influence of Collaborative Learning Games within Different Devices on Student's Learning Performance and Behaviours

    ERIC Educational Resources Information Center

    Hsiao, Hsien-Sheng; Chang, Cheng-Sian; Lin, Chien-Yu; Chang, Chih-Chun; Chen, Jyun-Chen

    2014-01-01

    This study demonstrates the effectiveness of using multi-touch tabletop collaborative game (MTCG) as a collaborative learning platform, in which multiple students can play games using a digital surface. The learning performance of participants is also explored, along with their related behaviours and their experiences. Consisting of 49 Taipei…

  1. 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…

  2. 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…

  3. 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…

  4. Human resources management and firm performance: The differential role of managerial affective and continuance commitment.

    PubMed

    Gong, Yaping; Law, Kenneth S; Chang, Song; Xin, Katherine R

    2009-01-01

    In this study, the authors developed a dual-concern (i.e., maintenance and performance) model of human resources (HR) management. The authors identified commonly examined HR practices that apply to the middle manager level and classified them into the maintenance- and performance-oriented HR subsystems. The authors found support for the 2-factor model on the basis of responses from 2,148 managers from 463 firms operating in China. Regression results indicate that the performance-oriented HR subsystems had a positive relationship with firm performance and that the relationship was mediated by middle managers' affective commitment to the firm. The maintenance-oriented HR subsystems had a positive relationship with middle managers' continuance commitment but not with their affective commitment and firm performance. This study contributes to the understanding of how HR practices relate to firm performance and offers an improved test of the argument that valuable and firm-specific HR provide a source of competitive advantage. (PsycINFO Database Record (c) 2009 APA, all rights reserved). PMID:19186911

  5. Centrality and charisma: comparing how leader networks and attributions affect team performance.

    PubMed

    Balkundi, Prasad; Kilduff, Martin; Harrison, David A

    2011-11-01

    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 according to which the leader's charisma facilitates the occupation of a central position in the informal advice network. From this central position, the leader positively influences team performance. Second, we examined the centrality-to-charisma model according to which charisma is attributed to those leaders who are socially active in terms of giving and receiving advice. Attributed charisma facilitates increased team performance. We tested these 2 models in 2 different studies. In the first study, based on time-separated, multisource data emanating from members of 56 work teams, we found support for the centrality-to-charisma model. Formal leaders who were central within team advice networks were seen as charismatic by subordinates, and this charisma was associated with high team performance. To clarify how leader network centrality affected the emergence of charismatic leadership, we designed Study 2 in which, for 79 student teams, we measured leader networking activity and leader charisma at 2 different points in time and related these variables to team performance measured at a third point in time. On the basis of this temporally separated data set, we again found support for the centrality-to-charisma model. PMID:21895351

  6. Post-learning stress differentially affects memory for emotional gist and detail in naturally cycling women and women on hormonal contraceptives

    PubMed Central

    Nielsen, Shawn E.; Ahmed, Imran; Cahill, Larry

    2014-01-01

    Sex differences in emotional memory have received increasing interest over the past decade. However, to date, no work has explored how a post-learning stressor might modulate the influence of sex hormone status on memory for gist and peripheral detail in an emotional versus neutral context. Here, we tested three predictions. First, compared to naturally cycling women (NC women) in the luteal phase, women on hormonal contraception (HC women) would have significantly blunted HPA reactivity to physical stress. Second, post-learning stress would enhance detail and gist memory from an emotional story in NC women, and finally, post-learning stress would not affect emotional memory for details or gist in HC women. Healthy NC and HC women viewed a brief, narrated story containing neutral or emotionally arousing elements. Immediately after, Cold Pressor Stress (CPS) or a control procedure was administered. One week later, participants received a surprise free recall test for story elements. NC women exhibited significantly greater cortisol increases to CPS compared to HC women. NC women who viewed the emotional story and were administered CPS recalled the most peripheral details overall and more gist from the emotional compared to the neutral story. In HC women, however, the post-learning cortisol release did not affect memory for gist or peripheral details from the emotional or neutral story in any way. Additionally, NC and HC women performed similarly on measures of attention and arousal. These findings suggest that in women, post-learning stress differentially affects memory for emotional information depending on their hormonal contraceptive status. PMID:24841741

  7. Age and individual sleep characteristics affect cognitive performance in anesthesiology residents after a 24-hour shift.

    PubMed

    Tadinac, Meri; Sekulić, Ante; Hromatko, Ivana; Mazul-Sunko, Branka; Ivancić, Romina

    2014-03-01

    Previous research has shown that both shift work and sleep deprivation have an adverse influence on various aspects of human cognitive performance. The aim of this study was to explore changes in cognitive functioning and subjective sleepiness of anesthesiology residents after a 24-hour shift. Twenty-six anesthesiology residents completed a set of psychological instruments at the beginning and at the end of the shift, as well as a questionnaire regarding information about the shift, Stanford Sleepiness Scale, and Circadian Type Questionnaire. There was a significant decline in cognitive performance measured by the Auditory Verbal Learning Test after the shift. The effect was stronger in older participants and in those with high scores on rigidity of sleep scale and low scores on the ability to overcome sleepiness scale. There were no differences in the digits forward test (a measure of concentration), while digits backward test (a measure of working memory) even showed an improved performance after the shift. Although participants reported being significantly sleepier after the shift, the subjective sleepiness did not correlate with any of the objective measures of cognitive performance. In conclusion, the performance in short tasks involving concentration and working memory was not impaired, while performance in long-term and monotone tasks declined after sleep deprivation, and the magnitude of this decline depended on the specific individual characteristics of sleep and on age Surprisingly, age seemed to have an important impact on cognitive functions after shift work even in the relatively age-homogeneous population of young anesthesiology residents. PMID:24974663

  8. Contingency learning is not affected by conflict experience: Evidence from a task conflict-free, item-specific Stroop paradigm.

    PubMed

    Levin, Yulia; Tzelgov, Joseph

    2016-02-01

    A contingency learning account of the item-specific proportion congruent effect has been described as an associative stimulus-response learning process that has nothing to do with controlling the Stroop conflict. As supportive evidence, contingency learning has been demonstrated with response conflict-free stimuli, such as neutral words. However, what gives rise to response conflict and to Stroop interference in general is task conflict. The present study investigated whether task conflict can constitute a trigger or, alternatively, a booster to the contingency learning process. This was done by employing a "task conflict-free" condition (i.e., geometric shapes) and comparing it with a "task conflict" condition (i.e., neutral words). The results showed a significant contingency learning effect in both conditions, refuting the possibility that contingency learning is triggered by the presence of a task conflict. Contingency learning was also not enhanced by the task conflict experience, indicating its complete insensitivity to Stroop conflict(s). Thus, the results showed no evidence that performance optimization as a result of contingency learning is greater under conflict, implying that contingency learning is not recruited to assist the control system to overcome conflict. PMID:26720099

  9. An Analysis of Factors Affecting Student Perceptions in a Blended Learning Environment

    ERIC Educational Resources Information Center

    Peruso, Florence Mary

    2012-01-01

    The current quantitative study measured the perceptions of students towards online-only learning and towards blended-hybrid learning. Descriptive statistics were implemented to analyze the data from a Likert-type survey, administered to students in degree-seeking programs at an institution of higher learning. A "t"-test and…

  10. A Model of Factors Affecting Independent Learners' Engagement with Feedback on Language Learning Tasks

    ERIC Educational Resources Information Center

    Fernández-Toro, María; Hurd, Stella

    2014-01-01

    In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this…

  11. Powerful Feelings: Exploring the Affective Domain of Informal and Arts-Based Learning

    ERIC Educational Resources Information Center

    Lawrence, Randee Lipson

    2008-01-01

    This article looks at the ways in which people learn informally through artistic expression such as dance, drama, poetry, music, literature, film, and all of the visual arts and how people access this learning through their emotions. The author begins with a look at the limitations of relying primarily on technical-rational learning processes.…

  12. Can Instruction as Such Affect Learning? The Case of Learner Control

    ERIC Educational Resources Information Center

    Vandewaetere, Mieke; Clarebout, Geraldine

    2011-01-01

    This study examined the role of learners' perceptions in a learner-controlled computer-based learning environment. Computer-based learning environments that offer learner control (LC) to the learners are assumed to enhance motivation and learning outcomes. Recently, the focus of LC research has shifted from measuring the direct effect of LC on…

  13. How Levels of Interactivity in Tutorials Affect Students' Learning of Modeling Transportation Problems in a Spreadsheet

    ERIC Educational Resources Information Center

    Seal, Kala Chand; Przasnyski, Zbigniew H.; Leon, Linda A.

    2010-01-01

    Do students learn to model OR/MS problems better by using computer-based interactive tutorials and, if so, does increased interactivity in the tutorials lead to better learning? In order to determine the effect of different levels of interactivity on student learning, we used screen capture technology to design interactive support materials for…

  14. What Affect Student Cognitive Style in the Development of Hypermedia Learning System?

    ERIC Educational Resources Information Center

    Lee, Catherine Hui Min; Cheng, Yuk Wing; Rai, Shri; Depickere, Arnold

    2005-01-01

    Recent developments in learning technology such as hypermedia is becoming widespread and offer significant contribution to improve the delivery of learning and teaching materials. A key factor in the development of hypermedia learning system is cognitive style (CS) as it relates to users' information processing habits, representing individual…

  15. Factors Affecting Selection of Learning Management Systems in Higher Education Institutions

    ERIC Educational Resources Information Center

    Spelke, Kenneth A.

    2011-01-01

    Learning Management Systems, or LMSs, are widely used throughout higher education to deliver a range of instructional services including content delivery, discussion boards and collaborative work space, testing tools, and gradebook functions. LMSs can be used asynchronously or synchronously in support of online learning, classroom-based learning,…

  16. Language Development and Learning to Read: The Scientific Study of How Language Development Affects Reading Skill

    ERIC Educational Resources Information Center

    McGuinness, Diane

    2005-01-01

    Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In "Language Development and Learning to Read", Diane…

  17. Young Children's Affective Decision-Making in a Gambling Task: Does Difficulty in Learning the Gain/Loss Schedule Matter?

    ERIC Educational Resources Information Center

    Gao, Shan; Wei, Yonggang; Bai, Junjie; Lin, Chongde; Li, Hong

    2009-01-01

    This research investigated the development of affective decision-making (ADM) during early childhood, in particular role of difficulty in learning a gain/loss schedule. In Experiment 1, we administrated the Children's Gambling Task (CGT) to 60 Chinese children aged 3 and 4, replicating the results obtained by Kerr and Zelazo [Kerr, A., & Zelazo,…

  18. Watering Up the Curriculum for Adolescents with Learning Disabilities--Part II: Goals of the Affective Dimension.

    ERIC Educational Resources Information Center

    Ellis, Edwin S.

    1998-01-01

    This follow-up article outlines goals, principles, and techniques for improving curriculum and instruction for secondary students with learning disabilities so that the following affective goals are fostered: intrinsic motivation, internal locus of control, academic and social self-concept, self-esteem, a sense of competence and confidence, an…

  19. Sound as Affective Design Feature in Multimedia Learning--Benefits and Drawbacks from a Cognitive Load Theory Perspective

    ERIC Educational Resources Information Center

    Königschulte, Anke

    2015-01-01

    The study presented in this paper investigates the potential effects of including non-speech audio such as sound effects into multimedia-based instruction taking into account Sweller's cognitive load theory (Sweller, 2005) and applied frameworks such as the cognitive theory of multimedia learning (Mayer, 2005) and the cognitive affective theory of…

  20. Affective Issues in Learning Technologies: Emotional Responses to Technology and Technology's Role in Supporting Socio-Emotional Skills

    ERIC Educational Resources Information Center

    Jones, Ann

    2010-01-01

    This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are…