Differential impact of relevant and irrelevant dimension primes on rule-based and information-integration category learning.

PubMed

Grimm, Lisa R; Maddox, W Todd

2013-11-01

Research has identified multiple category-learning systems with each being "tuned" for learning categories with different task demands and each governed by different neurobiological systems. Rule-based (RB) classification involves testing verbalizable rules for category membership while information-integration (II) classification requires the implicit learning of stimulus-response mappings. In the first study to directly test rule priming with RB and II category learning, we investigated the influence of the availability of information presented at the beginning of the task. Participants viewed lines that varied in length, orientation, and position on the screen, and were primed to focus on stimulus dimensions that were relevant or irrelevant to the correct classification rule. In Experiment 1, we used an RB category structure, and in Experiment 2, we used an II category structure. Accuracy and model-based analyses suggested that a focus on relevant dimensions improves RB task performance later in learning while a focus on an irrelevant dimension improves II task performance early in learning. © 2013.

Tracking Multiple Statistics: Simultaneous Learning of Object Names and Categories in English and Mandarin Speakers.

PubMed

Chen, Chi-Hsin; Gershkoff-Stowe, Lisa; Wu, Chih-Yi; Cheung, Hintat; Yu, Chen

2017-08-01

Two experiments were conducted to examine adult learners' ability to extract multiple statistics in simultaneously presented visual and auditory input. Experiment 1 used a cross-situational learning paradigm to test whether English speakers were able to use co-occurrences to learn word-to-object mappings and concurrently form object categories based on the commonalities across training stimuli. Experiment 2 replicated the first experiment and further examined whether speakers of Mandarin, a language in which final syllables of object names are more predictive of category membership than English, were able to learn words and form object categories when trained with the same type of structures. The results indicate that both groups of learners successfully extracted multiple levels of co-occurrence and used them to learn words and object categories simultaneously. However, marked individual differences in performance were also found, suggesting possible interference and competition in processing the two concurrent streams of regularities. Copyright © 2016 Cognitive Science Society, Inc.

Neural Changes Associated with Nonspeech Auditory Category Learning Parallel Those of Speech Category Acquisition

ERIC Educational Resources Information Center

Liu, Ran; Holt, Lori L.

2011-01-01

Native language experience plays a critical role in shaping speech categorization, but the exact mechanisms by which it does so are not well understood. Investigating category learning of nonspeech sounds with which listeners have no prior experience allows their experience to be systematically controlled in a way that is impossible to achieve by…

The Time Course of Explicit and Implicit Categorization

PubMed Central

Zakrzewski, Alexandria C.; Herberger, Eric; Boomer, Joseph; Roeder, Jessica; Ashby, F. Gregory; Church, Barbara A.

2015-01-01

Contemporary theory in cognitive neuroscience distinguishes, among the processes and utilities that serve categorization, explicit and implicit systems of category learning that learn, respectively, category rules by active hypothesis testing or adaptive behaviors by association and reinforcement. Little is known about the time course of categorization within these systems. Accordingly, the present experiments contrasted tasks that fostered explicit categorization (because they had a one-dimensional, rule-based solution) or implicit categorization (because they had a two-dimensional, information-integration solution). In Experiment 1, participants learned categories under unspeeded or speeded conditions. In Experiment 2, they applied previously trained category knowledge under unspeeded or speeded conditions. Speeded conditions selectively impaired implicit category learning and implicit mature categorization. These results illuminate the processing dynamics of explicit/implicit categorization. PMID:26025556

On Learning Natural-Science Categories That Violate the Family-Resemblance Principle.

PubMed

Nosofsky, Robert M; Sanders, Craig A; Gerdom, Alex; Douglas, Bruce J; McDaniel, Mark A

2017-01-01

The general view in psychological science is that natural categories obey a coherent, family-resemblance principle. In this investigation, we documented an example of an important exception to this principle: Results of a multidimensional-scaling study of igneous, metamorphic, and sedimentary rocks (Experiment 1) suggested that the structure of these categories is disorganized and dispersed. This finding motivated us to explore what might be the optimal procedures for teaching dispersed categories, a goal that is likely critical to science education in general. Subjects in Experiment 2 learned to classify pictures of rocks into compact or dispersed high-level categories. One group learned the categories through focused high-level training, whereas a second group was required to simultaneously learn classifications at a subtype level. Although high-level training led to enhanced performance when the categories were compact, subtype training was better when the categories were dispersed. We provide an interpretation of the results in terms of an exemplar-memory model of category learning.

Word-level information influences phonetic learning in adults and infants

PubMed Central

Feldman, Naomi H.; Myers, Emily B.; White, Katherine S.; Griffiths, Thomas L.; Morgan, James L.

2013-01-01

Infants begin to segment words from fluent speech during the same time period that they learn phonetic categories. Segmented words can provide a potentially useful cue for phonetic learning, yet accounts of phonetic category acquisition typically ignore the contexts in which sounds appear. We present two experiments to show that, contrary to the assumption that phonetic learning occurs in isolation, learners are sensitive to the words in which sounds appear and can use this information to constrain their interpretation of phonetic variability. Experiment 1 shows that adults use word-level information in a phonetic category learning task, assigning acoustically similar vowels to different categories more often when those sounds consistently appear in different words. Experiment 2 demonstrates that eight-month-old infants similarly pay attention to word-level information and that this information affects how they treat phonetic contrasts. These findings suggest that phonetic category learning is a rich, interactive process that takes advantage of many different types of cues that are present in the input. PMID:23562941

Learning and retention through predictive inference and classification.

PubMed

Sakamoto, Yasuaki; Love, Bradley C

2010-12-01

Work in category learning addresses how humans acquire knowledge and, thus, should inform classroom practices. In two experiments, we apply and evaluate intuitions garnered from laboratory-based research in category learning to learning tasks situated in an educational context. In Experiment 1, learning through predictive inference and classification were compared for fifth-grade students using class-related materials. Making inferences about properties of category members and receiving feedback led to the acquisition of both queried (i.e., tested) properties and nonqueried properties that were correlated with a queried property (e.g., even if not queried, students learned about a species' habitat because it correlated with a queried property, like the species' size). In contrast, classifying items according to their species and receiving feedback led to knowledge of only the property most diagnostic of category membership. After multiple-day delay, the fifth-graders who learned through inference selectively retained information about the queried properties, and the fifth-graders who learned through classification retained information about the diagnostic property, indicating a role for explicit evaluation in establishing memories. Overall, inference learning resulted in fewer errors, better retention, and more liking of the categories than did classification learning. Experiment 2 revealed that querying a property only a few times was enough to manifest the full benefits of inference learning in undergraduate students. These results suggest that classroom teaching should emphasize reasoning from the category to multiple properties rather than from a set of properties to the category. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

More than one kind of inference: re-examining what's learned in feature inference and classification.

PubMed

Sweller, Naomi; Hayes, Brett K

2010-08-01

Three studies examined how task demands that impact on attention to typical or atypical category features shape the category representations formed through classification learning and inference learning. During training categories were learned via exemplar classification or by inferring missing exemplar features. In the latter condition inferences were made about missing typical features alone (typical feature inference) or about both missing typical and atypical features (mixed feature inference). Classification and mixed feature inference led to the incorporation of typical and atypical features into category representations, with both kinds of features influencing inferences about familiar (Experiments 1 and 2) and novel (Experiment 3) test items. Those in the typical inference condition focused primarily on typical features. Together with formal modelling, these results challenge previous accounts that have characterized inference learning as producing a focus on typical category features. The results show that two different kinds of inference learning are possible and that these are subserved by different kinds of category representations.

Dewey, Peirce, and the Categories of Learning

ERIC Educational Resources Information Center

Wojcikiewicz, Steven K.

2010-01-01

John Dewey proposes the "educative" experience as the goal of instruction. Yet, in focusing on the educative experience, Dewey may discount other sorts of learning which occur in school, and indeed in life. This piece proposes a recapitulation of Dewey's theory through Peirce's categorical system of experience, leading to three categories of…

Classification versus inference learning contrasted with real-world categories.

PubMed

Jones, Erin L; Ross, Brian H

2011-07-01

Categories are learned and used in a variety of ways, but the research focus has been on classification learning. Recent work contrasting classification with inference learning of categories found important later differences in category performance. However, theoretical accounts differ on whether this is due to an inherent difference between the tasks or to the implementation decisions. The inherent-difference explanation argues that inference learners focus on the internal structure of the categories--what each category is like--while classification learners focus on diagnostic information to predict category membership. In two experiments, using real-world categories and controlling for earlier methodological differences, inference learners learned more about what each category was like than did classification learners, as evidenced by higher performance on a novel classification test. These results suggest that there is an inherent difference between learning new categories by classifying an item versus inferring a feature.

The transfer of category knowledge by macaques (Macaca mulatta) and humans (Homo sapiens).

PubMed

Zakrzewski, Alexandria C; Church, Barbara A; Smith, J David

2018-02-01

Cognitive psychologists distinguish implicit, procedural category learning (stimulus-response associations learned outside declarative cognition) from explicit-declarative category learning (conscious category rules). These systems are dissociated by category learning tasks with either a multidimensional, information-integration (II) solution or a unidimensional, rule-based (RB) solution. In the present experiments, humans and two monkeys learned II and RB category tasks fostering implicit and explicit learning, respectively. Then they received occasional transfer trials-never directly reinforced-drawn from untrained regions of the stimulus space. We hypothesized that implicit-procedural category learning-allied to associative learning-would transfer weakly because it is yoked to the training stimuli. This result was confirmed for humans and monkeys. We hypothesized that explicit category learning-allied to abstract category rules-would transfer robustly. This result was confirmed only for humans. That is, humans displayed explicit category knowledge that transferred flawlessly. Monkeys did not. This result illuminates the distinctive abstractness, stimulus independence, and representational portability of humans' explicit category rules. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The cost of selective attention in category learning: Developmental differences between adults and infants

PubMed Central

Best, Catherine A.; Yim, Hyungwook; Sloutsky, Vladimir M.

2013-01-01

Selective attention plays an important role in category learning. However, immaturities of top-down attentional control during infancy coupled with successful category learning suggest that early category learning is achieved without attending selectively. Research presented here examines this possibility by focusing on category learning in infants (6–8 months old) and adults. Participants were trained on a novel visual category. Halfway through the experiment, unbeknownst to participants, the to-be-learned category switched to another category, where previously relevant features became irrelevant and previously irrelevant features became relevant. If participants attend selectively to the relevant features of the first category, they should incur a cost of selective attention immediately after the unknown category switch. Results revealed that adults demonstrated a cost, as evidenced by a decrease in accuracy and response time on test trials as well as a decrease in visual attention to newly relevant features. In contrast, infants did not demonstrate a similar cost of selective attention as adults despite evidence of learning both to-be-learned categories. Findings are discussed as supporting multiple systems of category learning and as suggesting that learning mechanisms engaged by adults may be different from those engaged by infants. PMID:23773914

Differences in Developmental Experiences for Commonly Used Categories of Organized Youth Activities

ERIC Educational Resources Information Center

Hansen, David M.; Skorupski, William P.; Arrington, Tiffany L.

2010-01-01

The coherence of adolescents' self-reported learning experiences between subgroups of organized youth activities within five commonly used categories was evaluated. Data for the present study come from a representative sample of eleventh grade adolescents' reports on learning experiences in an organized youth activity using the Youth Experience…

Timing of quizzes during learning: Effects on motivation and retention.

PubMed

Healy, Alice F; Jones, Matt; Lalchandani, Lakshmi A; Tack, Lindsay Anderson

2017-06-01

This article investigates how the timing of quizzes given during learning impacts retention of studied material. We investigated the hypothesis that interspersing quizzes among study blocks increases student engagement, thus improving learning. Participants learned 8 artificial facts about each of 8 plant categories, with the categories blocked during learning. Quizzes about 4 of the 8 facts from each category occurred either immediately after studying the facts for that category (standard) or after studying the facts from all 8 categories (postponed). In Experiment 1, participants were given tests shortly after learning and several days later, including both the initially quizzed and unquizzed facts. Test performance was better in the standard than in the postponed condition, especially for categories learned later in the sequence. This result held even for the facts not quizzed during learning, suggesting that the advantage cannot be due to any direct testing effects. Instead the results support the hypothesis that interrupting learning with quiz questions is beneficial because it can enhance learner engagement. Experiment 2 provided further support for this hypothesis, based on participants' retrospective ratings of their task engagement during the learning phase. These findings have practical implications for when to introduce quizzes in the classroom. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Technology-Assisted Learning: A Longitudinal Field Study of Knowledge Category, Learning Effectiveness and Satisfaction in Language Learning

ERIC Educational Resources Information Center

Hui, W.; Hu, P. J.-H.; Clark, T. H. K.; Tam, K. Y.; Milton, J.

2008-01-01

A field experiment compares the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning. The empirical evidence suggests that technology-assisted learning effectiveness depends on the target knowledge category. Building on Kolb's experiential learning model, we show that technology-assisted…

Attribute conjunctions and the part configuration advantage in object category learning.

PubMed

Saiki, J; Hummel, J E

1996-07-01

Five experiments demonstrated that in object category learning people are particularly sensitive to conjunctions of part shapes and relative locations. Participants learned categories defined by a part's shape and color (part-color conjunctions) or by a part's shape and its location relative to another part (part-location conjunctions). The statistical properties of the categories were identical across these conditions, as were the salience of color and relative location. Participants were better at classifying objects defined by part-location conjunctions than objects defined by part-color conjunctions. Subsequent experiments revealed that this effect was not due to the specific color manipulation or the role of location per se. These results suggest that the shape bias in object categorization is at least partly due to sensitivity to part-location conjunctions and suggest a new processing constraint on category learning.

Differential Impact of Posterior Lesions in the Left and Right Hemisphere on Visual Category Learning and Generalization to Contrast Reversal

ERIC Educational Resources Information Center

Langguth, Berthold; Juttner, Martin; Landis, Theodor; Regard, Marianne; Rentschler, Ingo

2009-01-01

Hemispheric differences in the learning and generalization of pattern categories were explored in two experiments involving sixteen patients with unilateral posterior, cerebral lesions in the left (LH) or right (RH) hemisphere. In each experiment participants were first trained to criterion in a supervised learning paradigm to categorize a set of…

An Examination of Strategy Implementation During Abstract Nonlinguistic Category Learning in Aphasia.

PubMed

Vallila-Rohter, Sofia; Kiran, Swathi

2015-08-01

Our purpose was to study strategy use during nonlinguistic category learning in aphasia. Twelve control participants without aphasia and 53 participants with aphasia (PWA) completed a computerized feedback-based category learning task consisting of training and testing phases. Accuracy rates of categorization in testing phases were calculated. To evaluate strategy use, strategy analyses were conducted over training and testing phases. Participant data were compared with model data that simulated complex multi-cue, single feature, and random pattern strategies. Learning success and strategy use were evaluated within the context of standardized cognitive-linguistic assessments. Categorization accuracy was higher among control participants than among PWA. The majority of control participants implemented suboptimal or optimal multi-cue and single-feature strategies by testing phases of the experiment. In contrast, a large subgroup of PWA implemented random patterns, or no strategy, during both training and testing phases of the experiment. Person-to-person variability arises not only in category learning ability but also in the strategies implemented to complete category learning tasks. PWA less frequently developed effective strategies during category learning tasks than control participants. Certain PWA may have impairments of strategy development or feedback processing not captured by language and currently probed cognitive abilities.

Category transfer in sequential causal learning: the unbroken mechanism hypothesis.

PubMed

Hagmayer, York; Meder, Björn; von Sydow, Momme; Waldmann, Michael R

2011-07-01

The goal of the present set of studies is to explore the boundary conditions of category transfer in causal learning. Previous research has shown that people are capable of inducing categories based on causal learning input, and they often transfer these categories to new causal learning tasks. However, occasionally learners abandon the learned categories and induce new ones. Whereas previously it has been argued that transfer is only observed with essentialist categories in which the hidden properties are causally relevant for the target effect in the transfer relation, we here propose an alternative explanation, the unbroken mechanism hypothesis. This hypothesis claims that categories are transferred from a previously learned causal relation to a new causal relation when learners assume a causal mechanism linking the two relations that is continuous and unbroken. The findings of two causal learning experiments support the unbroken mechanism hypothesis. Copyright © 2011 Cognitive Science Society, Inc.

The cost of selective attention in category learning: developmental differences between adults and infants.

PubMed

Best, Catherine A; Yim, Hyungwook; Sloutsky, Vladimir M

2013-10-01

Selective attention plays an important role in category learning. However, immaturities of top-down attentional control during infancy coupled with successful category learning suggest that early category learning is achieved without attending selectively. Research presented here examines this possibility by focusing on category learning in infants (6-8months old) and adults. Participants were trained on a novel visual category. Halfway through the experiment, unbeknownst to participants, the to-be-learned category switched to another category, where previously relevant features became irrelevant and previously irrelevant features became relevant. If participants attend selectively to the relevant features of the first category, they should incur a cost of selective attention immediately after the unknown category switch. Results revealed that adults demonstrated a cost, as evidenced by a decrease in accuracy and response time on test trials as well as a decrease in visual attention to newly relevant features. In contrast, infants did not demonstrate a similar cost of selective attention as adults despite evidence of learning both to-be-learned categories. Findings are discussed as supporting multiple systems of category learning and as suggesting that learning mechanisms engaged by adults may be different from those engaged by infants. Copyright © 2013 Elsevier Inc. All rights reserved.

Verb Learning in 14- and 18-Month-Old English-Learning Infants

ERIC Educational Resources Information Center

He, Angela Xiaoxue; Lidz, Jeffrey

2017-01-01

The present study investigates English-learning infants' early understanding of the link between the grammatical category "verb" and the conceptual category "event," and their ability to recruit morphosyntactic information online to learn novel verb meanings. We report two experiments using an infant-controlled…

When more is less: Feedback effects in perceptual category learning ☆

PubMed Central

Maddox, W. Todd; Love, Bradley C.; Glass, Brian D.; Filoteo, J. Vincent

2008-01-01

Rule-based and information-integration category learning were compared under minimal and full feedback conditions. Rule-based category structures are those for which the optimal rule is verbalizable. Information-integration category structures are those for which the optimal rule is not verbalizable. With minimal feedback subjects are told whether their response was correct or incorrect, but are not informed of the correct category assignment. With full feedback subjects are informed of the correctness of their response and are also informed of the correct category assignment. An examination of the distinct neural circuits that subserve rule-based and information-integration category learning leads to the counterintuitive prediction that full feedback should facilitate rule-based learning but should also hinder information-integration learning. This prediction was supported in the experiment reported below. The implications of these results for theories of learning are discussed. PMID:18455155

An Examination of Strategy Implementation During Abstract Nonlinguistic Category Learning in Aphasia

PubMed Central

Kiran, Swathi

2015-01-01

Purpose Our purpose was to study strategy use during nonlinguistic category learning in aphasia. Method Twelve control participants without aphasia and 53 participants with aphasia (PWA) completed a computerized feedback-based category learning task consisting of training and testing phases. Accuracy rates of categorization in testing phases were calculated. To evaluate strategy use, strategy analyses were conducted over training and testing phases. Participant data were compared with model data that simulated complex multi-cue, single feature, and random pattern strategies. Learning success and strategy use were evaluated within the context of standardized cognitive–linguistic assessments. Results Categorization accuracy was higher among control participants than among PWA. The majority of control participants implemented suboptimal or optimal multi-cue and single-feature strategies by testing phases of the experiment. In contrast, a large subgroup of PWA implemented random patterns, or no strategy, during both training and testing phases of the experiment. Conclusions Person-to-person variability arises not only in category learning ability but also in the strategies implemented to complete category learning tasks. PWA less frequently developed effective strategies during category learning tasks than control participants. Certain PWA may have impairments of strategy development or feedback processing not captured by language and currently probed cognitive abilities. PMID:25908438

Discontinuous categories affect information-integration but not rule-based category learning.

PubMed

Maddox, W Todd; Filoteo, J Vincent; Lauritzen, J Scott; Connally, Emily; Hejl, Kelli D

2005-07-01

Three experiments were conducted that provide a direct examination of within-category discontinuity manipulations on the implicit, procedural-based learning and the explicit, hypothesis-testing systems proposed in F. G. Ashby, L. A. Alfonso-Reese, A. U. Turken, and E. M. Waldron's (1998) competition between verbal and implicit systems model. Discontinuous categories adversely affected information-integration but not rule-based category learning. Increasing the magnitude of the discontinuity did not lead to a significant decline in performance. The distance to the bound provides a reasonable description of the generalization profile associated with the hypothesis-testing system, whereas the distance to the bound plus the distance to the trained response region provides a reasonable description of the generalization profile associated with the procedural-based learning system. These results suggest that within-category discontinuity differentially impacts information-integration but not rule-based category learning and provides information regarding the detailed processing characteristics of each category learning system. ((c) 2005 APA, all rights reserved).

Learning to learn causal models.

PubMed

Kemp, Charles; Goodman, Noah D; Tenenbaum, Joshua B

2010-09-01

Learning to understand a single causal system can be an achievement, but humans must learn about multiple causal systems over the course of a lifetime. We present a hierarchical Bayesian framework that helps to explain how learning about several causal systems can accelerate learning about systems that are subsequently encountered. Given experience with a set of objects, our framework learns a causal model for each object and a causal schema that captures commonalities among these causal models. The schema organizes the objects into categories and specifies the causal powers and characteristic features of these categories and the characteristic causal interactions between categories. A schema of this kind allows causal models for subsequent objects to be rapidly learned, and we explore this accelerated learning in four experiments. Our results confirm that humans learn rapidly about the causal powers of novel objects, and we show that our framework accounts better for our data than alternative models of causal learning. Copyright © 2010 Cognitive Science Society, Inc.

When Does Fading Enhance Perceptual Category Learning?

ERIC Educational Resources Information Center

Pashler, Harold; Mozer, Michael C.

2013-01-01

Training that uses exaggerated versions of a stimulus discrimination (fading) has sometimes been found to enhance category learning, mostly in studies involving animals and impaired populations. However, little is known about whether and when fading facilitates learning for typical individuals. This issue was explored in 7 experiments. In…

More Is Generally Better: Higher Working Memory Capacity Does Not Impair Perceptual Category Learning

ERIC Educational Resources Information Center

Kalish, Michael L.; Newell, Ben R.; Dunn, John C.

2017-01-01

It is sometimes supposed that category learning involves competing explicit and procedural systems, with only the former reliant on working memory capacity (WMC). In 2 experiments participants were trained for 3 blocks on both filtering (often said to be learned explicitly) and condensation (often said to be learned procedurally) category…

The Sequence of Study Changes What Information Is Attended to, Encoded, and Remembered during Category Learning

ERIC Educational Resources Information Center

Carvalho, Paulo F.; Goldstone, Robert L.

2017-01-01

The sequence of study influences how we learn. Previous research has identified different sequences as potentially beneficial for learning in different contexts and with different materials. Here we investigate the mechanisms involved in inductive category learning that give rise to these sequencing effects. Across 3 experiments we show evidence…

The effect of training methodology on knowledge representation in categorization.

PubMed

Hélie, Sébastien; Shamloo, Farzin; Ell, Shawn W

2017-01-01

Category representations can be broadly classified as containing within-category information or between-category information. Although such representational differences can have a profound impact on decision-making, relatively little is known about the factors contributing to the development and generalizability of different types of category representations. These issues are addressed by investigating the impact of training methodology and category structures using a traditional empirical approach as well as the novel adaptation of computational modeling techniques from the machine learning literature. Experiment 1 focused on rule-based (RB) category structures thought to promote between-category representations. Participants learned two sets of two categories during training and were subsequently tested on a novel categorization problem using the training categories. Classification training resulted in a bias toward between-category representations whereas concept training resulted in a bias toward within-category representations. Experiment 2 focused on information-integration (II) category structures thought to promote within-category representations. With II structures, there was a bias toward within-category representations regardless of training methodology. Furthermore, in both experiments, computational modeling suggests that only within-category representations could support generalization during the test phase. These data suggest that within-category representations may be dominant and more robust for supporting the reconfiguration of current knowledge to support generalization.

The effect of training methodology on knowledge representation in categorization

PubMed Central

Shamloo, Farzin; Ell, Shawn W.

2017-01-01

Category representations can be broadly classified as containing within–category information or between–category information. Although such representational differences can have a profound impact on decision–making, relatively little is known about the factors contributing to the development and generalizability of different types of category representations. These issues are addressed by investigating the impact of training methodology and category structures using a traditional empirical approach as well as the novel adaptation of computational modeling techniques from the machine learning literature. Experiment 1 focused on rule–based (RB) category structures thought to promote between–category representations. Participants learned two sets of two categories during training and were subsequently tested on a novel categorization problem using the training categories. Classification training resulted in a bias toward between–category representations whereas concept training resulted in a bias toward within–category representations. Experiment 2 focused on information-integration (II) category structures thought to promote within–category representations. With II structures, there was a bias toward within–category representations regardless of training methodology. Furthermore, in both experiments, computational modeling suggests that only within–category representations could support generalization during the test phase. These data suggest that within–category representations may be dominant and more robust for supporting the reconfiguration of current knowledge to support generalization. PMID:28846732

Category inference as a function of correlational structure, category discriminability, and number of available cues.

PubMed

Lancaster, Matthew E; Shelhamer, Ryan; Homa, Donald

2013-04-01

Two experiments investigated category inference when categories were composed of correlated or uncorrelated dimensions and the categories overlapped minimally or moderately. When the categories minimally overlapped, the dimensions were strongly correlated with the category label. Following a classification learning phase, subsequent transfer required the selection of either a category label or a feature when one, two, or three features were missing. Experiments 1 and 2 differed primarily in the number of learning blocks prior to transfer. In each experiment, the inference of the category label or category feature was influenced by both dimensional and category correlations, as well as their interaction. The number of cues available at test impacted performance more when the dimensional correlations were zero and category overlap was high. However, a minimal number of cues were sufficient to produce high levels of inference when the dimensions were highly correlated; additional cues had a positive but reduced impact, even when overlap was high. Subjects were generally more accurate in inferring the category label than a category feature regardless of dimensional correlation, category overlap, or number of cues available at test. Whether the category label functioned as a special feature or not was critically dependent upon these embedded correlations, with feature inference driven more strongly by dimensional correlations.

Effect of between-category similarity on basic-level superiority in pigeons

PubMed Central

Lazareva, Olga F.; Soto, Fabián A.; Wasserman, Edward A.

2010-01-01

Children categorize stimuli at the basic level faster than at the superordinate level. We hypothesized that between-category similarity may affect this basic-level superiority effect. Dissimilar categories may be easy to distinguish at the basic level but be difficult to group at the superordinate level, whereas similar categories may be easy to group at the superordinate level but be difficult to distinguish at the basic level. Consequently, similar basic-level categories may produce a superordinate-before-basic learning trend, whereas dissimilar basic-level categories may result in a basic-before-superordinate learning trend. We tested this hypothesis in pigeons by constructing superordinate-level categories out of basic-level categories with known similarity. In Experiment 1, we experimentally evaluated the between-category similarity of four basic-level photographic categories using multiple fixed interval-extinction training (Astley & Wasserman, 1992). We used the resultant similarity matrices in Experiment 2 to construct two superordinate-level categories from basic-level categories with high between-category similarity (cars and persons; chairs and flowers). We then trained pigeons to concurrently classify those photographs into either the proper basic-level category or the proper superordinate-level category. Under these conditions, the pigeons learned the superordinate-level discrimination faster than the basic-level discrimination, confirming our hypothesis that basic-level superiority is affected by between-category similarity. PMID:20600696

Category learning in the color-word contingency learning paradigm.

PubMed

Schmidt, James R; Augustinova, Maria; De Houwer, Jan

2018-04-01

In the typical color-word contingency learning paradigm, participants respond to the print color of words where each word is presented most often in one color. Learning is indicated by faster and more accurate responses when a word is presented in its usual color, relative to another color. To eliminate the possibility that this effect is driven exclusively by the familiarity of item-specific word-color pairings, we examine whether contingency learning effects can be observed also when colors are related to categories of words rather than to individual words. To this end, the reported experiments used three categories of words (animals, verbs, and professions) that were each predictive of one color. Importantly, each individual word was presented only once, thus eliminating individual color-word contingencies. Nevertheless, for the first time, a category-based contingency effect was observed, with faster and more accurate responses when a category item was presented in the color in which most of the other items of that category were presented. This finding helps to constrain episodic learning models and sets the stage for new research on category-based contingency learning.

The Effect of Feedback Delay and Feedback Type on Perceptual Category Learning: The Limits of Multiple Systems

ERIC Educational Resources Information Center

Dunn, John C.; Newell, Ben R.; Kalish, Michael L.

2012-01-01

Evidence that learning rule-based (RB) and information-integration (II) category structures can be dissociated across different experimental variables has been used to support the view that such learning is supported by multiple learning systems. Across 4 experiments, we examined the effects of 2 variables, the delay between response and feedback…

From Statistics to Meaning: Infants’ Acquisition of Lexical Categories

PubMed Central

Lany, Jill; Saffran, Jenny R.

2013-01-01

Infants are highly sensitive to statistical patterns in their auditory language input that mark word categories (e.g., noun and verb). However, it is unknown whether experience with these cues facilitates the acquisition of semantic properties of word categories. In a study testing this hypothesis, infants first listened to an artificial language in which word categories were reliably distinguished by statistical cues (experimental group) or in which these properties did not cue category membership (control group). Both groups were then trained on identical pairings between the words and pictures from two categories (animals and vehicles). Only infants in the experimental group learned the trained associations between specific words and pictures. Moreover, these infants generalized the pattern to include novel pairings. These results suggest that experience with statistical cues marking lexical categories sets the stage for learning the meanings of individual words and for generalizing meanings to new category members. PMID:20424058

Schematic Influences on Category Learning and Recognition Memory

ERIC Educational Resources Information Center

Sakamoto, Yasuaki; Love, Bradley C.

2004-01-01

The results from 3 category learning experiments suggest that items are better remembered when they violate a salient knowledge structure such as a rule. The more salient the knowledge structure, the stronger the memory for deviant items. The effect of learning errors on subsequent recognition appears to be mediated through the imposed knowledge…

Finding faults: analogical comparison supports spatial concept learning in geoscience.

PubMed

Jee, Benjamin D; Uttal, David H; Gentner, Dedre; Manduca, Cathy; Shipley, Thomas F; Sageman, Bradley

2013-05-01

A central issue in education is how to support the spatial thinking involved in learning science, technology, engineering, and mathematics (STEM). We investigated whether and how the cognitive process of analogical comparison supports learning of a basic spatial concept in geoscience, fault. Because of the high variability in the appearance of faults, it may be difficult for students to learn the category-relevant spatial structure. There is abundant evidence that comparing analogous examples can help students gain insight into important category-defining features (Gentner in Cogn Sci 34(5):752-775, 2010). Further, comparing high-similarity pairs can be especially effective at revealing key differences (Sagi et al. 2012). Across three experiments, we tested whether comparison of visually similar contrasting examples would help students learn the fault concept. Our main findings were that participants performed better at identifying faults when they (1) compared contrasting (fault/no fault) cases versus viewing each case separately (Experiment 1), (2) compared similar as opposed to dissimilar contrasting cases early in learning (Experiment 2), and (3) viewed a contrasting pair of schematic block diagrams as opposed to a single block diagram of a fault as part of an instructional text (Experiment 3). These results suggest that comparison of visually similar contrasting cases helped distinguish category-relevant from category-irrelevant features for participants. When such comparisons occurred early in learning, participants were more likely to form an accurate conceptual representation. Thus, analogical comparison of images may provide one powerful way to enhance spatial learning in geoscience and other STEM disciplines.

What you learn is more than what you see: what can sequencing effects tell us about inductive category learning?

PubMed Central

Carvalho, Paulo F.; Goldstone, Robert L.

2015-01-01

Inductive category learning takes place across time. As such, it is not surprising that the sequence in which information is studied has an impact in what is learned and how efficient learning is. In this paper we review research on different learning sequences and how this impacts learning. We analyze different aspects of interleaved (frequent alternation between categories during study) and blocked study (infrequent alternation between categories during study) that might explain how and when one sequence of study results in improved learning. While these different sequences of study differ in the amount of temporal spacing and temporal juxtaposition between items of different categories, these aspects do not seem to account for the majority of the results available in the literature. However, differences in the type of category being studied and the duration of the retention interval between study and test may play an important role. We conclude that there is no single aspect that is able to account for all the evidence available. Understanding learning as a process of sequential comparisons in time and how different sequences fundamentally alter the statistics of this experience offers a promising framework for understanding sequencing effects in category learning. We use this framework to present novel predictions and hypotheses for future research on sequencing effects in inductive category learning. PMID:25983699

Perceptual category learning and visual processing: An exercise in computational cognitive neuroscience.

PubMed

Cantwell, George; Riesenhuber, Maximilian; Roeder, Jessica L; Ashby, F Gregory

2017-05-01

The field of computational cognitive neuroscience (CCN) builds and tests neurobiologically detailed computational models that account for both behavioral and neuroscience data. This article leverages a key advantage of CCN-namely, that it should be possible to interface different CCN models in a plug-and-play fashion-to produce a new and biologically detailed model of perceptual category learning. The new model was created from two existing CCN models: the HMAX model of visual object processing and the COVIS model of category learning. Using bitmap images as inputs and by adjusting only a couple of learning-rate parameters, the new HMAX/COVIS model provides impressively good fits to human category-learning data from two qualitatively different experiments that used different types of category structures and different types of visual stimuli. Overall, the model provides a comprehensive neural and behavioral account of basal ganglia-mediated learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

Comparing the effects of positive and negative feedback in information-integration category learning.

PubMed

Freedberg, Michael; Glass, Brian; Filoteo, J Vincent; Hazeltine, Eliot; Maddox, W Todd

2017-01-01

Categorical learning is dependent on feedback. Here, we compare how positive and negative feedback affect information-integration (II) category learning. Ashby and O'Brien (2007) demonstrated that both positive and negative feedback are required to solve II category problems when feedback was not guaranteed on each trial, and reported no differences between positive-only and negative-only feedback in terms of their effectiveness. We followed up on these findings and conducted 3 experiments in which participants completed 2,400 II categorization trials across three days under 1 of 3 conditions: positive feedback only (PFB), negative feedback only (NFB), or both types of feedback (CP; control partial). An adaptive algorithm controlled the amount of feedback given to each group so that feedback was nearly equated. Using different feedback control procedures, Experiments 1 and 2 demonstrated that participants in the NFB and CP group were able to engage II learning strategies, whereas the PFB group was not. Additionally, the NFB group was able to achieve significantly higher accuracy than the PFB group by Day 3. Experiment 3 revealed that these differences remained even when we equated the information received on feedback trials. Thus, negative feedback appears significantly more effective for learning II category structures. This suggests that the human implicit learning system may be capable of learning in the absence of positive feedback.

The role of feedback contingency in perceptual category learning.

PubMed

Ashby, F Gregory; Vucovich, Lauren E

2016-11-01

Feedback is highly contingent on behavior if it eventually becomes easy to predict, and weakly contingent on behavior if it remains difficult or impossible to predict even after learning is complete. Many studies have demonstrated that humans and nonhuman animals are highly sensitive to feedback contingency, but no known studies have examined how feedback contingency affects category learning, and current theories assign little or no importance to this variable. Two experiments examined the effects of contingency degradation on rule-based and information-integration category learning. In rule-based tasks, optimal accuracy is possible with a simple explicit rule, whereas optimal accuracy in information-integration tasks requires integrating information from 2 or more incommensurable perceptual dimensions. In both experiments, participants each learned rule-based or information-integration categories under either high or low levels of feedback contingency. The exact same stimuli were used in all 4 conditions, and optimal accuracy was identical in every condition. Learning was good in both high-contingency conditions, but most participants showed little or no evidence of learning in either low-contingency condition. Possible causes of these effects, as well as their theoretical implications, are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Role of Feedback Contingency in Perceptual Category Learning

PubMed Central

Ashby, F. Gregory; Vucovich, Lauren E.

2016-01-01

Feedback is highly contingent on behavior if it eventually becomes easy to predict, and weakly contingent on behavior if it remains difficult or impossible to predict even after learning is complete. Many studies have demonstrated that humans and nonhuman animals are highly sensitive to feedback contingency, but no known studies have examined how feedback contingency affects category learning, and current theories assign little or no importance to this variable. Two experiments examined the effects of contingency degradation on rule-based and information-integration category learning. In rule-based tasks, optimal accuracy is possible with a simple explicit rule, whereas optimal accuracy in information-integration tasks requires integrating information from two or more incommensurable perceptual dimensions. In both experiments, participants each learned rule-based or information-integration categories under either high or low levels of feedback contingency. The exact same stimuli were used in all four conditions and optimal accuracy was identical in every condition. Learning was good in both high-contingency conditions, but most participants showed little or no evidence of learning in either low-contingency condition. Possible causes of these effects are discussed, as well as their theoretical implications. PMID:27149393

Learning through Experience: The Transition from Doctoral Student to Social Work Educator

ERIC Educational Resources Information Center

Oktay, Julianne S.; Jacobson, Jodi M.; Fisher, Elizabeth

2013-01-01

The researchers conducted an exploratory study using grounded theory qualitative research methods to examine experiences of social work doctoral students as they learned to teach ("N"?=?14). A core category, "learning through experience," representing a basic social process, was identified. The doctoral students experienced…

District nurses' knowledge development in wound management: ongoing learning without organizational support.

PubMed

Friman, Anne; Wahlberg, Anna Carin; Mattiasson, Anne-Cathrine; Ebbeskog, Britt

2014-10-01

The aim of this study was to describe district nurses' (DNs') experiences of their knowledge development in wound management when treating patients with different types of wounds at healthcare centers. In primary healthcare, DNs are mainly responsible for wound management. Previous research has focused on DNs' level of expertise regarding wound management, mostly based on quantitative studies. An unanswered question concerns DNs' knowledge development in wound management. The present study therefore intends to broaden understanding and to provide deeper knowledge in regard to the DNs' experiences of their knowledge development when treating patients with wounds. A qualitative descriptive design was used. Subjects were a purposeful sample of 16 DNs from eight healthcare centers in a metropolitan area in Stockholm, Sweden. The study was conducted with qualitative interviews and qualitative content analysis was used to analyze the data. The content analysis resulted in three categories and 11 sub-categories. The first category, 'ongoing learning by experience,' was based on experiences of learning alongside clinical practice. The second category 'searching for information,' consisted of various channels for obtaining information. The third category, 'lacking organizational support,' consisted of experiences related to the DNs' work organization, which hindered their development in wound care knowledge. The DNs experienced that they were in a constant state of learning and obtained their wound care knowledge to a great extent through practical work, from their colleagues as well as from various companies. A lack of organizational structures and support from staff management made it difficult for DNs to develop their knowledge and skills in wound management, which can lead to inadequate wound management.

Adults' and Children's Understanding of How Expertise Influences Learning.

PubMed

Danovitch, Judith H; Shenouda, Christine K

2018-01-01

Adults and children use information about expertise to infer what a person is likely to know, but it is unclear whether they realize that expertise also has implications for learning. We explore adults' and children's understanding that expertise in a particular category supports learning about a closely related category. In four experiments, 5-year-olds and adults (n = 160) judged which of two people would be better at learning about a new category. When faced with an expert and a nonexpert, adults consistently indicated that expertise supports learning in a closely related category; however, children's judgments were inconsistent and were strongly influenced by the description of the nonexpert. The results suggest that although children understand what it means to be an expert, they may judge an individual's learning capacity based on different considerations than adults.

Brief Report: Simulations Suggest Heterogeneous Category Learning and Generalization in Children with Autism is a Result of Idiosyncratic Perceptual Transformations.

PubMed

Mercado, Eduardo; Church, Barbara A

2016-08-01

Children with autism spectrum disorder (ASD) sometimes have difficulties learning categories. Past computational work suggests that such deficits may result from atypical representations in cortical maps. Here we use neural networks to show that idiosyncratic transformations of inputs can result in the formation of feature maps that impair category learning for some inputs, but not for other closely related inputs. These simulations suggest that large inter- and intra-individual variations in learning capacities shown by children with ASD across similar categorization tasks may similarly result from idiosyncratic perceptual encoding that is resistant to experience-dependent changes. If so, then both feedback- and exposure-based category learning should lead to heterogeneous, stimulus-dependent deficits in children with ASD.

Observation versus classification in supervised category learning.

PubMed

Levering, Kimery R; Kurtz, Kenneth J

2015-02-01

The traditional supervised classification paradigm encourages learners to acquire only the knowledge needed to predict category membership (a discriminative approach). An alternative that aligns with important aspects of real-world concept formation is learning with a broader focus to acquire knowledge of the internal structure of each category (a generative approach). Our work addresses the impact of a particular component of the traditional classification task: the guess-and-correct cycle. We compare classification learning to a supervised observational learning task in which learners are shown labeled examples but make no classification response. The goals of this work sit at two levels: (1) testing for differences in the nature of the category representations that arise from two basic learning modes; and (2) evaluating the generative/discriminative continuum as a theoretical tool for understand learning modes and their outcomes. Specifically, we view the guess-and-correct cycle as consistent with a more discriminative approach and therefore expected it to lead to narrower category knowledge. Across two experiments, the observational mode led to greater sensitivity to distributional properties of features and correlations between features. We conclude that a relatively subtle procedural difference in supervised category learning substantially impacts what learners come to know about the categories. The results demonstrate the value of the generative/discriminative continuum as a tool for advancing the psychology of category learning and also provide a valuable constraint for formal models and associated theories.

Form Follows Function: Learning about Function Helps Children Learn about Shape

ERIC Educational Resources Information Center

Ware, Elizabeth A.; Booth, Amy E.

2010-01-01

Object functions help young children to organize new artifact categories. However, the scope of their influence is unknown. We explore whether functions highlight property dimensions that are relevant to artifact categories in general. Specifically, using a longitudinal training procedure, we assessed whether experience with functions highlights…

The helpfulness of category labels in semi-supervised learning depends on category structure.

PubMed

Vong, Wai Keen; Navarro, Daniel J; Perfors, Amy

2016-02-01

The study of semi-supervised category learning has generally focused on how additional unlabeled information with given labeled information might benefit category learning. The literature is also somewhat contradictory, sometimes appearing to show a benefit to unlabeled information and sometimes not. In this paper, we frame the problem differently, focusing on when labels might be helpful to a learner who has access to lots of unlabeled information. Using an unconstrained free-sorting categorization experiment, we show that labels are useful to participants only when the category structure is ambiguous and that people's responses are driven by the specific set of labels they see. We present an extension of Anderson's Rational Model of Categorization that captures this effect.

The Development of Categorization: Effects of Classification and Inference Training on Category Representation

PubMed Central

Deng, Wei (Sophia); Sloutsky, Vladimir M.

2015-01-01

Does category representation change in the course of development? And if so, how and why? The current study attempted to answer these questions by examining category learning and category representation. In Experiment 1, 4-year-olds, 6-year-olds, and adults were trained with either a classification task or an inference task and their categorization performance and memory for items were tested. Adults and 6-year-olds exhibited an important asymmetry: they relied on a single deterministic feature during classification training, but not during inference training. In contrast, regardless of the training condition, 4-year-olds relied on multiple probabilistic features. In Experiment 2, 4-year-olds were presented with classification training and their attention was explicitly directed to the deterministic feature. Under this condition, their categorization performance was similar to that of older participants in Experiment 1, yet their memory performance pointed to a similarity-based representation, which was similar to that of 4-year-olds in Experiment 1. These results are discussed in relation to theories of categorization and the role of selective attention in the development of category learning. PMID:25602938

Inductive Learning: Does Interleaving Exemplars Affect Long-Term Retention?

ERIC Educational Resources Information Center

Zulkiply, Norehan; Burt, Jennifer S.

2013-01-01

Purpose: The present study investigated whether or not the benefits of interleaving of exemplars from several categories vary with retention interval in inductive learning. Methodology: Two experiments were conducted using paintings (Experiment 1) and textual materials (Experiment 2), and the experiments used a mixed factorial design. Forty…

Aversive Learning Modulates Cortical Representations of Object Categories

PubMed Central

Dunsmoor, Joseph E.; Kragel, Philip A.; Martin, Alex; LaBar, Kevin S.

2014-01-01

Experimental studies of conditioned learning reveal activity changes in the amygdala and unimodal sensory cortex underlying fear acquisition to simple stimuli. However, real-world fears typically involve complex stimuli represented at the category level. A consequence of category-level representations of threat is that aversive experiences with particular category members may lead one to infer that related exemplars likewise pose a threat, despite variations in physical form. Here, we examined the effect of category-level representations of threat on human brain activation using 2 superordinate categories (animals and tools) as conditioned stimuli. Hemodynamic activity in the amygdala and category-selective cortex was modulated by the reinforcement contingency, leading to widespread fear of different exemplars from the reinforced category. Multivariate representational similarity analyses revealed that activity patterns in the amygdala and object-selective cortex were more similar among exemplars from the threat versus safe category. Learning to fear animate objects was additionally characterized by enhanced functional coupling between the amygdala and fusiform gyrus. Finally, hippocampal activity co-varied with object typicality and amygdala activation early during training. These findings provide novel evidence that aversive learning can modulate category-level representations of object concepts, thereby enabling individuals to express fear to a range of related stimuli. PMID:23709642

Initial retrieval shields against retrieval-induced forgetting.

PubMed

Racsmány, Mihály; Keresztes, Attila

2015-01-01

Testing, as a form of retrieval, can enhance learning but it can also induce forgetting of related memories, a phenomenon known as retrieval-induced forgetting (RIF). In four experiments we explored whether selective retrieval and selective restudy of target memories induce forgetting of related memories with or without initial retrieval of the entire learning set. In Experiment 1, subjects studied category-exemplar associations, some of which were then either restudied or retrieved. RIF occurred on a delayed final test only when memories were retrieved and not when they were restudied. In Experiment 2, following the study phase of category-exemplar associations, subjects attempted to recall all category-exemplar associations, then they selectively retrieved or restudied some of the exemplars. We found that, despite the huge impact on practiced items, selective retrieval/restudy caused no decrease in final recall of related items. In Experiment 3, we replicated the main result of Experiment 2 by manipulating initial retrieval as a within-subject variable. In Experiment 4 we replicated the main results of the previous experiments with non-practiced (Nrp) baseline items. These findings suggest that initial retrieval of the learning set shields against the forgetting effect of later selective retrieval. Together, our results support the context shift theory of RIF.

The Effectiveness of the Gesture-Based Learning System (GBLS) and Its Impact on Learning Experience

ERIC Educational Resources Information Center

Shakroum, Moamer; Wong, Kok Wai; Fung, Lance Chun Che

2016-01-01

Several studies and experiments have been conducted in recent years to examine the value and the advantage of using the Gesture-Based Learning System (GBLS).The investigation of the influence of the GBLS mode on the learning outcomes is still scarce. Most previous studies did not address more than one category of learning outcomes (cognitive,…

Incidental learning of sound categories is impaired in developmental dyslexia.

PubMed

Gabay, Yafit; Holt, Lori L

2015-12-01

Developmental dyslexia is commonly thought to arise from specific phonological impairments. However, recent evidence is consistent with the possibility that phonological impairments arise as symptoms of an underlying dysfunction of procedural learning. The nature of the link between impaired procedural learning and phonological dysfunction is unresolved. Motivated by the observation that speech processing involves the acquisition of procedural category knowledge, the present study investigates the possibility that procedural learning impairment may affect phonological processing by interfering with the typical course of phonetic category learning. The present study tests this hypothesis while controlling for linguistic experience and possible speech-specific deficits by comparing auditory category learning across artificial, nonlinguistic sounds among dyslexic adults and matched controls in a specialized first-person shooter videogame that has been shown to engage procedural learning. Nonspeech auditory category learning was assessed online via within-game measures and also with a post-training task involving overt categorization of familiar and novel sound exemplars. Each measure reveals that dyslexic participants do not acquire procedural category knowledge as effectively as age- and cognitive-ability matched controls. This difference cannot be explained by differences in perceptual acuity for the sounds. Moreover, poor nonspeech category learning is associated with slower phonological processing. Whereas phonological processing impairments have been emphasized as the cause of dyslexia, the current results suggest that impaired auditory category learning, general in nature and not specific to speech signals, could contribute to phonological deficits in dyslexia with subsequent negative effects on language acquisition and reading. Implications for the neuro-cognitive mechanisms of developmental dyslexia are discussed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Incidental Learning of Sound Categories is Impaired in Developmental Dyslexia

PubMed Central

Gabay, Yafit; Holt, Lori L.

2015-01-01

Developmental dyslexia is commonly thought to arise from specific phonological impairments. However, recent evidence is consistent with the possibility that phonological impairments arise as symptoms of an underlying dysfunction of procedural learning. The nature of the link between impaired procedural learning and phonological dysfunction is unresolved. Motivated by the observation that speech processing involves the acquisition of procedural category knowledge, the present study investigates the possibility that procedural learning impairment may affect phonological processing by interfering with the typical course of phonetic category learning. The present study tests this hypothesis while controlling for linguistic experience and possible speech-specific deficits by comparing auditory category learning across artificial, nonlinguistic sounds among dyslexic adults and matched controls in a specialized first-person shooter videogame that has been shown to engage procedural learning. Nonspeech auditory category learning was assessed online via within-game measures and also with a post-training task involving overt categorization of familiar and novel sound exemplars. Each measure reveals that dyslexic participants do not acquire procedural category knowledge as effectively as age- and cognitive-ability matched controls. This difference cannot be explained by differences in perceptual acuity for the sounds. Moreover, poor nonspeech category learning is associated with slower phonological processing. Whereas phonological processing impairments have been emphasized as the cause of dyslexia, the current results suggest that impaired auditory category learning, general in nature and not specific to speech signals, could contribute to phonological deficits in dyslexia with subsequent negative effects on language acquisition and reading. Implications for the neuro-cognitive mechanisms of developmental dyslexia are discussed. PMID:26409017

Bogus Concerns about the False Prototype Enhancement Effect

ERIC Educational Resources Information Center

Homa, Donald; Hout, Michael C.; Milliken, Laura; Milliken, Ann Marie

2011-01-01

Two experiments addressed the mechanism responsible for the false prototype effect, the phenomenon in which a prototype gradient can be obtained in the absence of learning. Previous demonstrations of this effect have occurred solely in a single-category paradigm in which transfer patterns are assigned or not to the learning category. We tested the…

Drift in Children's Categories: When Experienced Distributions Conflict with Prior Learning

ERIC Educational Resources Information Center

Kalish, Charles W.; Zhu, XiaoJin; Rogers, Timothy T.

2015-01-01

Psychological intuitions about natural category structure do not always correspond to the true structure of the world. The current study explores young children's responses to conflict between intuitive structure and authoritative feedback using a semi-supervised learning (Zhu et al., 2007) paradigm. In three experiments, 160 children between the…

Provide for Student Safety. Second Edition. Module E-5 of Category E--Instructional Management. Professional Teacher Education Module Series

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

One in a series of 127 performance-based teacher education learning packages focusing on specific professional competencies of vocational teachers, this learning module deals with providing for student safety. It consists of four learning experiences. Covered in the individual learning experiences are the following topics: providing for student…

Employ Simulation Techniques. Second Edition. Module C-5 of Category C--Instructional Execution. Professional Teacher Education Module Series.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

One of a series of performance-based teacher education learning packages focusing upon specific professional competencies of vocational teachers, this learning module deals with employing simulation techniques. It consists of an introduction and four learning experiences. Covered in the first learning experience are various types of simulation…

Semantic Coherence Facilitates Distributional Learning.

PubMed

Ouyang, Long; Boroditsky, Lera; Frank, Michael C

2017-04-01

Computational models have shown that purely statistical knowledge about words' linguistic contexts is sufficient to learn many properties of words, including syntactic and semantic category. For example, models can infer that "postman" and "mailman" are semantically similar because they have quantitatively similar patterns of association with other words (e.g., they both tend to occur with words like "deliver," "truck," "package"). In contrast to these computational results, artificial language learning experiments suggest that distributional statistics alone do not facilitate learning of linguistic categories. However, experiments in this paradigm expose participants to entirely novel words, whereas real language learners encounter input that contains some known words that are semantically organized. In three experiments, we show that (a) the presence of familiar semantic reference points facilitates distributional learning and (b) this effect crucially depends both on the presence of known words and the adherence of these known words to some semantic organization. Copyright © 2016 Cognitive Science Society, Inc.

The effect of science learning integrated with local potential to improve science process skills

NASA Astrophysics Data System (ADS)

Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih

2017-08-01

This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.

Modeling the effect of mood on dimensional attention during categorization.

PubMed

Zivot, Matthew T; Cohen, Andrew L; Kapucu, Aycan

2013-08-01

Classification is a flexible process that can be affected by mood. The goal of this paper is to evaluate the idea that mood may modulate categorization behavior through an attentional weighting mechanism in which mood changes the attention afforded to different stimulus dimensions. In two experiments, participants learn and are tested on categories while in a calm or sad mood. In Experiment 1, sad participants are faster to learn one- and two-dimensional category structures, but show no advantage on a three-dimensional category structure. In Experiment 2, the generalized context model of categorization is used to measure dimensional weighting. The results suggest that sad participants have a narrower focus of attention, but that the narrowing tends to be on diagnostic dimensions. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Gender-based prototype formation in face recognition.

PubMed

Baudouin, Jean-Yves; Brochard, Renaud

2011-07-01

The role of gender categories in prototype formation during face recognition was investigated in 2 experiments. The participants were asked to learn individual faces and then to recognize them. During recognition, individual faces were mixed with faces, which were blended faces of same or different genders. The results of the 2 experiments showed that blended faces made with learned individual faces were recognized, even though they had never been seen before. In Experiment 1, this effect was stronger when faces belonged to the same gender category (same-sex blended faces), but it also emerged across gender categories (cross-sex blended faces). Experiment 2 further showed that this prototype effect was not affected by the presentation order for same-sex blended faces: The effect was equally strong when the faces were presented one after the other during learning or alternated with faces of the opposite gender. By contrast, the prototype effect across gender categories was highly sensitive to the temporal proximity of the faces blended into the blended faces and almost disappeared when other faces were intermixed. These results indicate that distinct neural populations code for female and male faces. However, the formation of a facial representation can also be mediated by both neural populations. The implications for face-space properties and face-encoding processes are discussed.

The development of categorization: effects of classification and inference training on category representation.

PubMed

Deng, Wei Sophia; Sloutsky, Vladimir M

2015-03-01

Does category representation change in the course of development? And if so, how and why? The current study attempted to answer these questions by examining category learning and category representation. In Experiment 1, 4-year-olds, 6-year-olds, and adults were trained with either a classification task or an inference task and their categorization performance and memory for items were tested. Adults and 6-year-olds exhibited an important asymmetry: they relied on a single deterministic feature during classification training, but not during inference training. In contrast, regardless of the training condition, 4-year-olds relied on multiple probabilistic features. In Experiment 2, 4-year-olds were presented with classification training and their attention was explicitly directed to the deterministic feature. Under this condition, their categorization performance was similar to that of older participants in Experiment 1, yet their memory performance pointed to a similarity-based representation, which was similar to that of 4-year-olds in Experiment 1. These results are discussed in relation to theories of categorization and the role of selective attention in the development of category learning. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Familiarity with a Vocal Category Biases the Compartmental Expression of "Arc/Arg3.1" in Core Auditory Cortex

ERIC Educational Resources Information Center

Ivanova, Tamara N.; Gross, Christina; Mappus, Rudolph C.; Kwon, Yong Jun; Bassell, Gary J.; Liu, Robert C.

2017-01-01

Learning to recognize a stimulus category requires experience with its many natural variations. However, the mechanisms that allow a category's sensorineural representation to be updated after experiencing new exemplars are not well understood, particularly at the molecular level. Here we investigate how a natural vocal category induces expression…

The Development of Categorization: Effects of Classification and Inference Training on Category Representation

ERIC Educational Resources Information Center

Deng, Wei; Sloutsky, Vladimir M.

2015-01-01

Does category representation change in the course of development? And if so, how and why? The current study attempted to answer these questions by examining category learning and category representation. In Experiment 1, 4-year-olds, 6-year-olds, and adults were trained with either a classification task or an inference task and their…

Initial retrieval shields against retrieval-induced forgetting

PubMed Central

Racsmány, Mihály; Keresztes, Attila

2015-01-01

Testing, as a form of retrieval, can enhance learning but it can also induce forgetting of related memories, a phenomenon known as retrieval-induced forgetting (RIF). In four experiments we explored whether selective retrieval and selective restudy of target memories induce forgetting of related memories with or without initial retrieval of the entire learning set. In Experiment 1, subjects studied category-exemplar associations, some of which were then either restudied or retrieved. RIF occurred on a delayed final test only when memories were retrieved and not when they were restudied. In Experiment 2, following the study phase of category-exemplar associations, subjects attempted to recall all category-exemplar associations, then they selectively retrieved or restudied some of the exemplars. We found that, despite the huge impact on practiced items, selective retrieval/restudy caused no decrease in final recall of related items. In Experiment 3, we replicated the main result of Experiment 2 by manipulating initial retrieval as a within-subject variable. In Experiment 4 we replicated the main results of the previous experiments with non-practiced (Nrp) baseline items. These findings suggest that initial retrieval of the learning set shields against the forgetting effect of later selective retrieval. Together, our results support the context shift theory of RIF. PMID:26052293

Testing the encoding elaboration hypothesis: The effects of exemplar ranking on recognition and recall.

PubMed

Schnur, P

1977-11-01

Two experiments investigated the effects of exemplar ranking on retention. High-ranking exemplars are words judged to be prototypical of a given category; low-ranking exemplars are words judged to be atypical of a given category. In Experiment 1, an incidental learning paradigm was used to measure reaction time to answer an encoding question as well as subsequent recognition. It was found that low-ranking exemplars were classified more slowly but recognized better than high-ranking exemplars. Other comparisons of the effects of category encoding, rhyme encoding, and typescript encoding on response latency and recognition replicated the results of Craik and Tulving (1975). In Experiment 2, unanticipated free recall of live previously learned paired associate lists revealed that a list composed of low-ranking exemplars was better recalled than a comparable list composed of high-ranking exemplars. Moreover, this was true only when the lists were studied in the context of appropriate category cues. These findings are discussed in terms of the encoding elaboration hypothesis.

Sleep Benefits Memory for Semantic Category Structure While Preserving Exemplar-Specific Information.

PubMed

Schapiro, Anna C; McDevitt, Elizabeth A; Chen, Lang; Norman, Kenneth A; Mednick, Sara C; Rogers, Timothy T

2017-11-01

Semantic memory encompasses knowledge about both the properties that typify concepts (e.g. robins, like all birds, have wings) as well as the properties that individuate conceptually related items (e.g. robins, in particular, have red breasts). We investigate the impact of sleep on new semantic learning using a property inference task in which both kinds of information are initially acquired equally well. Participants learned about three categories of novel objects possessing some properties that were shared among category exemplars and others that were unique to an exemplar, with exposure frequency varying across categories. In Experiment 1, memory for shared properties improved and memory for unique properties was preserved across a night of sleep, while memory for both feature types declined over a day awake. In Experiment 2, memory for shared properties improved across a nap, but only for the lower-frequency category, suggesting a prioritization of weakly learned information early in a sleep period. The increase was significantly correlated with amount of REM, but was also observed in participants who did not enter REM, suggesting involvement of both REM and NREM sleep. The results provide the first evidence that sleep improves memory for the shared structure of object categories, while simultaneously preserving object-unique information.

Learning foreign sounds in an alien world: videogame training improves non-native speech categorization.

PubMed

Lim, Sung-joo; Holt, Lori L

2011-01-01

Although speech categories are defined by multiple acoustic dimensions, some are perceptually weighted more than others and there are residual effects of native-language weightings in non-native speech perception. Recent research on nonlinguistic sound category learning suggests that the distribution characteristics of experienced sounds influence perceptual cue weights: Increasing variability across a dimension leads listeners to rely upon it less in subsequent category learning (Holt & Lotto, 2006). The present experiment investigated the implications of this among native Japanese learning English /r/-/l/ categories. Training was accomplished using a videogame paradigm that emphasizes associations among sound categories, visual information, and players' responses to videogame characters rather than overt categorization or explicit feedback. Subjects who played the game for 2.5h across 5 days exhibited improvements in /r/-/l/ perception on par with 2-4 weeks of explicit categorization training in previous research and exhibited a shift toward more native-like perceptual cue weights. Copyright © 2011 Cognitive Science Society, Inc.

Learning foreign sounds in an alien world: Videogame training improves non-native speech categorization

PubMed Central

Lim, Sung-joo; Holt, Lori L.

2011-01-01

Although speech categories are defined by multiple acoustic dimensions, some are perceptually-weighted more than others and there are residual effects of native-language weightings in non-native speech perception. Recent research on nonlinguistic sound category learning suggests that the distribution characteristics of experienced sounds influence perceptual cue weights: increasing variability across a dimension leads listeners to rely upon it less in subsequent category learning (Holt & Lotto, 2006). The present experiment investigated the implications of this among native Japanese learning English /r/-/l/ categories. Training was accomplished using a videogame paradigm that emphasizes associations among sound categories, visual information and players’ responses to videogame characters rather than overt categorization or explicit feedback. Subjects who played the game for 2.5 hours across 5 days exhibited improvements in /r/-/l/ perception on par with 2–4 weeks of explicit categorization training in previous research and exhibited a shift toward more native-like perceptual cue weights. PMID:21827533

Tracking Multiple Statistics: Simultaneous Learning of Object Names and Categories in English and Mandarin Speakers

ERIC Educational Resources Information Center

Chen, Chi-hsin; Gershkoff-Stowe, Lisa; Wu, Chih-Yi; Cheung, Hintat; Yu, Chen

2017-01-01

Two experiments were conducted to examine adult learners' ability to extract multiple statistics in simultaneously presented visual and auditory input. Experiment 1 used a cross-situational learning paradigm to test whether English speakers were able to use co-occurrences to learn word-to-object mappings and concurrently form object categories…

The home care teaching and learning process in undergraduate health care degree courses.

PubMed

Hermann, Ana Paula; Lacerda, Maria Ribeiro; Maftum, Mariluci Alves; Bernardino, Elizabeth; Mello, Ana Lúcia Schaefer Ferreira de

2017-07-01

Home care, one of the services provided by the health system, requires health practitioners who are capable of understanding its specificities. This study aimed to build a substantive theory that describes experiences of home care teaching and learning during undergraduate degree courses in nursing, pharmacy, medicine, nutrition, dentistry and occupational therapy. A qualitative analysis was performed using the grounded theory approach based on the results of 63 semistructured interviews conducted with final year students, professors who taught subjects related to home care, and recent graduates working with home care, all participants in the above courses. The data was analyzed in three stages - open coding, axial coding and selective coding - resulting in the phenomenon Experiences of home care teaching and learning during the undergraduate health care degree courses. Its causes were described in the category Articulating knowledge of home care, strategies in the category Experiencing the unique nature of home care, intervening conditions in the category Understanding the multidimensional characteristics of home care, consequences in the category Changing thinking about home care training, and context in the category Understanding home care in the health system. Home care contributes towards the decentralization of hospital care.

Paired-Associate and Feedback-Based Weather Prediction Tasks Support Multiple Category Learning Systems.

PubMed

Li, Kaiyun; Fu, Qiufang; Sun, Xunwei; Zhou, Xiaoyan; Fu, Xiaolan

2016-01-01

It remains unclear whether probabilistic category learning in the feedback-based weather prediction task (FB-WPT) can be mediated by a non-declarative or procedural learning system. To address this issue, we compared the effects of training time and verbal working memory, which influence the declarative learning system but not the non-declarative learning system, in the FB and paired-associate (PA) WPTs, as the PA task recruits a declarative learning system. The results of Experiment 1 showed that the optimal accuracy in the PA condition was significantly decreased when the training time was reduced from 7 to 3 s, but this did not occur in the FB condition, although shortened training time impaired the acquisition of explicit knowledge in both conditions. The results of Experiment 2 showed that the concurrent working memory task impaired the optimal accuracy and the acquisition of explicit knowledge in the PA condition but did not influence the optimal accuracy or the acquisition of self-insight knowledge in the FB condition. The apparent dissociation results between the FB and PA conditions suggested that a non-declarative or procedural learning system is involved in the FB-WPT and provided new evidence for the multiple-systems theory of human category learning.

Paired-Associate and Feedback-Based Weather Prediction Tasks Support Multiple Category Learning Systems

PubMed Central

Li, Kaiyun; Fu, Qiufang; Sun, Xunwei; Zhou, Xiaoyan; Fu, Xiaolan

2016-01-01

It remains unclear whether probabilistic category learning in the feedback-based weather prediction task (FB-WPT) can be mediated by a non-declarative or procedural learning system. To address this issue, we compared the effects of training time and verbal working memory, which influence the declarative learning system but not the non-declarative learning system, in the FB and paired-associate (PA) WPTs, as the PA task recruits a declarative learning system. The results of Experiment 1 showed that the optimal accuracy in the PA condition was significantly decreased when the training time was reduced from 7 to 3 s, but this did not occur in the FB condition, although shortened training time impaired the acquisition of explicit knowledge in both conditions. The results of Experiment 2 showed that the concurrent working memory task impaired the optimal accuracy and the acquisition of explicit knowledge in the PA condition but did not influence the optimal accuracy or the acquisition of self-insight knowledge in the FB condition. The apparent dissociation results between the FB and PA conditions suggested that a non-declarative or procedural learning system is involved in the FB-WPT and provided new evidence for the multiple-systems theory of human category learning. PMID:27445958

Teacher Professional Learning: Developing with the Aid of Technology

ERIC Educational Resources Information Center

Kyprianou, Marianna; Nikiforou, Eleni

2016-01-01

Education is a field that constantly changes, which dictates the need for continuing teacher professional learning and development. Teacher professional learning and development can be divided into two categories: formal learning/ development and informal learning/development. This paper focuses on the experience of the presenters as coordinators…

Learning to Detect Triggers of Airway Symptoms: The Role of Illness Beliefs, Conceptual Categories and Actual Experience with Allergic Symptoms

PubMed Central

Janssens, Thomas; Caris, Eva; Van Diest, Ilse; Van den Bergh, Omer

2017-01-01

Background: In asthma and allergic rhinitis, beliefs about what triggers allergic reactions often do not match objective allergy tests. This may be due to insensitivity for expectancy violations as a result of holding trigger beliefs based on conceptual relationships among triggers. In this laboratory experiment, we aimed to investigate how pre-existing beliefs and conceptual relationships among triggers interact with actual experience when learning differential symptom expectations. Methods: Healthy participants (N = 48) received information that allergic reactions were a result of specific sensitivities versus general allergic vulnerability. Next, they performed a trigger learning task using a differential conditioning paradigm: brief inhalation of CO2 enriched air was used to induce symptoms, while participants were led to believe that the symptoms came about as a result of inhaled allergens (conditioned stimuli, CS’s; CS+ followed by symptoms, CS- not followed by symptoms). CS+ and CS- stimuli either shared (e.g., birds-mammals) or did not share (e.g. birds-fungi) category membership. During Acquisition, participants reported symptom expectancy and symptom intensity for all triggers. During a Test 1 day later, participants rated symptom expectancies for old CS+/CS- triggers, for novel triggers within categories, and for exemplars of novel trigger categories. Data were analyzed using multilevel models. Findings: Only a subgroup of participants (n = 22) showed differences between CO2 and room air symptoms. In this group of responders, analysis of symptom expectancies during acquisition did not result in significant differential symptom CS+/CS- acquisition. A retention test 1 day later showed differential CS+/CS- symptom expectancies: When CS categories did not share category membership, specific sensitivity beliefs improved retention of CS+/CS- differentiation. However, when CS categories shared category membership, general vulnerability beliefs improved retention of CS+/CS- differentiation. Furthermore, participants showed some selectivity in generalization of symptom expectancies to novel categories, as symptom expectancies did not generalize to novel categories that were unrelated to CS+ or CS- categories. Generalization to novel categories was not affected by information about general vulnerability or specific sensitivities. Discussion: Pre-existing vulnerability beliefs and conceptual relationships between trigger categories influence differential symptom expectancies to allergic triggers. PMID:28638358

The effect of encoding conditions on learning in the prototype distortion task.

PubMed

Lee, Jessica C; Livesey, Evan J

2017-06-01

The prototype distortion task demonstrates that it is possible to learn about a category of physically similar stimuli through mere observation. However, there have been few attempts to test whether different encoding conditions affect learning in this task. This study compared prototypicality gradients produced under incidental learning conditions in which participants performed a visual search task, with those produced under intentional learning conditions in which participants were required to memorize the stimuli. Experiment 1 showed that similar prototypicality gradients could be obtained for category endorsement and familiarity ratings, but also found (weaker) prototypicality gradients in the absence of exposure. In Experiments 2 and 3, memorization was found to strengthen prototypicality gradients in familiarity ratings in comparison to visual search, but there were no group differences in participants' ability to discriminate between novel and presented exemplars. Although the Search groups in Experiments 2 and 3 produced prototypicality gradients, they were no different in magnitude to those produced in the absence of stimulus exposure in Experiment 1, suggesting that incidental learning during visual search was not conducive to producing prototypicality gradients. This study suggests that learning in the prototype distortion task is not implicit in the sense of resulting automatically from exposure, is affected by the nature of encoding, and should be considered in light of potential learning-at-test effects.

Undergraduate engineering students' experiences of interdisciplinary learning: a phenomenographic perspective

NASA Astrophysics Data System (ADS)

Hsu, Ming-Chien

Engineers are expected to work with people with different disciplinary knowledge to solve real-world problems that are inherently complex, which is one of the reasons that interdisciplinary learning has become a common pedagogical practice in engineering education. However, empirical evidence on the impact of interdisciplinary learning on undergraduates is lacking. Regardless of the differences in the scope of methods used to assess interdisciplinary learning, frameworks of interdisciplinary learning are imperative for developing attainable outcomes as well as interpreting assessment data. Existing models of interdisciplinary learning have been either conceptual or based on research faculty members' experiences rather than empirical data. The study addressed the gap by exploring the different ways that undergraduate engineering students experience interdisciplinary learning. A phenomenographic methodological framework was used to guide the design, data collection, and data analysis of the study. Twenty-two undergraduate engineering students with various interdisciplinary learning experiences were interviewed using semi-structured protocols. They concretely described their experiences and reflected meaning associated with those experiences. Analysis of the data revealed eight qualitatively different ways that students experience interdisciplinary learning, which include: interdisciplinary learning as (A) no awareness of differences, (B) control and assertion, (C) coping with differences, (D) navigating creative differences, (E) learning from differences, (F) bridging differences, (G) expanding intellectual boundaries, and (H) commitment to holistic perspectives. Categories D through H represent a hierarchical structure of increasingly comprehensive way of experiencing interdisciplinary learning. Further analysis uncovered two themes that varied throughout the categories: (i) engagement with differences and (ii) purpose and integration. Students whose experiences lie outside of the hierarchical structure need to engage difference in a positive manner and also have a purpose in engaging differences in order to experience interdisciplinary learning in a more comprehensive way. The results offer insights into the design of curriculum and classroom interdisciplinary experiences in engineering education.

Building online learning communities in a graduate dental hygiene program.

PubMed

Rogo, Ellen J; Portillo, Karen M

2014-08-01

The literature abounds with research related to building online communities in a single course; however, limited evidence is available on this phenomenon from a program perspective. The intent of this qualitative case study inquiry was to explore student experiences in a graduate dental hygiene program contributing or impeding the development and sustainability of online learning communities. Approval from the IRB was received. A purposive sampling technique was used to recruit participants from a stratification of students and graduates. A total of 17 participants completed semi-structured interviews. Data analysis was completed through 2 rounds - 1 for coding responses and 1 to construct categories of experiences. The participants' collective definition of an online learning community was a complex synergistic network of interconnected people who create positive energy. The findings indicated the development of this network began during the program orientation and was beneficial for building a foundation for the community. Students felt socially connected and supported by the network. Course design was another important category for participation in weekly discussions and group activities. Instructors were viewed as active participants in the community, offering helpful feedback and being a facilitator in discussions. Experiences impeding the development of online learning communities related to the poor performance of peers and instructors. Specific categories of experiences supported and impeded the development of online learning communities related to the program itself, course design, students and faculty. These factors are important to consider in order to maximize student learning potential in this environment. Copyright © 2014 The American Dental Hygienists’ Association.

Effects of musicality and motivational orientation on auditory category learning: a test of a regulatory-fit hypothesis.

PubMed

McAuley, J Devin; Henry, Molly J; Wedd, Alan; Pleskac, Timothy J; Cesario, Joseph

2012-02-01

Two experiments investigated the effects of musicality and motivational orientation on auditory category learning. In both experiments, participants learned to classify tone stimuli that varied in frequency and duration according to an initially unknown disjunctive rule; feedback involved gaining points for correct responses (a gains reward structure) or losing points for incorrect responses (a losses reward structure). For Experiment 1, participants were told at the start that musicians typically outperform nonmusicians on the task, and then they were asked to identify themselves as either a "musician" or a "nonmusician." For Experiment 2, participants were given either a promotion focus prime (a performance-based opportunity to gain entry into a raffle) or a prevention focus prime (a performance-based criterion that needed to be maintained to avoid losing an entry into a raffle) at the start of the experiment. Consistent with a regulatory-fit hypothesis, self-identified musicians and promotion-primed participants given a gains reward structure made more correct tone classifications and were more likely to discover the optimal disjunctive rule than were musicians and promotion-primed participants experiencing losses. Reward structure (gains vs. losses) had inconsistent effects on the performance of nonmusicians, and a weaker regulatory-fit effect was found for the prevention focus prime. Overall, the findings from this study demonstrate a regulatory-fit effect in the domain of auditory category learning and show that motivational orientation may contribute to musician performance advantages in auditory perception.

Using spoken words to guide open-ended category formation.

PubMed

Chauhan, Aneesh; Seabra Lopes, Luís

2011-11-01

Naming is a powerful cognitive tool that facilitates categorization by forming an association between words and their referents. There is evidence in child development literature that strong links exist between early word-learning and conceptual development. A growing view is also emerging that language is a cultural product created and acquired through social interactions. Inspired by these studies, this paper presents a novel learning architecture for category formation and vocabulary acquisition in robots through active interaction with humans. This architecture is open-ended and is capable of acquiring new categories and category names incrementally. The process can be compared to language grounding in children at single-word stage. The robot is embodied with visual and auditory sensors for world perception. A human instructor uses speech to teach the robot the names of the objects present in a visually shared environment. The robot uses its perceptual input to ground these spoken words and dynamically form/organize category descriptions in order to achieve better categorization. To evaluate the learning system at word-learning and category formation tasks, two experiments were conducted using a simple language game involving naming and corrective feedback actions from the human user. The obtained results are presented and discussed in detail.

Changes in Visual Object Recognition Precede the Shape Bias in Early Noun Learning

PubMed Central

Yee, Meagan; Jones, Susan S.; Smith, Linda B.

2012-01-01

Two of the most formidable skills that characterize human beings are language and our prowess in visual object recognition. They may also be developmentally intertwined. Two experiments, a large sample cross-sectional study and a smaller sample 6-month longitudinal study of 18- to 24-month-olds, tested a hypothesized developmental link between changes in visual object representation and noun learning. Previous findings in visual object recognition indicate that children’s ability to recognize common basic level categories from sparse structural shape representations of object shape emerges between the ages of 18 and 24 months, is related to noun vocabulary size, and is lacking in children with language delay. Other research shows in artificial noun learning tasks that during this same developmental period, young children systematically generalize object names by shape, that this shape bias predicts future noun learning, and is lacking in children with language delay. The two experiments examine the developmental relation between visual object recognition and the shape bias for the first time. The results show that developmental changes in visual object recognition systematically precede the emergence of the shape bias. The results suggest a developmental pathway in which early changes in visual object recognition that are themselves linked to category learning enable the discovery of higher-order regularities in category structure and thus the shape bias in novel noun learning tasks. The proposed developmental pathway has implications for understanding the role of specific experience in the development of both visual object recognition and the shape bias in early noun learning. PMID:23227015

Increasing Dopamine Levels in the Brain Improves Feedback-Based Procedural Learning in Healthy Participants: An Artificial-Grammar-Learning Experiment

ERIC Educational Resources Information Center

de Vries, Meinou H.; Ulte, Catrin; Zwitserlood, Pienie; Szymanski, Barbara; Knecht, Stefan

2010-01-01

Recently, an increasing number of studies have suggested a role for the basal ganglia and related dopamine inputs in procedural learning, specifically when learning occurs through trial-by-trial feedback (Shohamy, Myers, Kalanithi, & Gluck. (2008). "Basal ganglia and dopamine contributions to probabilistic category learning." "Neuroscience and…

Basal ganglia and Dopamine Contributions to Probabilistic Category Learning

PubMed Central

Shohamy, D.; Myers, C.E.; Kalanithi, J.; Gluck, M.A.

2009-01-01

Studies of the medial temporal lobe and basal ganglia memory systems have recently been extended towards understanding the neural systems contributing to category learning. The basal ganglia, in particular, have been linked to probabilistic category learning in humans. A separate parallel literature in systems neuroscience has emerged, indicating a role for the basal ganglia and related dopamine inputs in reward prediction and feedback processing. Here, we review behavioral, neuropsychological, functional neuroimaging, and computational studies of basal ganglia and dopamine contributions to learning in humans. Collectively, these studies implicate the basal ganglia in incremental, feedback-based learning that involves integrating information across multiple experiences. The medial temporal lobes, by contrast, contribute to rapid encoding of relations between stimuli and support flexible generalization of learning to novel contexts and stimuli. By breaking down our understanding of the cognitive and neural mechanisms contributing to different aspects of learning, recent studies are providing insight into how, and when, these different processes support learning, how they may interact with each other, and the consequence of different forms of learning for the representation of knowledge. PMID:18061261

Learning while Babbling: Prelinguistic Object-Directed Vocalizations Indicate a Readiness to Learn

ERIC Educational Resources Information Center

Goldstein, Michael H.; Schwade, Jennifer; Briesch, Jacquelyn; Syal, Supriya

2010-01-01

Two studies illustrate the functional significance of a new category of prelinguistic vocalizing--object-directed vocalizations (ODVs)--and show that these sounds are connected to learning about words and objects. Experiment 1 tested 12-month-old infants' perceptual learning of objects that elicited ODVs. Fourteen infants' vocalizations were…

Perceptual Learning of Intonation Contour Categories in Adults and 9- to 11-Year-Old Children: Adults Are More Narrow-Minded.

PubMed

Kapatsinski, Vsevolod; Olejarczuk, Paul; Redford, Melissa A

2017-03-01

We report on rapid perceptual learning of intonation contour categories in adults and 9- to 11-year-old children. Intonation contours are temporally extended patterns, whose perception requires temporal integration and therefore poses significant working memory challenges. Both children and adults form relatively abstract representations of intonation contours: Previously encountered and novel exemplars are categorized together equally often, as long as distance from the prototype is controlled. However, age-related differences in categorization performance also exist. Given the same experience, adults form narrower categories than children. In addition, adults pay more attention to the end of the contour, while children appear to pay equal attention to the beginning and the end. The age range we examine appears to capture the tail-end of the developmental trajectory for learning intonation contour categories: There is a continuous effect of age on category breadth within the child group, but the oldest children (older than 10;3) are adult-like. Copyright © 2016 Cognitive Science Society, Inc.

Perceptual learning of intonation contour categories in adults and 9 to 11-year-old children: Adults are more narrow-minded

PubMed Central

Kapatsinski, Vsevolod; Olejarczuk, Paul; Redford, Melissa A.

2015-01-01

We report on rapid perceptual learning of intonation contour categories in adults and 9- to 11-year-old children. Intonation contours are temporally extended patterns whose perception requires temporal integration and therefore poses significant working memory challenges. Both children and adults form relatively abstract representations of intonation contours: previously encountered and novel exemplars are categorized together equally often, as long as distance from the prototype is controlled. However, age-related differences in categorization performance also exist. Given the same experience, adults form narrower categories than children. In addition, adults pay more attention to the end of the contour while children appear to pay equal attention to the beginning and the end. The age range we examine appears to capture the tail-end of the developmental trajectory for learning intonation contour categories: there is a continuous effect of age on category breadth within the child group, but the oldest children (older than 10;3) are adult-like. PMID:26901251

Distributional Learning of Lexical Tones: A Comparison of Attended vs. Unattended Listening.

PubMed

Ong, Jia Hoong; Burnham, Denis; Escudero, Paola

2015-01-01

This study examines whether non-tone language listeners can acquire lexical tone categories distributionally and whether attention in the training phase modulates the effect of distributional learning. Native Australian English listeners were trained on a Thai lexical tone minimal pair and their performance was assessed using a discrimination task before and after training. During Training, participants either heard a Unimodal distribution that would induce a single central category, which should hinder their discrimination of that minimal pair, or a Bimodal distribution that would induce two separate categories that should facilitate their discrimination. The participants either heard the distribution passively (Experiments 1A and 1B) or performed a cover task during training designed to encourage auditory attention to the entire distribution (Experiment 2). In passive listening (Experiments 1A and 1B), results indicated no effect of distributional learning: the Bimodal group did not outperform the Unimodal group in discriminating the Thai tone minimal pairs. Moreover, both Unimodal and Bimodal groups improved above chance on most test aspects from Pretest to Posttest. However, when participants' auditory attention was encouraged using the cover task (Experiment 2), distributional learning was found: the Bimodal group outperformed the Unimodal group on a novel test syllable minimal pair at Posttest relative to at Pretest. Furthermore, the Bimodal group showed above-chance improvement from Pretest to Posttest on three test aspects, while the Unimodal group only showed above-chance improvement on one test aspect. These results suggest that non-tone language listeners are able to learn lexical tones distributionally but only when auditory attention is encouraged in the acquisition phase. This implies that distributional learning of lexical tones is more readily induced when participants attend carefully during training, presumably because they are better able to compute the relevant statistics of the distribution.

Distributional Learning of Lexical Tones: A Comparison of Attended vs. Unattended Listening

PubMed Central

Ong, Jia Hoong; Burnham, Denis; Escudero, Paola

2015-01-01

This study examines whether non-tone language listeners can acquire lexical tone categories distributionally and whether attention in the training phase modulates the effect of distributional learning. Native Australian English listeners were trained on a Thai lexical tone minimal pair and their performance was assessed using a discrimination task before and after training. During Training, participants either heard a Unimodal distribution that would induce a single central category, which should hinder their discrimination of that minimal pair, or a Bimodal distribution that would induce two separate categories that should facilitate their discrimination. The participants either heard the distribution passively (Experiments 1A and 1B) or performed a cover task during training designed to encourage auditory attention to the entire distribution (Experiment 2). In passive listening (Experiments 1A and 1B), results indicated no effect of distributional learning: the Bimodal group did not outperform the Unimodal group in discriminating the Thai tone minimal pairs. Moreover, both Unimodal and Bimodal groups improved above chance on most test aspects from Pretest to Posttest. However, when participants’ auditory attention was encouraged using the cover task (Experiment 2), distributional learning was found: the Bimodal group outperformed the Unimodal group on a novel test syllable minimal pair at Posttest relative to at Pretest. Furthermore, the Bimodal group showed above-chance improvement from Pretest to Posttest on three test aspects, while the Unimodal group only showed above-chance improvement on one test aspect. These results suggest that non-tone language listeners are able to learn lexical tones distributionally but only when auditory attention is encouraged in the acquisition phase. This implies that distributional learning of lexical tones is more readily induced when participants attend carefully during training, presumably because they are better able to compute the relevant statistics of the distribution. PMID:26214002

Comparison of student's learning achievement through realistic mathematics education (RME) approach and problem solving approach on grade VII

NASA Astrophysics Data System (ADS)

Ilyas, Muhammad; Salwah

2017-02-01

The type of this research was experiment. The purpose of this study was to determine the difference and the quality of student's learning achievement between students who obtained learning through Realistic Mathematics Education (RME) approach and students who obtained learning through problem solving approach. This study was a quasi-experimental research with non-equivalent experiment group design. The population of this study was all students of grade VII in one of junior high school in Palopo, in the second semester of academic year 2015/2016. Two classes were selected purposively as sample of research that was: year VII-5 as many as 28 students were selected as experiment group I and VII-6 as many as 23 students were selected as experiment group II. Treatment that used in the experiment group I was learning by RME Approach, whereas in the experiment group II by problem solving approach. Technique of data collection in this study gave pretest and posttest to students. The analysis used in this research was an analysis of descriptive statistics and analysis of inferential statistics using t-test. Based on the analysis of descriptive statistics, it can be concluded that the average score of students' mathematics learning after taught using problem solving approach was similar to the average results of students' mathematics learning after taught using realistic mathematics education (RME) approach, which are both at the high category. In addition, It can also be concluded that; (1) there was no difference in the results of students' mathematics learning taught using realistic mathematics education (RME) approach and students who taught using problem solving approach, (2) quality of learning achievement of students who received RME approach and problem solving approach learning was same, which was at the high category.

Synesthesia and learning: a critical review and novel theory

PubMed Central

Watson, Marcus R.; Akins, Kathleen A.; Spiker, Chris; Crawford, Lyle; Enns, James T.

2014-01-01

Learning and synesthesia are profoundly interconnected. On the one hand, the development of synesthesia is clearly influenced by learning. Synesthetic inducers – the stimuli that evoke these unusual experiences – often involve the perception of complex properties learned in early childhood, e.g., letters, musical notes, numbers, months of the year, and even swimming strokes. Further, recent research has shown that the associations individual synesthetes make with these learned inducers are not arbitrary, but are strongly influenced by the structure of the learned domain. For instance, the synesthetic colors of letters are partially determined by letter frequency and the relative positions of letters in the alphabet. On the other hand, there is also a small, but growing, body of literature which shows that synesthesia can influence or be helpful in learning. For instance, synesthetes appear to be able to use their unusual experiences as mnemonic devices and can even exploit them while learning novel abstract categories. Here we review these two directions of influence and argue that they are interconnected. We propose that synesthesia arises, at least in part, because of the cognitive demands of learning in childhood, and that it is used to aid perception and understanding of a variety of learned categories. Our thesis is that the structural similarities between synesthetic triggering stimuli and synesthetic experiences are the remnants, the fossilized traces, of past learning challenges for which synsethesia was helpful. PMID:24592232

To call a cloud 'cirrus': sound symbolism in names for categories or items.

PubMed

Ković, Vanja; Sučević, Jelena; Styles, Suzy J

2017-01-01

The aim of the present paper is to experimentally test whether sound symbolism has selective effects on labels with different ranges-of-reference within a simple noun-hierarchy. In two experiments, adult participants learned the make up of two categories of unfamiliar objects ('alien life forms'), and were passively exposed to either category-labels or item-labels, in a learning-by-guessing categorization task. Following category training, participants were tested on their visual discrimination of object pairs. For different groups of participants, the labels were either congruent or incongruent with the objects. In Experiment 1, when trained on items with individual labels, participants were worse (made more errors) at detecting visual object mismatches when trained labels were incongruent. In Experiment 2, when participants were trained on items in labelled categories, participants were faster at detecting a match if the trained labels were congruent, and faster at detecting a mismatch if the trained labels were incongruent. This pattern of results suggests that sound symbolism in category labels facilitates later similarity judgments when congruent, and discrimination when incongruent, whereas for item labels incongruence generates error in judgements of visual object differences. These findings reveal that sound symbolic congruence has a different outcome at different levels of labelling within a noun hierarchy. These effects emerged in the absence of the label itself, indicating subtle but pervasive effects on visual object processing.

How may the basal ganglia contribute to auditory categorization and speech perception?

PubMed Central

Lim, Sung-Joo; Fiez, Julie A.; Holt, Lori L.

2014-01-01

Listeners must accomplish two complementary perceptual feats in extracting a message from speech. They must discriminate linguistically-relevant acoustic variability and generalize across irrelevant variability. Said another way, they must categorize speech. Since the mapping of acoustic variability is language-specific, these categories must be learned from experience. Thus, understanding how, in general, the auditory system acquires and represents categories can inform us about the toolbox of mechanisms available to speech perception. This perspective invites consideration of findings from cognitive neuroscience literatures outside of the speech domain as a means of constraining models of speech perception. Although neurobiological models of speech perception have mainly focused on cerebral cortex, research outside the speech domain is consistent with the possibility of significant subcortical contributions in category learning. Here, we review the functional role of one such structure, the basal ganglia. We examine research from animal electrophysiology, human neuroimaging, and behavior to consider characteristics of basal ganglia processing that may be advantageous for speech category learning. We also present emerging evidence for a direct role for basal ganglia in learning auditory categories in a complex, naturalistic task intended to model the incidental manner in which speech categories are acquired. To conclude, we highlight new research questions that arise in incorporating the broader neuroscience research literature in modeling speech perception, and suggest how understanding contributions of the basal ganglia can inform attempts to optimize training protocols for learning non-native speech categories in adulthood. PMID:25136291

The Development of Inquiry Learning Materials to Complete Content Life System Organization in Junior High School Students

NASA Astrophysics Data System (ADS)

Mayasari, F.; Raharjo; Supardi, Z. A. I.

2018-01-01

This research aims to develop the material eligibility to complete the inquiry learning of student in the material organization system of junior high school students. Learning materials developed include syllabi, lesson plans, students’ textbook, worksheets, and learning achievement test. This research is the developmental research which employ Dick and Carey model to develop learning material. The experiment was done in Junior High School 4 Lamongan regency using One Group Pretest-Posttest Design. The data collection used validation, observation, achievement test, questionnaire administration, and documentation. Data analysis techniques used quantitative and qualitative descriptive.The results showed that the developed learning material was valid and can be used. Learning activity accomplished with good category, where student activities were observed. The aspects of attitudes were observed during the learning process are honest, responsible, and confident. Student learning achievement gained an average of 81, 85 in complete category, with N-Gain 0, 75 for a high category. The activities and student response to learning was very well categorized. Based on the results, this researcher concluded that the device classified as feasible of inquiry-based learning (valid, practical, and effective) system used on the material organization of junior high school students.

Two Pathways to Stimulus Encoding in Category Learning?

PubMed Central

Davis, Tyler; Love, Bradley C.; Maddox, W. Todd

2008-01-01

Category learning theorists tacitly assume that stimuli are encoded by a single pathway. Motivated by theories of object recognition, we evaluate a dual-pathway account of stimulus encoding. The part-based pathway establishes mappings between sensory input and symbols that encode discrete stimulus features, whereas the image-based pathway applies holistic templates to sensory input. Our experiments use rule-plus-exception structures in which one exception item in each category violates a salient regularity and must be distinguished from other items. In Experiment 1, we find that discrete representations are crucial for recognition of exceptions following brief training. Experiments 2 and 3 involve multi-session training regimens designed to encourage either part or image-based encoding. We find that both pathways are able to support exception encoding, but have unique characteristics. We speculate that one advantage of the part-based pathway is the ability to generalize across domains, whereas the image-based pathway provides faster and more effortless recognition. PMID:19460948

Practice guidelines in the context of primary care, learning and usability in the physicians' decision-making process--a qualitative study.

PubMed

Ingemansson, Maria; Bastholm-Rahmner, Pia; Kiessling, Anna

2014-08-20

Decision-making is central for general practitioners (GP). Practice guidelines are important tools in this process but implementation of them in the complex context of primary care is a challenge. The purpose of this study was to explore how GPs approach, learn from and use practice guidelines in their day-to-day decision-making process in primary care. A qualitative approach using focus-group interviews was chosen in order to provide in-depth information. The participants were 22 GPs with a median of seven years of experience in primary care, representing seven primary healthcare centres in Stockholm, Sweden in 2011. The interviews focused on how the GPs use guidelines in their decision-making, factors that influence their decision how to approach these guidelines, and how they could encourage the learning process in routine practice.Data were analysed by qualitative content analysis. Meaning units were condensed and grouped in categories. After interpreting the content in the categories, themes were created. Three themes were conceptualized. The first theme emphasized to use guidelines by interactive contextualized dialogues. The categories underpinning this theme: 1. Feedback by peer-learning 2. Feedback by collaboration, mutual learning, and equality between specialties, identified important ways to achieve this learning dialogue. Confidence was central in the second theme, learning that establishes confidence to provide high quality care. Three aspects of confidence were identified in the categories of this theme: 1. Confidence by confirmation, 2. Confidence by reliability and 3. Confidence by evaluation of own results. In the third theme, learning by use of relevant evidence in the decision-making process, we identified two categories: 1. Design and lay-out visualizing the evidence 2. Accessibility adapted to the clinical decision-making process as prerequisites for using the practice guidelines. Decision-making in primary care is a dual process that involves use of intuitive and analytic thinking in a balanced way in order to provide high quality care. Key aspects of effective learning in this clinical decision-making process were: contextualized dialogue, which was based on the GPs' own experiences, feedback on own results and easy access to short guidelines perceived as trustworthy.

Category Learning Strategies in Younger and Older Adults: Rule Abstraction and Memorization

PubMed Central

Wahlheim, Christopher N.; McDaniel, Mark A.; Little, Jeri L.

2016-01-01

Despite the fundamental role of category learning in cognition, few studies have examined how this ability differs between younger and older adults. The present experiment examined possible age differences in category learning strategies and their effects on learning. Participants were trained on a category determined by a disjunctive rule applied to relational features. The utilization of rule- and exemplar-based strategies was indexed by self-reports and transfer performance. Based on self-reported strategies, both age groups had comparable frequencies of rule- and exemplar-based learners, but older adults had a higher frequency of intermediate learners (i.e., learners not identifying with a reliance on either rule- or exemplar-based strategies). Training performance was higher for younger than older adults regardless of the strategy utilized, showing that older adults were impaired in their ability to learn the correct rule or to remember exemplar-label associations. Transfer performance converged with strategy reports in showing higher fidelity category representations for younger adults. Younger adults with high working memory capacity were more likely to use an exemplar-based strategy, and older adults with high working memory capacity showed better training performance. Age groups did not differ in their self-reported memory beliefs, and these beliefs did not predict training strategies or performance. Overall, the present results contradict earlier findings that older adults prefer rule- to exemplar-based learning strategies, presumably to compensate for memory deficits. PMID:26950225

The Development of Causal Categorization

ERIC Educational Resources Information Center

Hayes, Brett K.; Rehder, Bob

2012-01-01

Two experiments examined the impact of causal relations between features on categorization in 5- to 6-year-old children and adults. Participants learned artificial categories containing instances with causally related features and noncausal features. They then selected the most likely category member from a series of novel test pairs.…

Structural conceptualization of learning experiences in nursing master's degree programs utilized in occupational health nursing activities.

PubMed

Aoyama, Wakako; Tatsumi, Asami

2017-01-31

In this study, concepts were constructed that express learning experiences in nursing master's degree programs utilized in occupational health nursing activities with the aim of clarifying those characteristics. This was based on the idea that elucidation of the characteristics of learning experiences in nursing master's degree programs used in occupational health nursing activities would be meaningful in providing high-quality occupational health services that respond to the needs of society. Semi-structured interviews were conducted with 10 people who fulfilled the three conditions of having completed a master's degree programs, working as an occupational health nurse after completion of the program, and not continuing on to a doctoral program. The nursing conceptualization method of Naomi Funashima was used. From the obtained data, 512 code items expressing learning experiences in master's degree programs utilized in occupational health nursing activities were identified. These items included five core categories (concepts), 34 categories, and 69 subcategories. The five concepts constructed were "Pursuit of expertise and self-evaluation," "Mutual understanding of various people that leads to human resources utilization," "Theoretical and academic learning that influences changes in activities," "Research learning that lead to activities based on scientific evidence," and "Learning that leads to high-quality activities making use of expertise." It was found that various learning experiences in the master's program to pursue the specialty of occupational health nurses in order to recognize their roles as well as the experiences to take the initiative in learning had been integrated in their activities after completion of the course and had contributed to their high-quality occupational health nursing activities. It was suggested that the learning experiences in the master's program, which had been revealed in this study, were the experiences necessary for providing high-quality occupational health nursing activities to satisfy the social needs.

Information-integration category learning and the human uncertainty response.

PubMed

Paul, Erick J; Boomer, Joseph; Smith, J David; Ashby, F Gregory

2011-04-01

The human response to uncertainty has been well studied in tasks requiring attention and declarative memory systems. However, uncertainty monitoring and control have not been studied in multi-dimensional, information-integration categorization tasks that rely on non-declarative procedural memory. Three experiments are described that investigated the human uncertainty response in such tasks. Experiment 1 showed that following standard categorization training, uncertainty responding was similar in information-integration tasks and rule-based tasks requiring declarative memory. In Experiment 2, however, uncertainty responding in untrained information-integration tasks impaired the ability of many participants to master those tasks. Finally, Experiment 3 showed that the deficit observed in Experiment 2 was not because of the uncertainty response option per se, but rather because the uncertainty response provided participants a mechanism via which to eliminate stimuli that were inconsistent with a simple declarative response strategy. These results are considered in the light of recent models of category learning and metacognition.

The experiment of cooperative learning model type team assisted individualization (TAI) on three-dimensional space subject viewed from spatial intelligence

NASA Astrophysics Data System (ADS)

Manapa, I. Y. H.; Budiyono; Subanti, S.

2018-03-01

The aim of this research is to determine the effect of TAI or direct learning (DL) on student’s mathematics achievement viewed from spatial intelligence. This research was quasi experiment. The population was 10th grade senior high school students in Alor Regency on academic year of 2015/2016 chosen by stratified cluster random sampling. The data were collected through achievement and spatial intelligence test. The data were analyzed by two ways, ANOVA with unequal cell and scheffe test. This research showed that student’s mathematics achievement used in TAI had better results than DL models one. In spatial intelligence category, student’s mathematics achievement with high spatial intelligence has better result than the other spatial intelligence category and students with high spatial intelligence have better results than those with middle spatial intelligence category. At TAI, student’s mathematics achievement with high spatial intelligence has better result than those with the other spatial intelligence category and students with middle spatial intelligence have better results than students with low spatial intelligence. In DL model, student’s mathematics achievement with high and middle spatial intelligence has better result than those with low spatial intelligence, but students with high spatial intelligence and middle spatial intelligence have no significant difference. In each category of spatial intelligence and learning model, mathematics achievement has no significant difference.

Category Learning in the Brain

PubMed Central

Seger, Carol A.; Miller, Earl K.

2013-01-01

The ability to group items and events into functional categories is a fundamental characteristic of sophisticated thought. It is subserved by plasticity in many neural systems, including neocortical regions (sensory, prefrontal, parietal, and motor cortex), the medial temporal lobe, the basal ganglia, and midbrain dopaminergic systems. These systems interact during category learning. Corticostriatal loops may mediate recursive, bootstrapping interactions between fast reward-gated plasticity in the basal ganglia and slow reward-shaded plasticity in the cortex. This can provide a balance between acquisition of details of experiences and generalization across them. Interactions between the corticostriatal loops can integrate perceptual, response, and feedback-related aspects of the task and mediate the shift from novice to skilled performance. The basal ganglia and medial temporal lobe interact competitively or cooperatively, depending on the demands of the learning task. PMID:20572771

[Cognitive enrichment in farm animals--the impact of social rank and social environment on learning behaviour of dwarf goats].

PubMed

Baymann, Ulrike; Langbein, Jan; Siebert, Katrin; Nürnberg, Gerd; Manteuffel, Gerhard; Mohr, Elmar

2007-01-01

The influence of social rank and social environment on visual discrimination learning of small groups of Nigerian dwarf goats (Capra hircus, n = 79) was studied using a computer-controlled learning device integrated in the animals' home pen. The experiment was divided into three sections (LE1, LE1 u, LE2; each 14d). In LE1 the goats learned a discrimination task in a socially stable environment. In LE1u animals were mixed and relocated to another pen and given the same task as in LE1. In LE2 the animals were mixed and relocated again and given a new discrimination task. We used drinking water as a primary reinforcer. The rank category of the goats were analysed as alpha, omega or middle ranking for each section of the experiment. The rank category had an influence on daily learning success (percentage of successful trials per day) only in LE1 u. Daily learning success decreased after mixing and relocation of the animals in LE1 u and LE2 compared to LE1. That resulted in an undersupply of drinking water on the first day of both these tasks. We discuss social stress induced by agonistic interactions after mixing as a reason for that decline. The absolute learning performance (trials to reach the learning criterion) of the omega animals was lower in LE2 compared to the other rank categories. Furthermore, their absolute learning performance was lower in LE2 compared to LE1. For future application of similar automated learning devices in animal husbandry, we recommend against the combination of management routines like mixing and relocation with changes in the learning task because of the negative effects on learning performance, particularly of the omega animals.

Learning Experiences of Nurses as Part of a European Union Project on Complementary Therapies: A Multinational Qualitative Study.

PubMed

Boz, İlkay; Özer, Zeynep; Teskereci, Gamze; Kavradim, Selma Turan

The objectives of this study were to investigate learning experiences of the nurses who participated in transnational and multinational occupational training. A qualitative descriptive methodology was used. Data are clustered into 3 categories "occupational training," "complementary care," and "intercultural interaction." This research has revealed many insights into the transnational training of nurses.

Prototype-Distortion Category Learning: A Two-Phase Learning Process across a Distributed Network

ERIC Educational Resources Information Center

Little, Deborah M.; Thulborn, Keith R.

2006-01-01

This paper reviews a body of work conducted in our laboratory that applies functional magnetic resonance imaging (fMRI) to better understand the biological response and change that occurs during prototype-distortion learning. We review results from two experiments (Little, Klein, Shobat, McClure, & Thulborn, 2004; Little & Thulborn, 2005) that…

Supervision Learning as Conceptual Threshold Crossing: When Supervision Gets "Medieval"

ERIC Educational Resources Information Center

Carter, Susan

2016-01-01

This article presumes that supervision is a category of teaching, and that we all "learn" how to teach better. So it enquires into what novice supervisors need to learn. An anonymised digital questionnaire sought data from supervisors [n226] on their experiences of supervision to find out what was difficult, and supervisor interviews…

The interaction between specific and general information in category learning and representation: unitization and parallel interactive processing.

PubMed

Nahinsky, Irwin D; Harbison, J Isaiah

2011-01-01

We investigated the effects of specific stimulus information on the use of rule information in a category learning task in 2 experiments, one presented here and an intercategory transfer task reported in an earlier article. In the present experiment photograph--name combinations, called identifiers, were associated with 4 demographic attributes. The same attribute information was shown to all participants. However, for one group of participants, half of the identifiers were paired with attribute values repeated over presentation blocks. For the other group the identifier information was new for each presentation block. The first group performed less well than the second group on stimuli with nonrepeated identifiers, indicating a negative effect of specific stimulus information on processing rule information. Application of a network model to the 2 experiments, which provided for the growth of connections between attribute values in learning, indicated that repetition of identifiers produced a unitizing effect on stimuli. Results suggested that unitization produced interference through connections between irrelevant attribute values.

An analysis of learning process based on scientific approach in physical chemsitry experiment

NASA Astrophysics Data System (ADS)

Arlianty, Widinda Normalia; Febriana, Beta Wulan; Diniaty, Artina

2017-03-01

This study aimed to analysis the quality of learning process based on scientific approach in physical chemistry experiment of Chemistry Education students, Islamic University of Indonesia. The research was descriptive qualitative. The samples of this research were 2nd semester student, class of 2015. Scientific data of learning process were collected by observation sheet and documentation of seven title experimental. The results showed that the achievement of scientific learning process on observing, questioning, experimenting and associating data were 73.98%; 81.79%; 80.74%; and 76.94% respectively, which categorized as medium. Furthermore, for aspect communicating had high category at 86.11% of level achievement.

The Cat Is out of the Bag: The Joint Influence of Previous Experience and Looking Behavior on Infant Categorization

ERIC Educational Resources Information Center

Kovack-Lesh, Kristine A.; Horst, Jessica S.; Oakes, Lisa M.

2008-01-01

We examined the effect of 4-month-old infants' previous experience with dogs, cats, or both and their online looking behavior on their learning of the adult-defined category of "cat" in a visual familiarization task. Four-month-old infants' (N = 123) learning in the laboratory was jointly determined by whether or not they had experience…

Error Discounting in Probabilistic Category Learning

ERIC Educational Resources Information Center

Craig, Stewart; Lewandowsky, Stephan; Little, Daniel R.

2011-01-01

The assumption in some current theories of probabilistic categorization is that people gradually attenuate their learning in response to unavoidable error. However, existing evidence for this error discounting is sparse and open to alternative interpretations. We report 2 probabilistic-categorization experiments in which we investigated error…

How do general practice registrars learn from their clinical experience? A critical incident study.

PubMed

Holmwood, C

1997-01-01

This preliminary study of RACGP registrars in the period of subsequent general practice experience examines the types of clinical experiences from which registrars learn, what they learn from the experiences and the process of learning from such experiences. A critical incident method was used on a semi structured interview process. Registrars were asked to recall clinical incidents where they had learnt something of importance. Data were sorted and categorised manually. Nine registrars were interviewed before new categories of data ceased to develop. Registrars learnt from the opportunity to follow up patients. An emotional response to the interaction was an important part of the learning process. Learning from such experiences is haphazard and unstructured. Registrars accessed human resources in response to their clinical difficulties rather than text or electronic based information sources. Registrars should be aware of their emotional responses to interactions with patients; these emotional responses often indicate important learning opportunities. Clinical interactions and resultant learning could be made less haphazard by structuring consultations with patients with specific problems. These learning opportunities should be augmented by the promotion of follow up of patients.

Ambiguity produces attention shifts in category learning

PubMed Central

Orgaz, Cristina; Luque, David; Nelson, James Byron

2016-01-01

It has been suggested that people and nonhuman animals protect their knowledge from interference by shifting attention toward the context when presented with information that contradicts their previous beliefs. Despite that suggestion, no studies have directly measured changes in attention while participants are exposed to an interference treatment. In the present experiments, we adapted a dot-probe task to track participants’ attention to cues and contexts while they were completing a simple category learning task. The results support the hypothesis that interference produces a change in the allocation of attention to cues and contexts. PMID:26980780

Dynamic Influence of Emotional States on Novel Word Learning

PubMed Central

Guo, Jingjing; Zou, Tiantian; Peng, Danling

2018-01-01

Many researchers realize that it's unrealistic to isolate language learning and processing from emotions. However, few studies on language learning have taken emotions into consideration so far, so that the probable influences of emotions on language learning are unclear. The current study thereby aimed to examine the effects of emotional states on novel word learning and their dynamic changes with learning continuing and task varying. Positive, negative or neutral pictures were employed to induce a given emotional state, and then participants learned the novel words through association with line-drawing pictures in four successive learning phases. At the end of each learning phase, participants were instructed to fulfill a semantic category judgment task (in Experiment 1) or a word-picture semantic consistency judgment task (in Experiment 2) to explore the effects of emotional states on different depths of word learning. Converging results demonstrated that negative emotional state led to worse performance compared with neutral condition; however, how positive emotional state affected learning varied with learning task. Specifically, a facilitative role of positive emotional state in semantic category learning was observed but disappeared in word specific meaning learning. Moreover, the emotional modulation on novel word learning was quite dynamic and changeable with learning continuing, and the final attainment of the learned words tended to be similar under different emotional states. The findings suggest that the impact of emotion can be offset when novel words became more and more familiar and a part of existent lexicon. PMID:29695994

Dynamic Influence of Emotional States on Novel Word Learning.

PubMed

Guo, Jingjing; Zou, Tiantian; Peng, Danling

2018-01-01

Many researchers realize that it's unrealistic to isolate language learning and processing from emotions. However, few studies on language learning have taken emotions into consideration so far, so that the probable influences of emotions on language learning are unclear. The current study thereby aimed to examine the effects of emotional states on novel word learning and their dynamic changes with learning continuing and task varying. Positive, negative or neutral pictures were employed to induce a given emotional state, and then participants learned the novel words through association with line-drawing pictures in four successive learning phases. At the end of each learning phase, participants were instructed to fulfill a semantic category judgment task (in Experiment 1) or a word-picture semantic consistency judgment task (in Experiment 2) to explore the effects of emotional states on different depths of word learning. Converging results demonstrated that negative emotional state led to worse performance compared with neutral condition; however, how positive emotional state affected learning varied with learning task. Specifically, a facilitative role of positive emotional state in semantic category learning was observed but disappeared in word specific meaning learning. Moreover, the emotional modulation on novel word learning was quite dynamic and changeable with learning continuing, and the final attainment of the learned words tended to be similar under different emotional states. The findings suggest that the impact of emotion can be offset when novel words became more and more familiar and a part of existent lexicon.

The association of academic burnout with self-efficacy and quality of learning experience among Iranian students.

PubMed

Charkhabi, Morteza; Azizi Abarghuei, Mohsen; Hayati, Davood

2013-01-01

The present study examines the relationship between academic burnout and quality of learning experience and self-efficacy among undergraduate students. The sample consisted of 233 undergraduate students (106 men and 127 women) who were selected by stratified random sampling method. The participants completed the Quality of Learning Experience Scale, Academic Burnout scale, and General Self-Efficacy scale. This study is particularly interesting in the context of Iran, known for its equality-striving and high-quality educational system. Iranian youth, compared with youth in many other countries, have a lower level of well-being. The antecedents of academic burnout are divided into two categories: internal and external variables. In most studies regarding to the issue, one category is used to predict the dependent variable. However, in this study we utilized both ones; self-efficacy was considered as internal and quality of learning experience was used as an external predictor. Correlation coefficients indicated that all relationships between academic burnout and its components with self-efficacy were statistically significant. Furthermore, academic burnout and all of its components had significant correlations with quality of learning experience. Also, the relationship between resources with emotional exhaustion and professor-student relationship with academic inefficacy were not significant. On the basis of the results, through our research, we will expand academic burnout literature by focusing on its external and internal antecedents. In addition, we conclude with theoretical and practical implications and propose a clear horizon for future researches.

Learning to (Re)member the Things We've Learned to Forget: Endarkened Feminisms, Spirituality, and the Sacred Nature of Research and Teaching. Black Studies and Critical Thinking. Volume 18

ERIC Educational Resources Information Center

Dillard, Cynthia B.

2012-01-01

Feminist research has both held and contested experience as a category of epistemological importance, often as a secular notion. However, spirituality and sacred knowing are also fundamental to a Black/endarkened feminist epistemology in teaching and research, given the historical and cultural experiences of African ascendant women worldwide. How…

The Interplay between Perceptual Organization and Categorization in the Representation of Complex Visual Patterns by Young Infants

ERIC Educational Resources Information Center

Quinn, Paul C.; Schyns, Philippe G.; Goldstone, Robert L.

2006-01-01

The relation between perceptual organization and categorization processes in 3- and 4-month-olds was explored. The question was whether an invariant part abstracted during category learning could interfere with Gestalt organizational processes. A 2003 study by Quinn and Schyns had reported that an initial category familiarization experience in…

Implementation of ICARE learning model using visualization animation on biotechnology course

NASA Astrophysics Data System (ADS)

Hidayat, Habibi

2017-12-01

ICARE is a learning model that directly ensure the students to actively participate in the learning process using animation media visualization. ICARE have five key elements of learning experience from children and adult that is introduction, connection, application, reflection and extension. The use of Icare system to ensure that participants have opportunity to apply what have been they learned. So that, the message delivered by lecture to students can be understood and recorded by students in a long time. Learning model that was deemed capable of improving learning outcomes and interest to learn in following learning process Biotechnology with applying the ICARE learning model using visualization animation. This learning model have been giving motivation to participate in the learning process and learning outcomes obtained becomes more increased than before. From the results of student learning in subjects Biotechnology by applying the ICARE learning model using Visualization Animation can improving study results of student from the average value of middle test amounted to 70.98 with the percentage of 75% increased value of final test to be 71.57 with the percentage of 68.63%. The interest to learn from students more increasing visits of student activities at each cycle, namely the first cycle obtained average value by 33.5 with enough category. The second cycle is obtained an average value of 36.5 to good category and third cycle the average value of 36.5 with a student activity to good category.

"Theory Becoming Alive": The Learning Transition Process of Newly Graduated Nurses in Canada.

PubMed

Nour, Violet; Williams, Anne M

2018-01-01

Background Newly graduated nurses often encounter a gap between theory and practice in clinical settings. Although this has been the focus of considerable research, little is known about the learning transition process. Purpose The purpose of this study was to explore the experiences of newly graduated nurses in acute healthcare settings within Canada. This study was conducted to gain a greater understanding of the experiences and challenges faced by graduates. Methods Grounded theory method was utilized with a sample of 14 registered nurses who were employed in acute-care settings. Data were collected using in-depth interviews. Constant comparative analysis was used to analyze data. Results Findings revealed a core category, "Theory Becoming Alive," and four supporting categories: Entry into Practice, Immersion, Committing, and Evolving. Theory Becoming Alive described the process of new graduate nurses' clinical learning experiences as well as the challenges that they encountered in clinical settings after graduating. Conclusions This research provides a greater understanding of learning process of new graduate nurses in Canada. It highlights the importance of providing supportive environments to assist new graduate nurses to develop confidence as independent registered nurses in clinical areas. Future research directions as well as supportive educational strategies are described.

Semantic contextual cuing and visual attention.

PubMed

Goujon, Annabelle; Didierjean, André; Marmèche, Evelyne

2009-02-01

Since M. M. Chun and Y. Jiang's (1998) original study, a large body of research based on the contextual cuing paradigm has shown that the visuocognitive system is capable of capturing certain regularities in the environment in an implicit way. The present study investigated whether regularities based on the semantic category membership of the context can be learned implicitly and whether that learning depends on attention. The contextual cuing paradigm was used with lexical displays in which the semantic category of the contextual words either did or did not predict the target location. Experiments 1 and 2 revealed that implicit contextual cuing effects can be extended to semantic category regularities. Experiments 3 and 4 indicated an implicit contextual cuing effect when the predictive context appeared in an attended color but not when the predictive context appeared in an ignored color. However, when the previously ignored context suddenly became attended, it immediately facilitated performance. In contrast, when the previously attended context suddenly became ignored, no benefit was observed. Results suggest that the expression of implicit semantic knowledge depends on attention but that latent learning can nevertheless take place outside the attentional field. Copyright 2009 APA, all rights reserved.

A Questionnaire-Based Study on Chinese University Students' Demotivation to Learn English

ERIC Educational Resources Information Center

Li, Chili; Zhou, Ting

2017-01-01

This paper, adopting questionnaire survey method, investigated 367 non-key local university English as a Foreign Language (EFL) students' demotivation to learn English. The collected data revealed that there were two main categories of demotivators: internal factors ("lack of intrinsic interest," "experience of failure and lack of…

A Preschool Program for Preventing Learning Difficulties in Arithmetic.

ERIC Educational Resources Information Center

Dunlap, William P.

Described are many concrete readiness activities within ten broad categories that are designed to provide children with a solid foundation for mathematics and that help prevent learning difficulties in mathematics. Preschool mathematical experiences form the foundation for all studies in mathematics. Without a sufficient number of appropriate…

Optimization of Educational Environment for Students

ERIC Educational Resources Information Center

Tausan, Liana

2015-01-01

The paradigm of adapting school to the learning necessities and possibilities of the student, characteristic for future systems of education and for contemporary type of educational system network requires a diversity of learning situations and experiences, built in accordance with the possibilities and the needs of all student categories, in…

Explicating the Concept of Contrapositive Equivalence

ERIC Educational Resources Information Center

Dawkins, Paul Christian; Hub, Alec

2017-01-01

This paper sets forth a concept (Simon, 2017) of contrapositive equivalence and explores some related phenomena of learning through a case study of Hugo's learning in a teaching experiment guiding the reinvention of mathematical logic. Our proposed concept of contrapositive equivalence rests upon set-based meanings for mathematical categories and…

Category learning strategies in younger and older adults: Rule abstraction and memorization.

PubMed

Wahlheim, Christopher N; McDaniel, Mark A; Little, Jeri L

2016-06-01

Despite the fundamental role of category learning in cognition, few studies have examined how this ability differs between younger and older adults. The present experiment examined possible age differences in category learning strategies and their effects on learning. Participants were trained on a category determined by a disjunctive rule applied to relational features. The utilization of rule- and exemplar-based strategies was indexed by self-reports and transfer performance. Based on self-reported strategies, the frequencies of rule- and exemplar-based learners were not significantly different between age groups, but there was a significantly higher frequency of intermediate learners (i.e., learners not identifying with a reliance on either rule- or exemplar-based strategies) in the older than younger adult group. Training performance was higher for younger than older adults regardless of the strategy utilized, showing that older adults were impaired in their ability to learn the correct rule or to remember exemplar-label associations. Transfer performance converged with strategy reports in showing higher fidelity category representations for younger adults. Younger adults with high working memory capacity were more likely to use an exemplar-based strategy, and older adults with high working memory capacity showed better training performance. Age groups did not differ in their self-reported memory beliefs, and these beliefs did not predict training strategies or performance. Overall, the present results contradict earlier findings that older adults prefer rule- to exemplar-based learning strategies, presumably to compensate for memory deficits. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A connectionist model of category learning by individuals with high-functioning autism spectrum disorder.

PubMed

Dovgopoly, Alexander; Mercado, Eduardo

2013-06-01

Individuals with autism spectrum disorder (ASD) show atypical patterns of learning and generalization. We explored the possible impacts of autism-related neural abnormalities on perceptual category learning using a neural network model of visual cortical processing. When applied to experiments in which children or adults were trained to classify complex two-dimensional images, the model can account for atypical patterns of perceptual generalization. This is only possible, however, when individual differences in learning are taken into account. In particular, analyses performed with a self-organizing map suggested that individuals with high-functioning ASD show two distinct generalization patterns: one that is comparable to typical patterns, and a second in which there is almost no generalization. The model leads to novel predictions about how individuals will generalize when trained with simplified input sets and can explain why some researchers have failed to detect learning or generalization deficits in prior studies of category learning by individuals with autism. On the basis of these simulations, we propose that deficits in basic neural plasticity mechanisms may be sufficient to account for the atypical patterns of perceptual category learning and generalization associated with autism, but they do not account for why only a subset of individuals with autism would show such deficits. If variations in performance across subgroups reflect heterogeneous neural abnormalities, then future behavioral and neuroimaging studies of individuals with ASD will need to account for such disparities.

`Learning Experience' Provided by Science Teaching Practice in a Classroom and the Development of Students' Competences

NASA Astrophysics Data System (ADS)

Lopes, J. Bernardino; Branco, Julia; Jimenez-Aleixandre, Maria Pilar

2011-11-01

According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions of `learning experience' provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However, in the literature, there is little investigation into the invariance (or not) of the characteristics of students' learning experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience, using a pre-defined category system. The students' competences were evaluated by a competence test. The epistemic demand of each item and the students' performances were also analysed. Our findings point to the non invariance of learning experiences provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences. These findings and their implications are contextualized and discussed.

The influence of workplace culture on nurses' learning experiences: a systematic review of qualitative evidence.

PubMed

Davis, Kate; White, Sarahlouise; Stephenson, Matthew

2016-06-01

A healthy workplace culture enables nurses to experience valuable learning in the workplace. Learning in the workplace enables the provision of evidence-based and continuously improving safe patient care, which is central to achieving good patient outcomes. Therefore, nurses need to learn within a workplace that supports the implementation of evidence-based, professional practice and enables the best patient outcomes; the influence of workplace culture may play a role in this. The purpose of this review was to critically appraise and synthesize the best available qualitative evidence to understand both the nurses' learning experiences within the workplace and the factors within the workplace culture that influence those learning experiences. Registered and enrolled nurses regulated by a nursing and midwifery board and/or recognized health practitioner regulation agency (or their international equivalent). This review considered studies that described two phenomena of interest: the nurses' learning experience, either within an acute healthcare workplace or a workplace-related learning environment and the influence of workplace culture on the nurses' learning experience (within the workplace or workplace-related learning environment). This review considered studies that included nurses working in an acute healthcare organization within a Western culture. This review considered studies that focused on qualitative evidence and included the following research designs: phenomenological, grounded theory and critical theory. Published and unpublished studies in English from 1980 to 2013 were identified using a three-step search strategy, searching various databases, and included hand searching of the reference lists within articles selected for appraisal. For studies meeting the inclusion criteria, methodological quality was assessed using a standardized checklist from the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI). Qualitative data were extracted from articles included in the review using the standardized data extraction tool from the JBI-QARI. Qualitative research findings were pooled using the Joanna Briggs Institute Qualitative Appraisal and Review Instrument (JBI-QARI). This involved the aggregation and synthesis of findings to generate a set of categories, which were then subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings that could be used as a basis for evidence-based practice. Fourteen articles were identified following appraisal and a total of 105 findings (85 unequivocal and 20 credible) were extracted from included studies and grouped into eight categories based on similarity of meaning. Subsequently, categories were grouped into two synthesized findings. The two synthesized findings were as follows: ORGANIZATIONAL INFLUENCES: Enabling nurses to demonstrate accountability for their own learning, along with clear organizational systems that provide resources, time, adequate staffing and support, demonstrates encouragement for and the value of nurses' learning and education. Nurses value their peers, expert nurses, preceptors, mentors and educators facilitating and encouraging their learning and professional development. An optimal workplace culture is central for nurses to experience valuable and relevant learning in the workplace. To emphasize the importance of nurses' learning in the workplace, working and learning is understood as an integrated experience. Consequently, a dual system that enables nurses to demonstrate accountability for their own learning, along with clear organizational and educational systems, is required to demonstrate the value in nurses' learning and education.

Supervised and Unsupervised Learning of Multidimensional Acoustic Categories

ERIC Educational Resources Information Center

Goudbeek, Martijn; Swingley, Daniel; Smits, Roel

2009-01-01

Learning to recognize the contrasts of a language-specific phonemic repertoire can be viewed as forming categories in a multidimensional psychophysical space. Research on the learning of distributionally defined visual categories has shown that categories defined over 1 dimension are easy to learn and that learning multidimensional categories is…

Incidental Auditory Category Learning

PubMed Central

Gabay, Yafit; Dick, Frederic K.; Zevin, Jason D.; Holt, Lori L.

2015-01-01

Very little is known about how auditory categories are learned incidentally, without instructions to search for category-diagnostic dimensions, overt category decisions, or experimenter-provided feedback. This is an important gap because learning in the natural environment does not arise from explicit feedback and there is evidence that the learning systems engaged by traditional tasks are distinct from those recruited by incidental category learning. We examined incidental auditory category learning with a novel paradigm, the Systematic Multimodal Associations Reaction Time (SMART) task, in which participants rapidly detect and report the appearance of a visual target in one of four possible screen locations. Although the overt task is rapid visual detection, a brief sequence of sounds precedes each visual target. These sounds are drawn from one of four distinct sound categories that predict the location of the upcoming visual target. These many-to-one auditory-to-visuomotor correspondences support incidental auditory category learning. Participants incidentally learn categories of complex acoustic exemplars and generalize this learning to novel exemplars and tasks. Further, learning is facilitated when category exemplar variability is more tightly coupled to the visuomotor associations than when the same stimulus variability is experienced across trials. We relate these findings to phonetic category learning. PMID:26010588

Creating a Beautiful Mess: Ten Essential Play Experiences for a Joyous Childhood

ERIC Educational Resources Information Center

Gadzikowski, Ann

2015-01-01

When children play, they often create a mess, but what a beautiful mess it is! "Creating a Beautiful Mess" describes the ten most important play experiences all children enjoy and how these experiences support learning, creativity, and social connections. These broad categories of play include building with blocks, pretending and make…

Evidence, Argument and Social Responsibility: First-Year Students' Experiences of Information Literacy when Researching an Essay

ERIC Educational Resources Information Center

Lupton, Mandy

2008-01-01

This paper describes a phenomenographic study of undergraduates' experiences of information literacy when researching an essay in a first-year environmental studies course. Three hierarchical categories were identified that represented students' experiences: (i) seeking evidence; (ii) developing an argument; and (iii) learning as a social…

From shared contexts to syntactic categories: The role of distributional information in learning linguistic form-classes

PubMed Central

Reeder, Patricia A.; Newport, Elissa L.; Aslin, Richard N.

2012-01-01

A fundamental component of language acquisition involves organizing words into grammatical categories. Previous literature has suggested a number of ways in which this categorization task might be accomplished. Here we ask whether the patterning of the words in a corpus of linguistic input (distributional information) is sufficient, along with a small set of learning biases, to extract these underlying structural categories. In a series of experiments, we show that learners can acquire linguistic form-classes, generalizing from instances of the distributional contexts of individual words in the exposure set to the full range of contexts for all the words in the set. Crucially, we explore how several specific distributional variables enable learners to form a category of lexical items and generalize to novel words, yet also allow for exceptions that maintain lexical specificity. We suggest that learners are sensitive to the contexts of individual words, the overlaps among contexts across words, the non-overlap of contexts (or systematic gaps in information), and the size of the exposure set. We also ask how learners determine the category membership of a new word for which there is very sparse contextual information. We find that, when there are strong category cues and robust category learning of other words, adults readily generalize the distributional properties of the learned category to a new word that shares just one context with the other category members. However, as the distributional cues regarding the category become sparser and contain more consistent gaps, learners show more conservatism in generalizing distributional properties to the novel word. Taken together, these results show that learners are highly systematic in their use of the distributional properties of the input corpus, using them in a principled way to determine when to generalize and when to preserve lexical specificity. PMID:23089290

From shared contexts to syntactic categories: the role of distributional information in learning linguistic form-classes.

PubMed

Reeder, Patricia A; Newport, Elissa L; Aslin, Richard N

2013-02-01

A fundamental component of language acquisition involves organizing words into grammatical categories. Previous literature has suggested a number of ways in which this categorization task might be accomplished. Here we ask whether the patterning of the words in a corpus of linguistic input (distributional information) is sufficient, along with a small set of learning biases, to extract these underlying structural categories. In a series of experiments, we show that learners can acquire linguistic form-classes, generalizing from instances of the distributional contexts of individual words in the exposure set to the full range of contexts for all the words in the set. Crucially, we explore how several specific distributional variables enable learners to form a category of lexical items and generalize to novel words, yet also allow for exceptions that maintain lexical specificity. We suggest that learners are sensitive to the contexts of individual words, the overlaps among contexts across words, the non-overlap of contexts (or systematic gaps in information), and the size of the exposure set. We also ask how learners determine the category membership of a new word for which there is very sparse contextual information. We find that, when there are strong category cues and robust category learning of other words, adults readily generalize the distributional properties of the learned category to a new word that shares just one context with the other category members. However, as the distributional cues regarding the category become sparser and contain more consistent gaps, learners show more conservatism in generalizing distributional properties to the novel word. Taken together, these results show that learners are highly systematic in their use of the distributional properties of the input corpus, using them in a principled way to determine when to generalize and when to preserve lexical specificity. Copyright © 2012 Elsevier Inc. All rights reserved.

Out of sight, out of mind: Categorization learning and normal aging.

PubMed

Schenk, Sabrina; Minda, John P; Lech, Robert K; Suchan, Boris

2016-10-01

The present combined EEG and eye tracking study examined the process of categorization learning at different age ranges and aimed to investigate to which degree categorization learning is mediated by visual attention and perceptual strategies. Seventeen young subjects and ten elderly subjects had to perform a visual categorization task with two abstract categories. Each category consisted of prototypical stimuli and an exception. The categorization of prototypical stimuli was learned very early during the experiment, while the learning of exceptions was delayed. The categorization of exceptions was accompanied by higher P150, P250 and P300 amplitudes. In contrast to younger subjects, elderly subjects had problems in the categorization of exceptions, but showed an intact categorization performance for prototypical stimuli. Moreover, elderly subjects showed higher fixation rates for important stimulus features and higher P150 amplitudes, which were positively correlated with the categorization performances. These results indicate that elderly subjects compensate for cognitive decline through enhanced perceptual and attentional processing of individual stimulus features. Additionally, a computational approach has been applied and showed a transition away from purely abstraction-based learning to an exemplar-based learning in the middle block for both groups. However, the calculated models provide a better fit for younger subjects than for elderly subjects. The current study demonstrates that human categorization learning is based on early abstraction-based processing followed by an exemplar-memorization stage. This strategy combination facilitates the learning of real world categories with a nuanced category structure. In addition, the present study suggests that categorization learning is affected by normal aging and modulated by perceptual processing and visual attention. Copyright © 2016 Elsevier Ltd. All rights reserved.

An Analysis of Document Category Prediction Responses to Classifier Model Parameter Treatment Permutations within the Software Design Patterns Subject Domain

ERIC Educational Resources Information Center

Pankau, Brian L.

2009-01-01

This empirical study evaluates the document category prediction effectiveness of Naive Bayes (NB) and K-Nearest Neighbor (KNN) classifier treatments built from different feature selection and machine learning settings and trained and tested against textual corpora of 2300 Gang-Of-Four (GOF) design pattern documents. Analysis of the experiment's…

Attentional Bias in Human Category Learning: The Case of Deep Learning.

PubMed

Hanson, Catherine; Caglar, Leyla Roskan; Hanson, Stephen José

2018-01-01

Category learning performance is influenced by both the nature of the category's structure and the way category features are processed during learning. Shepard (1964, 1987) showed that stimuli can have structures with features that are statistically uncorrelated (separable) or statistically correlated (integral) within categories. Humans find it much easier to learn categories having separable features, especially when attention to only a subset of relevant features is required, and harder to learn categories having integral features, which require consideration of all of the available features and integration of all the relevant category features satisfying the category rule (Garner, 1974). In contrast to humans, a single hidden layer backpropagation (BP) neural network has been shown to learn both separable and integral categories equally easily, independent of the category rule (Kruschke, 1993). This "failure" to replicate human category performance appeared to be strong evidence that connectionist networks were incapable of modeling human attentional bias. We tested the presumed limitations of attentional bias in networks in two ways: (1) by having networks learn categories with exemplars that have high feature complexity in contrast to the low dimensional stimuli previously used, and (2) by investigating whether a Deep Learning (DL) network, which has demonstrated humanlike performance in many different kinds of tasks (language translation, autonomous driving, etc.), would display human-like attentional bias during category learning. We were able to show a number of interesting results. First, we replicated the failure of BP to differentially process integral and separable category structures when low dimensional stimuli are used (Garner, 1974; Kruschke, 1993). Second, we show that using the same low dimensional stimuli, Deep Learning (DL), unlike BP but similar to humans, learns separable category structures more quickly than integral category structures. Third, we show that even BP can exhibit human like learning differences between integral and separable category structures when high dimensional stimuli (face exemplars) are used. We conclude, after visualizing the hidden unit representations, that DL appears to extend initial learning due to feature development thereby reducing destructive feature competition by incrementally refining feature detectors throughout later layers until a tipping point (in terms of error) is reached resulting in rapid asymptotic learning.

Toward a dual-learning systems model of speech category learning

PubMed Central

Chandrasekaran, Bharath; Koslov, Seth R.; Maddox, W. T.

2014-01-01

More than two decades of work in vision posits the existence of dual-learning systems of category learning. The reflective system uses working memory to develop and test rules for classifying in an explicit fashion, while the reflexive system operates by implicitly associating perception with actions that lead to reinforcement. Dual-learning systems models hypothesize that in learning natural categories, learners initially use the reflective system and, with practice, transfer control to the reflexive system. The role of reflective and reflexive systems in auditory category learning and more specifically in speech category learning has not been systematically examined. In this article, we describe a neurobiologically constrained dual-learning systems theoretical framework that is currently being developed in speech category learning and review recent applications of this framework. Using behavioral and computational modeling approaches, we provide evidence that speech category learning is predominantly mediated by the reflexive learning system. In one application, we explore the effects of normal aging on non-speech and speech category learning. Prominently, we find a large age-related deficit in speech learning. The computational modeling suggests that older adults are less likely to transition from simple, reflective, unidimensional rules to more complex, reflexive, multi-dimensional rules. In a second application, we summarize a recent study examining auditory category learning in individuals with elevated depressive symptoms. We find a deficit in reflective-optimal and an enhancement in reflexive-optimal auditory category learning. Interestingly, individuals with elevated depressive symptoms also show an advantage in learning speech categories. We end with a brief summary and description of a number of future directions. PMID:25132827

Statistical Learning Is Constrained to Less Abstract Patterns in Complex Sensory Input (but not the Least)

PubMed Central

Emberson, Lauren L.; Rubinstein, Dani

2016-01-01

The influence of statistical information on behavior (either through learning or adaptation) is quickly becoming foundational to many domains of cognitive psychology and cognitive neuroscience, from language comprehension to visual development. We investigate a central problem impacting these diverse fields: when encountering input with rich statistical information, are there any constraints on learning? This paper examines learning outcomes when adult learners are given statistical information across multiple levels of abstraction simultaneously: from abstract, semantic categories of everyday objects to individual viewpoints on these objects. After revealing statistical learning of abstract, semantic categories with scrambled individual exemplars (Exp. 1), participants viewed pictures where the categories as well as the individual objects predicted picture order (e.g., bird1—dog1, bird2—dog2). Our findings suggest that participants preferentially encode the relationships between the individual objects, even in the presence of statistical regularities linking semantic categories (Exps. 2 and 3). In a final experiment we investigate whether learners are biased towards learning object-level regularities or simply construct the most detailed model given the data (and therefore best able to predict the specifics of the upcoming stimulus) by investigating whether participants preferentially learn from the statistical regularities linking individual snapshots of objects or the relationship between the objects themselves (e.g., bird_picture1— dog_picture1, bird_picture2—dog_picture2). We find that participants fail to learn the relationships between individual snapshots, suggesting a bias towards object-level statistical regularities as opposed to merely constructing the most complete model of the input. This work moves beyond the previous existence proofs that statistical learning is possible at both very high and very low levels of abstraction (categories vs. individual objects) and suggests that, at least with the current categories and type of learner, there are biases to pick up on statistical regularities between individual objects even when robust statistical information is present at other levels of abstraction. These findings speak directly to emerging theories about how systems supporting statistical learning and prediction operate in our structure-rich environments. Moreover, the theoretical implications of the current work across multiple domains of study is already clear: statistical learning cannot be assumed to be unconstrained even if statistical learning has previously been established at a given level of abstraction when that information is presented in isolation. PMID:27139779

Border collie comprehends object names as verbal referents.

PubMed

Pilley, John W; Reid, Alliston K

2011-02-01

Four experiments investigated the ability of a border collie (Chaser) to acquire receptive language skills. Experiment 1 demonstrated that Chaser learned and retained, over a 3-year period of intensive training, the proper-noun names of 1022 objects. Experiment 2 presented random pair-wise combinations of three commands and three names, and demonstrated that she understood the separate meanings of proper-noun names and commands. Chaser understood that names refer to objects, independent of the behavior directed toward those objects. Experiment 3 demonstrated Chaser's ability to learn three common nouns--words that represent categories. Chaser demonstrated one-to-many (common noun) and many-to-one (multiple-name) name-object mappings. Experiment 4 demonstrated Chaser's ability to learn words by inferential reasoning by exclusion--inferring the name of an object based on its novelty among familiar objects that already had names. Together, these studies indicate that Chaser acquired referential understanding of nouns, an ability normally attributed to children, which included: (a) awareness that words may refer to objects, (b) awareness of verbal cues that map words upon the object referent, and (c) awareness that names may refer to unique objects or categories of objects, independent of the behaviors directed toward those objects. Copyright © 2010 Elsevier B.V. All rights reserved.

Learning Benefits of a Summer Research Program at a Community College

ERIC Educational Resources Information Center

Salm, Sarah; Goodwyn, Lauren; van Loon, Nanette; Jayant, Lalitha; DeLeon, Patricia

2008-01-01

The authors recently conducted a Student Assessment of Learning Gains (SALG) survey at Borough of Manhattan Community College (BMCC) among students who had participated in mentored research projects. In all ten categories examined, 80-90% of the students agreed that their research experience had been of great benefit, increasing their academic…

The development of automaticity in short-term memory search: Item-response learning and category learning.

PubMed

Cao, Rui; Nosofsky, Robert M; Shiffrin, Richard M

2017-05-01

In short-term-memory (STM)-search tasks, observers judge whether a test probe was present in a short list of study items. Here we investigated the long-term learning mechanisms that lead to the highly efficient STM-search performance observed under conditions of consistent-mapping (CM) training, in which targets and foils never switch roles across trials. In item-response learning, subjects learn long-term mappings between individual items and target versus foil responses. In category learning, subjects learn high-level codes corresponding to separate sets of items and learn to attach old versus new responses to these category codes. To distinguish between these 2 forms of learning, we tested subjects in categorized varied mapping (CV) conditions: There were 2 distinct categories of items, but the assignment of categories to target versus foil responses varied across trials. In cases involving arbitrary categories, CV performance closely resembled standard varied-mapping performance without categories and departed dramatically from CM performance, supporting the item-response-learning hypothesis. In cases involving prelearned categories, CV performance resembled CM performance, as long as there was sufficient practice or steps taken to reduce trial-to-trial category-switching costs. This pattern of results supports the category-coding hypothesis for sufficiently well-learned categories. Thus, item-response learning occurs rapidly and is used early in CM training; category learning is much slower but is eventually adopted and is used to increase the efficiency of search beyond that available from item-response learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Learning to attend: modeling the shaping of selectivity in infero-temporal cortex in a categorization task.

PubMed

Szabo, Miruna; Deco, Gustavo; Fusi, Stefano; Del Giudice, Paolo; Mattia, Maurizio; Stetter, Martin

2006-05-01

Recent experiments on behaving monkeys have shown that learning a visual categorization task makes the neurons in infero-temporal cortex (ITC) more selective to the task-relevant features of the stimuli (Sigala and Logothetis in Nature 415 318-320, 2002). We hypothesize that such a selectivity modulation emerges from the interaction between ITC and other cortical area, presumably the prefrontal cortex (PFC), where the previously learned stimulus categories are encoded. We propose a biologically inspired model of excitatory and inhibitory spiking neurons with plastic synapses, modified according to a reward based Hebbian learning rule, to explain the experimental results and test the validity of our hypothesis. We assume that the ITC neurons, receiving feature selective inputs, form stronger connections with the category specific neurons to which they are consistently associated in rewarded trials. After learning, the top-down influence of PFC neurons enhances the selectivity of the ITC neurons encoding the behaviorally relevant features of the stimuli, as observed in the experiments. We conclude that the perceptual representation in visual areas like ITC can be strongly affected by the interaction with other areas which are devoted to higher cognitive functions.

What is automatized during perceptual categorization?

PubMed Central

Roeder, Jessica L.; Ashby, F. Gregory

2016-01-01

An experiment is described that tested whether stimulus-response associations or an abstract rule are automatized during extensive practice at perceptual categorization. Twenty-seven participants each completed 12,300 trials of perceptual categorization, either on rule-based (RB) categories that could be learned explicitly or information-integration (II) categories that required procedural learning. Each participant practiced predominantly on a primary category structure, but every third session they switched to a secondary structure that used the same stimuli and responses. Half the stimuli retained their same response on the primary and secondary categories (the congruent stimuli) and half switched responses (the incongruent stimuli). Several results stood out. First, performance on the primary categories met the standard criteria of automaticity by the end of training. Second, for the primary categories in the RB condition, accuracy and response time (RT) were identical on congruent and incongruent stimuli. In contrast, for the primary II categories, accuracy was higher and RT was lower for congruent than for incongruent stimuli. These results are consistent with the hypothesis that rules are automatized in RB tasks, whereas stimulus-response associations are automatized in II tasks. A cognitive neuroscience theory is proposed that accounts for these results. PMID:27232521

The Role of Corticostriatal Systems in Speech Category Learning

PubMed Central

Yi, Han-Gyol; Maddox, W. Todd; Mumford, Jeanette A.; Chandrasekaran, Bharath

2016-01-01

One of the most difficult category learning problems for humans is learning nonnative speech categories. While feedback-based category training can enhance speech learning, the mechanisms underlying these benefits are unclear. In this functional magnetic resonance imaging study, we investigated neural and computational mechanisms underlying feedback-dependent speech category learning in adults. Positive feedback activated a large corticostriatal network including the dorsolateral prefrontal cortex, inferior parietal lobule, middle temporal gyrus, caudate, putamen, and the ventral striatum. Successful learning was contingent upon the activity of domain-general category learning systems: the fast-learning reflective system, involving the dorsolateral prefrontal cortex that develops and tests explicit rules based on the feedback content, and the slow-learning reflexive system, involving the putamen in which the stimuli are implicitly associated with category responses based on the reward value in feedback. Computational modeling of response strategies revealed significant use of reflective strategies early in training and greater use of reflexive strategies later in training. Reflexive strategy use was associated with increased activation in the putamen. Our results demonstrate a critical role for the reflexive corticostriatal learning system as a function of response strategy and proficiency during speech category learning. Keywords: category learning, fMRI, corticostriatal systems, speech, putamen PMID:25331600

Effects of statistical learning on the acquisition of grammatical categories through Qur'anic memorization: A natural experiment.

PubMed

Zuhurudeen, Fathima Manaar; Huang, Yi Ting

2016-03-01

Empirical evidence for statistical learning comes from artificial language tasks, but it is unclear how these effects scale up outside of the lab. The current study turns to a real-world test case of statistical learning where native English speakers encounter the syntactic regularities of Arabic through memorization of the Qur'an. This unique input provides extended exposure to the complexity of a natural language, with minimal semantic cues. Memorizers were asked to distinguish unfamiliar nouns and verbs based on their co-occurrence with familiar pronouns in an Arabic language sample. Their performance was compared to that of classroom learners who had explicit knowledge of pronoun meanings and grammatical functions. Grammatical judgments were more accurate in memorizers compared to non-memorizers. No effects of classroom experience were found. These results demonstrate that real-world exposure to the statistical properties of a natural language facilitates the acquisition of grammatical categories. Copyright © 2015 Elsevier B.V. All rights reserved.

Testing effects of free recall on organization in whole/part and part/whole transfer.

PubMed

Bacso, Sarah A; Marmurek, Harvey H C

2016-11-01

Testing of to-be-learned material facilitates subsequent learning of new material. We investigated this forward effect of testing in two experiments using the whole/part and part/whole transfer paradigms with categorized word lists. Learning was assessed for recall of individual words, higher order categories, and category clustering. In each experiment participants learned two lists in which the number of tests on the first list was varied. The first list contained either twice as many items as the second list (whole/part paradigm) or half as many items as the second list (part/whole paradigm). In the experimental condition, the part list contained half the items of the whole list. In the control condition, the two lists were unique. In the whole/part paradigm, learning of the part list was poorer in the experimental than in the control condition. Although testing during whole list learning facilitated learning of the part list, it did not moderate the negative transfer effect. In the part/whole paradigm, learning of the whole list was better in the experimental than in the control condition, and this positive transfer effect was strengthened by repeated testing of the part list. The findings are discussed in the context of discrimination and encoding explanations of the forward effect of testing. Copyright © 2016 Elsevier B.V. All rights reserved.

Differences in students' perceptions of learning compulsory foundation biochemistry in the health sciences professions.

PubMed

Minasian-Batmanian, Laura C; Lingard, Jennifer; Prosser, Michael

2005-11-01

Student approaches to learning vary from surface approaches to meaningful, deep learning practices. Differences in approach may be related to students' conceptions of the subject, perceptions of the learning environment, prior study experiences and performance on assessment. This study aims to explore entering students' conceptions of the unit they are about to study and how they intend to approach their studies. It involved a survey of 203 (of 250) first year students in a cross disciplinary unit in the Faculty of Health Sciences. They were asked to complete an open-ended response survey, including questions on what they thought they needed to do to learn biochemistry and what they thought the study of biochemistry was about. A phenomenographic methodology was used to identify categories of description for the questions. The paper will describe the categories in detail, the structural relationship between the categories and the distribution of responses within categories. The study reports a relationship between conception of the topic and approaches to learning. Students with more complex and coherent conceptions of the topic report that they were more likely to adopt deeper approaches to study than those with more fragmented conceptions. However, compared to previous studies, a surprisingly high proportion of students with more cohesive conceptions still intended to adopt more surface approaches. This may reflect the particular context of their learning, namely in a compulsory unit involving material for which most students have minimal background and difficulty seeing its relevance. Implications for teaching such foundation material are discussed.

Mere exposure alters category learning of novel objects.

PubMed

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

2010-01-01

We investigated how mere exposure to complex objects with correlated or uncorrelated object features affects later category learning of new objects not seen during exposure. Correlations among pre-exposed object dimensions influenced later category learning. Unlike other published studies, the collection of pre-exposed objects provided no information regarding the categories to be learned, ruling out unsupervised or incidental category learning during pre-exposure. Instead, results are interpreted with respect to statistical learning mechanisms, providing one of the first demonstrations of how statistical learning can influence visual object learning.

Mere Exposure Alters Category Learning of Novel Objects

PubMed Central

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

2010-01-01

We investigated how mere exposure to complex objects with correlated or uncorrelated object features affects later category learning of new objects not seen during exposure. Correlations among pre-exposed object dimensions influenced later category learning. Unlike other published studies, the collection of pre-exposed objects provided no information regarding the categories to be learned, ruling out unsupervised or incidental category learning during pre-exposure. Instead, results are interpreted with respect to statistical learning mechanisms, providing one of the first demonstrations of how statistical learning can influence visual object learning. PMID:21833209

Nurse teacher candidates learned to use social media during the international teacher training course.

PubMed

Salminen, Leena; Gustafsson, Marja-Liisa; Vilén, Liisa; Fuster, Pilar; Istomina, Natalja; Papastavrou, Evridiki

2016-01-01

The purpose of this study was to describe the nurse teacher candidates' learning outcomes and experiences in social media during the international nurse teacher training course, Empowering learning environments in nursing education, Intensive Program (EleneIP). The pre-post research design was used. The data was collected before and after the course, with the questionnaire consisting of structured and open questions. Altogether, 24 nurse teacher candidates from four different European countries participated in the course and this study. The results showed that the knowledge of using social media applications increased during the course from 5.2 (range 1-9) to 8.1 (range 4-10), and their skills increased from 4.5 (range 1-8) to 7.6 (range 4-10).The main topics learnt during the course were divided in two categories: subjects of the course and teaching and learning methods. The students' experiences concerning the EleneIP course were positive in both categories. The international group created during EleneIP course also allowed the students to achieve another important aim, learning from a collaborative group the importance and possibilities of different learning environments, considering the cultural and social characteristics of each country participating in it. Copyright © 2015 Elsevier Ltd. All rights reserved.

Learning through Accreditation: Faculty Reflections on the Experience of Program Evaluation

ERIC Educational Resources Information Center

Garrison, Sarah; Herring, Angel; Hinton, W. Jeff

2013-01-01

This qualitative study was conducted to explore the personal and professional experiences of family and consumer sciences educators (n = 3) who recently participated in the AAFCS accreditation process utilizing the 2010 Accreditation standards. Analysis of the transcribed semi-structured interview data yielded four overarching categories: (a)…

Individual Differences in Learning Talker Categories: The Role of Working Memory

PubMed Central

Levi, Susannah V.

2016-01-01

The current study explores the question of how an auditory category is learned by having school-age listeners learn to categorize speech not in terms of linguistic categories, but instead in terms of talker categories (i.e., who is talking). Findings from visual-category learning indicate that working memory skills affect learning, but the literature is equivocal: sometimes better working memory is advantageous, and sometimes not. The current study examined the role of different components of working memory to test which component skills benefit, and which hinder, learning talker categories. Results revealed that the short-term storage component positively predicted learning, but that the Central Executive and Episodic Buffer negatively predicted learning. As with visual categories, better working memory is not always an advantage. PMID:25721393

Statistical Inference in the Learning of Novel Phonetic Categories

ERIC Educational Resources Information Center

Zhao, Yuan

2010-01-01

Learning a phonetic category (or any linguistic category) requires integrating different sources of information. A crucial unsolved problem for phonetic learning is how this integration occurs: how can we update our previous knowledge about a phonetic category as we hear new exemplars of the category? One model of learning is Bayesian Inference,…

A Test of the Paired-Associate Analogy to RI in Free Recall.

ERIC Educational Resources Information Center

Perlmutter, Jane; Royer, James M.

To provide a further test of the paired-associate analogy to retroactive inhibition in free recall, this experiment investigated the effect of presenting both original learning (OL) and interpolated learning (IL) in either blocked category (B) or random (R) fashion. IL-OL Similar (S), IL-OL Different (D), and control (C) conditions were included.…

The Effects of Concurrent Verbal and Visual Tasks on Category Learning

ERIC Educational Resources Information Center

Miles, Sarah J.; Minda, John Paul

2011-01-01

Current theories of category learning posit separate verbal and nonverbal learning systems. Past research suggests that the verbal system relies on verbal working memory and executive functioning and learns rule-defined categories; the nonverbal system does not rely on verbal working memory and learns non-rule-defined categories (E. M. Waldron…

You see what you have learned. Evidence for an interrelation of associative learning and visual selective attention.

PubMed

Feldmann-Wüstefeld, Tobias; Uengoer, Metin; Schubö, Anna

2015-11-01

Besides visual salience and observers' current intention, prior learning experience may influence deployment of visual attention. Associative learning models postulate that observers pay more attention to stimuli previously experienced as reliable predictors of specific outcomes. To investigate the impact of learning experience on deployment of attention, we combined an associative learning task with a visual search task and measured event-related potentials of the EEG as neural markers of attention deployment. In the learning task, participants categorized stimuli varying in color/shape with only one dimension being predictive of category membership. In the search task, participants searched a shape target while disregarding irrelevant color distractors. Behavioral results showed that color distractors impaired performance to a greater degree when color rather than shape was predictive in the learning task. Neurophysiological results show that the amplified distraction was due to differential attention deployment (N2pc). Experiment 2 showed that when color was predictive for learning, color distractors captured more attention in the search task (ND component) and more suppression of color distractor was required (PD component). The present results thus demonstrate that priority in visual attention is biased toward predictive stimuli, which allows learning experience to shape selection. We also show that learning experience can overrule strong top-down control (blocked tasks, Experiment 3) and that learning experience has a longer-term effect on attention deployment (tasks on two successive days, Experiment 4). © 2015 Society for Psychophysiological Research.

Ambiguity produces attention shifts in category learning.

PubMed

Vadillo, Miguel A; Orgaz, Cristina; Luque, David; Nelson, James Byron

2016-04-01

It has been suggested that people and nonhuman animals protect their knowledge from interference by shifting attention toward the context when presented with information that contradicts their previous beliefs. Despite that suggestion, no studies have directly measured changes in attention while participants are exposed to an interference treatment. In the present experiments, we adapted a dot-probe task to track participants' attention to cues and contexts while they were completing a simple category learning task. The results support the hypothesis that interference produces a change in the allocation of attention to cues and contexts. © 2016 Vadillo et al.; Published by Cold Spring Harbor Laboratory Press.

Adaptive learning in a compartmental model of visual cortex—how feedback enables stable category learning and refinement

PubMed Central

Layher, Georg; Schrodt, Fabian; Butz, Martin V.; Neumann, Heiko

2014-01-01

The categorization of real world objects is often reflected in the similarity of their visual appearances. Such categories of objects do not necessarily form disjunct sets of objects, neither semantically nor visually. The relationship between categories can often be described in terms of a hierarchical structure. For instance, tigers and leopards build two separate mammalian categories, both of which are subcategories of the category Felidae. In the last decades, the unsupervised learning of categories of visual input stimuli has been addressed by numerous approaches in machine learning as well as in computational neuroscience. However, the question of what kind of mechanisms might be involved in the process of subcategory learning, or category refinement, remains a topic of active investigation. We propose a recurrent computational network architecture for the unsupervised learning of categorial and subcategorial visual input representations. During learning, the connection strengths of bottom-up weights from input to higher-level category representations are adapted according to the input activity distribution. In a similar manner, top-down weights learn to encode the characteristics of a specific stimulus category. Feedforward and feedback learning in combination realize an associative memory mechanism, enabling the selective top-down propagation of a category's feedback weight distribution. We suggest that the difference between the expected input encoded in the projective field of a category node and the current input pattern controls the amplification of feedforward-driven representations. Large enough differences trigger the recruitment of new representational resources and the establishment of additional (sub-) category representations. We demonstrate the temporal evolution of such learning and show how the proposed combination of an associative memory with a modulatory feedback integration successfully establishes category and subcategory representations. PMID:25538637

Who is Crossing Where?: Infants’ Discrimination of Figures and Grounds in Events

PubMed Central

Göksun, Tilbe; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Imai, Mutsumi; Konishi, Haruka; Okada, Hiroyuki

2011-01-01

To learn relational terms such as verbs and prepositions, children must first dissect and process dynamic event components. This paper investigates the way in which 8- to 14-month-old English-reared infants notice the event components, figure (i.e., the moving entity) and ground (i.e., stationary setting), in both dynamic (Experiment 1) and static representations of events (Experiment 2) for categorical ground distinctions expressed in Japanese, but not in English. We then compare both 14- and 19-month-old English- and Japanese-reared infants’ processing of grounds to understand how language learning interacts with the conceptualization of these constructs (Experiment 3). Results suggest that 1) infants distinguish between figures and grounds in events; 2) they do so differently for static vs. dynamic displays; 3) early in the second year, children from diverse language environments form nonnative - perhaps universal - event categories; and 4) these event categories shift over time as children have more exposure to their native tongue. PMID:21839990

The Cultural Evolution of Structured Languages in an Open-Ended, Continuous World.

PubMed

Carr, Jon W; Smith, Kenny; Cornish, Hannah; Kirby, Simon

2017-05-01

Language maps signals onto meanings through the use of two distinct types of structure. First, the space of meanings is discretized into categories that are shared by all users of the language. Second, the signals employed by the language are compositional: The meaning of the whole is a function of its parts and the way in which those parts are combined. In three iterated learning experiments using a vast, continuous, open-ended meaning space, we explore the conditions under which both structured categories and structured signals emerge ex nihilo. While previous experiments have been limited to either categorical structure in meanings or compositional structure in signals, these experiments demonstrate that when the meaning space lacks clear preexisting boundaries, more subtle morphological structure that lacks straightforward compositionality-as found in natural languages-may evolve as a solution to joint pressures from learning and communication. Copyright © 2016 The Authors. Cognitive Science published by Wiley Periodicals, Inc. on behalf of Cognitive Science Society.

Ego depletion interferes with rule-defined category learning but not non-rule-defined category learning.

PubMed

Minda, John P; Rabi, Rahel

2015-01-01

Considerable research on category learning has suggested that many cognitive and environmental factors can have a differential effect on the learning of rule-defined (RD) categories as opposed to the learning of non-rule-defined (NRD) categories. Prior research has also suggested that ego depletion can temporarily reduce the capacity for executive functioning and cognitive flexibility. The present study examined whether temporarily reducing participants' executive functioning via a resource depletion manipulation would differentially impact RD and NRD category learning. Participants were either asked to write a story with no restrictions (the control condition), or without using two common letters (the ego depletion condition). Participants were then asked to learn either a set of RD categories or a set of NRD categories. Resource depleted participants performed more poorly than controls on the RD task, but did not differ from controls on the NRD task, suggesting that self regulatory resources are required for successful RD category learning. These results lend support to multiple systems theories and clarify the role of self-regulatory resources within this theory.

Ego depletion interferes with rule-defined category learning but not non-rule-defined category learning

PubMed Central

Minda, John P.; Rabi, Rahel

2015-01-01

Considerable research on category learning has suggested that many cognitive and environmental factors can have a differential effect on the learning of rule-defined (RD) categories as opposed to the learning of non-rule-defined (NRD) categories. Prior research has also suggested that ego depletion can temporarily reduce the capacity for executive functioning and cognitive flexibility. The present study examined whether temporarily reducing participants’ executive functioning via a resource depletion manipulation would differentially impact RD and NRD category learning. Participants were either asked to write a story with no restrictions (the control condition), or without using two common letters (the ego depletion condition). Participants were then asked to learn either a set of RD categories or a set of NRD categories. Resource depleted participants performed more poorly than controls on the RD task, but did not differ from controls on the NRD task, suggesting that self regulatory resources are required for successful RD category learning. These results lend support to multiple systems theories and clarify the role of self-regulatory resources within this theory. PMID:25688220

Tandem Learning: A Learning Framework for Document Categorization

DTIC Science & Technology

2007-05-01

there is ample discussion and collaboration, contributing to a unique learning experience. I am particularly grateful to Ramesh Nallapati, Vanessa ...also been a companion I cannot imagine what Amherst would have been like without. Vanessa Murdock has also been a close friend as well as a valued...category and the prob- lem of associating a keyword to a document can be considered analogous to associating a class label to it. van Rijsbergen’s

Dissociating hippocampal and basal ganglia contributions to category learning using stimulus novelty and subjective judgments

PubMed Central

Seger, Carol A.; Dennison, Christina S.; Lopez-Paniagua, Dan; Peterson, Erik J.; Roark, Aubrey A.

2011-01-01

We identified factors leading to hippocampal and basal ganglia recruitment during categorization learning. Subjects alternated between blocks of a standard trial and error category learning task and a subjective judgment task. In the subjective judgments task subjects categorized the stimulus and then instead of receiving feedback they indicated the basis of their response using 4 options: Remember: Conscious episodic memory of previous trials. Know-Automatic: Automatic, rapid response accompanied by conscious awareness of category membership. Know-Intuition: A “gut feeling” without fully conscious knowledge of category membership. Guess: Guessing. In addition, new stimuli were introduced throughout the experiment to examine effects of novelty. Categorization overall recruited both the basal ganglia and posterior hippocampus. However, basal ganglia activity was found during Know judgments (both Automatic and Intuition), whereas posterior hippocampus activity was found during Remember judgments. Granger causality mapping indicated interactions between the basal ganglia and hippocampus, with the putamen exerting directed influence on the posterior hippocampus, which in turn exerted directed influence on the posterior caudate nucleus. We also found a region of anterior hippocampus that showed decreased activity relative to baseline during categorization overall, and showed a strong novelty effect. Our results indicate that subjective measures may be effective in dissociating basal ganglia from hippocampal dependent learning, and that the basal ganglia are involved in both conscious and unconscious learning. They also indicate a dissociation within the hippocampus, in which the anterior regions are sensitive to novelty, and the posterior regions are involved in memory based categorization learning. PMID:21255655

Smartphone-Based Patients' Activity Recognition by Using a Self-Learning Scheme for Medical Monitoring.

PubMed

Guo, Junqi; Zhou, Xi; Sun, Yunchuan; Ping, Gong; Zhao, Guoxing; Li, Zhuorong

2016-06-01

Smartphone based activity recognition has recently received remarkable attention in various applications of mobile health such as safety monitoring, fitness tracking, and disease prediction. To achieve more accurate and simplified medical monitoring, this paper proposes a self-learning scheme for patients' activity recognition, in which a patient only needs to carry an ordinary smartphone that contains common motion sensors. After the real-time data collection though this smartphone, we preprocess the data using coordinate system transformation to eliminate phone orientation influence. A set of robust and effective features are then extracted from the preprocessed data. Because a patient may inevitably perform various unpredictable activities that have no apriori knowledge in the training dataset, we propose a self-learning activity recognition scheme. The scheme determines whether there are apriori training samples and labeled categories in training pools that well match with unpredictable activity data. If not, it automatically assembles these unpredictable samples into different clusters and gives them new category labels. These clustered samples combined with the acquired new category labels are then merged into the training dataset to reinforce recognition ability of the self-learning model. In experiments, we evaluate our scheme using the data collected from two postoperative patient volunteers, including six labeled daily activities as the initial apriori categories in the training pool. Experimental results demonstrate that the proposed self-learning scheme for activity recognition works very well for most cases. When there exist several types of unseen activities without any apriori information, the accuracy reaches above 80 % after the self-learning process converges.

Syntax-induced pattern deafness

PubMed Central

Endress, Ansgar D.; Hauser, Marc D.

2009-01-01

Perceptual systems often force systematically biased interpretations upon sensory input. These interpretations are obligatory, inaccessible to conscious control, and prevent observers from perceiving alternative percepts. Here we report a similarly impenetrable phenomenon in the domain of language, where the syntactic system prevents listeners from detecting a simple perceptual pattern. Healthy human adults listened to three-word sequences conforming to patterns readily learned even by honeybees, rats, and sleeping human neonates. Specifically, sequences either started or ended with two words from the same syntactic category (e.g., noun–noun–verb or verb–verb–noun). Although participants readily processed the categories and learned repetition patterns over nonsyntactic categories (e.g., animal–animal–clothes), they failed to learn the repetition pattern over syntactic categories, even when explicitly instructed to look for it. Further experiments revealed that participants successfully learned the repetition patterns only when they were consistent with syntactically possible structures, irrespective of whether these structures were attested in English or in other languages unknown to the participants. When the repetition patterns did not match such syntactically possible structures, participants failed to learn them. Our results suggest that when human adults hear a string of nouns and verbs, their syntactic system obligatorily attempts an interpretation (e.g., in terms of subjects, objects, and predicates). As a result, subjects fail to perceive the simpler pattern of repetitions—a form of syntax-induced pattern deafness that is reminiscent of how other perceptual systems force specific interpretations upon sensory input. PMID:19920182

Feature Inference Learning and Eyetracking

ERIC Educational Resources Information Center

Rehder, Bob; Colner, Robert M.; Hoffman, Aaron B.

2009-01-01

Besides traditional supervised classification learning, people can learn categories by inferring the missing features of category members. It has been proposed that feature inference learning promotes learning a category's internal structure (e.g., its typical features and interfeature correlations) whereas classification promotes the learning of…

Gender-Based Prototype Formation in Face Recognition

ERIC Educational Resources Information Center

Baudouin, Jean-Yves; Brochard, Renaud

2011-01-01

The role of gender categories in prototype formation during face recognition was investigated in 2 experiments. The participants were asked to learn individual faces and then to recognize them. During recognition, individual faces were mixed with faces, which were blended faces of same or different genders. The results of the 2 experiments showed…

SUSTAIN: a network model of category learning.

PubMed

Love, Bradley C; Medin, Douglas L; Gureckis, Todd M

2004-04-01

SUSTAIN (Supervised and Unsupervised STratified Adaptive Incremental Network) is a model of how humans learn categories from examples. SUSTAIN initially assumes a simple category structure. If simple solutions prove inadequate and SUSTAIN is confronted with a surprising event (e.g., it is told that a bat is a mammal instead of a bird), SUSTAIN recruits an additional cluster to represent the surprising event. Newly recruited clusters are available to explain future events and can themselves evolve into prototypes-attractors-rules. SUSTAIN's discovery of category substructure is affected not only by the structure of the world but by the nature of the learning task and the learner's goals. SUSTAIN successfully extends category learning models to studies of inference learning, unsupervised learning, category construction, and contexts in which identification learning is faster than classification learning.

Naming and Categorization in Young Children: IV: Listener Behavior Training and Transfer of Function

PubMed Central

Horne, Pauline J; Hughes, J. Carl; Lowe, C. Fergus

2006-01-01

Following pretraining with everyday objects, 14 children aged from 1 to 4 years were trained, for each of three pairs of different arbitrary wooden shapes (Set 1), to select one stimulus in response to the spoken word /zog/, and the other to /vek/. When given a test for the corresponding tacts (“zog” and “vek”), 10 children passed, showing that they had learned common names for the stimuli, and 4 failed. All children were trained to clap to one stimulus of Pair 1 and wave to the other. All those who named showed either transfer of the novel functions to the remaining two pairs of stimuli in Test 1, or novel function comprehension for all three pairs in Test 2, or both. Three of these children next participated in, and passed, category match-to-sample tests. In contrast, all 4 children who had learned only listener behavior failed both the category transfer and category match-to-sample tests. When 3 of them were next trained to name the stimuli, they passed the category transfer and (for the 2 subjects tested) category match-to-sample tests. Three children were next trained on the common listener relations with another set of arbitrary stimuli (Set 2); all succeeded on the tact and category tests with the Set 2 stimuli. Taken together with the findings from the other studies in the series, the present experiment shows that (a) common listener training also establishes the corresponding names in some but not all children, and (b) only children who learn common names categorize; all those who learn only listener behavior fail. This is good evidence in support of the naming account of categorization. PMID:16673828

Relative risk of probabilistic category learning deficits in patients with schizophrenia and their siblings

PubMed Central

Weickert, Thomas W.; Goldberg, Terry E.; Egan, Michael F.; Apud, Jose A.; Meeter, Martijn; Myers, Catherine E.; Gluck, Mark A; Weinberger, Daniel R.

2010-01-01

Background While patients with schizophrenia display an overall probabilistic category learning performance deficit, the extent to which this deficit occurs in unaffected siblings of patients with schizophrenia is unknown. There are also discrepant findings regarding probabilistic category learning acquisition rate and performance in patients with schizophrenia. Methods A probabilistic category learning test was administered to 108 patients with schizophrenia, 82 unaffected siblings, and 121 healthy participants. Results Patients with schizophrenia displayed significant differences from their unaffected siblings and healthy participants with respect to probabilistic category learning acquisition rates. Although siblings on the whole failed to differ from healthy participants on strategy and quantitative indices of overall performance and learning acquisition, application of a revised learning criterion enabling classification into good and poor learners based on individual learning curves revealed significant differences between percentages of sibling and healthy poor learners: healthy (13.2%), siblings (34.1%), patients (48.1%), yielding a moderate relative risk. Conclusions These results clarify previous discrepant findings pertaining to probabilistic category learning acquisition rate in schizophrenia and provide the first evidence for the relative risk of probabilistic category learning abnormalities in unaffected siblings of patients with schizophrenia, supporting genetic underpinnings of probabilistic category learning deficits in schizophrenia. These findings also raise questions regarding the contribution of antipsychotic medication to the probabilistic category learning deficit in schizophrenia. The distinction between good and poor learning may be used to inform genetic studies designed to detect schizophrenia risk alleles. PMID:20172502

The effectivenes of science domain-based science learning integrated with local potency

NASA Astrophysics Data System (ADS)

Kurniawati, Arifah Putri; Prasetyo, Zuhdan Kun; Wilujeng, Insih; Suryadarma, I. Gusti Putu

2017-08-01

This research aimed to determine the significant effect of science domain-based science learning integrated with local potency toward science process skills. The research method used was a quasi-experimental design with nonequivalent control group design. The population of this research was all students of class VII SMP Negeri 1 Muntilan. The sample of this research was selected through cluster random sampling, namely class VII B as an experiment class (24 students) and class VII C as a control class (24 students). This research used a test instrument that was adapted from Agus Dwianto's research. The aspect of science process skills in this research was observation, classification, interpretation and communication. The analysis of data used the one factor anova at 0,05 significance level and normalized gain score. The significance level result of science process skills with one factor anova is 0,000. It shows that the significance level < alpha (0,05). It means that there was significant effect of science domain-based science learning integrated with local potency toward science learning process skills. The results of analysis show that the normalized gain score are 0,29 (low category) in control class and 0,67 (medium category) in experiment class.

Incremental Bayesian Category Learning From Natural Language.

PubMed

Frermann, Lea; Lapata, Mirella

2016-08-01

Models of category learning have been extensively studied in cognitive science and primarily tested on perceptual abstractions or artificial stimuli. In this paper, we focus on categories acquired from natural language stimuli, that is, words (e.g., chair is a member of the furniture category). We present a Bayesian model that, unlike previous work, learns both categories and their features in a single process. We model category induction as two interrelated subproblems: (a) the acquisition of features that discriminate among categories, and (b) the grouping of concepts into categories based on those features. Our model learns categories incrementally using particle filters, a sequential Monte Carlo method commonly used for approximate probabilistic inference that sequentially integrates newly observed data and can be viewed as a plausible mechanism for human learning. Experimental results show that our incremental learner obtains meaningful categories which yield a closer fit to behavioral data compared to related models while at the same time acquiring features which characterize the learned categories. (An earlier version of this work was published in Frermann and Lapata .). Copyright © 2015 Cognitive Science Society, Inc.

The contribution of temporary storage and executive processes to category learning.

PubMed

Wang, Tengfei; Ren, Xuezhu; Schweizer, Karl

2015-09-01

Three distinctly different working memory processes, temporary storage, mental shifting and inhibition, were proposed to account for individual differences in category learning. A sample of 213 participants completed a classic category learning task and two working memory tasks that were experimentally manipulated for tapping specific working memory processes. Fixed-links models were used to decompose data of the category learning task into two independent components representing basic performance and improvement in performance in category learning. Processes of working memory were also represented by fixed-links models. In a next step the three working memory processes were linked to components of category learning. Results from modeling analyses indicated that temporary storage had a significant effect on basic performance and shifting had a moderate effect on improvement in performance. In contrast, inhibition showed no effect on any component of the category learning task. These results suggest that temporary storage and the shifting process play different roles in the course of acquiring new categories. Copyright © 2015 Elsevier B.V. All rights reserved.

Contextual modulation of attention in human category learning.

PubMed

George, David N; Kruschke, John K

2012-12-01

In a category-learning experiment, we assessed whether participants were able to selectively attend to different components of a compound stimulus in two distinct contexts. The participants were presented with stimulus compounds for which they had to learn categorical labels. Each compound comprised one feature from each of two dimensions, and on different trials the compound was presented in two contexts, X and Y. In Context X, Dimension A was relevant to the solution of the categorization task and Dimension B was irrelevant, whereas in Context Y, Dimension A was irrelevant and Dimension B was relevant. The results of transfer tests to novel stimuli suggested that people learned to attend selectively to Dimension A in Context X and Dimension B in Context Y. These findings contribute to the growing body of evidence that people can learn to selectively attend to particular dimensions of stimuli dependent on the context in which the stimuli are presented. Furthermore, the findings demonstrate that context-dependent changes in attention transfer to other categorization tasks involving novel stimuli.

The Role of Corticostriatal Systems in Speech Category Learning.

PubMed

Yi, Han-Gyol; Maddox, W Todd; Mumford, Jeanette A; Chandrasekaran, Bharath

2016-04-01

One of the most difficult category learning problems for humans is learning nonnative speech categories. While feedback-based category training can enhance speech learning, the mechanisms underlying these benefits are unclear. In this functional magnetic resonance imaging study, we investigated neural and computational mechanisms underlying feedback-dependent speech category learning in adults. Positive feedback activated a large corticostriatal network including the dorsolateral prefrontal cortex, inferior parietal lobule, middle temporal gyrus, caudate, putamen, and the ventral striatum. Successful learning was contingent upon the activity of domain-general category learning systems: the fast-learning reflective system, involving the dorsolateral prefrontal cortex that develops and tests explicit rules based on the feedback content, and the slow-learning reflexive system, involving the putamen in which the stimuli are implicitly associated with category responses based on the reward value in feedback. Computational modeling of response strategies revealed significant use of reflective strategies early in training and greater use of reflexive strategies later in training. Reflexive strategy use was associated with increased activation in the putamen. Our results demonstrate a critical role for the reflexive corticostriatal learning system as a function of response strategy and proficiency during speech category learning. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

English vowel learning by speakers of Mandarin

NASA Astrophysics Data System (ADS)

Thomson, Ron I.

2005-04-01

One of the most influential models of second language (L2) speech perception and production [Flege, Speech Perception and Linguistic Experience (York, Baltimore, 1995) pp. 233-277] argues that during initial stages of L2 acquisition, perceptual categories sharing the same or nearly the same acoustic space as first language (L1) categories will be processed as members of that L1 category. Previous research has generally been limited to testing these claims on binary L2 contrasts, rather than larger portions of the perceptual space. This study examines the development of 10 English vowel categories by 20 Mandarin L1 learners of English. Imitation of English vowel stimuli by these learners, at 6 data collection points over the course of one year, were recorded. Using a statistical pattern recognition model, these productions were then assessed against native speaker norms. The degree to which the learners' perception/production shifted toward the target English vowels and the degree to which they matched L1 categories in ways predicted by theoretical models are discussed. The results of this experiment suggest that previous claims about perceptual assimilation of L2 categories to L1 categories may be too strong.

Error Discounting in Probabilistic Category Learning

PubMed Central

Craig, Stewart; Lewandowsky, Stephan; Little, Daniel R.

2011-01-01

Some current theories of probabilistic categorization assume that people gradually attenuate their learning in response to unavoidable error. However, existing evidence for this error discounting is sparse and open to alternative interpretations. We report two probabilistic-categorization experiments that investigated error discounting by shifting feedback probabilities to new values after different amounts of training. In both experiments, responding gradually became less responsive to errors, and learning was slowed for some time after the feedback shift. Both results are indicative of error discounting. Quantitative modeling of the data revealed that adding a mechanism for error discounting significantly improved the fits of an exemplar-based and a rule-based associative learning model, as well as of a recency-based model of categorization. We conclude that error discounting is an important component of probabilistic learning. PMID:21355666

MRSA model of learning and adaptation: a qualitative study among the general public

PubMed Central

2012-01-01

Background More people in the US now die from Methicillin Resistant Staphylococcus aureus (MRSA) infections than from HIV/AIDS. Often acquired in healthcare facilities or during healthcare procedures, the extremely high incidence of MRSA infections and the dangerously low levels of literacy regarding antibiotic resistance in the general public are on a collision course. Traditional medical approaches to infection control and the conventional attitude healthcare practitioners adopt toward public education are no longer adequate to avoid this collision. This study helps us understand how people acquire and process new information and then adapt behaviours based on learning. Methods Using constructivist theory, semi-structured face-to-face and phone interviews were conducted to gather pertinent data. This allowed participants to tell their stories so their experiences could deepen our understanding of this crucial health issue. Interview transcripts were analysed using grounded theory and sensitizing concepts. Results Our findings were classified into two main categories, each of which in turn included three subthemes. First, in the category of Learning, we identified how individuals used their Experiences with MRSA, to answer the questions: What was learned? and, How did learning occur? The second category, Adaptation gave us insights into Self-reliance, Reliance on others, and Reflections on the MRSA journey. Conclusions This study underscores the critical importance of educational programs for patients, and improved continuing education for healthcare providers. Five specific results of this study can reduce the vacuum that currently exists between the knowledge and information available to healthcare professionals, and how that information is conveyed to the public. These points include: 1) a common model of MRSA learning and adaptation; 2) the self-directed nature of adult learning; 3) the focus on general MRSA information, care and prevention, and antibiotic resistance; 4) the interconnected nature of adaptation; and, 5) the need for a consistent step by step plan to deal with MRSA provided at the time of diagnosis. PMID:22469420

Heterogeneity in perceptual category learning by high functioning children with autism spectrum disorder

PubMed Central

Mercado, Eduardo; Church, Barbara A.; Coutinho, Mariana V. C.; Dovgopoly, Alexander; Lopata, Christopher J.; Toomey, Jennifer A.; Thomeer, Marcus L.

2015-01-01

Previous research suggests that high functioning (HF) children with autism spectrum disorder (ASD) sometimes have problems learning categories, but often appear to perform normally in categorization tasks. The deficits that individuals with ASD show when learning categories have been attributed to executive dysfunction, general deficits in implicit learning, atypical cognitive strategies, or abnormal perceptual biases and abilities. Several of these psychological explanations for category learning deficits have been associated with neural abnormalities such as cortical underconnectivity. The present study evaluated how well existing neurally based theories account for atypical perceptual category learning shown by HF children with ASD across multiple category learning tasks involving novel, abstract shapes. Consistent with earlier results, children’s performances revealed two distinct patterns of learning and generalization associated with ASD: one was indistinguishable from performance in typically developing children; the other revealed dramatic impairments. These two patterns were evident regardless of training regimen or stimulus set. Surprisingly, some children with ASD showed both patterns. Simulations of perceptual category learning could account for the two observed patterns in terms of differences in neural plasticity. However, no current psychological or neural theory adequately explains why a child with ASD might show such large fluctuations in category learning ability across training conditions or stimulus sets. PMID:26157368

A role for the developing lexicon in phonetic category acquisition

PubMed Central

Feldman, Naomi H.; Griffiths, Thomas L.; Goldwater, Sharon; Morgan, James L.

2013-01-01

Infants segment words from fluent speech during the same period when they are learning phonetic categories, yet accounts of phonetic category acquisition typically ignore information about the words in which sounds appear. We use a Bayesian model to illustrate how feedback from segmented words might constrain phonetic category learning by providing information about which sounds occur together in words. Simulations demonstrate that word-level information can successfully disambiguate overlapping English vowel categories. Learning patterns in the model are shown to parallel human behavior from artificial language learning tasks. These findings point to a central role for the developing lexicon in phonetic category acquisition and provide a framework for incorporating top-down constraints into models of category learning. PMID:24219848

Receiving the Initial Down Syndrome Diagnosis: A Comparison of Prenatal and Postnatal Parent Group Experiences

ERIC Educational Resources Information Center

Nelson Goff, Briana S.; Springer, Nicole; Foote, Laura Cline; Frantz, Courtney; Peak, Madison; Tracy, Courtney; Veh, Taylor; Bentley, Gail E.; Cross, Kayli A.

2013-01-01

This study explored the preliminary experiences of parents upon learning of their child's diagnosis of Down syndrome. Qualitative data from a web-based, national survey were analyzed based on two groups: prenatal ("n" = 46) or postnatal ("n" = 115) diagnosis. Three primary categories emerged from the data analysis:…

Semantic and visual memory codes in learning disabled readers.

PubMed

Swanson, H L

1984-02-01

Two experiments investigated whether learning disabled readers' impaired recall is due to multiple coding deficiencies. In Experiment 1, learning disabled and skilled readers viewed nonsense pictures without names or with either relevant or irrelevant names with respect to the distinctive characteristics of the picture. Both types of names improved recall of nondisabled readers, while learning disabled readers exhibited better recall for unnamed pictures. No significant difference in recall was found between name training (relevant, irrelevant) conditions within reading groups. In Experiment 2, both reading groups participated in recall training for complex visual forms labeled with unrelated words, hierarchically related words, or without labels. A subsequent reproduction transfer task showed a facilitation in performance in skilled readers due to labeling, with learning disabled readers exhibiting better reproduction for unnamed pictures. Measures of output organization (clustering) indicated that recall is related to the development of superordinate categories. The results suggest that learning disabled children's reading difficulties are due to an inability to activate a semantic representation that interconnects visual and verbal codes.

Swedish students' and preceptors' perceptions of what students learn in a six-month advanced pharmacy practice experience.

PubMed

Wallman, Andy; Sporrong, Sofia Kälvemark; Gustavsson, Maria; Lindblad, Asa Kettis; Johansson, Markus; Ring, Lena

2011-12-15

To identify what pharmacy students learn during the 6-month advanced pharmacy practice experience (APPE) in Sweden. Semi-structured interviews were conducted with 18 pharmacy APPE students and 17 pharmacist preceptors and analyzed in a qualitative directed content analysis using a defined workplace learning typology for categories. The Swedish APPE provides students with task performance skills for work at pharmacies and social and professional knowledge, such as teamwork, how to learn while in a work setting, self-evaluation, understanding of the pharmacist role, and decision making and problem solving skills. Many of these skills and knowledge are not accounted for in the curricula in Sweden. Using a workplace learning typology to identify learning outcomes, as in this study, could be useful for curricula development. Exploring the learning that takes place during the APPE in a pharmacy revealed a broad range of skills and knowledge that students acquire.

Non-Traditional and Interdisciplinary Programs: Selected Papers from the Annual Conference of Non-Traditional and Interdisciplinary Programs (5th, Virginia Beach, Virginia, May 4-6, 1987).

ERIC Educational Resources Information Center

McGuinness, Kathleen, Comp.

Nearly 100 conference papers from the George Mason University annual conference on nontraditional and interdisciplinary studies are presented. The are grouped into 14 categories: (1) assessment of prior learning, which includes "Lifelong Learning: Integrating the Liberal Arts and Experience in Adult General Education" (J. Gary Bernhard) and…

Learning through Feature Prediction: An Initial Investigation into Teaching Categories to Children with Autism through Predicting Missing Features

ERIC Educational Resources Information Center

Sweller, Naomi

2015-01-01

Individuals with autism have difficulty generalising information from one situation to another, a process that requires the learning of categories and concepts. Category information may be learned through: (1) classifying items into categories, or (2) predicting missing features of category items. Predicting missing features has to this point been…

Striatal and Hippocampal Entropy and Recognition Signals in Category Learning: Simultaneous Processes Revealed by Model-Based fMRI

PubMed Central

Davis, Tyler; Love, Bradley C.; Preston, Alison R.

2012-01-01

Category learning is a complex phenomenon that engages multiple cognitive processes, many of which occur simultaneously and unfold dynamically over time. For example, as people encounter objects in the world, they simultaneously engage processes to determine their fit with current knowledge structures, gather new information about the objects, and adjust their representations to support behavior in future encounters. Many techniques that are available to understand the neural basis of category learning assume that the multiple processes that subserve it can be neatly separated between different trials of an experiment. Model-based functional magnetic resonance imaging offers a promising tool to separate multiple, simultaneously occurring processes and bring the analysis of neuroimaging data more in line with category learning’s dynamic and multifaceted nature. We use model-based imaging to explore the neural basis of recognition and entropy signals in the medial temporal lobe and striatum that are engaged while participants learn to categorize novel stimuli. Consistent with theories suggesting a role for the anterior hippocampus and ventral striatum in motivated learning in response to uncertainty, we find that activation in both regions correlates with a model-based measure of entropy. Simultaneously, separate subregions of the hippocampus and striatum exhibit activation correlated with a model-based recognition strength measure. Our results suggest that model-based analyses are exceptionally useful for extracting information about cognitive processes from neuroimaging data. Models provide a basis for identifying the multiple neural processes that contribute to behavior, and neuroimaging data can provide a powerful test bed for constraining and testing model predictions. PMID:22746951

When It Hurts (and Helps) to Try: The Role of Effort in Language Learning

PubMed Central

Finn, Amy S.; Lee, Taraz; Kraus, Allison; Hudson Kam, Carla L.

2014-01-01

Compared to children, adults are bad at learning language. This is counterintuitive; adults outperform children on most measures of cognition, especially those that involve effort (which continue to mature into early adulthood). The present study asks whether these mature effortful abilities interfere with language learning in adults and further, whether interference occurs equally for aspects of language that adults are good (word-segmentation) versus bad (grammar) at learning. Learners were exposed to an artificial language comprised of statistically defined words that belong to phonologically defined categories (grammar). Exposure occurred under passive or effortful conditions. Passive learners were told to listen while effortful learners were instructed to try to 1) learn the words, 2) learn the categories, or 3) learn the category-order. Effortful learners showed an advantage for learning words while passive learners showed an advantage for learning the categories. Effort can therefore hurt the learning of categories. PMID:25047901

When it hurts (and helps) to try: the role of effort in language learning.

PubMed

Finn, Amy S; Lee, Taraz; Kraus, Allison; Hudson Kam, Carla L

2014-01-01

Compared to children, adults are bad at learning language. This is counterintuitive; adults outperform children on most measures of cognition, especially those that involve effort (which continue to mature into early adulthood). The present study asks whether these mature effortful abilities interfere with language learning in adults and further, whether interference occurs equally for aspects of language that adults are good (word-segmentation) versus bad (grammar) at learning. Learners were exposed to an artificial language comprised of statistically defined words that belong to phonologically defined categories (grammar). Exposure occurred under passive or effortful conditions. Passive learners were told to listen while effortful learners were instructed to try to 1) learn the words, 2) learn the categories, or 3) learn the category-order. Effortful learners showed an advantage for learning words while passive learners showed an advantage for learning the categories. Effort can therefore hurt the learning of categories.

Implementation of basic chemistry experiment based on metacognition to increase problem-solving and build concept understanding

NASA Astrophysics Data System (ADS)

Zuhaida, A.

2018-04-01

Implementation of the experiment have the three aspects of the goal: 1) develop basic skills of experimenting; 2) develop problem-solving skills with a scientific approach; 3) improve understanding of the subject matter. On the implementation of the experiment, students have some weaknesses include: observing, identifying problems, managing information, analyzing, and evaluating. This weakness is included in the metacognition indicator.The objective of the research is to implementation of Basic Chemistry Experiment based on metacognition to increase problem-solving skills and build concept understanding for students of Science Education Department. The method of this research is a quasi- experimental method with pretest-posttest control group design. Problem-solving skills are measured through performance assessments using rubrics from problem solving reports, and results presentation. The conceptual mastery is measured through a description test. The result of the research: (1) improve the problem solving skills of the students with very high category; (2) increase the students’ concept understanding better than the conventional experiment with the result of N-gain in medium category, and (3) increase student's response positively for learning implementation. The contribution of this research is to extend the implementation of practical learning for some subjects, and to improve the students' competence in science.

Associative learning in baboons (Papio papio) and humans (Homo sapiens): species differences in learned attention to visual features.

PubMed

Fagot, J; Kruschke, J K; Dépy, D; Vauclair, J

1998-10-01

We examined attention shifting in baboons and humans during the learning of visual categories. Within a conditional matching-to-sample task, participants of the two species sequentially learned two two-feature categories which shared a common feature. Results showed that humans encoded both features of the initially learned category, but predominantly only the distinctive feature of the subsequently learned category. Although baboons initially encoded both features of the first category, they ultimately retained only the distinctive features of each category. Empirical data from the two species were analyzed with the 1996 ADIT connectionist model of Kruschke. ADIT fits the baboon data when the attentional shift rate is zero, and the human data when the attentional shift rate is not zero. These empirical and modeling results suggest species differences in learned attention to visual features.

Generics license 30-month-olds’ inferences about the atypical properties of novel kinds

PubMed Central

Graham, Susan A.; Gelman, Susan A.; Clarke, Jessica

2016-01-01

We examined whether the distinction between generic and nongeneric language provides toddlers with a rapid and efficient means to learn about kinds. In Experiment 1, we examined 30-month-olds’ willingness to extend atypical properties to members of an unfamiliar category when the properties were introduced in one of three ways: a) using a generic noun phrase (“Blicks drink ketchup”); b) using a nongeneric noun phrase (“These blicks drink ketchup”); and c) using an attentional phrase (“Look at this”). Hearing a generic noun phrase boosted toddlers’ extension of properties to both the model exemplars and to novel members of the same category, relative to when a property had been introduced with a nongeneric noun phrase or an attentional phrase. In Experiment 2, properties were introduced with a generic noun phrase and toddlers extended novel properties to members of the same-category, but not to an out-of-category object. Taken together, these findings demonstrate that generics highlight the stability of a feature and foster generalization of the property to novel within-category exemplars. PMID:27505699

Scaffolding in geometry based on self regulated learning

NASA Astrophysics Data System (ADS)

Bayuningsih, A. S.; Usodo, B.; Subanti, S.

2017-12-01

This research aim to know the influence of problem based learning model by scaffolding technique on junior high school student’s learning achievement. This research took location on the junior high school in Banyumas. The research data obtained through mathematic learning achievement test and self-regulated learning (SRL) questioner. Then, the data analysis used two ways ANOVA. The results showed that scaffolding has positive effect to the mathematic learning achievement. The mathematic learning achievement use PBL-Scaffolding model is better than use PBL. The high SRL category student has better mathematic learning achievement than middle and low SRL categories, and then the middle SRL category has better than low SRL category. So, there are interactions between learning model with self-regulated learning in increasing mathematic learning achievement.

Conditions for excellence in teaching in medical education: The Frankfurt Model to ensure quality in teaching and learning.

PubMed

Giesler, Marianne; Karsten, Gudrun; Ochsendorf, Falk; Breckwoldt, Jan

2017-01-01

Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented. Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, "best evidence" one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL) in Munich (2013) and Frankfurt (2014). Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann) were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence. Based on this, a checklist with recommendations for optimizing general academic conditions was formulated. Results: The Frankfurt Model of conditions to ensure Quality in Teaching and Learning covers six categories: organizational structure/medical school culture, regulatory frameworks, curricular requirements, time constraints, material and personnel resources, and qualification of teaching staff. These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given. Conclusions: The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.

Development Process and Technical Aspects of Laparoscopic Hepatectomy: Learning Curve Based on 15 Years of Experience.

PubMed

Komatsu, Shohei; Scatton, Olivier; Goumard, Claire; Sepulveda, Ailton; Brustia, Raffaele; Perdigao, Fabiano; Soubrane, Olivier

2017-05-01

Laparoscopic hepatectomy continues to be a challenging operation associated with a steep learning curve. This study aimed to evaluate the learning process during 15 years of experience with laparoscopic hepatectomy and to identify approaches to standardization of this procedure. Prospectively collected data of 317 consecutive laparoscopic hepatectomies performed from January 2000 to December 2014 were reviewed retrospectively. The operative procedures were classified into 4 categories (minor hepatectomy, left lateral sectionectomy [LLS], left hepatectomy, and right hepatectomy), and indications were classified into 5 categories (benign-borderline tumor, living donor, metastatic liver tumor, biliary malignancy, and hepatocellular carcinoma). During the first 10 years, the procedures were limited mainly to minor hepatectomy and LLS, and the indications were limited to benign-borderline tumor and living donor. Implementation of major hepatectomy rapidly increased the proportion of malignant tumors, especially hepatocellular carcinoma, starting from 2011. Conversion rates decreased with experience for LLS (13.3% vs 3.4%; p = 0.054) and left hepatectomy (50.0% vs 15.0%; p = 0.012), but not for right hepatectomy (41.4% vs 35.7%; p = 0.661). Our 15-year experience clearly demonstrates the stepwise procedural evolution from LLS through left hepatectomy to right hepatectomy, as well as the trend in indications from benign-borderline tumor/living donor to malignant tumors. In contrast to LLS and left hepatectomy, a learning curve was not observed for right hepatectomy. The ongoing development process can contribute to faster standardization necessary for future advances in laparoscopic hepatectomy. Copyright © 2017 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Dentists' attitude to provision of care for people with learning disabilities in Udaipur, India.

PubMed

Nagarajappa, Ramesh; Tak, Mridula; Sharda, Archana J; Asawa, Kailash; Jalihal, Sagar; Kakatkar, Gauri

2013-03-01

This study determines and compares the attitudes of dentists to the provision of care for people with learning disabilities according to gender, qualification, previous experience of treating patients with learning disabilities and work experience of dentists. A cross-sectional study was conducted among 247 dentists (166 men and 81 women) using a pretested structured questionnaire. This questionnaire assessed the respondent's attitude towards learning-disabled patients in five categories: beliefs about treating them, their capabilities, discrimination against these patients, their social behaviour and quality of care to be received by these patients. The information on dentist's gender, qualification, work experience and previous experience of treating patients with learning disabilities was also collected through questionnaire. The Student's t-test and anova test were used for statistical analysis. The mean attitude score was found to be 71.13 ± 8.97. A statistically significant difference was found in the mean attitude scores of dentists with work experience (p = 0.000). Study subjects with postgraduate qualification and previous experience of treating patients with learning disabilities had significantly greater mean attitude score than their counterparts (p = 0.000). The overall attitude of dentists towards provision of care for people with learning disabilities was favourable, which increased with higher qualification and past experience. © 2012 The Authors. Scandinavian Journal of Caring Sciences © 2012 Nordic College of Caring Science.

Robot learning and error correction

NASA Technical Reports Server (NTRS)

Friedman, L.

1977-01-01

A model of robot learning is described that associates previously unknown perceptions with the sensed known consequences of robot actions. For these actions, both the categories of outcomes and the corresponding sensory patterns are incorporated in a knowledge base by the system designer. Thus the robot is able to predict the outcome of an action and compare the expectation with the experience. New knowledge about what to expect in the world may then be incorporated by the robot in a pre-existing structure whether it detects accordance or discrepancy between a predicted consequence and experience. Errors committed during plan execution are detected by the same type of comparison process and learning may be applied to avoiding the errors.

Vaccination learning experiences of nursing students: a grounded theory study.

PubMed

Ildarabadi, Eshagh; Karimi Moonaghi, Hossein; Heydari, Abbas; Taghipour, Ali; Abdollahimohammad, Abdolghani

2015-01-01

This study aimed to explore the experiences of nursing students being trained to perform vaccinations. The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin's method of grounded theory. A core category of experiential learning was identified, and the following eight subcategories were extracted: students' enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students' responsibility for learning, providing services, and learning outcomes. The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students' Experiences.

PubMed

Jahanpour, Faezeh; Azodi, Parviz; Azodi, Farzan; Khansir, Ali Akbar

2016-06-01

Clinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient. This study aimed to find out the factors that can impede nursing students' clinical learning. In this qualitative study, data were collected via reflective journal writing. Purposeful sampling was used, and 12 senior nursing students were recruited to the study. The data were analyzed using a content analysis method. Three main categories were derived, including inappropriate communication, ineffective role models, and theory-practice gaps. Students perceived that inappropriate communication between instructors, staff members, and students had the greatest impact on student learning. The competence of clinical instructors and staff is an important factor affecting students' training. The clinical learning environment does not always integrate theory and practice together. Nursing students did not experience effective clinical learning. Having expert instructors and supportive communication are important factors in creating a clinical learning environment.

Effectiveness of discovery learning model on mathematical problem solving

NASA Astrophysics Data System (ADS)

Herdiana, Yunita; Wahyudin, Sispiyati, Ririn

2017-08-01

This research is aimed to describe the effectiveness of discovery learning model on mathematical problem solving. This research investigate the students' problem solving competency before and after learned by using discovery learning model. The population used in this research was student in grade VII in one of junior high school in West Bandung Regency. From nine classes, class VII B were randomly selected as the sample of experiment class, and class VII C as control class, which consist of 35 students every class. The method in this research was quasi experiment. The instrument in this research is pre-test, worksheet and post-test about problem solving of mathematics. Based on the research, it can be conclude that the qualification of problem solving competency of students who gets discovery learning model on level 80%, including in medium category and it show that discovery learning model effective to improve mathematical problem solving.

Retrieval cues that trigger reconsolidation of associative fear memory are not necessarily an exact replica of the original learning experience.

PubMed

Soeter, Marieke; Kindt, Merel

2015-01-01

Disrupting the process of memory reconsolidation may point to a novel therapeutic strategy for the permanent reduction of fear in patients suffering from anxiety disorders. However both in animal and human studies the retrieval cue typically involves a re-exposure to the original fear-conditioned stimulus (CS). A relevant question is whether abstract cues not directly associated with the threat event also trigger reconsolidation, given that anxiety disorders often result from vicarious or unobtrusive learning for which no explicit memory exists. Insofar as the fear memory involves a flexible representation of the original learning experience, we hypothesized that the process of memory reconsolidation may also be triggered by abstract cues. We addressed this hypothesis by using a differential human fear-conditioning procedure in two distinct fear-learning groups. We predicted that if fear learning involves discrimination on basis of perceptual cues within one semantic category (i.e., the perceptual-learning group, n = 15), the subsequent ambiguity of the abstract retrieval cue would not trigger memory reconsolidation. In contrast, if fear learning involves discriminating between two semantic categories (i.e., categorical-learning group, n = 15), an abstract retrieval cue would unequivocally reactivate the fear memory and might subsequently trigger memory reconsolidation. Here we show that memory reconsolidation may indeed be triggered by another cue than the one that was present during the original learning occasion, but this effect depends on the learning history. Evidence for fear memory reconsolidation was inferred from the fear-erasing effect of one pill of propranolol (40 mg) systemically administered upon exposure to the abstract retrieval cue. Our finding that reconsolidation of a specific fear association does not require exposure to the original retrieval cue supports the feasibility of reconsolidation-based interventions for emotional disorders.

Gender differences in recognition of toy faces suggest a contribution of experience.

PubMed

Ryan, Kaitlin F; Gauthier, Isabel

2016-12-01

When there is a gender effect, women perform better then men in face recognition tasks. Prior work has not documented a male advantage on a face recognition task, suggesting that women may outperform men at face recognition generally either due to evolutionary reasons or the influence of social roles. Here, we question the idea that women excel at all face recognition and provide a proof of concept based on a face category for which men outperform women. We developed a test of face learning to measures individual differences with face categories for which men and women may differ in experience, using the faces of Barbie dolls and of Transformers. The results show a crossover interaction between subject gender and category, where men outperform women with Transformers' faces. We demonstrate that men can outperform women with some categories of faces, suggesting that explanations for a general face recognition advantage for women are in fact not needed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Contributions of Attentional Style and Previous Experience to 4-Month-Old Infants' Categorization

ERIC Educational Resources Information Center

Kovack-Lesh, Kristine A.; Oakes, Lisa M.; McMurray, Bob

2012-01-01

We examined how infants' categorization is jointly influenced by previous experience and how much they shift their gaze back and forth between stimuli. Extending previous findings reported by K. A. Kovack-Lesh, J. S. Horst, and L. M. Oakes (2008), we found that 4-month-old infants' (N = 122) learning of the exclusive category of "cats" was related…

A framework for medical image retrieval using machine learning and statistical similarity matching techniques with relevance feedback.

PubMed

Rahman, Md Mahmudur; Bhattacharya, Prabir; Desai, Bipin C

2007-01-01

A content-based image retrieval (CBIR) framework for diverse collection of medical images of different imaging modalities, anatomic regions with different orientations and biological systems is proposed. Organization of images in such a database (DB) is well defined with predefined semantic categories; hence, it can be useful for category-specific searching. The proposed framework consists of machine learning methods for image prefiltering, similarity matching using statistical distance measures, and a relevance feedback (RF) scheme. To narrow down the semantic gap and increase the retrieval efficiency, we investigate both supervised and unsupervised learning techniques to associate low-level global image features (e.g., color, texture, and edge) in the projected PCA-based eigenspace with their high-level semantic and visual categories. Specially, we explore the use of a probabilistic multiclass support vector machine (SVM) and fuzzy c-mean (FCM) clustering for categorization and prefiltering of images to reduce the search space. A category-specific statistical similarity matching is proposed in a finer level on the prefiltered images. To incorporate a better perception subjectivity, an RF mechanism is also added to update the query parameters dynamically and adjust the proposed matching functions. Experiments are based on a ground-truth DB consisting of 5000 diverse medical images of 20 predefined categories. Analysis of results based on cross-validation (CV) accuracy and precision-recall for image categorization and retrieval is reported. It demonstrates the improvement, effectiveness, and efficiency achieved by the proposed framework.

Facilitating classroom based interprofessional learning: a grounded theory study of university educators' perceptions of their role adequacy as facilitators.

PubMed

Derbyshire, Julie A; Machin, Alison I; Crozier, Suzanne

2015-01-01

The provision of inter professional learning (IPL) within undergraduate programmes is now well established within many Higher Education Institutions (HEIs). IPL aims to better equip nurses and other health professionals with effective collaborative working skills and knowledge to improve the quality of patient care. Although there is still ambiguity in relation to the optimum timing and method for delivering IPL, effective facilitation is seen as essential. This paper reports on a grounded theory study of university educators' perceptions of the knowledge and skills needed for their role adequacy as IPL facilitators. Data was collected using semi structured interviews with nine participants who were theoretically sampled from a range of professional backgrounds, with varied experiences of education and involvement in facilitating IPL. Constant comparative analysis was used to generate four data categories: creating and sustaining an IPL group culture through transformational IPL leadership (core category), readiness for IPL facilitation, drawing on past interprofessional learning and working experiences and role modelling an interprofessional approach. The grounded theory generated from this study, although propositional, suggests that role adequacy for IPL facilitation is dependent on facilitator engagement in a process of 'transformational interprofessional learning leadership' to create and sustain a group culture. Copyright © 2014 Elsevier Ltd. All rights reserved.

Event-Related fMRI of Category Learning: Differences in Classification and Feedback Networks

ERIC Educational Resources Information Center

Little, Deborah M.; Shin, Silvia S.; Sisco, Shannon M.; Thulborn, Keith R.

2006-01-01

Eighteen healthy young adults underwent event-related (ER) functional magnetic resonance imaging (fMRI) of the brain while performing a visual category learning task. The specific category learning task required subjects to extract the rules that guide classification of quasi-random patterns of dots into categories. Following each classification…

How do people learn from negative evidence? Non-monotonic generalizations and sampling assumptions in inductive reasoning.

PubMed

Voorspoels, Wouter; Navarro, Daniel J; Perfors, Amy; Ransom, Keith; Storms, Gert

2015-09-01

A robust finding in category-based induction tasks is for positive observations to raise the willingness to generalize to other categories while negative observations lower the willingness to generalize. This pattern is referred to as monotonic generalization. Across three experiments we find systematic non-monotonicity effects, in which negative observations raise the willingness to generalize. Experiments 1 and 2 show that this effect emerges in hierarchically structured domains when a negative observation from a different category is added to a positive observation. They also demonstrate that this is related to a specific kind of shift in the reasoner's hypothesis space. Experiment 3 shows that the effect depends on the assumptions that the reasoner makes about how inductive arguments are constructed. Non-monotonic reasoning occurs when people believe the facts were put together by a helpful communicator, but monotonicity is restored when they believe the observations were sampled randomly from the environment. Copyright © 2015 Elsevier Inc. All rights reserved.

Learning homophones in context: Easy cases are favored in the lexicon of natural languages.

PubMed

Dautriche, Isabelle; Fibla, Laia; Fievet, Anne-Caroline; Christophe, Anne

2018-08-01

Even though ambiguous words are common in languages, children find it hard to learn homophones, where a single label applies to several distinct meanings (e.g., Mazzocco, 1997). The present work addresses this apparent discrepancy between learning abilities and typological pattern, with respect to homophony in the lexicon. In a series of five experiments, 20-month-old French children easily learnt a pair of homophones if the two meanings associated with the phonological form belonged to different syntactic categories, or to different semantic categories. However, toddlers failed to learn homophones when the two meanings were distinguished only by different grammatical genders. In parallel, we analyzed the lexicon of four languages, Dutch, English, French and German, and observed that homophones are distributed non-arbitrarily in the lexicon, such that easily learnable homophones are more frequent than hard-to-learn ones: pairs of homophones are preferentially distributed across syntactic and semantic categories, but not across grammatical gender. We show that learning homophones is easier than previously thought, at least when the meanings of the same phonological form are made sufficiently distinct by their syntactic or semantic context. Following this, we propose that this learnability advantage translates into the overall structure of the lexicon, i.e., the kinds of homophones present in languages exhibit the properties that make them learnable by toddlers, thus allowing them to remain in languages. Copyright © 2018 Elsevier Inc. All rights reserved.

Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom.

PubMed

Green, Rebecca D; Schlairet, Maura C

2017-02-01

Nurse educators rely on the tenets of educational theory and evidence-based education to promote the most effective curriculum and facilitate the best outcomes. The flipped classroom model, in which students assume personal responsibility for knowledge acquisition in a highly engaging and interactive environment, supports self-directed learning and the unique needs of clinical education. To understand how students perceived their experiences in the flipped classroom and how students' learning dispositions were affected by the flipped classroom experience. A phenomenological approach was used to gain deeper understanding about students' perspectives, perceptions and subjective experiences of the flipped classroom model. The focus of the study was on characteristics of student learning. Fourteen Bachelors of Science of Nursing (BSN) students at a regional university in the southeastern United States. Using data transcribed from face-to-face, semi-structured interviews, experiential themes were extracted from the qualitative data (student-reported experiences, attributes, thoughts, values, and beliefs regarding teaching and learning in the context of their experience of the flipped classroom) using Graneheim's and Lundman's (2004) guidelines; and were coded and analyzed within theoretical categories based on pedagogical, andragogical or heutagogical learning dispositions. Experiential themes that emerged from students' descriptions of their experiences in the flipped classroom included discernment, challenge, relevance, responsibility, and expertise. The flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

[The professional learning website needs of hospital nursing stations: a needs assessment].

PubMed

Yu, Tsui-Mien; Hsu, Li-Ling; Hsieh, Suh-Ing

2011-12-01

Healthcare must face the challenges of the information era. Changes in the medical sciences and increasing disease complexity have given rise to many professional learning websites designed to aid nurse learning. However, nurses in Taiwan have only a few poorly designed websites from which to choose. Language barriers and cultural differences often prevent nurses from making the best use of learning websites designed outside of Taiwan. This situation necessitates an investigation into the type of learning website content most needed by professional nurses in Taiwan. This study aimed to investigate the types of content in a professional learning website most needed by a group of nurses and to examine factors affecting nurses' content demand. Researchers used descriptive and correlational study designs. Random cluster sampling was used to select 43 of the total 70 nursing wards at one hospital in northern Taiwan. Subjects agreed to participate in a cross-sectional survey using a self-structured questionnaire. A total 571 questionnaires (96%) were returned out of 600 sent. The average professional learning website demand score was 4.03 (SD = 0.70). The top three content categories were, respectively, instructions on nursing routines for common diseases, common medication information, and instructions on preparing for common physical examinations. The bottom three content categories were, respectively, description of website purpose, post-learning tests, and online forum. Subject age, marital status, education, hospital department, Clinical Nursing Ladder status, and work experience all significantly affected subjects' content demand profile. Study findings identified the content categories in highest demand from professional nurses, which can help guide professional learning website design work in the future. Different website versions may be developed to suit different nurse needs and help nurses save time searching for information on such topics as nursing procedures and standard introductions to medical-surgical wards.

Aging and the Statistical Learning of Grammatical Form Classes

PubMed Central

Schwab, Jessica F.; Schuler, Kathryn D.; Stillman, Chelsea M.; Newport, Elissa L.; Howard, James H.; Howard, Darlene V.

2016-01-01

Language learners must place unfamiliar words into categories, often with few explicit indicators about when and how that word can be used grammatically. Reeder, Newport, and Aslin (2013) showed that college students can learn grammatical form classes from an artificial language by relying solely on distributional information (i.e., contextual cues in the input). Here, two experiments revealed that healthy older adults also show such statistical learning, though they are poorer than young at distinguishing grammatical from ungrammatical strings. This finding expands knowledge of which aspects of learning vary with aging, with potential implications for second language learning in late adulthood. PMID:27294711

Their World, 1996/1997.

ERIC Educational Resources Information Center

Their World, 1996

1996-01-01

The 26 articles in this annual on learning disabilities (LD) are organized into the following categories: research articles, educator resources, educational practices, creativity, professional insights, the LD experience of youth and adults, explaining LD to a child, and parents' trials and tribulations. The articles are: "National Institute of…

Rule-Based and Information-Integration Category Learning in Normal Aging

ERIC Educational Resources Information Center

Maddox, W. Todd; Pacheco, Jennifer; Reeves, Maia; Zhu, Bo; Schnyer, David M.

2010-01-01

The basal ganglia and prefrontal cortex play critical roles in category learning. Both regions evidence age-related structural and functional declines. The current study examined rule-based and information-integration category learning in a group of older and younger adults. Rule-based learning is thought to involve explicit, frontally mediated…

Working memory supports inference learning just like classification learning.

PubMed

Craig, Stewart; Lewandowsky, Stephan

2013-08-01

Recent research has found a positive relationship between people's working memory capacity (WMC) and their speed of category learning. To date, only classification-learning tasks have been considered, in which people learn to assign category labels to objects. It is unknown whether learning to make inferences about category features might also be related to WMC. We report data from a study in which 119 participants undertook classification learning and inference learning, and completed a series of WMC tasks. Working memory capacity was positively related to people's classification and inference learning performance.

Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

NASA Astrophysics Data System (ADS)

Purwianingsih, W.; Mardiyah, A.

2018-05-01

Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

Effects of generic language on category content and structure.

PubMed

Gelman, Susan A; Ware, Elizabeth A; Kleinberg, Felicia

2010-11-01

We hypothesized that generic noun phrases ("Bears climb trees") would provide important input to children's developing concepts. In three experiments, four-year-olds and adults learned a series of facts about a novel animal category, in one of three wording conditions: generic (e.g., "Zarpies hate ice cream"), specific-label (e.g., "This zarpie hates ice cream"), or no-label (e.g., "This hates ice cream"). Participants completed a battery of tasks assessing the extent to which they linked the category to the properties expressed, and the extent to which they treated the category as constituting an essentialized kind. As predicted, for adults, generics training resulted in tighter category-property links and more category essentialism than both the specific-label and no-label training. Children also showed effects of generic wording, though the effects were weaker and required more extensive input. We discuss the implications for language-thought relations, and for the acquisition of essentialized categories. Copyright 2010 Elsevier Inc. All rights reserved.

Combining Computational Modeling and Neuroimaging to Examine Multiple Category Learning Systems in the Brain

PubMed Central

Nomura, Emi M.; Reber, Paul J.

2012-01-01

Considerable evidence has argued in favor of multiple neural systems supporting human category learning, one based on conscious rule inference and one based on implicit information integration. However, there have been few attempts to study potential system interactions during category learning. The PINNACLE (Parallel Interactive Neural Networks Active in Category Learning) model incorporates multiple categorization systems that compete to provide categorization judgments about visual stimuli. Incorporating competing systems requires inclusion of cognitive mechanisms associated with resolving this competition and creates a potential credit assignment problem in handling feedback. The hypothesized mechanisms make predictions about internal mental states that are not always reflected in choice behavior, but may be reflected in neural activity. Two prior functional magnetic resonance imaging (fMRI) studies of category learning were re-analyzed using PINNACLE to identify neural correlates of internal cognitive states on each trial. These analyses identified additional brain regions supporting the two types of category learning, regions particularly active when the systems are hypothesized to be in maximal competition, and found evidence of covert learning activity in the “off system” (the category learning system not currently driving behavior). These results suggest that PINNACLE provides a plausible framework for how competing multiple category learning systems are organized in the brain and shows how computational modeling approaches and fMRI can be used synergistically to gain access to cognitive processes that support complex decision-making machinery. PMID:24962771

Is spacing really the “friend of induction”?

PubMed Central

Verkoeijen, Peter P. J. L.; Bouwmeester, Samantha

2014-01-01

Inductive learning takes place when people learn a new concept or category by observing a variety of exemplars. Kornell and Bjork (2008) asked participants to learn new painting styles either by presenting different paintings of the same artist consecutively (massed presentation) or by mixing paintings of different artists (spaced presentation). In their second experiment, Kornell and Bjork (2008) showed with a final style recognition test, that spacing resulted in better inductive learning than massing. Also, by using this style recognition test, they ruled out the possibility that spacing merely resulted in a better memory for the labels of the newly learned painting styles. The findings from Kornell and Bjork’s (2008) second experiment are important because they show that the benefit of spaced learning generalizes to complex learning tasks and outcomes, and that it is not confined to rote memory learning. However, the findings from Kornell and Bjork’s (2008) second experiment have never been replicated. In the present study we performed an exact and high-powered replication of Kornell and Bjork’s (2008) second experiment with a Web-based sample. Such a replication contributes to establish the reliability of the original finding and hence to more conclusive evidence of the spacing effect in inductive learning. The findings from the present replication attempt revealed a medium-sized advantage of spacing over massing in inductive learning, which was comparable to the original effect in the experiment by Kornell and Bjork (2008). Also, the 95% confidence intervals (CI) of the effect sizes from both experiments overlapped considerably. Hence, the findings from the present replication experiment and the original experiment clearly reinforce each other. PMID:24744742

Discovery learning with SAVI approach in geometry learning

NASA Astrophysics Data System (ADS)

Sahara, R.; Mardiyana; Saputro, D. R. S.

2018-05-01

Geometry is one branch of mathematics that an important role in learning mathematics in the schools. This research aims to find out about Discovery Learning with SAVI approach to achievement of learning geometry. This research was conducted at Junior High School in Surakarta city. Research data were obtained through test and questionnaire. Furthermore, the data was analyzed by using two-way Anova. The results showed that Discovery Learning with SAVI approach gives a positive influence on mathematics learning achievement. Discovery Learning with SAVI approach provides better mathematics learning outcomes than direct learning. In addition, students with high self-efficacy categories have better mathematics learning achievement than those with moderate and low self-efficacy categories, while student with moderate self-efficacy categories are better mathematics learning achievers than students with low self-efficacy categories. There is an interaction between Discovery Learning with SAVI approach and self-efficacy toward student's mathematics learning achievement. Therefore, Discovery Learning with SAVI approach can improve mathematics learning achievement.

Swedish Students' and Preceptors' Perceptions of What Students Learn in a Six-Month Advanced Pharmacy Practice Experience

PubMed Central

Sporrong, Sofia Kälvemark; Gustavsson, Maria; Lindblad, Åsa Kettis; Johansson, Markus; Ring, Lena

2011-01-01

Objective. To identify what pharmacy students learn during the 6-month advanced pharmacy practice experience (APPE) in Sweden. Methods. Semi-structured interviews were conducted with 18 pharmacy APPE students and 17 pharmacist preceptors and analyzed in a qualitative directed content analysis using a defined workplace learning typology for categories. Results. The Swedish APPE provides students with task performance skills for work at pharmacies and social and professional knowledge, such as teamwork, how to learn while in a work setting, self-evaluation, understanding of the pharmacist role, and decision making and problem solving skills. Many of these skills and knowledge are not accounted for in the curricula in Sweden. Using a workplace learning typology to identify learning outcomes, as in this study, could be useful for curricula development. Conclusions. Exploring the learning that takes place during the APPE in a pharmacy revealed a broad range of skills and knowledge that students acquire. PMID:22345716

How does creating a concept map affect item-specific encoding?

PubMed

Grimaldi, Phillip J; Poston, Laurel; Karpicke, Jeffrey D

2015-07-01

Concept mapping has become a popular learning tool. However, the processes underlying the task are poorly understood. In the present study, we examined the effect of creating a concept map on the processing of item-specific information. In 2 experiments, subjects learned categorized or ad hoc word lists by making pleasantness ratings, sorting words into categories, or creating a concept map. Memory was tested using a free recall test and a recognition memory test, which is considered to be especially sensitive to item-specific processing. Typically, tasks that promote item-specific processing enhance free recall of categorized lists, relative to category sorting. Concept mapping resulted in lower recall performance than both the pleasantness rating and category sorting condition for categorized words. Moreover, concept mapping resulted in lower recognition memory performance than the other 2 tasks. These results converge on the conclusion that creating a concept map disrupts the processing of item-specific information. (c) 2015 APA, all rights reserved.

Developmental Changes between Childhood and Adulthood in Passive Observational and Interactive Feedback-Based Categorization Rule Learning

ERIC Educational Resources Information Center

Hammer, Rubi; Kloet, Jim; Booth, James R.

2016-01-01

As children start attending school they are more likely to face situations where they have to autonomously learn about novel object categories (e.g. by reading a picture book with descriptions of novel animals). Such autonomous observational category learning (OCL) gradually complements interactive feedback-based category learning (FBCL), where a…

Elevated depressive symptoms enhance reflexive but not reflective auditory category learning.

PubMed

Maddox, W Todd; Chandrasekaran, Bharath; Smayda, Kirsten; Yi, Han-Gyol; Koslov, Seth; Beevers, Christopher G

2014-09-01

In vision an extensive literature supports the existence of competitive dual-processing systems of category learning that are grounded in neuroscience and are partially-dissociable. The reflective system is prefrontally-mediated and uses working memory and executive attention to develop and test rules for classifying in an explicit fashion. The reflexive system is striatally-mediated and operates by implicitly associating perception with actions that lead to reinforcement. Although categorization is fundamental to auditory processing, little is known about the learning systems that mediate auditory categorization and even less is known about the effects of individual difference in the relative efficiency of the two learning systems. Previous studies have shown that individuals with elevated depressive symptoms show deficits in reflective processing. We exploit this finding to test critical predictions of the dual-learning systems model in audition. Specifically, we examine the extent to which the two systems are dissociable and competitive. We predicted that elevated depressive symptoms would lead to reflective-optimal learning deficits but reflexive-optimal learning advantages. Because natural speech category learning is reflexive in nature, we made the prediction that elevated depressive symptoms would lead to superior speech learning. In support of our predictions, individuals with elevated depressive symptoms showed a deficit in reflective-optimal auditory category learning, but an advantage in reflexive-optimal auditory category learning. In addition, individuals with elevated depressive symptoms showed an advantage in learning a non-native speech category structure. Computational modeling suggested that the elevated depressive symptom advantage was due to faster, more accurate, and more frequent use of reflexive category learning strategies in individuals with elevated depressive symptoms. The implications of this work for dual-process approach to auditory learning and depression are discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

Elevated Depressive Symptoms Enhance Reflexive but not Reflective Auditory Category Learning

PubMed Central

Maddox, W. Todd; Chandrasekaran, Bharath; Smayda, Kirsten; Yi, Han-Gyol; Koslov, Seth; Beevers, Christopher G.

2014-01-01

In vision an extensive literature supports the existence of competitive dual-processing systems of category learning that are grounded in neuroscience and are partially-dissociable. The reflective system is prefrontally-mediated and uses working memory and executive attention to develop and test rules for classifying in an explicit fashion. The reflexive system is striatally-mediated and operates by implicitly associating perception with actions that lead to reinforcement. Although categorization is fundamental to auditory processing, little is known about the learning systems that mediate auditory categorization and even less is known about the effects of individual difference in the relative efficiency of the two learning systems. Previous studies have shown that individuals with elevated depressive symptoms show deficits in reflective processing. We exploit this finding to test critical predictions of the dual-learning systems model in audition. Specifically, we examine the extent to which the two systems are dissociable and competitive. We predicted that elevated depressive symptoms would lead to reflective-optimal learning deficits but reflexive-optimal learning advantages. Because natural speech category learning is reflexive in nature, we made the prediction that elevated depressive symptoms would lead to superior speech learning. In support of our predictions, individuals with elevated depressive symptoms showed a deficit in reflective-optimal auditory category learning, but an advantage in reflexive-optimal auditory category learning. In addition, individuals with elevated depressive symptoms showed an advantage in learning a non-native speech category structure. Computational modeling suggested that the elevated depressive symptom advantage was due to faster, more accurate, and more frequent use of reflexive category learning strategies in individuals with elevated depressive symptoms. The implications of this work for dual-process approach to auditory learning and depression are discussed. PMID:25041936

Equity Implications for Mathematics Learning Outcomes

ERIC Educational Resources Information Center

Reznichenko, Nataliya

2013-01-01

The call for "mathematics for all" reaffirms the belief that all students should have equal access, equal educational experiences, and equal educational outcomes. Existing gap in students' mathematics achievement have long been coupled with the demographic categories of race and ethnicity, culture and language, SES and social class,…

Pigeons acquire multiple categories in parallel via associative learning: A parallel to human word learning?

PubMed Central

Wasserman, Edward A.; Brooks, Daniel I.; McMurray, Bob

2014-01-01

Might there be parallels between category learning in animals and word learning in children? To examine this possibility, we devised a new associative learning technique for teaching pigeons to sort 128 photographs of objects into 16 human language categories. We found that pigeons learned all 16 categories in parallel, they perceived the perceptual coherence of the different object categories, and they generalized their categorization behavior to novel photographs from the training categories. More detailed analyses of the factors that predict trial-by-trial learning implicated a number of factors that may shape learning. First, we found considerable trial-by-trial dependency of pigeons’ categorization responses, consistent with several recent studies that invoke this dependency to claim that humans acquire words via symbolic or inferential mechanisms; this finding suggests that such dependencies may also arise in associative systems. Second, our trial-by-trial analyses divulged seemingly irrelevant aspects of the categorization task, like the spatial location of the report responses, which influenced learning. Third, those trial-by-trial analyses also supported the possibility that learning may be determined both by strengthening correct stimulus-response associations and by weakening incorrect stimulus-response associations. The parallel between all these findings and important aspects of human word learning suggests that associative learning mechanisms may play a much stronger part in complex human behavior than is commonly believed. PMID:25497520

Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence.

PubMed

MacKinnon, Karen; Marcellus, Lenora; Rivers, Julie; Gordon, Carol; Ryan, Maureen; Butcher, Diane

2017-11-01

Although maternal-child care is a pillar of primary health care, there is a global shortage of maternal-child health care providers. Nurse educators experience difficulties providing undergraduate students with maternal-child learning experiences for a number of reasons. Simulation has the potential to complement learning in clinical and classroom settings. Although systematic reviews of simulation are available, no systematic reviews of qualitative evidence related to maternal-child simulation-based learning (SBL) for undergraduate nursing students and/or educators have been located. The aim of this systematic review was to identify the appropriateness and meaningfulness of maternal-child simulation-based learning for undergraduate nursing students and nursing educators in educational settings to inform curriculum decision-making. The review questions are: INCLUSION CRITERIA TYPES OF PARTICIPANTS: Pre-registration or pre-licensure or undergraduate nursing or health professional students and educators. Experiences of simulation in an educational setting with a focus relevant to maternal child nursing. Qualitative research and educational evaluation using qualitative methods. North America, Europe, Australia and New Zealand. A three-step search strategy identified published studies in the English language from 2000 until April 2016. Identified studies that met the inclusion criteria were retrieved and critically appraised using the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) by at least two independent reviewers. Overall the methodological quality of the included studies was low. Qualitative findings were extracted by two independent reviewers using JBI-QARI data extraction tools. Findings were aggregated and categorized on the basis of similarity in meaning. Categories were subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings. Twenty-two articles from 19 studies were included in the review. A total of 112 findings were extracted from the included articles. Findings were grouped into 15 categories created on the basis of similarity of meaning. Meta-synthesis of these categories generated three synthesized findings.Synthesized finding 1 Students experienced simulated learning experiences (SLE) as preparation that enhanced their confidence in practice. When simulation was being used for evaluation purposes many students experienced anxiety about the SLE.Synthesized finding 2 Pedagogical practices thought to be appropriate and meaningful included: realistic, relevant and engaging scenarios, a safe non-threatening learning environment, supportive guidance throughout the process, and integration with curriculum.Synthesized finding 3 Barriers and enablers to incorporating SLEs into maternal child education were identified including adequate resources, technological support and faculty development. Students and educators recognized that some things, such as relationship building, could not be simulated. Students felt that simulation prepared them for practice through building their self-confidence related to frequently and infrequently seen maternal-child scenarios. Specific pedagogical elements support the meaningfulness of the simulation for student learning. The presence or absence of resources impacts the capacity of educators to integrate simulation activities throughout curricula.

Linguistic labels, dynamic visual features, and attention in infant category learning.

PubMed

Deng, Wei Sophia; Sloutsky, Vladimir M

2015-06-01

How do words affect categorization? According to some accounts, even early in development words are category markers and are different from other features. According to other accounts, early in development words are part of the input and are akin to other features. The current study addressed this issue by examining the role of words and dynamic visual features in category learning in 8- to 12-month-old infants. Infants were familiarized with exemplars from one category in a label-defined or motion-defined condition and then tested with prototypes from the studied category and from a novel contrast category. Eye-tracking results indicated that infants exhibited better category learning in the motion-defined condition than in the label-defined condition, and their attention was more distributed among different features when there was a dynamic visual feature compared with the label-defined condition. These results provide little evidence for the idea that linguistic labels are category markers that facilitate category learning. Copyright © 2015 Elsevier Inc. All rights reserved.

Linguistic Labels, Dynamic Visual Features, and Attention in Infant Category Learning

PubMed Central

Deng, Wei (Sophia); Sloutsky, Vladimir M.

2015-01-01

How do words affect categorization? According to some accounts, even early in development, words are category markers and are different from other features. According to other accounts, early in development, words are part of the input and are akin to other features. The current study addressed this issue by examining the role of words and dynamic visual features in category learning in 8- to 12- month infants. Infants were familiarized with exemplars from one category in a label-defined or motion-defined condition and then tested with prototypes from the studied category and from a novel contrast category. Eye tracking results indicated that infants exhibited better category learning in the motion-defined than in the label-defined condition and their attention was more distributed among different features when there was a dynamic visual feature compared to the label-defined condition. These results provide little evidence for the idea that linguistic labels are category markers that facilitate category learning. PMID:25819100

Lexical competition in young children’s word learning

PubMed Central

Swingley, Daniel; Aslin, Richard N.

2008-01-01

In two experiments, 1.5 year olds were taught novel words whose sound patterns were phonologically similar to familiar words (novel neighbors) or were not (novel nonneighbors). Learning was tested using a picture fixation task. In both experiments, children learned the novel nonneighbors but not the novel neighbors. In addition, exposure to the novel neighbors impaired recognition performance on familiar neighbors. Finally, children did not spontaneously use phonological differences to infer that a novel word referred to a novel object. Thus, lexical competition—inhibitory interaction among words in speech comprehension—can prevent children from using their full phonological sensitivity in judging words as novel. These results suggest that word learning in young children, as in adults, relies not only on the discrimination and identification of phonetic categories, but also on evaluating the likelihood that an utterance conveys a new word. PMID:17054932

A probabilistic model of cross-categorization.

PubMed

Shafto, Patrick; Kemp, Charles; Mansinghka, Vikash; Tenenbaum, Joshua B

2011-07-01

Most natural domains can be represented in multiple ways: we can categorize foods in terms of their nutritional content or social role, animals in terms of their taxonomic groupings or their ecological niches, and musical instruments in terms of their taxonomic categories or social uses. Previous approaches to modeling human categorization have largely ignored the problem of cross-categorization, focusing on learning just a single system of categories that explains all of the features. Cross-categorization presents a difficult problem: how can we infer categories without first knowing which features the categories are meant to explain? We present a novel model that suggests that human cross-categorization is a result of joint inference about multiple systems of categories and the features that they explain. We also formalize two commonly proposed alternative explanations for cross-categorization behavior: a features-first and an objects-first approach. The features-first approach suggests that cross-categorization is a consequence of attentional processes, where features are selected by an attentional mechanism first and categories are derived second. The objects-first approach suggests that cross-categorization is a consequence of repeated, sequential attempts to explain features, where categories are derived first, then features that are poorly explained are recategorized. We present two sets of simulations and experiments testing the models' predictions about human categorization. We find that an approach based on joint inference provides the best fit to human categorization behavior, and we suggest that a full account of human category learning will need to incorporate something akin to these capabilities. Copyright © 2011 Elsevier B.V. All rights reserved.

Conventional wisdom: negotiating conventions of reference enhances category learning.

PubMed

Voiklis, John; Corter, James E

2012-01-01

Collaborators generally coordinate their activities through communication, during which they readily negotiate a shared lexicon for activity-related objects. This social-pragmatic activity both recruits and affects cognitive and social-cognitive processes ranging from selective attention to perspective taking. We ask whether negotiating reference also facilitates category learning or might private verbalization yield comparable facilitation? Participants in three referential conditions learned to classify imaginary creatures according to combinations of functional features-nutritive and destructive-that implicitly defined four categories. Remote partners communicated in the Dialogue condition. In the Monologue condition, participants recorded audio descriptions for their own later use. Controls worked silently. Dialogue yielded better category learning, with wider distribution of attention. Monologue offered no benefits over working silently. We conclude that negotiating reference compels collaborators to find communicable structure in their shared activity; this social-pragmatic constraint accelerates category learning and likely provides much of the benefit recently ascribed to learning labeled categories. Copyright © 2012 Cognitive Science Society, Inc.

Exploiting Attribute Correlations: A Novel Trace Lasso-Based Weakly Supervised Dictionary Learning Method.

PubMed

Wu, Lin; Wang, Yang; Pan, Shirui

2017-12-01

It is now well established that sparse representation models are working effectively for many visual recognition tasks, and have pushed forward the success of dictionary learning therein. Recent studies over dictionary learning focus on learning discriminative atoms instead of purely reconstructive ones. However, the existence of intraclass diversities (i.e., data objects within the same category but exhibit large visual dissimilarities), and interclass similarities (i.e., data objects from distinct classes but share much visual similarities), makes it challenging to learn effective recognition models. To this end, a large number of labeled data objects are required to learn models which can effectively characterize these subtle differences. However, labeled data objects are always limited to access, committing it difficult to learn a monolithic dictionary that can be discriminative enough. To address the above limitations, in this paper, we propose a weakly-supervised dictionary learning method to automatically learn a discriminative dictionary by fully exploiting visual attribute correlations rather than label priors. In particular, the intrinsic attribute correlations are deployed as a critical cue to guide the process of object categorization, and then a set of subdictionaries are jointly learned with respect to each category. The resulting dictionary is highly discriminative and leads to intraclass diversity aware sparse representations. Extensive experiments on image classification and object recognition are conducted to show the effectiveness of our approach.

Inferential Learning of Serial Order of Perceptual Categories by Rhesus Monkeys (Macaca mulatta)

PubMed Central

2017-01-01

Category learning in animals is typically trained explicitly, in most instances by varying the exemplars of a single category in a matching-to-sample task. Here, we show that male rhesus macaques can learn categories by a transitive inference paradigm in which novel exemplars of five categories were presented throughout training. Instead of requiring decisions about a constant set of repetitively presented stimuli, we studied the macaque's ability to determine the relative order of multiple exemplars of particular stimuli that were rarely repeated. Ordinal decisions generalized both to novel stimuli and, as a consequence, to novel pairings. Thus, we showed that rhesus monkeys could learn to categorize on the basis of implied ordinal position, without prior matching-to-sample training, and that they could then make inferences about category order. Our results challenge the plausibility of association models of category learning and broaden the scope of the transitive inference paradigm. SIGNIFICANCE STATEMENT The cognitive abilities of nonhuman animals are of enduring interest to scientists and the general public because they blur the dividing line between human and nonhuman intelligence. Categorization and sequence learning are highly abstract cognitive abilities each in their own right. This study is the first to provide evidence that visual categories can be ordered serially by macaque monkeys using a behavioral paradigm that provides no explicit feedback about category or serial order. These results strongly challenge accounts of learning based on stimulus–response associations. PMID:28546309

Familiarity with a vocal category biases the compartmental expression of Arc/Arg3.1 in core auditory cortex.

PubMed

Ivanova, Tamara N; Gross, Christina; Mappus, Rudolph C; Kwon, Yong Jun; Bassell, Gary J; Liu, Robert C

2017-12-01

Learning to recognize a stimulus category requires experience with its many natural variations. However, the mechanisms that allow a category's sensorineural representation to be updated after experiencing new exemplars are not well understood, particularly at the molecular level. Here we investigate how a natural vocal category induces expression in the auditory system of a key synaptic plasticity effector immediate early gene, Arc/Arg3.1 , which is required for memory consolidation. We use the ultrasonic communication system between mouse pups and adult females to study whether prior familiarity with pup vocalizations alters how Arc is engaged in the core auditory cortex after playback of novel exemplars from the pup vocal category. A computerized, 3D surface-assisted cellular compartmental analysis, validated against manual cell counts, demonstrates significant changes in the recruitment of neurons expressing Arc in pup-experienced animals (mothers and virgin females "cocaring" for pups) compared with pup-inexperienced animals (pup-naïve virgins), especially when listening to more familiar, natural calls compared to less familiar but similarly recognized tonal model calls. Our data support the hypothesis that the kinetics of Arc induction to refine cortical representations of sensory categories is sensitive to the familiarity of the sensory experience. © 2017 Ivanova et al.; Published by Cold Spring Harbor Laboratory Press.

A Comparison of the neural correlates that underlie rule-based and information-integration category learning.

PubMed

Carpenter, Kathryn L; Wills, Andy J; Benattayallah, Abdelmalek; Milton, Fraser

2016-10-01

The influential competition between verbal and implicit systems (COVIS) model proposes that category learning is driven by two competing neural systems-an explicit, verbal, system, and a procedural-based, implicit, system. In the current fMRI study, participants learned either a conjunctive, rule-based (RB), category structure that is believed to engage the explicit system, or an information-integration category structure that is thought to preferentially recruit the implicit system. The RB and information-integration category structures were matched for participant error rate, the number of relevant stimulus dimensions, and category separation. Under these conditions, considerable overlap in brain activation, including the prefrontal cortex, basal ganglia, and the hippocampus, was found between the RB and information-integration category structures. Contrary to the predictions of COVIS, the medial temporal lobes and in particular the hippocampus, key regions for explicit memory, were found to be more active in the information-integration condition than in the RB condition. No regions were more activated in RB than information-integration category learning. The implications of these results for theories of category learning are discussed. Hum Brain Mapp 37:3557-3574, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Delayed Feedback Disrupts the Procedural-Learning System but Not the Hypothesis-Testing System in Perceptual Category Learning

ERIC Educational Resources Information Center

Maddox, W. Todd; Ing, A. David

2005-01-01

W. T. Maddox, F. G. Ashby, and C. J. Bohil (2003) found that delayed feedback adversely affects information-integration but not rule-based category learning in support of a multiple-systems approach to category learning. However, differences in the number of stimulus dimensions relevant to solving the task and perceptual similarity failed to rule…

Problem based learning with scaffolding technique on geometry

NASA Astrophysics Data System (ADS)

Bayuningsih, A. S.; Usodo, B.; Subanti, S.

2018-05-01

Geometry as one of the branches of mathematics has an important role in the study of mathematics. This research aims to explore the effectiveness of Problem Based Learning (PBL) with scaffolding technique viewed from self-regulation learning toward students’ achievement learning in mathematics. The research data obtained through mathematics learning achievement test and self-regulated learning (SRL) questionnaire. This research employed quasi-experimental research. The subjects of this research are students of the junior high school in Banyumas Central Java. The result of the research showed that problem-based learning model with scaffolding technique is more effective to generate students’ mathematics learning achievement than direct learning (DL). This is because in PBL model students are more able to think actively and creatively. The high SRL category student has better mathematic learning achievement than middle and low SRL categories, and then the middle SRL category has better than low SRL category. So, there are interactions between learning model with self-regulated learning in increasing mathematic learning achievement.

Learning-dependent plasticity in human auditory cortex during appetitive operant conditioning.

PubMed

Puschmann, Sebastian; Brechmann, André; Thiel, Christiane M

2013-11-01

Animal experiments provide evidence that learning to associate an auditory stimulus with a reward causes representational changes in auditory cortex. However, most studies did not investigate the temporal formation of learning-dependent plasticity during the task but rather compared auditory cortex receptive fields before and after conditioning. We here present a functional magnetic resonance imaging study on learning-related plasticity in the human auditory cortex during operant appetitive conditioning. Participants had to learn to associate a specific category of frequency-modulated tones with a reward. Only participants who learned this association developed learning-dependent plasticity in left auditory cortex over the course of the experiment. No differential responses to reward predicting and nonreward predicting tones were found in auditory cortex in nonlearners. In addition, learners showed similar learning-induced differential responses to reward-predicting and nonreward-predicting tones in the ventral tegmental area and the nucleus accumbens, two core regions of the dopaminergic neurotransmitter system. This may indicate a dopaminergic influence on the formation of learning-dependent plasticity in auditory cortex, as it has been suggested by previous animal studies. Copyright © 2012 Wiley Periodicals, Inc.

The Emergent Reader's Working Kit of Stereotypes

ERIC Educational Resources Information Center

Mackey, Margaret

2013-01-01

This article draws on a careful study of series fiction read in the 1950s to explore how stereotypes feature in the development of a young reader's competence in learning to process stories in print. Five categories of stereotype are teased out: "embodied stereotypes," understood through physical experience; "working stereotypes," discerned…

Common-Sense Chemistry: The Use of Assumptions and Heuristics in Problem Solving

ERIC Educational Resources Information Center

Maeyer, Jenine Rachel

2013-01-01

Students experience difficulty learning and understanding chemistry at higher levels, often because of cognitive biases stemming from common sense reasoning constraints. These constraints can be divided into two categories: assumptions (beliefs held about the world around us) and heuristics (the reasoning strategies or rules used to build…

On the Safety of Machine Learning: Cyber-Physical Systems, Decision Sciences, and Data Products.

PubMed

Varshney, Kush R; Alemzadeh, Homa

2017-09-01

Machine learning algorithms increasingly influence our decisions and interact with us in all parts of our daily lives. Therefore, just as we consider the safety of power plants, highways, and a variety of other engineered socio-technical systems, we must also take into account the safety of systems involving machine learning. Heretofore, the definition of safety has not been formalized in a machine learning context. In this article, we do so by defining machine learning safety in terms of risk, epistemic uncertainty, and the harm incurred by unwanted outcomes. We then use this definition to examine safety in all sorts of applications in cyber-physical systems, decision sciences, and data products. We find that the foundational principle of modern statistical machine learning, empirical risk minimization, is not always a sufficient objective. We discuss how four different categories of strategies for achieving safety in engineering, including inherently safe design, safety reserves, safe fail, and procedural safeguards can be mapped to a machine learning context. We then discuss example techniques that can be adopted in each category, such as considering interpretability and causality of predictive models, objective functions beyond expected prediction accuracy, human involvement for labeling difficult or rare examples, and user experience design of software and open data.

Aging and the statistical learning of grammatical form classes.

PubMed

Schwab, Jessica F; Schuler, Kathryn D; Stillman, Chelsea M; Newport, Elissa L; Howard, James H; Howard, Darlene V

2016-08-01

Language learners must place unfamiliar words into categories, often with few explicit indicators about when and how that word can be used grammatically. Reeder, Newport, and Aslin (2013) showed that college students can learn grammatical form classes from an artificial language by relying solely on distributional information (i.e., contextual cues in the input). Here, 2 experiments revealed that healthy older adults also show such statistical learning, though they are poorer than young at distinguishing grammatical from ungrammatical strings. This finding expands knowledge of which aspects of learning vary with aging, with potential implications for second language learning in late adulthood. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Utilizing Multidimensional Measures of Race in Education Research: The Case of Teacher Perceptions

PubMed Central

Irizarry, Yasmiyn

2015-01-01

Education scholarship on race using quantitative data analysis consists largely of studies on the black-white dichotomy, and more recently, on the experiences of student within conventional racial/ethnic categories (white, Hispanic/Latina/o, Asian, black). Despite substantial shifts in the racial and ethnic composition of American children, studies continue to overlook the diverse racialized experiences for students of Asian and Latina/o descent, the racialization of immigration status, and the educational experiences of Native American students. This study provides one possible strategy for developing multidimensional measures of race using large-scale datasets and demonstrates the utility of multidimensional measures for examining educational inequality, using teacher perceptions of student behavior as a case in point. With data from the first grade wave of the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998–1999, I examine differences in teacher ratings of Externalizing Problem Behaviors and Approaches to Learning across fourteen racialized subgroups at the intersections of race, ethnicity, and immigrant status. Results show substantial subgroup variation in teacher perceptions of problem and learning behaviors, while also highlighting key points of divergence and convergence within conventional racial/ethnic categories. PMID:26413559

Utilizing Multidimensional Measures of Race in Education Research: The Case of Teacher Perceptions.

PubMed

Irizarry, Yasmiyn

2015-10-01

Education scholarship on race using quantitative data analysis consists largely of studies on the black-white dichotomy, and more recently, on the experiences of student within conventional racial/ethnic categories (white, Hispanic/Latina/o, Asian, black). Despite substantial shifts in the racial and ethnic composition of American children, studies continue to overlook the diverse racialized experiences for students of Asian and Latina/o descent, the racialization of immigration status, and the educational experiences of Native American students. This study provides one possible strategy for developing multidimensional measures of race using large-scale datasets and demonstrates the utility of multidimensional measures for examining educational inequality, using teacher perceptions of student behavior as a case in point. With data from the first grade wave of the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998-1999, I examine differences in teacher ratings of Externalizing Problem Behaviors and Approaches to Learning across fourteen racialized subgroups at the intersections of race, ethnicity, and immigrant status. Results show substantial subgroup variation in teacher perceptions of problem and learning behaviors, while also highlighting key points of divergence and convergence within conventional racial/ethnic categories.

An Examination of Strategy Implementation during Abstract Nonlinguistic Category Learning in Aphasia

ERIC Educational Resources Information Center

Vallila-Rohter, Sofia; Kiran, Swathi

2015-01-01

Purpose: Our purpose was to study strategy use during nonlinguistic category learning in aphasia. Method: Twelve control participants without aphasia and 53 participants with aphasia (PWA) completed a computerized feedback-based category learning task consisting of training and testing phases. Accuracy rates of categorization in testing phases…

Semantic Categories and Context in L2 Vocabulary Learning

ERIC Educational Resources Information Center

Bolger, Patrick; Zapata, Gabriela

2011-01-01

This article extends recent findings that presenting semantically related vocabulary simultaneously inhibits learning. It does so by adding story contexts. Participants learned 32 new labels for known concepts from four different semantic categories in stories that were either semantically related (one category per story) or semantically unrelated…

Rule-Based Category Learning in Down Syndrome

ERIC Educational Resources Information Center

Phillips, B. Allyson; Conners, Frances A.; Merrill, Edward; Klinger, Mark R.

2014-01-01

Rule-based category learning was examined in youths with Down syndrome (DS), youths with intellectual disability (ID), and typically developing (TD) youths. Two tasks measured category learning: the Modified Card Sort task (MCST) and the Concept Formation test of the Woodcock-Johnson-III (Woodcock, McGrew, & Mather, 2001). In regression-based…

Fine-grained temporal coding of visually-similar categories in the ventral visual pathway and prefrontal cortex

PubMed Central

Xu, Yang; D'Lauro, Christopher; Pyles, John A.; Kass, Robert E.; Tarr, Michael J.

2013-01-01

Humans are remarkably proficient at categorizing visually-similar objects. To better understand the cortical basis of this categorization process, we used magnetoencephalography (MEG) to record neural activity while participants learned–with feedback–to discriminate two highly-similar, novel visual categories. We hypothesized that although prefrontal regions would mediate early category learning, this role would diminish with increasing category familiarity and that regions within the ventral visual pathway would come to play a more prominent role in encoding category-relevant information as learning progressed. Early in learning we observed some degree of categorical discriminability and predictability in both prefrontal cortex and the ventral visual pathway. Predictability improved significantly above chance in the ventral visual pathway over the course of learning with the left inferior temporal and fusiform gyri showing the greatest improvement in predictability between 150 and 250 ms (M200) during category learning. In contrast, there was no comparable increase in discriminability in prefrontal cortex with the only significant post-learning effect being a decrease in predictability in the inferior frontal gyrus between 250 and 350 ms (M300). Thus, the ventral visual pathway appears to encode learned visual categories over the long term. At the same time these results add to our understanding of the cortical origins of previously reported signature temporal components associated with perceptual learning. PMID:24146656

Not Only Size Matters: Early-Talker and Late-Talker Vocabularies Support Different Word-Learning Biases in Babies and Networks.

PubMed

Colunga, Eliana; Sims, Clare E

2017-02-01

In typical development, word learning goes from slow and laborious to fast and seemingly effortless. Typically developing 2-year-olds seem to intuit the whole range of things in a category from hearing a single instance named-they have word-learning biases. This is not the case for children with relatively small vocabularies (late talkers). We present a computational model that accounts for the emergence of word-learning biases in children at both ends of the vocabulary spectrum based solely on vocabulary structure. The results of Experiment 1 show that late-talkers' and early-talkers' noun vocabularies have different structures and that neural networks trained on the vocabularies of individual late talkers acquire different word-learning biases than those trained on early-talker vocabularies. These models make novel predictions about the word-learning biases in these two populations. Experiment 2 tests these predictions on late- and early-talking toddlers in a novel noun generalization task. Copyright © 2016 Cognitive Science Society, Inc.

Learning Category-Specific Dictionary and Shared Dictionary for Fine-Grained Image Categorization.

PubMed

Gao, Shenghua; Tsang, Ivor Wai-Hung; Ma, Yi

2014-02-01

This paper targets fine-grained image categorization by learning a category-specific dictionary for each category and a shared dictionary for all the categories. Such category-specific dictionaries encode subtle visual differences among different categories, while the shared dictionary encodes common visual patterns among all the categories. To this end, we impose incoherence constraints among the different dictionaries in the objective of feature coding. In addition, to make the learnt dictionary stable, we also impose the constraint that each dictionary should be self-incoherent. Our proposed dictionary learning formulation not only applies to fine-grained classification, but also improves conventional basic-level object categorization and other tasks such as event recognition. Experimental results on five data sets show that our method can outperform the state-of-the-art fine-grained image categorization frameworks as well as sparse coding based dictionary learning frameworks. All these results demonstrate the effectiveness of our method.

Evaluation of students' experience with Problem-based Learning (PBL) applied at the College of Medicine, Al-Jouf University, Saudi Arabia.

PubMed

Alduraywish, Abdulrahman Abdulwahab; Mohager, Mazin Omer; Alenezi, Mohammed Jayed; Nail, Abdelsalam Mohammed; Aljafari, Alfatih Saifudinn

2017-12-01

To evaluate the students' experience with problem-based learning. This cross-sectional, qualitative study was conducted at the College of Medicine, Al Jouf University, Sakakah, Saudi Arabia, in October 2015, and comprised medical students of the 1st to 5th levels. Interviews were conducted using Students' Course Experience Questionnaire. The questionnaire contained 37 questions covering six evaluative categories: appropriate assessment, appropriate workload, clear goals and standards, generic skills, good teaching, and overall satisfaction. The questionnaire follows the Likert's scale model. Mean values were interpreted as: >2.5= at least disagree, 2.5->3= neither/nor (uncertain), and 3 or more= at least agree. Of the 170 respondents, 72(42.7%) agreed that there was an appropriate assessment accompanied with the problem-based learning. Also, 107(63.13%) students agreed that there was a heavy workload on them. The goal and standards of the course were clear for 71(42.35%) students, 104(61.3%) agreed that problem-based learning improved their generic skills, 65(38.07%) agreed the teaching was good and 82(48.08%) students showed overall satisfaction. The students were satisfied with their experience with the problem-based learning.

The effectiveness of research-based physics learning module with predict-observe-explain strategies to improve the student’s competence

NASA Astrophysics Data System (ADS)

Usmeldi

2018-05-01

The preliminary study shows that many students are difficult to master the concept of physics. There are still many students who have not mastery learning physics. Teachers and students still use textbooks. Students rarely do experiments in the laboratory. One model of learning that can improve students’ competence is a research-based learning with Predict- Observe-Explain (POE) strategies. To implement this learning, research-based physics learning modules with POE strategy are used. The research aims to find out the effectiveness of implementation of research-based physics learning modules with POE strategy to improving the students’ competence. The research used a quasi-experimental with pretest-posttest group control design. Data were collected using observation sheets, achievement test, skill assessment sheets, questionnaire of attitude and student responses to learning implementation. The results of research showed that research-based physics learning modules with POE strategy was effective to improve the students’ competence, in the case of (1) mastery learning of physics has been achieved by majority of students, (2) improving the students competency of experimental class including high category, (3) there is a significant difference between the average score of students’ competence of experimental class and the control class, (4) the average score of the students competency of experimental class is higher than the control class, (5) the average score of the students’ responses to the learning implementation is very good category, this means that most students can implement research-based learning with POE strategies.

Categorization for Faces and Tools-Two Classes of Objects Shaped by Different Experience-Differs in Processing Timing, Brain Areas Involved, and Repetition Effects.

PubMed

Kozunov, Vladimir; Nikolaeva, Anastasia; Stroganova, Tatiana A

2017-01-01

The brain mechanisms that integrate the separate features of sensory input into a meaningful percept depend upon the prior experience of interaction with the object and differ between categories of objects. Recent studies using representational similarity analysis (RSA) have characterized either the spatial patterns of brain activity for different categories of objects or described how category structure in neuronal representations emerges in time, but never simultaneously. Here we applied a novel, region-based, multivariate pattern classification approach in combination with RSA to magnetoencephalography data to extract activity associated with qualitatively distinct processing stages of visual perception. We asked participants to name what they see whilst viewing bitonal visual stimuli of two categories predominantly shaped by either value-dependent or sensorimotor experience, namely faces and tools, and meaningless images. We aimed to disambiguate the spatiotemporal patterns of brain activity between the meaningful categories and determine which differences in their processing were attributable to either perceptual categorization per se , or later-stage mentalizing-related processes. We have extracted three stages of cortical activity corresponding to low-level processing, category-specific feature binding, and supra-categorical processing. All face-specific spatiotemporal patterns were associated with bilateral activation of ventral occipito-temporal areas during the feature binding stage at 140-170 ms. The tool-specific activity was found both within the categorization stage and in a later period not thought to be associated with binding processes. The tool-specific binding-related activity was detected within a 210-220 ms window and was located to the intraparietal sulcus of the left hemisphere. Brain activity common for both meaningful categories started at 250 ms and included widely distributed assemblies within parietal, temporal, and prefrontal regions. Furthermore, we hypothesized and tested whether activity within face and tool-specific binding-related patterns would demonstrate oppositely acting effects following procedural perceptual learning. We found that activity in the ventral, face-specific network increased following the stimuli repetition. In contrast, tool processing in the dorsal network adapted by reducing its activity over the repetition period. Altogether, we have demonstrated that activity associated with visual processing of faces and tools during the categorization stage differ in processing timing, brain areas involved, and in their dynamics underlying stimuli learning.

A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Consiglio, D.; Gonzaga, V.

2010-01-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory college astronomy courses (Astro 101). The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual student characteristics. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all categories of students can benefit from the effective implementation of interactive learning strategies.

New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey

NASA Astrophysics Data System (ADS)

Adams, W. K.; Perkins, K. K.; Podolefsky, N. S.; Dubson, M.; Finkelstein, N. D.; Wieman, C. E.

2006-06-01

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure student beliefs about physics and about learning physics. This instrument extends previous work by probing additional aspects of student beliefs and by using wording suitable for students in a wide variety of physics courses. The CLASS has been validated using interviews, reliability studies, and extensive statistical analyses of responses from over 5000 students. In addition, a new methodology for determining useful and statistically robust categories of student beliefs has been developed. This paper serves as the foundation for an extensive study of how student beliefs impact and are impacted by their educational experiences. For example, this survey measures the following: that most teaching practices cause substantial drops in student scores; that a student’s likelihood of becoming a physics major correlates with their “Personal Interest” score; and that, for a majority of student populations, women’s scores in some categories, including “Personal Interest” and “Real World Connections,” are significantly different from men’s scores.

Adults Can Be Trained to Acquire Synesthetic Experiences

PubMed Central

Bor, Daniel; Rothen, Nicolas; Schwartzman, David J.; Clayton, Stephanie; Seth, Anil K.

2014-01-01

Synesthesia is a condition where presentation of one perceptual class consistently evokes additional experiences in different perceptual categories. Synesthesia is widely considered a congenital condition, although an alternative view is that it is underpinned by repeated exposure to combined perceptual features at key developmental stages. Here we explore the potential for repeated associative learning to shape and engender synesthetic experiences. Non-synesthetic adult participants engaged in an extensive training regime that involved adaptive memory and reading tasks, designed to reinforce 13 specific letter-color associations. Following training, subjects exhibited a range of standard behavioral and physiological markers for grapheme-color synesthesia; crucially, most also described perceiving color experiences for achromatic letters, inside and outside the lab, where such experiences are usually considered the hallmark of genuine synesthetes. Collectively our results are consistent with developmental accounts of synesthesia and illuminate a previously unsuspected potential for new learning to shape perceptual experience, even in adulthood. PMID:25404369

Understanding individual differences in representational abstraction: The role of working memory capacity.

PubMed

Stukken, Loes; Van Rensbergen, Bram; Vanpaemel, Wolf; Storms, Gert

2016-10-01

Several studies have reported differences in categorization strategies among participants: some learn a category by making abstraction across the category members while others use a memorization strategy. Despite the prevalence of these differences, little attention has been paid to investigating what influences some to use an abstraction strategy and others a memorization strategy. The current study had two goals: in a first experiment we investigated whether these differences were stable across time, using the parallel form method often used in psychometric research, and in a second experiment we investigated whether the individual differences in categorization strategy were related to working memory capacity. We used a modelling strategy, in which we not only focused on full abstraction and memorization strategies, but also on intermediate strategies in which some category members are abstracted and others are not. The first study revealed that the individual abstraction strategy of individual participants in two different experiments, performed at different times, correlate significantly, and second study showed that these individual differences were related to the working memory capacity of the participants. Copyright © 2016 Elsevier B.V. All rights reserved.

Discrimination of artificial categories structured by family resemblances: a comparative study in people (Homo sapiens) and pigeons (Columba livia).

PubMed

Makino, Hiroshi; Jitsumori, Masako

2007-02-01

Adult humans (Homo sapiens) and pigeons (Columba livia) were trained to discriminate artificial categories that the authors created by mimicking 2 properties of natural categories. One was a family resemblance relationship: The highly variable exemplars, including those that did not have features in common, were structured by a similarity network with the features correlating to one another in each category. The other was a polymorphous rule: No single feature was essential for distinguishing the categories, and all the features overlapped between the categories. Pigeons learned the categories with ease and then showed a prototype effect in accord with the degrees of family resemblance for novel stimuli. Some evidence was also observed for interactive effects of learning of individual exemplars and feature frequencies. Humans had difficulty in learning the categories. The participants who learned the categories generally responded to novel stimuli in an all-or-none fashion on the basis of their acquired classification decision rules. The processes that underlie the classification performances of the 2 species are discussed.

Learning Vowel Categories from Maternal Speech in Gurindji Kriol

ERIC Educational Resources Information Center

Jones, Caroline; Meakins, Felicity; Muawiyath, Shujau

2012-01-01

Distributional learning is a proposal for how infants might learn early speech sound categories from acoustic input before they know many words. When categories in the input differ greatly in relative frequency and overlap in acoustic space, research in bilingual development suggests that this affects the course of development. In the present…

Peer assisted learning as a formal instructional tool.

PubMed

Naqi, Syed Asghar

2014-03-01

To explore the utility of peer assisted learning (PAL) in medical schools as a formal instructional tool. Grounded theory approach. King Edward Medical University, Lahore, from July 2011 to December 2011. A study was designed using semi-structured in-depth interviews to collect data from final year medical students (n=6), residents (n=4) and faculty members (n=3), selected on the basis of non-probability purposive sampling. The qualitative data thus generated was first translated in English and transcribed and organized into major categories by using a coding framework. Participants were interviewed two more times to further explore their perceptions and experiences related to emergent categories. An iterative process was employed using grounded theory analysis technique to eventually generate theory. PAL was perceived as rewarding in terms of fostering higher order thinking, effective teaching skills and in improving self efficacy among learners. PAL can offer learning opportunity to medical students, residents and faculty members. It can improve depth of their knowledge and skills.

Learning of Alignment Rules between Concept Hierarchies

NASA Astrophysics Data System (ADS)

Ichise, Ryutaro; Takeda, Hideaki; Honiden, Shinichi

With the rapid advances of information technology, we are acquiring much information than ever before. As a result, we need tools for organizing this data. Concept hierarchies such as ontologies and information categorizations are powerful and convenient methods for accomplishing this goal, which have gained wide spread acceptance. Although each concept hierarchy is useful, it is difficult to employ multiple concept hierarchies at the same time because it is hard to align their conceptual structures. This paper proposes a rule learning method that inputs information from a source concept hierarchy and finds suitable location for them in a target hierarchy. The key idea is to find the most similar categories in each hierarchy, where similarity is measured by the κ(kappa) statistic that counts instances belonging to both categories. In order to evaluate our method, we conducted experiments using two internet directories: Yahoo! and LYCOS. We map information instances from the source directory into the target directory, and show that our learned rules agree with a human-generated assignment 76% of the time.

Baccalaureate nursing Students’ perspectives on learning about caring in China: a qualitative descriptive study

PubMed Central

2014-01-01

Background The need to provide humanistic care in the contemporary healthcare system is more imperative now and the importance of cultivating caring in nursing education is urgent. Caring as the primary work of nursing has been discussed extensively, such as the meaning of caring, and teaching and learning strategies to improve nursing students’ caring ability. Yet attempts to understand students’ perspectives on learning about caring and to know their learning needs are seldom presented. The aim of this qualitative descriptive study was to explore the baccalaureate nursing students’ perspectives on learning about caring in China. Methods A qualitative descriptive study using focus group interviews were undertaken in two colleges in Yunnan Province, China from February 2010 to April 2010. Purposeful sampling of 20 baccalaureate nursing students were recruited. Content analysis of the transcribed data was adopted to identify the themes. Results Four categories with some sub-categories related to students’ perspectives on learning about caring were identified from the data: 1) Learning caring by role model; 2) conducive learning environment as the incentive to the learning about caring; 3) lack of directive substantive way of learning as the hindrance to the learning about caring; 4) lack of cultural competency as the barrier to the learning about caring. Conclusions Both caring and uncaring experiences can promote the learning about caring in a way of reflective practice. The formal, informal and hidden curricula play an important role in the learning about caring. Cultural awareness, sensitivity and humility are important in the process of learning to care in a multicultural area. PMID:24589087

Baccalaureate nursing students' perspectives on learning about caring in China: a qualitative descriptive study.

PubMed

Ma, Fang; Li, Jiping; Liang, Hongmin; Bai, Yangjuan; Song, Jianhua

2014-03-04

The need to provide humanistic care in the contemporary healthcare system is more imperative now and the importance of cultivating caring in nursing education is urgent. Caring as the primary work of nursing has been discussed extensively, such as the meaning of caring, and teaching and learning strategies to improve nursing students' caring ability. Yet attempts to understand students' perspectives on learning about caring and to know their learning needs are seldom presented. The aim of this qualitative descriptive study was to explore the baccalaureate nursing students' perspectives on learning about caring in China. A qualitative descriptive study using focus group interviews were undertaken in two colleges in Yunnan Province, China from February 2010 to April 2010. Purposeful sampling of 20 baccalaureate nursing students were recruited. Content analysis of the transcribed data was adopted to identify the themes. Four categories with some sub-categories related to students' perspectives on learning about caring were identified from the data: 1) Learning caring by role model; 2) conducive learning environment as the incentive to the learning about caring; 3) lack of directive substantive way of learning as the hindrance to the learning about caring; 4) lack of cultural competency as the barrier to the learning about caring. Both caring and uncaring experiences can promote the learning about caring in a way of reflective practice. The formal, informal and hidden curricula play an important role in the learning about caring. Cultural awareness, sensitivity and humility are important in the process of learning to care in a multicultural area.

Models in search of a brain.

PubMed

Love, Bradley C; Gureckis, Todd M

2007-06-01

Mental localization efforts tend to stress the where more than the what. We argue that the proper targets for localization are well-specified cognitive models. We make this case by relating an existing cognitive model of category learning to a learning circuit involving the hippocampus, perirhinal, and prefrontal cortices. Results from groups varying in function along this circuit (e.g., infants, amnesics, and older adults) are successfully simulated by reducing the model's ability to form new clusters in response to surprising events, such as an error in supervised learning or an unfamiliar stimulus in unsupervised learning. Clusters in the model are akin to conjunctive codes that are rooted in an episodic experience (the surprising event) yet can develop to resemble abstract codes as they are updated by subsequent experiences. Thus, the model holds that the line separating episodic and semantic information can become blurred. Dissociations (categorization vs. recognition) are explained in terms of cluster recruitment demands.

How learning one category influences the learning of another: intercategory generalization based on analogy and specific stimulus information.

PubMed

Nahinsky, Irwin D; Lucas, Barbara A; Edgell, Stephen E; Overfelt, Joseph; Loeb, Richard

2004-01-01

We investigated the effect of learning one category structure on the learning of a related category structure. Photograph-name combinations, called identifiers, were associated with values of four demographic attributes. Two problems were related by analogous demographic attributes, common identifiers, or both to examine the impact of common identifier, related general characteristics, and the interaction of the two variables in mediating learning transfer from one category structure to another. Problems sharing the same identifier information prompted greater positive transfer than those not sharing the same identifier information. In contrast, analogous defining characteristics in the two problems did not facilitate transfer. We computed correlations between responses to first-problem stimuli and responses to analogous second-problem stimuli for each participant. The analogous characteristics produced a tendency to respond in the same way to corresponding stimuli in the two problems. The results support an alignment between category structures related by analogous defining characteristics, which is facilitated by specific identifier information shared by two category structures.

When More Is Less: Feedback Effects in Perceptual Category Learning

ERIC Educational Resources Information Center

Maddox, W. Todd; Love, Bradley C.; Glass, Brian D.; Filoteo, J. Vincent

2008-01-01

Rule-based and information-integration category learning were compared under minimal and full feedback conditions. Rule-based category structures are those for which the optimal rule is verbalizable. Information-integration category structures are those for which the optimal rule is not verbalizable. With minimal feedback subjects are told whether…

Incremental Bayesian Category Learning from Natural Language

ERIC Educational Resources Information Center

Frermann, Lea; Lapata, Mirella

2016-01-01

Models of category learning have been extensively studied in cognitive science and primarily tested on perceptual abstractions or artificial stimuli. In this paper, we focus on categories acquired from natural language stimuli, that is, words (e.g., "chair" is a member of the furniture category). We present a Bayesian model that, unlike…

An associative account of the development of word learning.

PubMed

Sloutsky, Vladimir M; Yim, Hyungwook; Yao, Xin; Dennis, Simon

2017-09-01

Word learning is a notoriously difficult induction problem because meaning is underdetermined by positive examples. How do children solve this problem? Some have argued that word learning is achieved by means of inference: young word learners rely on a number of assumptions that reduce the overall hypothesis space by favoring some meanings over others. However, these approaches have difficulty explaining how words are learned from conversations or text, without pointing or explicit instruction. In this research, we propose an associative mechanism that can account for such learning. In a series of experiments, 4-year-olds and adults were presented with sets of words that included a single nonsense word (e.g. dax). Some lists were taxonomic (i.,e., all items were members of a given category), some were associative (i.e., all items were associates of a given category, but not members), and some were mixed. Participants were asked to indicate whether the nonsense word was an animal or an artifact. Adults exhibited evidence of learning when lists consisted of either associatively or taxonomically related items. In contrast, children exhibited evidence of word learning only when lists consisted of associatively related items. These results present challenges to several extant models of word learning, and a new model based on the distinction between syntagmatic and paradigmatic associations is proposed. Copyright © 2017 Elsevier Inc. All rights reserved.

Critical Approaches to Lifelong Education

NASA Astrophysics Data System (ADS)

Preston, Rosemary

1999-11-01

This paper argues that contemporary interest in lifelong learning can be seen as an artefact of the market. It points out how the attractive vocabulary associated with personal development and empowerment often masks other economic and social purposes. Bearing in mind the social function of education, the author compares the strategies for the promotion of lifelong learning designed for those in "included social categories" with the policies designed for those in marginal and excluded positions. It concludes by challenging its own position by citing positive learner experience in each case.

Experiences of nursing students of Evidence-Based Practice Education according to Rogers' Diffusion of Innovation Model: A Directed Content Analysis.

PubMed

Pashaeypoor, Shahzad; Ashktorab, Tahereh; Rassouli, Maryam; Alavi Majd, Hamid

2017-10-01

Evidence based practice (EBP) education is essential in promoting of clinical care, but an effective educational strategy for teaching EBP in nursing faculties is not available. The aim of this study was to explore the experiences of nursing students of EBP Education according to Rogers' Diffusion of Innovation Model. This qualitative study was carried out using a directed content analysis method and purposeful sampling. Data were collected until saturation by fourteen semi-structured face-to-face individual interviews and two focus group discussions with nursing students from two nursing faculties in Tehran, Iran. Rogers' Model was used in this study. Data were classified into five themes and 11 categories according to the Rogers's Model. Themes and main categories were knowledge (educational enrichment, new strategy for education), persuasion (internalization of education, improvement of motivation), decision (acceptance, use in the future), implementation (objectivity, consolidation of learning) and confirmation (learning and teaching, achieving a goal, self-confidence). EBP Education, based on the teaching strategy of Rogers's Model, leads to an improved EBP learning. All the necessary steps for a better education of it are included in this educational approach which can be used to teach any new subject like EBP.

Differential effect of visual masking in perceptual categorization.

PubMed

Hélie, Sébastien; Cousineau, Denis

2015-06-01

This article explores the visual information used to categorize stimuli drawn from a common stimulus space into verbal and nonverbal categories using 2 experiments. Experiment 1 explores the effect of target duration on verbal and nonverbal categorization using backward masking to interrupt visual processing. With categories equated for difficulty for long and short target durations, intermediate target duration shows an advantage for verbal categorization over nonverbal categorization. Experiment 2 tests whether the results of Experiment 1 can be explained by shorter target duration resulting in a smaller signal-to-noise ratio of the categorization stimulus. To test for this possibility, Experiment 2 used integration masking with the same stimuli, categories, and masks as Experiment 1 with a varying level of mask opacity. As predicted, low mask opacity yielded similar results to long target duration while high mask opacity yielded similar results to short target duration. Importantly, intermediate mask opacity produced an advantage for verbal categorization over nonverbal categorization, similar to intermediate target duration. These results suggest that verbal and nonverbal categorization are affected differently by manipulations affecting the signal-to-noise ratio of the stimulus, consistent with multiple-system theories of categorizations. The results further suggest that verbal categorization may be more digital (and more robust to low signal-to-noise ratio) while the information used in nonverbal categorization may be more analog (and less robust to lower signal-to-noise ratio). This article concludes with a discussion of how these new results affect the use of masking in perceptual categorization and multiple-system theories of perceptual category learning. (c) 2015 APA, all rights reserved).

Testing Prepares Students to Learn Better: The Forward Effect of Testing in Category Learning

ERIC Educational Resources Information Center

Lee, Hee Seung; Ahn, Dahwi

2018-01-01

The forward effect of testing occurs when testing on previously studied information facilitates subsequent learning. The present research investigated whether interim testing on initially studied materials enhances the learning of new materials in category learning and examined the metacognitive judgments of such learning. Across the 4…

Normal Aging and the Dissociable Prototype Learning Systems

PubMed Central

Glass, Brian D.; Chotibut, Tanya; Pacheco, Jennifer; Schnyer, David M.; Maddox, W. Todd

2011-01-01

Dissociable prototype learning systems have been demonstrated behaviorally and with neuroimaging in younger adults as well as with patient populations. In A/not-A (AN) prototype learning, participants are shown members of category A during training, and during test are asked to decide whether novel items are in category A or are not in category A. Research suggests that AN learning is mediated by a perceptual learning system. In A/B (AB) prototype learning, participants are shown members of category A and B during training, and during test are asked to decide whether novel items are in category A or category B. In contrast to AN, research suggests that AB learning is mediated by a declarative memory system. The current study examined the effects of normal aging on AN and AB prototype learning. We observed an age-related deficit in AB learning, but an age-related advantage in AN learning. Computational modeling supports one possible interpretation based on narrower selective attentional focus in older adults in the AB task and broader selective attention in the AN task. Neuropsychological testing in older participants suggested that executive functioning and attentional control were associated with better performance in both tasks. However, nonverbal memory was associated with better AN performance, while visual attention was associated with worse AB performance. The results support an interactive memory systems approach and suggest that age-related declines in one memory system can lead to deficits in some tasks, but to enhanced performance in others. PMID:21875215

Sortings, Cutaways, and Bindings: Quilt-Making as Arts-Based Practice for Social Justice Teaching

ERIC Educational Resources Information Center

Kuthy, Diane; Broadwater, Kay

2014-01-01

This article describes a studio assignment grounded in social learning theory and intersectionality completed by preservice teachers during their first art education class, enabling students to begin to develop nuanced understandings about categories of difference. A studio assignment combines experiences in museum, community, and school settings…

Working through the Practice Architectures of First Year University Mathematics Teaching

ERIC Educational Resources Information Center

Balatti, Jo; Belward, Shaun

2012-01-01

This paper describes how a group of university lecturers are adopting an action research approach to improve the learning experience of students in first year mathematics. Using the three categories of saying/thinking, doing, and relating (Kemmis, 2009) to explore practice, it describes the new practices of the action research team, the…

Using Hofstede's Cultural Dimensions to Interpret Cross-Cultural Blended Teaching and Learning

ERIC Educational Resources Information Center

Cronje, Johannes C.

2011-01-01

This article reflects on the cross-cultural communicative experiences of professors from South Africa and students from Sudan, during a two-year Internet-supported Masters' course in Computers in Education. Four of Hofstede's cultural dimensions were considered as categories of interpretation. The purpose of the research was to determine the…

INCREASES IN FUNCTIONAL CONNECTIVITY BETWEEN PREFRONTAL CORTEX AND STRIATUM DURING CATEGORY LEARNING

PubMed Central

Antzoulatos, Evan G.; Miller, Earl K.

2014-01-01

SUMMARY Functional connectivity between the prefrontal cortex (PFC) and striatum (STR) is thought critical for cognition, and has been linked to conditions like autism and schizophrenia. We recorded from multiple electrodes in PFC and STR while monkeys acquired new categories. Category learning was accompanied by an increase in beta-band synchronization of LFPs between, but not within, the PFC and STR. After learning, different pairs of PFC-STR electrodes showed stronger synchrony for one or the other category, suggesting category-specific functional circuits. This category-specific synchrony was also seen between PFC spikes and STR LFPs, but not the reverse, reflecting the direct monosynaptic connections from the PFC to STR. However, causal connectivity analyses suggested that the polysynaptic connections from STR to the PFC exerted a stronger overall influence. This supports models positing that the basal ganglia “train” the PFC. Category learning may depend on the formation of functional circuits between the PFC and STR. PMID:24930701

Human Category Learning 2.0

PubMed Central

Ashby, F. Gregory; Maddox, W. Todd

2010-01-01

During the 1990’s and early 2000’s, cognitive neuroscience investigations of human category learning focused on the primary goal of showing that humans have multiple category learning systems and on the secondary goals of identifying key qualitative properties of each system and of roughly mapping out the neural networks that mediate each system. Many researchers now accept the strength of the evidence supporting multiple systems, and as a result, during the past few years, work has begun on the second generation of research questions – that is, on questions that begin with the assumption that humans have multiple category learning systems. This article reviews much of this second generation of research. Topics covered include: 1) How do the various systems interact? 2) Are there different neural systems for categorization and category representation? 3) How does automaticity develop in each system?, and 4) Exactly how does each system learn? PMID:21182535

Human category learning 2.0.

PubMed

Ashby, F Gregory; Maddox, W Todd

2011-04-01

During the 1990s and early 2000s, cognitive neuroscience investigations of human category learning focused on the primary goal of showing that humans have multiple category-learning systems and on the secondary goals of identifying key qualitative properties of each system and of roughly mapping out the neural networks that mediate each system. Many researchers now accept the strength of the evidence supporting multiple systems, and as a result, during the past few years, work has begun on the second generation of research questions-that is, on questions that begin with the assumption that humans have multiple category-learning systems. This article reviews much of this second generation of research. Topics covered include (1) How do the various systems interact? (2) Are there different neural systems for categorization and category representation? (3) How does automaticity develop in each system? and (4) Exactly how does each system learn? © 2010 New York Academy of Sciences.

Visual variability affects early verb learning.

PubMed

Twomey, Katherine E; Lush, Lauren; Pearce, Ruth; Horst, Jessica S

2014-09-01

Research demonstrates that within-category visual variability facilitates noun learning; however, the effect of visual variability on verb learning is unknown. We habituated 24-month-old children to a novel verb paired with an animated star-shaped actor. Across multiple trials, children saw either a single action from an action category (identical actions condition, for example, travelling while repeatedly changing into a circle shape) or multiple actions from that action category (variable actions condition, for example, travelling while changing into a circle shape, then a square shape, then a triangle shape). Four test trials followed habituation. One paired the habituated verb with a new action from the habituated category (e.g., 'dacking' + pentagon shape) and one with a completely novel action (e.g., 'dacking' + leg movement). The others paired a new verb with a new same-category action (e.g., 'keefing' + pentagon shape), or a completely novel category action (e.g., 'keefing' + leg movement). Although all children discriminated novel verb/action pairs, children in the identical actions condition discriminated trials that included the completely novel verb, while children in the variable actions condition discriminated the out-of-category action. These data suggest that - as in noun learning - visual variability affects verb learning and children's ability to form action categories. © 2014 The British Psychological Society.

Learning for sustainability among faith-based organizations in Kenya.

PubMed

Moyer, Joanne M; Sinclair, A John; Diduck, Alan P

2014-08-01

The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

Learning for Sustainability Among Faith-Based Organizations in Kenya

NASA Astrophysics Data System (ADS)

Moyer, Joanne M.; Sinclair, A. John; Diduck, Alan P.

2014-08-01

The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

Effect of explicit dimension instruction on speech category learning

PubMed Central

Chandrasekaran, Bharath; Yi, Han-Gyol; Smayda, Kirsten E.; Maddox, W. Todd

2015-01-01

Learning non-native speech categories is often considered a challenging task in adulthood. This difficulty is driven by cross-language differences in weighting critical auditory dimensions that differentiate speech categories. For example, previous studies have shown that differentiating Mandarin tonal categories requires attending to dimensions related to pitch height and direction. Relative to native speakers of Mandarin, the pitch direction dimension is under-weighted by native English speakers. In the current study, we examined the effect of explicit instructions (dimension instruction) on native English speakers' Mandarin tone category learning within the framework of a dual-learning systems (DLS) model. This model predicts that successful speech category learning is initially mediated by an explicit, reflective learning system that frequently utilizes unidimensional rules, with an eventual switch to a more implicit, reflexive learning system that utilizes multidimensional rules. Participants were explicitly instructed to focus and/or ignore the pitch height dimension, the pitch direction dimension, or were given no explicit prime. Our results show that instruction instructing participants to focus on pitch direction, and instruction diverting attention away from pitch height resulted in enhanced tone categorization. Computational modeling of participant responses suggested that instruction related to pitch direction led to faster and more frequent use of multidimensional reflexive strategies, and enhanced perceptual selectivity along the previously underweighted pitch direction dimension. PMID:26542400

Learning Object Names at Different Hierarchical Levels Using Cross-Situational Statistics.

PubMed

Chen, Chi-Hsin; Zhang, Yayun; Yu, Chen

2018-05-01

Objects in the world usually have names at different hierarchical levels (e.g., beagle, dog, animal). This research investigates adults' ability to use cross-situational statistics to simultaneously learn object labels at individual and category levels. The results revealed that adults were able to use co-occurrence information to learn hierarchical labels in contexts where the labels for individual objects and labels for categories were presented in completely separated blocks, in interleaved blocks, or mixed in the same trial. Temporal presentation schedules significantly affected the learning of individual object labels, but not the learning of category labels. Learners' subsequent generalization of category labels indicated sensitivity to the structure of statistical input. Copyright © 2017 Cognitive Science Society, Inc.

The Role of Bottom-Up Processing in Perceptual Categorization by 3- to 4-Month-Old Infants: Simulations and Data

ERIC Educational Resources Information Center

French, Robert M.; Mareschal, Denis; Mermillod, Martial; Quinn, Paul C.

2004-01-01

Disentangling bottom-up and top-down processing in adult category learning is notoriously difficult. Studying category learning in infancy provides a simple way of exploring category learning while minimizing the contribution of top-down information. Three- to 4-month-old infants presented with cat or dog images will form a perceptual category…

Learning on clinical placement: the experience of six Australian student nurses.

PubMed

Nolan, C A

1998-11-01

Concerns about the adequacy of clinical education in nursing courses in Australia have escalated since the transfer of pre-registration nursing education into the tertiary sector. This descriptive, interpretative study, informed by the tradition of critical social science, sought to understand the clinical learning experiences of undergraduate nursing students. At the same time, it fostered an active participation of students in their own learning. Daily post-clinical conferences with the students were taped and transcribed verbatim to provide data for the study. Additional data was collected from informal discussions and observations of the students during the placement. Analysis revealed three main categories, which reflected the students' experiences. These included: (1) I don't belong; (2) doing and practising: progress at last; and (3) transitions in thinking. Feeling part of the team was closely linked to the opportunity to learn, emphasizing the important role not only of educators but also clinicians in undergraduate learning on clinical placement. Though the findings reflect age-long problems associated with student learning in the clinical field, it serves to remind all nurses of the importance they play in the learning process. This study reflects the importance of effective communication between the health and education sectors and the need to concentrate on strategies which will strengthen this bond.

Learned helplessness or expectancy-value? A psychological model for describing the experiences of different categories of unemployed people.

PubMed

García Rodríguez, Y

1997-06-01

Various studies have explored the relationships between unemployment and expectation of success, commitment to work, motivation, causal attributions, self-esteem and depression. A model is proposed that assumes the relationships between these variables are moderated by (a) whether or not the unemployed individual is seeking a first job and (b) age. It is proposed that for the unemployed who are seeking their first job (seekers) the relationships among these variables will be consistent with expectancy-value theory, but for those who have had a previous job (losers), the relationships will be more consistent with learned helplessness theory. It is further assumed that within this latter group the young losers will experience "universal helplessness" whereas the adult losers will experience "personal helplessness".

Models as Relational Categories

NASA Astrophysics Data System (ADS)

Kokkonen, Tommi

2017-11-01

Model-based learning (MBL) has an established position within science education. It has been found to enhance conceptual understanding and provide a way for engaging students in authentic scientific activity. Despite ample research, few studies have examined the cognitive processes regarding learning scientific concepts within MBL. On the other hand, recent research within cognitive science has examined the learning of so-called relational categories. Relational categories are categories whose membership is determined on the basis of the common relational structure. In this theoretical paper, I argue that viewing models as relational categories provides a well-motivated cognitive basis for MBL. I discuss the different roles of models and modeling within MBL (using ready-made models, constructive modeling, and generative modeling) and discern the related cognitive aspects brought forward by the reinterpretation of models as relational categories. I will argue that relational knowledge is vital in learning novel models and in the transfer of learning. Moreover, relational knowledge underlies the coherent, hierarchical knowledge of experts. Lastly, I will examine how the format of external representations may affect the learning of models and the relevant relations. The nature of the learning mechanisms underlying students' mental representations of models is an interesting open question to be examined. Furthermore, the ways in which the expert-like knowledge develops and how to best support it is in need of more research. The discussion and conceptualization of models as relational categories allows discerning students' mental representations of models in terms of evolving relational structures in greater detail than previously done.

Infants can use distributional cues to form syntactic categories.

PubMed

Gerken, LouAnn; Wilson, Rachel; Lewis, William

2005-05-01

Nearly all theories of language development emphasize the importance of distributional cues for segregating words and phrases into syntactic categories like noun, feminine or verb phrase. However, questions concerning whether such cues can be used to the exclusion of referential cues have been debated. Using the headturn preference procedure, American children aged 1;5 were briefly familiarized with a partial Russian gender paradigm, with a subset of the paradigm members withheld. During test, infants listened on alternate trials to previously withheld grammatical items and ungrammatical items with incorrect gender markings on previously heard stems. Across three experiments, infants discriminated new grammatical from ungrammatical items, but like adults in previous studies, were only able to do so when a subset of familiarization items was double marked for gender category. The results suggest that learners can use distributional cues to category structure, to the exclusion of referential cues, from relatively early in the language learning process.

Approaches to Inquiry Teaching: Elementary teacher's perspectives

NASA Astrophysics Data System (ADS)

Ireland, Joseph; Watters, James J.; Lunn Brownlee, J.; Lupton, Mandy

2014-07-01

Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers' self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiries as part of an Experience-centered category, Solution and Method Inquiries as part of a Problem-centered category, and Topic and Chaperoned Inquiries as part of a Question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching and suggests fertile areas of future research into this valued and influential phenomenon broadly known as 'Inquiry Teaching'.

Word and feature identification by profoundly deaf teenagers using the Queen's University tactile vocoder.

PubMed

Brooks, P L; Frost, B J; Mason, J L; Gibson, D M

1987-03-01

The experiments described are part of an ongoing evaluation of the Queen's University Tactile Vocoder, a device that allows the acoustic waveform to be felt as a vibrational pattern on the skin. Two prelingually profoundly deaf teenagers reached criterion on a 50-word vocabulary (live voice, single speaker) using information obtained solely from the tactile vocoder with 28.5 and 24.0 hours of training. Immediately following word-learning experiments, subjects were asked to place 16 CVs into five phonemic categories (voiced & unvoiced stops, voiced & unvoiced fricatives, approximants). Average accuracy was 84.5%. Similar performance (89.6%) was obtained for placement of 12 VCs into four phonemic categories. Subjects were able to acquire some general rules about voicing and manner of articulation cues.

Problem solving of student with visual impairment related to mathematical literacy problem

NASA Astrophysics Data System (ADS)

Pratama, A. R.; Saputro, D. R. S.; Riyadi

2018-04-01

The student with visual impairment, total blind category depends on the sense of touch and hearing in obtaining information. In fact, the two senses can receive information less than 20%. Thus, students with visual impairment of the total blind categories in the learning process must have difficulty, including learning mathematics. This study aims to describe the problem-solving process of the student with visual impairment, total blind category on mathematical literacy issues based on Polya phase. This research using test method similar problems mathematical literacy in PISA and in-depth interviews. The subject of this study was a student with visual impairment, total blind category. Based on the result of the research, problem-solving related to mathematical literacy based on Polya phase is quite good. In the phase of understanding the problem, the student read about twice by brushing the text and assisted with information through hearing three times. The student with visual impairment in problem-solving based on the Polya phase, devising a plan by summoning knowledge and experience gained previously. At the phase of carrying out the plan, students with visual impairment implement the plan in accordance with pre-made. In the looking back phase, students with visual impairment need to check the answers three times but have not been able to find a way.

Nursing students experiences of learning about nursing through drama.

PubMed

Arveklev, Susanna H; Berg, Linda; Wigert, Helena; Morrison-Helme, Morag; Lepp, Margret

2018-01-01

The ability to understand, interact and create a caring relationship with the patient is a core component in nursing. A shift in nursing education from traditional classroom teaching towards more experiential approaches should be encouraged as this will support learning that links theory with practice. The aim of this study was to describe nursing students' experiences of learning about nursing through drama. This qualitative study was conducted at a university in Sweden. Four focus group interviews were conducted with a total of 16 nursing students and the data was analyzed using a phenomenographic approach. Three themes with their attendant categories emerged through the analysis: "To explore the future professional self", "To develop an understanding of the patient perspective", and "To reflect on the nature of learning". In conclusion this study shows that the use of drama in nursing education can provide opportunities to explore interactions with others which can increase students' self-awareness and ability to reflect on their future professional identity. Acting in role as a patient can provide an opportunity to experience the patient perspective. Also clear was the importance of commitment and engagement of the students as a prerequisite for optimizing this form of learning experience through drama. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Note on DeCaro, Thomas, and Beilock (2008): Further Data Demonstrate Complexities in the Assessment of Information-Integration Category Learning

ERIC Educational Resources Information Center

Tharp, Ian J.; Pickering, Alan D.

2009-01-01

DeCaro et al. [DeCaro, M. S., Thomas, R. D., & Beilock, S. L. (2008). "Individual differences in category learning: Sometimes less working memory capacity is better than more." "Cognition, 107"(1), 284-294] explored how individual differences in working memory capacity differentially mediate the learning of distinct category structures.…

Assessing learning styles of Saudi dental students using Kolb's Learning Style Inventory.

PubMed

ALQahtani, Dalal A; Al-Gahtani, Sara M

2014-06-01

Experiential learning theory (ELT), a theory developed by David Kolb that considers experience to be very important for learning, classifies learners into four categories: Divergers, Assimilators, Convergers, and Accommodators. Kolb used his Learning Style Inventory (LSI) to validate ELT. Knowing the learning styles of students facilitates their understanding of themselves and thereby increases teaching efficiency. Few studies have been conducted that investigate learning preferences of students in the field of dentistry. This study was designed to distinguish learning styles among Saudi dental students and interns utilizing Kolb's LSI. The survey had a response rate of 62 percent (424 of 685 dental students), but surveys with incomplete answers or errors were excluded, resulting in 291 usable surveys (42 percent of the student population). The independent variables of this study were gender, clinical experience level, academic achievement as measured by grade point average (GPA), and specialty interest. The Diverging learning style was the dominant style among those in the sample. While the students preferred the Assimilating style during their early preclinical years, they preferred the Diverging style during their later clinical years. No associations were found between students' learning style and their gender, GPA, or specialty interest. Further research is needed to support these findings and demonstrate the impact of learning styles on dental students' learning.

Transcranial infrared laser stimulation improves rule-based, but not information-integration, category learning in humans.

PubMed

Blanco, Nathaniel J; Saucedo, Celeste L; Gonzalez-Lima, F

2017-03-01

This is the first randomized, controlled study comparing the cognitive effects of transcranial laser stimulation on category learning tasks. Transcranial infrared laser stimulation is a new non-invasive form of brain stimulation that shows promise for wide-ranging experimental and neuropsychological applications. It involves using infrared laser to enhance cerebral oxygenation and energy metabolism through upregulation of the respiratory enzyme cytochrome oxidase, the primary infrared photon acceptor in cells. Previous research found that transcranial infrared laser stimulation aimed at the prefrontal cortex can improve sustained attention, short-term memory, and executive function. In this study, we directly investigated the influence of transcranial infrared laser stimulation on two neurobiologically dissociable systems of category learning: a prefrontal cortex mediated reflective system that learns categories using explicit rules, and a striatally mediated reflexive learning system that forms gradual stimulus-response associations. Participants (n=118) received either active infrared laser to the lateral prefrontal cortex or sham (placebo) stimulation, and then learned one of two category structures-a rule-based structure optimally learned by the reflective system, or an information-integration structure optimally learned by the reflexive system. We found that prefrontal rule-based learning was substantially improved following transcranial infrared laser stimulation as compared to placebo (treatment X block interaction: F(1, 298)=5.117, p=0.024), while information-integration learning did not show significant group differences (treatment X block interaction: F(1, 288)=1.633, p=0.202). These results highlight the exciting potential of transcranial infrared laser stimulation for cognitive enhancement and provide insight into the neurobiological underpinnings of category learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Commonalities and Differences in Word Identification Skills among Learners of English as a Second Language

ERIC Educational Resources Information Center

Wang, Min; Koda, Keiko

2005-01-01

This study examined word identification skills among Chinese and Korean college students learning to read English as a second language in a naming experiment and an auditory category judgment task. Both groups demonstrated faster and more accurate naming performance on high-frequency words than low-frequency words and on regular words than…

Commonalities and Differences in Word Identification Skills among Learners of English as a Second Language

ERIC Educational Resources Information Center

Wang, Min; Koda, Keiko

2007-01-01

This study examined word identification skills between two groups of college students with different first language (L1) backgrounds (Chinese and Korean) learning to read English as a second language (ESL). Word identification skills were tested in a naming experiment and an auditory category judgment task. Both groups of ESL learners demonstrated…

The Allure of "Easy": Reflections on the Learning Experience in Private Higher Education Institutes in Egypt

ERIC Educational Resources Information Center

Barsoum, Ghada

2017-01-01

Private institutions are increasingly visible in the higher education landscape of Egypt. Many of these institutions, however, are within the "demand-absorbing" category, offered at relatively lower fees and requiring lower test scores for admission. Building on interview data, this paper looks at how the graduates of some of these…

Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: a pilot project.

PubMed

Al-Kloub, Manal Ibrahim; Salameh, Taghreed Nayel; Froelicher, Erika Sivarajan

2014-03-01

This study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning. A mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire. Fifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes. Successful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum. Copyright © 2013 Elsevier Ltd. All rights reserved.

Selective Attention, Diffused Attention, and the Development of Categorization

PubMed Central

Deng, Wei (Sophia); Sloutsky, Vladimir M.

2016-01-01

How do people learn categories and what changes with development? The current study attempts to address these questions by focusing on the role of attention in the development of categorization. In Experiment 1, participants (adults, 7-year-olds, and 4-year-olds) were trained with novel categories consisting of deterministic and probabilistic features, and their categorization and memory for features were tested. In Experiment 2, participants’ attention was directed to the deterministic feature, and in Experiment 3 it was directed to the probabilistic features. Attentional cuing affected categorization and memory in adults and 7-year-olds: these participants relied on the cued features in their categorization and exhibited better memory of cued than of non-cued features. In contrast, in 4-year-olds attentional cueing affected only categorization, but not memory: these participants exhibited equally good memory for both cued and non-cued features. Furthermore, across the experiments, 4-year-olds remembered non-cued features better than adults. These results coupled with computational simulations provide novel evidence (1) pointing to differences in category representation and mechanisms of categorization across development, (2) elucidating the role of attention in the development of categorization, and (3) suggesting an important distinction between representation and decision factors in categorization early in development. These issues are discussed with respect to theories of categorization and its development. PMID:27721103

Encoding and retrieval processes involved in the access of source information in the absence of item memory.

PubMed

Ball, B Hunter; DeWitt, Michael R; Knight, Justin B; Hicks, Jason L

2014-09-01

The current study sought to examine the relative contributions of encoding and retrieval processes in accessing contextual information in the absence of item memory using an extralist cuing procedure in which the retrieval cues used to query memory for contextual information were related to the target item but never actually studied. In Experiments 1 and 2, participants studied 1 category member (e.g., onion) from a variety of different categories and at test were presented with an unstudied category label (e.g., vegetable) to probe memory for item and source information. In Experiments 3 and 4, 1 member of unidirectional (e.g., credit or card) or bidirectional (e.g., salt or pepper) associates was studied, whereas the other unstudied member served as a test probe. When recall failed, source information was accessible only when items were processed deeply during encoding (Experiments 1 and 2) and when there was strong forward associative strength between the retrieval cue and target (Experiments 3 and 4). These findings suggest that a retrieval probe diagnostic of semantically related item information reinstantiates information bound in memory during encoding that results in reactivation of associated contextual information, contingent upon sufficient learning of the item itself and the association between the item and its context information.

Trained Inquiry Skills on Heat and Temperature Concepts

NASA Astrophysics Data System (ADS)

Hasanah, U.; Hamidah, I.; Utari, S.

2017-09-01

Inquiry skills are skills that aperson needs in developing concepts, but the results of the study suggest that these skills haven’t yet been trained along with the development of concepts in science feeding, found the difficulties of students in building the concept scientifically. Therefore, this study aims to find ways that are effective in training inquiry skills trough Levels of Inquiry (LoI) learning. Experimental research with one group pretest-postest design, using non-random sampling samples in one of vocational high school in Cimahi obtained purposively 33 students of X class. The research using the inquiry skills test instrument in the form of 15questions multiple choice with reliability in very high category. The result of data processing by using the normalized gain value obtained an illustration that the ways developed in the LoI are considered effective trained inquiry skills in the middle category. Some of the ways LoI learning are considered effective in communicating aspects through discovery learning, predicting trough interactive demonstration, hypotheses through inquiry lesson, and interpreting data through inquiry lab, but the implementation of LoI learning in this study hasn’t found a way that is seen as effective for trespassing aspects of designing an experiment.

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

Field-Dependence/Independence and Active Learning of Verbal and Geometric Material.

ERIC Educational Resources Information Center

Reardon, Richard; And Others

1982-01-01

Field-dependent and independent subjects sorted geometric and verbal material according to category exemplars, forcing active learning, and then recalled the category locations. Field-independent individuals generally performed better on learning and memory tasks with a more active approach. Active versus passive learning styles are discussed.…

Associations between Chinese EFL Graduate Students' Beliefs and Language Learning Strategies

ERIC Educational Resources Information Center

Tang, Mailing; Tian, Jianrong

2015-01-01

This study, using Horwitz's Beliefs about Language Learning Inventory and Oxford's Strategy Inventory for Language Learning, investigated learners' beliefs about language learning and their choice of strategy categories among 546 graduate students in China. The correlation between learners' beliefs and their strategy categories use was examined.…

Turkish Senior Nursing Students' Communication Experience With English-Speaking Patients.

PubMed

Guvenc, Gulten; Unver, Vesile; Basak, Tulay; Yuksel, Cigdem; Ayhan, Hatice; Kok, Gulsah; Konukbay, Dilek; Kose, Gulsah; Aslan, Ozlem; Tastan, Sevinc; Iyigun, Emine

2016-02-01

Simulation has been widely accepted as a valuable learning method in nursing education programs so that nursing students can learn and develop communication skills. The aim of this study was to evaluate nursing students' communication experience with an English-speaking standardized patient in the context of the Rational Administration of Medicines course. Involving both quantitative and qualitative research designs, this descriptive study was conducted with 104 nursing students in Ankara, Turkey, from September 2012 to July 2013. The majority (98.1%) of the participants stated the necessity of improving their English to communicate with English-speaking patients. Three overarching categories, including seven themes, emerged from the description of nursing students' experience: recognition of emotions, experiences during the simulation, and gains. Standardized patient practice emphasized the significance of cultural differences, of knowing and using a foreign language, of communication, and of patient safety. Copyright 2016, SLACK Incorporated.

The lasting effects of process-specific versus stimulus-specific learning during infancy.

PubMed

Hadley, Hillary; Pickron, Charisse B; Scott, Lisa S

2015-09-01

The capacity to tell the difference between two faces within an infrequently experienced face group (e.g. other species, other race) declines from 6 to 9 months of age unless infants learn to match these faces with individual-level names. Similarly, the use of individual-level labels can also facilitate differentiation of a group of non-face objects (strollers). This early learning leads to increased neural specialization for previously unfamiliar face or object groups. The current investigation aimed to determine whether early conceptual learning between 6 and 9 months leads to sustained behavioral advantages and neural changes in these same children at 4-6 years of age. Results suggest that relative to a control group of children with no previous training and to children with infant category-level naming experience, children with early individual-level training exhibited faster response times to human faces. Further, individual-level training with a face group - but not an object group - led to more adult-like neural responses for human faces. These results suggest that early individual-level learning results in long-lasting process-specific effects, which benefit categories that continue to be perceived and recognized at the individual level (e.g. human faces). © 2014 John Wiley & Sons Ltd.

Impact of feature saliency on visual category learning.

PubMed

Hammer, Rubi

2015-01-01

People have to sort numerous objects into a large number of meaningful categories while operating in varying contexts. This requires identifying the visual features that best predict the 'essence' of objects (e.g., edibility), rather than categorizing objects based on the most salient features in a given context. To gain this capacity, visual category learning (VCL) relies on multiple cognitive processes. These may include unsupervised statistical learning, that requires observing multiple objects for learning the statistics of their features. Other learning processes enable incorporating different sources of supervisory information, alongside the visual features of the categorized objects, from which the categorical relations between few objects can be deduced. These deductions enable inferring that objects from the same category may differ from one another in some high-saliency feature dimensions, whereas lower-saliency feature dimensions can best differentiate objects from distinct categories. Here I illustrate how feature saliency affects VCL, by also discussing kinds of supervisory information enabling reflective categorization. Arguably, principles debated here are often being ignored in categorization studies.

Impact of feature saliency on visual category learning

PubMed Central

Hammer, Rubi

2015-01-01

People have to sort numerous objects into a large number of meaningful categories while operating in varying contexts. This requires identifying the visual features that best predict the ‘essence’ of objects (e.g., edibility), rather than categorizing objects based on the most salient features in a given context. To gain this capacity, visual category learning (VCL) relies on multiple cognitive processes. These may include unsupervised statistical learning, that requires observing multiple objects for learning the statistics of their features. Other learning processes enable incorporating different sources of supervisory information, alongside the visual features of the categorized objects, from which the categorical relations between few objects can be deduced. These deductions enable inferring that objects from the same category may differ from one another in some high-saliency feature dimensions, whereas lower-saliency feature dimensions can best differentiate objects from distinct categories. Here I illustrate how feature saliency affects VCL, by also discussing kinds of supervisory information enabling reflective categorization. Arguably, principles debated here are often being ignored in categorization studies. PMID:25954220

A Novel Clustering Method Curbing the Number of States in Reinforcement Learning

NASA Astrophysics Data System (ADS)

Kotani, Naoki; Nunobiki, Masayuki; Taniguchi, Kenji

We propose an efficient state-space construction method for a reinforcement learning. Our method controls the number of categories with improving the clustering method of Fuzzy ART which is an autonomous state-space construction method. The proposed method represents weight vector as the mean value of input vectors in order to curb the number of new categories and eliminates categories whose state values are low to curb the total number of categories. As the state value is updated, the size of category becomes small to learn policy strictly. We verified the effectiveness of the proposed method with simulations of a reaching problem for a two-link robot arm. We confirmed that the number of categories was reduced and the agent achieved the complex task quickly.

Behavioral and anatomical consequences of early versus late symbol training in macaques.

PubMed

Srihasam, Krishna; Mandeville, Joseph B; Morocz, Istvan A; Sullivan, Kevin J; Livingstone, Margaret S

2012-02-09

Distinct brain regions, reproducible from one person to the next, are specialized for processing different kinds of human expertise, such as face recognition and reading. Here, we explore the relationship between age of learning, learning ability, and specialized brain structures. Specifically, we ask whether the existence of reproducible cortical domains necessarily means that certain abilities are innate, or innately easily learned, or whether reproducible domains can be formed, or refined, by interactions between genetic programs and common early experience. Functional MRI showed that intensive early, but not late, experience caused the formation of category-selective regions in macaque temporal lobe for stimuli never naturally encountered by monkeys. And behaviorally, early training produced more fluent processing of these stimuli than the same training in adults. One explanation for these results is that in higher cortical areas, as in early sensory areas, experience drives functional clustering and functional clustering determines how that information is processed. Copyright © 2012 Elsevier Inc. All rights reserved.

View-invariant object category learning, recognition, and search: how spatial and object attention are coordinated using surface-based attentional shrouds.

PubMed

Fazl, Arash; Grossberg, Stephen; Mingolla, Ennio

2009-02-01

How does the brain learn to recognize an object from multiple viewpoints while scanning a scene with eye movements? How does the brain avoid the problem of erroneously classifying parts of different objects together? How are attention and eye movements intelligently coordinated to facilitate object learning? A neural model provides a unified mechanistic explanation of how spatial and object attention work together to search a scene and learn what is in it. The ARTSCAN model predicts how an object's surface representation generates a form-fitting distribution of spatial attention, or "attentional shroud". All surface representations dynamically compete for spatial attention to form a shroud. The winning shroud persists during active scanning of the object. The shroud maintains sustained activity of an emerging view-invariant category representation while multiple view-specific category representations are learned and are linked through associative learning to the view-invariant object category. The shroud also helps to restrict scanning eye movements to salient features on the attended object. Object attention plays a role in controlling and stabilizing the learning of view-specific object categories. Spatial attention hereby coordinates the deployment of object attention during object category learning. Shroud collapse releases a reset signal that inhibits the active view-invariant category in the What cortical processing stream. Then a new shroud, corresponding to a different object, forms in the Where cortical processing stream, and search using attention shifts and eye movements continues to learn new objects throughout a scene. The model mechanistically clarifies basic properties of attention shifts (engage, move, disengage) and inhibition of return. It simulates human reaction time data about object-based spatial attention shifts, and learns with 98.1% accuracy and a compression of 430 on a letter database whose letters vary in size, position, and orientation. The model provides a powerful framework for unifying many data about spatial and object attention, and their interactions during perception, cognition, and action.

Enhancing speech learning by combining task practice with periods of stimulus exposure without practice

PubMed Central

Wright, Beverly A.; Baese-Berk, Melissa M.; Marrone, Nicole; Bradlow, Ann R.

2015-01-01

Language acquisition typically involves periods when the learner speaks and listens to the new language, and others when the learner is exposed to the language without consciously speaking or listening to it. Adaptation to variants of a native language occurs under similar conditions. Here, speech learning by adults was assessed following a training regimen that mimicked this common situation of language immersion without continuous active language processing. Experiment 1 focused on the acquisition of a novel phonetic category along the voice-onset-time continuum, while Experiment 2 focused on adaptation to foreign-accented speech. The critical training regimens of each experiment involved alternation between periods of practice with the task of phonetic classification (Experiment 1) or sentence recognition (Experiment 2) and periods of stimulus exposure without practice. These practice and exposure periods yielded little to no improvement separately, but alternation between them generated as much or more improvement as did practicing during every period. Practice appears to serve as a catalyst that enables stimulus exposures encountered both during and outside of the practice periods to contribute to quite distinct cases of speech learning. It follows that practice-plus-exposure combinations may tap a general learning mechanism that facilitates language acquisition and speech processing. PMID:26328708

Human Factors Engineering. Student Supplement,

DTIC Science & Technology

1981-08-01

a job TASK TAXONOMY A classification scheme for the different levels of activities in a system, i.e., job - task - sub-task, etc. TASK-AN~ALYSIS...with the classification of learning objectives by learning category so as to identify learningPhas III guidelines necessary for optimum learning to...correct. .4... .the sequencing of all dependent tasks. .1.. .the classification of learning objectives by learning category and the Identification of

Using sound to solve syntactic problems: the role of phonology in grammatical category assignments.

PubMed

Kelly, M H

1992-04-01

One ubiquitous problem in language processing involves the assignment of words to the correct grammatical category, such as noun or verb. In general, semantic and syntactic cues have been cited as the principal information for grammatical category assignment, to the neglect of possible phonological cues. This neglect is unwarranted, and the following claims are made: (a) Numerous correlations between phonology and grammatical class exist, (b) some of these correlations are large and can pervade the entire lexicon of a language and hence can involve thousands of words, (c) experiments have repeatedly found that adults and children have learned these correlations, and (d) explanations for how these correlations arose can be proposed and evaluated. Implications of these phenomena for language representation and processing are discussed.

The qualitative interview and challenges for clinicians undertaking research: a personal reflection.

PubMed

Fisher, Karin

2011-01-01

Drawing on my doctoral experience the aim of this article is to present my transition from practitioner to novice researcher and the challenges I encountered when undertaking qualitative in-depth interviews. The contents of my research diary were coded for words, sentences and paragraphs and were then grouped into themes and subsequently organised into concepts and categories. The analysis identified one core category: 'changing states: learning to become a researcher'. The related categories included 'guessing responses', 'confusing boundaries' and 'revealing hidden concepts'. These concepts provide a description of how I learnt to become a researcher and became a changed state. The paper provides practitioners with practical examples of my transition from practitioner to novice researcher. I offer some tips for practitioners who wish to undertake research in their clinical role.

Distributional Language Learning: Mechanisms and Models of ategory Formation.

PubMed

Aslin, Richard N; Newport, Elissa L

2014-09-01

In the past 15 years, a substantial body of evidence has confirmed that a powerful distributional learning mechanism is present in infants, children, adults and (at least to some degree) in nonhuman animals as well. The present article briefly reviews this literature and then examines some of the fundamental questions that must be addressed for any distributional learning mechanism to operate effectively within the linguistic domain. In particular, how does a naive learner determine the number of categories that are present in a corpus of linguistic input and what distributional cues enable the learner to assign individual lexical items to those categories? Contrary to the hypothesis that distributional learning and category (or rule) learning are separate mechanisms, the present article argues that these two seemingly different processes---acquiring specific structure from linguistic input and generalizing beyond that input to novel exemplars---actually represent a single mechanism. Evidence in support of this single-mechanism hypothesis comes from a series of artificial grammar-learning studies that not only demonstrate that adults can learn grammatical categories from distributional information alone, but that the specific patterning of distributional information among attested utterances in the learning corpus enables adults to generalize to novel utterances or to restrict generalization when unattested utterances are consistently absent from the learning corpus. Finally, a computational model of distributional learning that accounts for the presence or absence of generalization is reviewed and the implications of this model for linguistic-category learning are summarized.

Auditory working memory predicts individual differences in absolute pitch learning.

PubMed

Van Hedger, Stephen C; Heald, Shannon L M; Koch, Rachelle; Nusbaum, Howard C

2015-07-01

Absolute pitch (AP) is typically defined as the ability to label an isolated tone as a musical note in the absence of a reference tone. At first glance the acquisition of AP note categories seems like a perceptual learning task, since individuals must assign a category label to a stimulus based on a single perceptual dimension (pitch) while ignoring other perceptual dimensions (e.g., loudness, octave, instrument). AP, however, is rarely discussed in terms of domain-general perceptual learning mechanisms. This is because AP is typically assumed to depend on a critical period of development, in which early exposure to pitches and musical labels is thought to be necessary for the development of AP precluding the possibility of adult acquisition of AP. Despite this view of AP, several previous studies have found evidence that absolute pitch category learning is, to an extent, trainable in a post-critical period adult population, even if the performance typically achieved by this population is below the performance of a "true" AP possessor. The current studies attempt to understand the individual differences in learning to categorize notes using absolute pitch cues by testing a specific prediction regarding cognitive capacity related to categorization - to what extent does an individual's general auditory working memory capacity (WMC) predict the success of absolute pitch category acquisition. Since WMC has been shown to predict performance on a wide variety of other perceptual and category learning tasks, we predict that individuals with higher WMC should be better at learning absolute pitch note categories than individuals with lower WMC. Across two studies, we demonstrate that auditory WMC predicts the efficacy of learning absolute pitch note categories. These results suggest that a higher general auditory WMC might underlie the formation of absolute pitch categories for post-critical period adults. Implications for understanding the mechanisms that underlie the phenomenon of AP are also discussed. Copyright © 2015. Published by Elsevier B.V.

Perceptions of simulation-assisted teaching among baccalaureate nursing students in Chinese context: Benefits, process and barriers.

PubMed

Zhang, Jun

To explore the subjective learning experiences of baccalaureate nursing students participating in simulation sessions in a Chinese nursing school. This was a qualitative descriptive study. We used semi-structured interviews to explore students' perception about simulation-assisted learning. Each interview was audio-taped and transcribed verbatim. Thematic analysis was used to identify the major themes or categories from the transcript and the field notes. Only 10 students were needed to achieve theoretical saturation, due to high group homogeneity. Three main themes which were found from the study included 1. Students' positive views of the new educational experience of simulation; 2. Factors currently making simulation less attractive to students; and 3. The teacher's role in insuring a positive learning experience. Simulation-assisted teaching has been a positive experience for majority nursing students. Further efforts are needed in developing quality simulation-based course curriculum as well as planning and structuring its teaching process. The pedagogy approach requires close collaboration between faculty and students. Copyright © 2016 Elsevier Inc. All rights reserved.

How does the brain rapidly learn and reorganize view-invariant and position-invariant object representations in the inferotemporal cortex?

PubMed

Cao, Yongqiang; Grossberg, Stephen; Markowitz, Jeffrey

2011-12-01

All primates depend for their survival on being able to rapidly learn about and recognize objects. Objects may be visually detected at multiple positions, sizes, and viewpoints. How does the brain rapidly learn and recognize objects while scanning a scene with eye movements, without causing a combinatorial explosion in the number of cells that are needed? How does the brain avoid the problem of erroneously classifying parts of different objects together at the same or different positions in a visual scene? In monkeys and humans, a key area for such invariant object category learning and recognition is the inferotemporal cortex (IT). A neural model is proposed to explain how spatial and object attention coordinate the ability of IT to learn invariant category representations of objects that are seen at multiple positions, sizes, and viewpoints. The model clarifies how interactions within a hierarchy of processing stages in the visual brain accomplish this. These stages include the retina, lateral geniculate nucleus, and cortical areas V1, V2, V4, and IT in the brain's What cortical stream, as they interact with spatial attention processes within the parietal cortex of the Where cortical stream. The model builds upon the ARTSCAN model, which proposed how view-invariant object representations are generated. The positional ARTSCAN (pARTSCAN) model proposes how the following additional processes in the What cortical processing stream also enable position-invariant object representations to be learned: IT cells with persistent activity, and a combination of normalizing object category competition and a view-to-object learning law which together ensure that unambiguous views have a larger effect on object recognition than ambiguous views. The model explains how such invariant learning can be fooled when monkeys, or other primates, are presented with an object that is swapped with another object during eye movements to foveate the original object. The swapping procedure is predicted to prevent the reset of spatial attention, which would otherwise keep the representations of multiple objects from being combined by learning. Li and DiCarlo (2008) have presented neurophysiological data from monkeys showing how unsupervised natural experience in a target swapping experiment can rapidly alter object representations in IT. The model quantitatively simulates the swapping data by showing how the swapping procedure fools the spatial attention mechanism. More generally, the model provides a unifying framework, and testable predictions in both monkeys and humans, for understanding object learning data using neurophysiological methods in monkeys, and spatial attention, episodic learning, and memory retrieval data using functional imaging methods in humans. Copyright © 2011 Elsevier Ltd. All rights reserved.

Category learning increases discriminability of relevant object dimensions in visual cortex.

PubMed

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

2013-04-01

Learning to categorize objects can transform how they are perceived, causing relevant perceptual dimensions predictive of object category to become enhanced. For example, an expert mycologist might become attuned to species-specific patterns of spacing between mushroom gills but learn to ignore cap textures attributable to varying environmental conditions. These selective changes in perception can persist beyond the act of categorizing objects and influence our ability to discriminate between them. Using functional magnetic resonance imaging adaptation, we demonstrate that such category-specific perceptual enhancements are associated with changes in the neural discriminability of object representations in visual cortex. Regions within the anterior fusiform gyrus became more sensitive to small variations in shape that were relevant during prior category learning. In addition, extrastriate occipital areas showed heightened sensitivity to small variations in shape that spanned the category boundary. Visual representations in cortex, just like our perception, are sensitive to an object's history of categorization.

Fine-grained leukocyte classification with deep residual learning for microscopic images.

PubMed

Qin, Feiwei; Gao, Nannan; Peng, Yong; Wu, Zizhao; Shen, Shuying; Grudtsin, Artur

2018-08-01

Leukocyte classification and cytometry have wide applications in medical domain, previous researches usually exploit machine learning techniques to classify leukocytes automatically. However, constrained by the past development of machine learning techniques, for example, extracting distinctive features from raw microscopic images are difficult, the widely used SVM classifier only has relative few parameters to tune, these methods cannot efficiently handle fine-grained classification cases when the white blood cells have up to 40 categories. Based on deep learning theory, a systematic study is conducted on finer leukocyte classification in this paper. A deep residual neural network based leukocyte classifier is constructed at first, which can imitate the domain expert's cell recognition process, and extract salient features robustly and automatically. Then the deep neural network classifier's topology is adjusted according to the prior knowledge of white blood cell test. After that the microscopic image dataset with almost one hundred thousand labeled leukocytes belonging to 40 categories is built, and combined training strategies are adopted to make the designed classifier has good generalization ability. The proposed deep residual neural network based classifier was tested on microscopic image dataset with 40 leukocyte categories. It achieves top-1 accuracy of 77.80%, top-5 accuracy of 98.75% during the training procedure. The average accuracy on the test set is nearly 76.84%. This paper presents a fine-grained leukocyte classification method for microscopic images, based on deep residual learning theory and medical domain knowledge. Experimental results validate the feasibility and effectiveness of our approach. Extended experiments support that the fine-grained leukocyte classifier could be used in real medical applications, assist doctors in diagnosing diseases, reduce human power significantly. Copyright © 2018 Elsevier B.V. All rights reserved.

Non-linguistic learning in aphasia: Effects of training method and stimulus characteristics

PubMed Central

Vallila-Rohter, Sofia; Kiran, Swathi

2013-01-01

Purpose The purpose of the current study was to explore non-linguistic learning ability in patients with aphasia, examining the impact of stimulus typicality and feedback on success with learning. Method Eighteen patients with aphasia and eight healthy controls participated in this study. All participants completed four computerized, non-linguistic category-learning tasks. We probed learning ability under two methods of instruction: feedback-based (FB) and paired-associate (PA). We also examined the impact of task complexity on learning ability, comparing two stimulus conditions: typical (Typ) and atypical (Atyp). Performance was compared between groups and across conditions. Results Results demonstrated that healthy controls were able to successfully learn categories under all conditions. For our patients with aphasia, two patterns of performance arose. One subgroup of patients was able to maintain learning across task manipulations and conditions. The other subgroup of patients demonstrated a sensitivity to task complexity, learning successfully only in the typical training conditions. Conclusions Results support the hypothesis that impairments of general learning are present in aphasia. Some patients demonstrated the ability to extract category information under complex training conditions, while others learned only under conditions that were simplified and emphasized salient category features. Overall, the typical training condition facilitated learning for all participants. Findings have implications for therapy, which are discussed. PMID:23695914

Cultural dimensions of learning

NASA Astrophysics Data System (ADS)

Eyford, Glen A.

1990-06-01

How, what, when and where we learn is frequently discussed, as are content versus process, or right brain versus left brain learning. What is usually missing is the cultural dimension. This is not an easy concept to define, but various aspects can be identified. The World Decade for Cultural Development emphasizes the need for a counterbalance to a quantitative, economic approach. In the last century poets also warned against brutalizing materialism, and Sorokin and others have described culture more recently in terms of cohesive basic values expressed through aesthetics and institutions. Bloom's taxonomy incorporates the category of affective learning, which internalizes values. If cultural learning goes beyond knowledge acquisition, perhaps the surest way of understanding the cultural dimension of learning is to examine the aesthetic experience. This can use myths, metaphors and symbols, and to teach and learn by using these can help to unlock the human potential for vision and creativity.

Interdisciplinary debate in the teaching-learning process on bioethics: academic health experiences.

PubMed

Campos Daniel, Jéssica; Dias Reis Pessalacia, Juliana; Leite de Andrade, Ana Flávia

2016-06-01

The study aimed to understand the health of student experiences to participate in interdisciplinary discussions in bioethics and know the contributions of interdisciplinary methodological resource for the teaching-learning process at graduation. Descriptive study of qualitative approach in a public higher education institution of Divinópolis, Minas Gerais, Brazil. Three categories of analysis were identified: ''active methodologies in the training of a professional critic,'' ''interdisciplinary debate as facilitator reflection of bioethics'' and ''feelings and attitudes caused by the interdisciplinary debate.'' Discussion. There was a lack of approach of bioethical contents in the health curriculum, and the adoption of active methodologies provides a better reflection in bioethics, but that requires changing paradigms of teachers and educational institutions.

Investigating the experience: A case study of a science professional development program based on Kolb's experiential learning model

NASA Astrophysics Data System (ADS)

Davis, Brian L.

Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb's experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are (1) What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? (2) How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb's (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.

Children with Their Dreams--What Kind of Reveries Are Accepted in School Context?

ERIC Educational Resources Information Center

Jokinen, Kimmo; Pohjola, Kirsi Anneli

2011-01-01

The media and the contemporary consumer culture are central categories in modern childhood. They have opened new kinds of experiences and learning situations for children. In this article we are interested in the role of the media and consumption in schoolchildren's daily life. The data consist of writings and drawings of 7-12-year-old…

Collaborative Learning in Higher Education. Proceedings of the Teaching Conference (Bloomington, Indiana, October 11-12, 1990). Panel Discussions and Selected Presentations.

ERIC Educational Resources Information Center

Hansen, Edmund, Ed.; And Others

This conference report contains selected presentations and panel discussions concerning the experiences of faculty and students with learner-oriented approaches to college teaching. Following a welcome address by Kenneth R. R. Gross-Louis and keynote addresses by Faith Gabelnick and Linda Harasim, papers are organized in two categories:…

Body-Mind Healing Strategies in Patients with Cancer: a Qualitative Content Analysis

PubMed

Khoshnood, Zohreh; Iranmanesh, Sedigheh; Rayyani, Masoud; Dehghan, Mahlegha

2018-06-25

Background: Cancer is a major health problem around the world. The use of coping strategies among patients with cancer depends on several issues. This study was conducted to determine coping strategies used by patients with cancer in south-east Iran. Methods: This study is a conventional, qualitative content analysis with a descriptive explorative approach. Data saturation achieved after interviewing 13 participants in 15 interviews. Using an in-depth individual semi-structured approach the participants were asked to narrate their experiences of strategies that they used to cope with cancer. The following were considered: unit of analysis, meaning unit, condensation, code, sub-category, category, and main category. Results: Data analysis led to extraction of two main categories of body-mind healing strategies: being connected to the body and mindfully reconnected to the self. The first category was explained with reference to two sub-categories, being aware of intelligence and body nurturing. The second category was explained with the three sub-categories of using embodying knowledge, living for the moment, and being connected to nature. Conclusion: According to the results of this qualitative study, it is possible to form discussion groups with peers or to have self-reflective practice learning groups to reflect patients’ questions and strategies that they use for body-mind healing. Creative Commons Attribution License

Similarity-Dissimilarity Competition in Disjunctive Classification Tasks

PubMed Central

Mathy, Fabien; Haladjian, Harry H.; Laurent, Eric; Goldstone, Robert L.

2013-01-01

Typical disjunctive artificial classification tasks require participants to sort stimuli according to rules such as “x likes cars only when black and coupe OR white and SUV.” For categories like this, increasing the salience of the diagnostic dimensions has two simultaneous effects: increasing the distance between members of the same category and increasing the distance between members of opposite categories. Potentially, these two effects respectively hinder and facilitate classification learning, leading to competing predictions for learning. Increasing saliency may lead to members of the same category to be considered less similar, while the members of separate categories might be considered more dissimilar. This implies a similarity-dissimilarity competition between two basic classification processes. When focusing on sub-category similarity, one would expect more difficult classification when members of the same category become less similar (disregarding the increase of between-category dissimilarity); however, the between-category dissimilarity increase predicts a less difficult classification. Our categorization study suggests that participants rely more on using dissimilarities between opposite categories than finding similarities between sub-categories. We connect our results to rule- and exemplar-based classification models. The pattern of influences of within- and between-category similarities are challenging for simple single-process categorization systems based on rules or exemplars. Instead, our results suggest that either these processes should be integrated in a hybrid model, or that category learning operates by forming clusters within each category. PMID:23403979

Developing physics learning media using 3D cartoon

NASA Astrophysics Data System (ADS)

Wati, M.; Hartini, S.; Hikmah, N.; Mahtari, S.

2018-03-01

This study focuses on developing physics learning media using 3D cartoon on the static fluid topic. The purpose of this study is to describe: (1) the validity of the learning media, (2) the practicality of the learning media, and (3) the effectiveness of the learning media. This study is a research and development using ADDIE model. The subject of the implementation of media used class XI Science of SMAN 1 Pulau Laut Timur. The data were obtained from the validation sheet of the learning media, questionnaire, and the test of learning outcomes. The results showed that: (1) the validity of the media category is valid, (2) the practicality of the media category is practice, and (3) the effectiveness of the media category is effective. It is concluded that the learning using 3D cartoon on the static fluid topic is eligible to use in learning.

Discriminative Bayesian Dictionary Learning for Classification.

PubMed

Akhtar, Naveed; Shafait, Faisal; Mian, Ajmal

2016-12-01

We propose a Bayesian approach to learn discriminative dictionaries for sparse representation of data. The proposed approach infers probability distributions over the atoms of a discriminative dictionary using a finite approximation of Beta Process. It also computes sets of Bernoulli distributions that associate class labels to the learned dictionary atoms. This association signifies the selection probabilities of the dictionary atoms in the expansion of class-specific data. Furthermore, the non-parametric character of the proposed approach allows it to infer the correct size of the dictionary. We exploit the aforementioned Bernoulli distributions in separately learning a linear classifier. The classifier uses the same hierarchical Bayesian model as the dictionary, which we present along the analytical inference solution for Gibbs sampling. For classification, a test instance is first sparsely encoded over the learned dictionary and the codes are fed to the classifier. We performed experiments for face and action recognition; and object and scene-category classification using five public datasets and compared the results with state-of-the-art discriminative sparse representation approaches. Experiments show that the proposed Bayesian approach consistently outperforms the existing approaches.

Re-Evaluating Dissociations between Implicit and Explicit Category Learning: An Event-Related fMRI Study

ERIC Educational Resources Information Center

Gureckis, Todd M.; James, Thomas W.; Nosofsky, Robert M.

2011-01-01

Recent fMRI studies have found that distinct neural systems may mediate perceptual category learning under implicit and explicit learning conditions. In these previous studies, however, different stimulus-encoding processes may have been associated with implicit versus explicit learning. The present design was aimed at decoupling the influence of…

Comparison Promotes Learning and Transfer of Relational Categories

ERIC Educational Resources Information Center

Kurtz, Kenneth J.; Boukrina, Olga; Gentner, Dedre

2013-01-01

We investigated the effect of co-presenting training items during supervised classification learning of novel relational categories. Strong evidence exists that comparison induces a structural alignment process that renders common relational structure more salient. We hypothesized that comparisons between exemplars would facilitate learning and…

Category Representation for Classification and Feature Inference

ERIC Educational Resources Information Center

Johansen, Mark K.; Kruschke, John K.

2005-01-01

This research's purpose was to contrast the representations resulting from learning of the same categories by either classifying instances or inferring instance features. Prior inference learning research, particularly T. Yamauchi and A. B. Markman (1998), has suggested that feature inference learning fosters prototype representation, whereas…

Nursing students experienced personal inadequacy, vulnerability and transformation during their patient care encounter: A qualitative meta-synthesis.

PubMed

Kaldal, Maiken Holm; Kristiansen, Jette; Uhrenfeldt, Lisbeth

2018-05-01

To identify, appraise and synthesize the best available evidence exploring nursing students' experiences of professional patient care encounters in a hospital unit. The Joanna Briggs Institute (JBI) guidelines were followed and a meta-synthesis was conducted. Qualitative research articles were considered for inclusion in the review, and JBI's meta-aggregative approach to synthesizing qualitative evidence was followed. An extensive search for relevant literature was undertaken in scientific databases. Data were extracted from the included research articles, and qualitative research findings were pooled using the Qualitative Assessment and Review Instrument. This involved categorization of findings on the basis of similarity of meaning and aggregation of these categories to produce a comprehensive set of synthesized findings. A total of five research articles met the inclusion criteria and were included in the review. The review process resulted in 46 subcategories that were aggregated into 13 categories. The categories generated four synthesized findings: personal existence; personal learning and development; being a professional fellow human; and clinical learning environment. We meta-synthesized that: Nursing students experienced personal inadequacy, vulnerability and a transformation during their patient care encounter. Copyright © 2018 Elsevier Ltd. All rights reserved.

SUSTAIN: A Network Model of Category Learning

ERIC Educational Resources Information Center

Love, Bradley C.; Medin, Douglas L.; Gureckis, Todd M.

2004-01-01

SUSTAIN (Supervised and Unsupervised STratified Adaptive Incremental Network) is a model of how humans learn categories from examples. SUSTAIN initially assumes a simple category structure. If simple solutions prove inadequate and SUSTAIN is confronted with a surprising event (e.g., it is told that a bat is a mammal instead of a bird), SUSTAIN…

Identifying Strategy Use in Category Learning Tasks: A Case for More Diagnostic Data and Models

ERIC Educational Resources Information Center

Donkin, Chris; Newell, Ben R.; Kalish, Mike; Dunn, John C.; Nosofsky, Robert M.

2015-01-01

The strength of conclusions about the adoption of different categorization strategies--and their implications for theories about the cognitive and neural bases of category learning--depend heavily on the techniques for identifying strategy use. We examine performance in an often-used "information-integration" category structure and…

Reading with sounds: sensory substitution selectively activates the visual word form area in the blind.

PubMed

Striem-Amit, Ella; Cohen, Laurent; Dehaene, Stanislas; Amedi, Amir

2012-11-08

Using a visual-to-auditory sensory-substitution algorithm, congenitally fully blind adults were taught to read and recognize complex images using "soundscapes"--sounds topographically representing images. fMRI was used to examine key questions regarding the visual word form area (VWFA): its selectivity for letters over other visual categories without visual experience, its feature tolerance for reading in a novel sensory modality, and its plasticity for scripts learned in adulthood. The blind activated the VWFA specifically and selectively during the processing of letter soundscapes relative to both textures and visually complex object categories and relative to mental imagery and semantic-content controls. Further, VWFA recruitment for reading soundscapes emerged after 2 hr of training in a blind adult on a novel script. Therefore, the VWFA shows category selectivity regardless of input sensory modality, visual experience, and long-term familiarity or expertise with the script. The VWFA may perform a flexible task-specific rather than sensory-specific computation, possibly linking letter shapes to phonology. Copyright © 2012 Elsevier Inc. All rights reserved.

Perceptual advantage for category-relevant perceptual dimensions: the case of shape and motion.

PubMed

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

2014-01-01

Category learning facilitates perception along relevant stimulus dimensions, even when tested in a discrimination task that does not require categorization. While this general phenomenon has been demonstrated previously, perceptual facilitation along dimensions has been documented by measuring different specific phenomena in different studies using different kinds of objects. Across several object domains, there is support for acquired distinctiveness, the stretching of a perceptual dimension relevant to learned categories. Studies using faces and studies using simple separable visual dimensions have also found evidence of acquired equivalence, the shrinking of a perceptual dimension irrelevant to learned categories, and categorical perception, the local stretching across the category boundary. These later two effects are rarely observed with complex non-face objects. Failures to find these effects with complex non-face objects may have been because the dimensions tested previously were perceptually integrated. Here we tested effects of category learning with non-face objects categorized along dimensions that have been found to be processed by different areas of the brain, shape and motion. While we replicated acquired distinctiveness, we found no evidence for acquired equivalence or categorical perception.

Deep Learning and Developmental Learning: Emergence of Fine-to-Coarse Conceptual Categories at Layers of Deep Belief Network.

PubMed

Sadeghi, Zahra

2016-09-01

In this paper, I investigate conceptual categories derived from developmental processing in a deep neural network. The similarity matrices of deep representation at each layer of neural network are computed and compared with their raw representation. While the clusters generated by raw representation stand at the basic level of abstraction, conceptual categories obtained from deep representation shows a bottom-up transition procedure. Results demonstrate a developmental course of learning from specific to general level of abstraction through learned layers of representations in a deep belief network. © The Author(s) 2016.

Continuous executive function disruption interferes with application of an information integration categorization strategy.

PubMed

Miles, Sarah J; Matsuki, Kazunaga; Minda, John Paul

2014-07-01

Category learning is often characterized as being supported by two separate learning systems. A verbal system learns rule-defined (RD) categories that can be described using a verbal rule and relies on executive functions (EFs) to learn via hypothesis testing. A nonverbal system learns non-rule-defined (NRD) categories that cannot be described by a verbal rule and uses automatic, procedural learning. The verbal system is dominant in that adults tend to use it during initial learning but may switch to the nonverbal system when the verbal system is unsuccessful. The nonverbal system has traditionally been thought to operate independently of EFs, but recent studies suggest that EFs may play a role in the nonverbal system-specifically, to facilitate the transition away from the verbal system. Accordingly, continuously interfering with EFs during the categorization process, so that EFs are never fully available to facilitate the transition, may be more detrimental to the nonverbal system than is temporary EF interference. Participants learned an NRD or an RD category while EFs were untaxed, taxed temporarily, or taxed continuously. When EFs were continuously taxed during NRD categorization, participants were less likely to use a nonverbal categorization strategy than when EFs were temporarily taxed, suggesting that when EFs were unavailable, the transition to the nonverbal system was hindered. For the verbal system, temporary and continuous interference had similar effects on categorization performance and on strategy use, illustrating that EFs play an important but different role in each of the category-learning systems.

Criterion learning in rule-based categorization: Simulation of neural mechanism and new data

PubMed Central

Helie, Sebastien; Ell, Shawn W.; Filoteo, J. Vincent; Maddox, W. Todd

2015-01-01

In perceptual categorization, rule selection consists of selecting one or several stimulus-dimensions to be used to categorize the stimuli (e.g, categorize lines according to their length). Once a rule has been selected, criterion learning consists of defining how stimuli will be grouped using the selected dimension(s) (e.g., if the selected rule is line length, define ‘long’ and ‘short’). Very little is known about the neuroscience of criterion learning, and most existing computational models do not provide a biological mechanism for this process. In this article, we introduce a new model of rule learning called Heterosynaptic Inhibitory Criterion Learning (HICL). HICL includes a biologically-based explanation of criterion learning, and we use new category-learning data to test key aspects of the model. In HICL, rule selective cells in prefrontal cortex modulate stimulus-response associations using pre-synaptic inhibition. Criterion learning is implemented by a new type of heterosynaptic error-driven Hebbian learning at inhibitory synapses that uses feedback to drive cell activation above/below thresholds representing ionic gating mechanisms. The model is used to account for new human categorization data from two experiments showing that: (1) changing rule criterion on a given dimension is easier if irrelevant dimensions are also changing (Experiment 1), and (2) showing that changing the relevant rule dimension and learning a new criterion is more difficult, but also facilitated by a change in the irrelevant dimension (Experiment 2). We conclude with a discussion of some of HICL’s implications for future research on rule learning. PMID:25682349

Criterion learning in rule-based categorization: simulation of neural mechanism and new data.

PubMed

Helie, Sebastien; Ell, Shawn W; Filoteo, J Vincent; Maddox, W Todd

2015-04-01

In perceptual categorization, rule selection consists of selecting one or several stimulus-dimensions to be used to categorize the stimuli (e.g., categorize lines according to their length). Once a rule has been selected, criterion learning consists of defining how stimuli will be grouped using the selected dimension(s) (e.g., if the selected rule is line length, define 'long' and 'short'). Very little is known about the neuroscience of criterion learning, and most existing computational models do not provide a biological mechanism for this process. In this article, we introduce a new model of rule learning called Heterosynaptic Inhibitory Criterion Learning (HICL). HICL includes a biologically-based explanation of criterion learning, and we use new category-learning data to test key aspects of the model. In HICL, rule selective cells in prefrontal cortex modulate stimulus-response associations using pre-synaptic inhibition. Criterion learning is implemented by a new type of heterosynaptic error-driven Hebbian learning at inhibitory synapses that uses feedback to drive cell activation above/below thresholds representing ionic gating mechanisms. The model is used to account for new human categorization data from two experiments showing that: (1) changing rule criterion on a given dimension is easier if irrelevant dimensions are also changing (Experiment 1), and (2) showing that changing the relevant rule dimension and learning a new criterion is more difficult, but also facilitated by a change in the irrelevant dimension (Experiment 2). We conclude with a discussion of some of HICL's implications for future research on rule learning. Copyright © 2015 Elsevier Inc. All rights reserved.

Distributional learning aids linguistic category formation in school-age children.

PubMed

Hall, Jessica; Owen VAN Horne, Amanda; Farmer, Thomas

2018-05-01

The goal of this study was to determine if typically developing children could form grammatical categories from distributional information alone. Twenty-seven children aged six to nine listened to an artificial grammar which contained strategic gaps in its distribution. At test, we compared how children rated novel sentences that fit the grammar to sentences that were ungrammatical. Sentences could be distinguished only through the formation of categories of words with shared distributional properties. Children's ratings revealed that they could discriminate grammatical and ungrammatical sentences. These data lend support to the hypothesis that distributional learning is a potential mechanism for learning grammatical categories in a first language.

The influence of trial order on learning from reward vs. punishment in a probabilistic categorization task: experimental and computational analyses.

PubMed

Moustafa, Ahmed A; Gluck, Mark A; Herzallah, Mohammad M; Myers, Catherine E

2015-01-01

Previous research has shown that trial ordering affects cognitive performance, but this has not been tested using category-learning tasks that differentiate learning from reward and punishment. Here, we tested two groups of healthy young adults using a probabilistic category learning task of reward and punishment in which there are two types of trials (reward, punishment) and three possible outcomes: (1) positive feedback for correct responses in reward trials; (2) negative feedback for incorrect responses in punishment trials; and (3) no feedback for incorrect answers in reward trials and correct answers in punishment trials. Hence, trials without feedback are ambiguous, and may represent either successful avoidance of punishment or failure to obtain reward. In Experiment 1, the first group of subjects received an intermixed task in which reward and punishment trials were presented in the same block, as a standard baseline task. In Experiment 2, a second group completed the separated task, in which reward and punishment trials were presented in separate blocks. Additionally, in order to understand the mechanisms underlying performance in the experimental conditions, we fit individual data using a Q-learning model. Results from Experiment 1 show that subjects who completed the intermixed task paradoxically valued the no-feedback outcome as a reinforcer when it occurred on reinforcement-based trials, and as a punisher when it occurred on punishment-based trials. This is supported by patterns of empirical responding, where subjects showed more win-stay behavior following an explicit reward than following an omission of punishment, and more lose-shift behavior following an explicit punisher than following an omission of reward. In Experiment 2, results showed similar performance whether subjects received reward-based or punishment-based trials first. However, when the Q-learning model was applied to these data, there were differences between subjects in the reward-first and punishment-first conditions on the relative weighting of neutral feedback. Specifically, early training on reward-based trials led to omission of reward being treated as similar to punishment, but prior training on punishment-based trials led to omission of reward being treated more neutrally. This suggests that early training on one type of trials, specifically reward-based trials, can create a bias in how neutral feedback is processed, relative to those receiving early punishment-based training or training that mixes positive and negative outcomes.

A Preliminary Analysis of the Theoretical Parameters of Organizaational Learning.

DTIC Science & Technology

1995-09-01

PARAMETERS OF ORGANIZATIONAL LEARNING THESIS Presented to the Faculty of the Graduate School of Logistics and Acquisition Management of the Air...Organizational Learning Parameters in the Knowledge Acquisition Category 2~™ 2-3. Organizational Learning Parameters in the Information Distribution Category...Learning Refined Scale 4-94 4-145. Composition of Refined Scale 4 Knowledge Flow 4-95 4-146. Cronbach’s Alpha Statistics for the Complete Knowledge Flow

Categorization for Faces and Tools—Two Classes of Objects Shaped by Different Experience—Differs in Processing Timing, Brain Areas Involved, and Repetition Effects

PubMed Central

Kozunov, Vladimir; Nikolaeva, Anastasia; Stroganova, Tatiana A.

2018-01-01

The brain mechanisms that integrate the separate features of sensory input into a meaningful percept depend upon the prior experience of interaction with the object and differ between categories of objects. Recent studies using representational similarity analysis (RSA) have characterized either the spatial patterns of brain activity for different categories of objects or described how category structure in neuronal representations emerges in time, but never simultaneously. Here we applied a novel, region-based, multivariate pattern classification approach in combination with RSA to magnetoencephalography data to extract activity associated with qualitatively distinct processing stages of visual perception. We asked participants to name what they see whilst viewing bitonal visual stimuli of two categories predominantly shaped by either value-dependent or sensorimotor experience, namely faces and tools, and meaningless images. We aimed to disambiguate the spatiotemporal patterns of brain activity between the meaningful categories and determine which differences in their processing were attributable to either perceptual categorization per se, or later-stage mentalizing-related processes. We have extracted three stages of cortical activity corresponding to low-level processing, category-specific feature binding, and supra-categorical processing. All face-specific spatiotemporal patterns were associated with bilateral activation of ventral occipito-temporal areas during the feature binding stage at 140–170 ms. The tool-specific activity was found both within the categorization stage and in a later period not thought to be associated with binding processes. The tool-specific binding-related activity was detected within a 210–220 ms window and was located to the intraparietal sulcus of the left hemisphere. Brain activity common for both meaningful categories started at 250 ms and included widely distributed assemblies within parietal, temporal, and prefrontal regions. Furthermore, we hypothesized and tested whether activity within face and tool-specific binding-related patterns would demonstrate oppositely acting effects following procedural perceptual learning. We found that activity in the ventral, face-specific network increased following the stimuli repetition. In contrast, tool processing in the dorsal network adapted by reducing its activity over the repetition period. Altogether, we have demonstrated that activity associated with visual processing of faces and tools during the categorization stage differ in processing timing, brain areas involved, and in their dynamics underlying stimuli learning. PMID:29379426

The Role of Age and Executive Function in Auditory Category Learning

PubMed Central

Reetzke, Rachel; Maddox, W. Todd; Chandrasekaran, Bharath

2015-01-01

Auditory categorization is a natural and adaptive process that allows for the organization of high-dimensional, continuous acoustic information into discrete representations. Studies in the visual domain have identified a rule-based learning system that learns and reasons via a hypothesis-testing process that requires working memory and executive attention. The rule-based learning system in vision shows a protracted development, reflecting the influence of maturing prefrontal function on visual categorization. The aim of the current study is two-fold: (a) to examine the developmental trajectory of rule-based auditory category learning from childhood through adolescence, into early adulthood; and (b) to examine the extent to which individual differences in rule-based category learning relate to individual differences in executive function. Sixty participants with normal hearing, 20 children (age range, 7–12), 21 adolescents (age range, 13–19), and 19 young adults (age range, 20–23), learned to categorize novel dynamic ripple sounds using trial-by-trial feedback. The spectrotemporally modulated ripple sounds are considered the auditory equivalent of the well-studied Gabor patches in the visual domain. Results revealed that auditory categorization accuracy improved with age, with young adults outperforming children and adolescents. Computational modeling analyses indicated that the use of the task-optimal strategy (i.e. a conjunctive rule-based learning strategy) improved with age. Notably, individual differences in executive flexibility significantly predicted auditory category learning success. The current findings demonstrate a protracted development of rule-based auditory categorization. The results further suggest that executive flexibility coupled with perceptual processes play important roles in successful rule-based auditory category learning. PMID:26491987

Forming ideas about health: a qualitative study of Ontario adolescents.

PubMed

Michaelson, Valerie; McKerron, Margaret; Davison, Colleen

2015-01-01

Adolescence is a crucial period of child development during which one's ideas about health are formed. However, little is known about the different contexts, experiences, and potential other factors that contribute to shaping the health ideas of adolescent populations, particularly when they are not seeking out the information for a particular purpose. In this Ontario-based qualitative study, grounded theory methods were used to explore ways that health knowledge is obtained in adolescents (age 10-16). A purposeful, criterion-based sampling strategy was used, and data were collected through seven focus groups (n=40). Findings indicate that while young people get their ideas about health through both didactic and organic learning contexts, the significant impact of organic learning is often overlooked. Categories of organic learning that emerged include self-reflective experience, the experience of close contacts, casually observing others, and common discourse. This study suggests that one central way that young people get their ideas about health is from living life: from the people they watch, the conversations that they have, and the experiences they live. Findings support the development of effective health promotion messages and also contribute to considering the place of some aspects of organic learning in the development of health-related resources that target adolescent populations.

Forming ideas about health: A qualitative study of Ontario adolescents

PubMed Central

Michaelson, Valerie; McKerron, Margaret; Davison, Colleen

2015-01-01

Adolescence is a crucial period of child development during which one's ideas about health are formed. However, little is known about the different contexts, experiences, and potential other factors that contribute to shaping the health ideas of adolescent populations, particularly when they are not seeking out the information for a particular purpose. In this Ontario-based qualitative study, grounded theory methods were used to explore ways that health knowledge is obtained in adolescents (age 10–16). A purposeful, criterion-based sampling strategy was used, and data were collected through seven focus groups (n=40). Findings indicate that while young people get their ideas about health through both didactic and organic learning contexts, the significant impact of organic learning is often overlooked. Categories of organic learning that emerged include self-reflective experience, the experience of close contacts, casually observing others, and common discourse. This study suggests that one central way that young people get their ideas about health is from living life: from the people they watch, the conversations that they have, and the experiences they live. Findings support the development of effective health promotion messages and also contribute to considering the place of some aspects of organic learning in the development of health-related resources that target adolescent populations. PMID:26015404

Hippocampal BOLD response during category learning predicts subsequent performance on transfer generalization.

PubMed

Fera, Francesco; Passamonti, Luca; Herzallah, Mohammad M; Myers, Catherine E; Veltri, Pierangelo; Morganti, Giuseppina; Quattrone, Aldo; Gluck, Mark A

2014-07-01

To test a prediction of our previous computational model of cortico-hippocampal interaction (Gluck and Myers [1993, 2001]) for characterizing individual differences in category learning, we studied young healthy subjects using an fMRI-adapted category-learning task that has two phases, an initial phase in which associations are learned through trial-and-error feedback followed by a generalization phase in which previously learned rules can be applied to novel associations (Myers et al. [2003]). As expected by our model, we found a negative correlation between learning-related hippocampal responses and accuracy during transfer, demonstrating that hippocampal adaptation during learning is associated with better behavioral scores during transfer generalization. In addition, we found an inverse relationship between Blood Oxygenation Level Dependent (BOLD) activity in the striatum and that in the hippocampal formation and the orbitofrontal cortex during the initial learning phase. Conversely, activity in the dorsolateral prefrontal cortex, orbitofrontal cortex and parietal lobes dominated over that of the hippocampal formation during the generalization phase. These findings provide evidence in support of theories of the neural substrates of category learning which argue that the hippocampal region plays a critical role during learning for appropriately encoding and representing newly learned information so that that this learning can be successfully applied and generalized to subsequent novel task demands. Copyright © 2013 Wiley Periodicals, Inc.

Test of a potential link between analytic and nonanalytic category learning and automatic, effortful processing.

PubMed

Tracy, J I; Pinsk, M; Helverson, J; Urban, G; Dietz, T; Smith, D J

2001-08-01

The link between automatic and effortful processing and nonanalytic and analytic category learning was evaluated in a sample of 29 college undergraduates using declarative memory, semantic category search, and pseudoword categorization tasks. Automatic and effortful processing measures were hypothesized to be associated with nonanalytic and analytic categorization, respectively. Results suggested that contrary to prediction strong criterion-attribute (analytic) responding on the pseudoword categorization task was associated with strong automatic, implicit memory encoding of frequency-of-occurrence information. Data are discussed in terms of the possibility that criterion-attribute category knowledge, once established, may be expressed with few attentional resources. The data indicate that attention resource requirements, even for the same stimuli and task, vary depending on the category rule system utilized. Also, the automaticity emerging from familiarity with analytic category exemplars is very different from the automaticity arising from extensive practice on a semantic category search task. The data do not support any simple mapping of analytic and nonanalytic forms of category learning onto the automatic and effortful processing dichotomy and challenge simple models of brain asymmetries for such procedures. Copyright 2001 Academic Press.

A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Prather, Edward; Rudolph, A. L.; Brissenden, G.; Consiglio, D.; Gonzaga, V.; CATS

2010-01-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory college astronomy courses (Astro 101). The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual student characteristics. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all categories of students can benefit from the effective implementation of interactive learning strategies. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program and Award No. AST-0847170, a PAARE Grant.

Enhanced procedural learning of speech sound categories in a genetic variant of FOXP2.

PubMed

Chandrasekaran, Bharath; Yi, Han-Gyol; Blanco, Nathaniel J; McGeary, John E; Maddox, W Todd

2015-05-20

A mutation of the forkhead box protein P2 (FOXP2) gene is associated with severe deficits in human speech and language acquisition. In rodents, the humanized form of FOXP2 promotes faster switching from declarative to procedural learning strategies when the two learning systems compete. Here, we examined a polymorphism of FOXP2 (rs6980093) in humans (214 adults; 111 females) for associations with non-native speech category learning success. Neurocomputational modeling results showed that individuals with the GG genotype shifted faster to procedural learning strategies, which are optimal for the task. These findings support an adaptive role for the FOXP2 gene in modulating the function of neural learning systems that have a direct bearing on human speech category learning. Copyright © 2015 the authors 0270-6474/15/357808-05$15.00/0.

Long-time storage of song types in birds: evidence from interactive playbacks.

PubMed

Geberzahn, Nicole; Hultsch, Henrike

2003-05-22

In studies of birdsong learning, imitation-based assays of stimulus memorization do not take into account that tutored song types may have been stored, but were not retrieved from memory. Such a 'silent' reservoir of song material could be used later in the bird's life, e.g. during vocal interactions. We examined this possibility in hand-reared nightingales during their second year. The males had been exposed to songs, both as fledglings and later, during their first full song period in an interactive playback design. Our design allowed us to compare the performance of imitations from the following categories: (i) songs only experienced during the early tutoring; (ii) songs experienced both during early tutoring and interactive playbacks; and (iii) novel songs experienced only during the simulated interactions. In their second year, birds imitated song types from each category, including those from categories (i) and (ii) which they had failed to imitate before. In addition, the performance of these song types was different (category (ii) > category (i)) and more pronounced than for category (iii) songs. Our results demonstrate 'silent' song storage in nightingales and point to a graded influence of the time and the social context of experience on subsequent vocal imitation.

Long-time storage of song types in birds: evidence from interactive playbacks.

PubMed Central

Geberzahn, Nicole; Hultsch, Henrike

2003-01-01

In studies of birdsong learning, imitation-based assays of stimulus memorization do not take into account that tutored song types may have been stored, but were not retrieved from memory. Such a 'silent' reservoir of song material could be used later in the bird's life, e.g. during vocal interactions. We examined this possibility in hand-reared nightingales during their second year. The males had been exposed to songs, both as fledglings and later, during their first full song period in an interactive playback design. Our design allowed us to compare the performance of imitations from the following categories: (i) songs only experienced during the early tutoring; (ii) songs experienced both during early tutoring and interactive playbacks; and (iii) novel songs experienced only during the simulated interactions. In their second year, birds imitated song types from each category, including those from categories (i) and (ii) which they had failed to imitate before. In addition, the performance of these song types was different (category (ii) > category (i)) and more pronounced than for category (iii) songs. Our results demonstrate 'silent' song storage in nightingales and point to a graded influence of the time and the social context of experience on subsequent vocal imitation. PMID:12803899

Student memories: Insights for science reform

NASA Astrophysics Data System (ADS)

Chaillie, Jane Hall

The purpose of this study was to examine the recollections pre-service teachers majoring in elementary education have of their science experiences during their elementary years and to explore the recollections in the context of science education reform efforts. At the beginning of science methods course work, pre-service elementary teachers reflected on their memories of their own elementary education experiences. Themes from 102 reflective essays collected in two settings and time periods were identified and compared. The themes remained consistent over both settings and time frames studied and fall into three general categories: curriculum and instruction, teacher traits, and student traits. The pre-service teachers expressed difficulty in recalling elementary science experiences and attributed their limited memories to what they perceived as a low priority of science content in the elementary curriculum. Teaching strategies played a prominent role in the memories reported. Hands-on and active learning strategies produced positive memories, while lectures, reading textbooks, and completing worksheets resulted in more negative memories. Furthermore, pre-service teacher essays often failed to connect the learning activities with concept development or understanding. Pre-service teachers were split nearly equally between those who liked and those who disliked elementary science. The attributes of elementary teachers received the least attention in the categories and focused primarily on passion for teaching science. Implications for science reform leaders, teacher education preparation programs, and school administrators and curriculum directors are identified.

'Stepping in' or 'stepping back': how first year nursing students begin to learn about person-centred care.

PubMed

Currie, Kay; Bannerman, Samantha; Howatson, Val; MacLeod, Fiona; Mayne, Wendy; Organ, Christine; Renton, Sarah; Scott, Janine

2015-01-01

The concept of person-centred care has gained international recognition over the last decade and forms one of the key concepts of our Nursing Quality Improvement Curricular Framework. This study aimed to investigate nursing students' learning about person-centred care during the first-year of their programme. Qualitative thematic analysis of a section of placement learning documents from two consecutive cohorts of students from all fields of nursing (n=405), supplemented by three focus group discussions. Two conceptual categories of student approaches to learning emerged. Firstly, 'stepping back', or learning from a distance about how nurses provide care, often through reading case notes and care plans; second, 'stepping in', learning about the patient as a person by direct interaction with service users. Evidence of reflection on the patient's experience of care was limited. These results have resonance with existing pedagogical theories around preferences for active or passive styles of learning. The potential for clinical mentors to build student confidence and encourage direct engagement with patients was highlighted. Students are aware of the concepts, principles and professional values of person-centred care from early in their programme; however, the majority tend to be preoccupied by learning about what nurses 'do', rather than 'how patients experience care'. Development towards a more person-centred approach may require targeted support from mentors to help students gain confidence and begin reflecting on how patients experience care. Copyright © 2014 Elsevier Ltd. All rights reserved.

Processing advantages for consonance: A comparison between rats (Rattus norvegicus) and humans (Homo sapiens).

PubMed

Crespo-Bojorque, Paola; Toro, Juan M

2016-05-01

Consonance is a salient perceptual feature in harmonic music associated with pleasantness. Besides being deeply rooted in how we experience music, research suggests consonant intervals are more easily processed than dissonant intervals. In the present work we explore from a comparative perspective if such processing advantage extends to more complex tasks such as the detection of abstract rules. We ran experiments on rule learning over consonant and dissonant intervals with nonhuman animals and human participants. Results show differences across species regarding the extent to which they benefit from differences in consonance. Animals learn abstract rules with the same ease independently of whether they are implemented over consonant intervals (Experiment 1), dissonant intervals (Experiment 2), or over a combination of them (Experiment 3). Humans, on the contrary, learn an abstract rule better when it is implemented over consonant (Experiment 4) than over dissonant intervals (Experiment 5). Moreover, their performance improves when there is a mapping between abstract categories defining a rule and consonant and dissonant intervals (Experiments 6 and 7). Results suggest that for humans, consonance might be used as a perceptual anchor for other cognitive processes as to facilitate the detection of abstract patterns. Lacking extensive experience with harmonic stimuli, nonhuman animals tested here do not seem to benefit from a processing advantage for consonant intervals. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Prefrontal Contributions to Rule-Based and Information-Integration Category Learning

ERIC Educational Resources Information Center

Schnyer, David M.; Maddox, W. Todd; Ell, Shawn; Davis, Sarah; Pacheco, Jenni; Verfaellie, Mieke

2009-01-01

Previous research revealed that the basal ganglia play a critical role in category learning [Ell, S. W., Marchant, N. L., & Ivry, R. B. (2006). "Focal putamen lesions impair learning in rule-based, but not information-integration categorization tasks." "Neuropsychologia", 44(10), 1737-1751; Maddox, W. T. & Filoteo, J.…

Learning Problems and Classroom Instruction.

ERIC Educational Resources Information Center

Adelman, Howard S.

Defined are categories of learning disabilities (LD) that can be remediated in regular public school classes, and offered are remedial approaches. Stressed in four studies is the heterogeneity of LD problems. Suggested is grouping LD children into three categories: no disorder (problem is from the learning environment); minor disorder (problem is…

Statistical Learning of Phonetic Categories: Insights from a Computational Approach

ERIC Educational Resources Information Center

McMurray, Bob; Aslin, Richard N.; Toscano, Joseph C.

2009-01-01

Recent evidence (Maye, Werker & Gerken, 2002) suggests that statistical learning may be an important mechanism for the acquisition of phonetic categories in the infant's native language. We examined the sufficiency of this hypothesis and its implications for development by implementing a statistical learning mechanism in a computational model…

Compensatory processing during rule-based category learning in older adults.

PubMed

Bharani, Krishna L; Paller, Ken A; Reber, Paul J; Weintraub, Sandra; Yanar, Jorge; Morrison, Robert G

2016-01-01

Healthy older adults typically perform worse than younger adults at rule-based category learning, but better than patients with Alzheimer's or Parkinson's disease. To further investigate aging's effect on rule-based category learning, we monitored event-related potentials (ERPs) while younger and neuropsychologically typical older adults performed a visual category-learning task with a rule-based category structure and trial-by-trial feedback. Using these procedures, we previously identified ERPs sensitive to categorization strategy and accuracy in young participants. In addition, previous studies have demonstrated the importance of neural processing in the prefrontal cortex and the medial temporal lobe for this task. In this study, older adults showed lower accuracy and longer response times than younger adults, but there were two distinct subgroups of older adults. One subgroup showed near-chance performance throughout the procedure, never categorizing accurately. The other subgroup reached asymptotic accuracy that was equivalent to that in younger adults, although they categorized more slowly. These two subgroups were further distinguished via ERPs. Consistent with the compensation theory of cognitive aging, older adults who successfully learned showed larger frontal ERPs when compared with younger adults. Recruitment of prefrontal resources may have improved performance while slowing response times. Additionally, correlations of feedback-locked P300 amplitudes with category-learning accuracy differentiated successful younger and older adults. Overall, the results suggest that the ability to adapt one's behavior in response to feedback during learning varies across older individuals, and that the failure of some to adapt their behavior may reflect inadequate engagement of prefrontal cortex.

Compensatory Processing During Rule-Based Category Learning in Older Adults

PubMed Central

Bharani, Krishna L.; Paller, Ken A.; Reber, Paul J.; Weintraub, Sandra; Yanar, Jorge; Morrison, Robert G.

2016-01-01

Healthy older adults typically perform worse than younger adults at rule-based category learning, but better than patients with Alzheimer's or Parkinson's disease. To further investigate aging's effect on rule-based category learning, we monitored event-related potentials (ERPs) while younger and neuropsychologically typical older adults performed a visual category-learning task with a rule-based category structure and trial-by-trial feedback. Using these procedures, we previously identified ERPs sensitive to categorization strategy and accuracy in young participants. In addition, previous studies have demonstrated the importance of neural processing in the prefrontal cortex and the medial temporal lobe for this task. In this study, older adults showed lower accuracy and longer response times than younger adults, but there were two distinct subgroups of older adults. One subgroup showed near-chance performance throughout the procedure, never categorizing accurately. The other subgroup reached asymptotic accuracy that was equivalent to that in younger adults, although they categorized more slowly. These two subgroups were further distinguished via ERPs. Consistent with the compensation theory of cognitive aging, older adults who successfully learned showed larger frontal ERPs when compared with younger adults. Recruitment of prefrontal resources may have improved performance while slowing response times. Additionally, correlations of feedback-locked P300 amplitudes with category-learning accuracy differentiated successful younger and older adults. Overall, the results suggest that the ability to adapt one's behavior in response to feedback during learning varies across older individuals, and that the failure of some to adapt their behavior may reflect inadequate engagement of prefrontal cortex. PMID:26422522

The Advantage of Mixing Examples in Inductive Learning: A Comparison of Three Hypotheses

ERIC Educational Resources Information Center

Guzman-Munoz, Francisco Javier

2017-01-01

Mixing examples of different categories (interleaving) has been shown to promote inductive learning as compared with presenting examples of the same category together (massing). In three studies, we tested whether the advantage of interleaving is exclusively due to the mixing of examples from different categories or to the temporal gap introduced…

Selective attention, diffused attention, and the development of categorization.

PubMed

Deng, Wei Sophia; Sloutsky, Vladimir M

2016-12-01

How do people learn categories and what changes with development? The current study attempts to address these questions by focusing on the role of attention in the development of categorization. In Experiment 1, participants (adults, 7-year-olds, and 4-year-olds) were trained with novel categories consisting of deterministic and probabilistic features, and their categorization and memory for features were tested. In Experiment 2, participants' attention was directed to the deterministic feature, and in Experiment 3 it was directed to the probabilistic features. Attentional cueing affected categorization and memory in adults and 7-year-olds: these participants relied on the cued features in their categorization and exhibited better memory of cued than of non-cued features. In contrast, in 4-year-olds attentional cueing affected only categorization, but not memory: these participants exhibited equally good memory for both cued and non-cued features. Furthermore, across the experiments, 4-year-olds remembered non-cued features better than adults. These results coupled with computational simulations provide novel evidence (1) pointing to differences in category representation and mechanisms of categorization across development, (2) elucidating the role of attention in the development of categorization, and (3) suggesting an important distinction between representation and decision factors in categorization early in development. These issues are discussed with respect to theories of categorization and its development. Copyright © 2016 Elsevier Inc. All rights reserved.

Qualification of the family caregiver to the application of the Educational Technology in Health.

PubMed

Santos, Paula Dayanna Sousa Dos; Santos, Zélia Maria de Sousa Araújo; Diógenes, Léa Maria Moura Barroso; Caldas, José Manuel Peixoto de; Rodrigues, Kátia Alves Ferreira; Carneiro, Rithianne Frota

2018-05-01

To evaluate the changes in the participation of the family caregiver in the treatment of the hypertensive person with the application of the Educational Technology in Health (ETH). Participant research carried out in a Primary Health Care Unit with 11 family caregivers (FC). The ETH was elaborated based on health education and applied in ten meetings between June and August 2016. We organized the results into categories. FCs experienced learning experiences through the exchange of information, socialization of experiences, and linkage establishments. The FCs were encouraged to share their doubts and experiences, so that, supported by listening to the professional, they felt welcomed and determined to fulfill their role with hypertensive relatives. Final considerations: The changes that have taken place have been highlighted in the learning of FCs and their commitment to family and self-care, as well as to the conviction that the family environment is indicated to make these changes effective.

The cognitive capabilities of farm animals: categorisation learning in dwarf goats (Capra hircus).

PubMed

Meyer, Susann; Nürnberg, Gerd; Puppe, Birger; Langbein, Jan

2012-07-01

The ability to establish categories enables organisms to classify stimuli, objects and events by assessing perceptual, associative or rational similarities and provides the basis for higher cognitive processing. The cognitive capabilities of farm animals are receiving increasing attention in applied ethology, a development driven primarily by scientifically based efforts to improve animal welfare. The present study investigated the learning of perceptual categories in Nigerian dwarf goats (Capra hircus) by using an automated learning device installed in the animals' pen. Thirteen group-housed goats were trained in a closed-economy approach to discriminate artificial two-dimensional symbols presented in a four-choice design. The symbols belonged to two categories: category I, black symbols with an open centre (rewarded) and category II, the same symbols but filled black (unrewarded). One symbol from category I and three different symbols from category II were used to define a discrimination problem. After the training of eight problems, the animals were presented with a transfer series containing the training problems interspersed with completely new problems made from new symbols belonging to the same categories. The results clearly demonstrate that dwarf goats are able to form categories based on similarities in the visual appearance of artificial symbols and to generalise across new symbols. However, the goats had difficulties in discriminating specific symbols. It is probable that perceptual problems caused these difficulties. Nevertheless, the present study suggests that goats housed under farming conditions have well-developed cognitive abilities, including learning of open-ended categories. This result could prove beneficial by facilitating animals' adaptation to housing environments that favour their cognitive capabilities.

Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course

PubMed Central

Seidel, Shannon B.; Reggi, Amanda L.; Schinske, Jeffrey N.; Burrus, Laura W.; Tanner, Kimberly D.

2015-01-01

Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical importance of the learning environment in increasing conceptual understanding, little research has investigated what instructors say and do to create learning environments in college biology classrooms. We systematically investigated the language used by instructors that does not directly relate to course content and defined the construct of Instructor Talk. Transcripts were generated from a semester-long, cotaught introductory biology course (n = 270 students). Transcripts were analyzed using a grounded theory approach to identify emergent categories of Instructor Talk. The five emergent categories from analysis of more than 600 quotes were, in order of prevalence, 1) Building the Instructor/Student Relationship, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experiences, and 5) Unmasking Science. Instances of Instructor Talk were present in every class session analyzed and ranged from six to 68 quotes per session. The Instructor Talk framework is a novel research variable that could yield insights into instructor effectiveness, origins of student resistance, and methods for overcoming stereotype threat. Additionally, it holds promise in professional development settings to assist instructors in reflecting on the learning environments they create. PMID:26582237

Instructional Strategies and Students' Academic Performance in Electrical Installation in Technical Colleges in Akwa Ibom State: Instructional Skills for Structuring Appropriate Learning Experiences for Students

ERIC Educational Resources Information Center

Onweh, Vincent E.; Akpan, Udeme Timothy

2014-01-01

The study investigated the effects of instructional strategies on students' academic performance in Electrical Installation in Technical Colleges in Akwa Ibom State. Instructional skills are the most specific category of teaching behaviours. A non-equivalent control group quasi experimental design was adopted for the study. Four intact classes…

Container Management During Desert Shield/Storm: An Analysis and Critique of Lessons Learned

DTIC Science & Technology

1993-04-15

across the distribution spectrum.14 These issues were grouped into five major categories: Containerization and Packaging, Distribution Management , Automation...of containers is needed, according to TDAP. Distribution - Management issues. The Desert Shield experience identified three general distribution ...recommended the formation of a 19 Theater Distribution Management Center from the assets of the Movement Control Agency (MCA) and Material Management

Using the American Board of Internal Medicine's "Elements of Professionalism" for undergraduate ethics education.

PubMed

Robins, Lynne S; Braddock, Clarence H; Fryer-Edwards, Kelly A

2002-06-01

To examine the feasibility of using the taxonomy of professional and unprofessional behaviors presented in the American Board of Internal Medicine's (ABIM's) Project Professionalism to categorize ethical issues that undergraduate medical students perceive to be salient. Beginning second-year medical students at the University of Washington School of Medicine (n = 120) were asked to respond to three open-ended questions about professional standards of conduct and peer evaluation. Two of the authors read and coded the students' responses according to the ABIM's elements of professionalism (altruism, accountability, excellence, duty, honor and integrity, and respect for others) and the challenges to those elements (abuse of power, arrogance, greed, misrepresentation, impairment, lack of conscientiousness, and conflict of interest). Coding disagreements were solved using review and revision of the category definitions. New categories were created for students' responses that described behaviors or issues that were not captured in the ABIM's categories. A total of 114 students responded. The ABIM's professional code was adapted for students and teachers, making it context- and learning-stage-specific. One new category of challenges, conflicts of conscience, was added, and one category (abuse of power) was expanded to include abuse of power/negotiating power asymmetries. Using the ABIM's taxonomy to name professional and unprofessional behaviors was particularly useful for examining undergraduate medical students' perceptions of the ethical climate for learning during the first year of medical school, and it holds promise for research into changes in students' perceptions as they move into clinical experiences. Using the framework, students can build a unified professional knowledge-and-skills base.

Incidental category learning and cognitive load in a multisensory environment across childhood.

PubMed

Broadbent, H J; Osborne, T; Rea, M; Peng, A; Mareschal, D; Kirkham, N Z

2018-06-01

Multisensory information has been shown to facilitate learning (Bahrick & Lickliter, 2000; Broadbent, White, Mareschal, & Kirkham, 2017; Jordan & Baker, 2011; Shams & Seitz, 2008). However, although research has examined the modulating effect of unisensory and multisensory distractors on multisensory processing, the extent to which a concurrent unisensory or multisensory cognitive load task would interfere with or support multisensory learning remains unclear. This study examined the role of concurrent task modality on incidental category learning in 6- to 10-year-olds. Participants were engaged in a multisensory learning task while also performing either a unisensory (visual or auditory only) or multisensory (audiovisual) concurrent task (CT). We found that engaging in an auditory CT led to poorer performance on incidental category learning compared with an audiovisual or visual CT, across groups. In 6-year-olds, category test performance was at chance in the auditory-only CT condition, suggesting auditory concurrent tasks may interfere with learning in younger children, but the addition of visual information may serve to focus attention. These findings provide novel insight into the use of multisensory concurrent information on incidental learning. Implications for the deployment of multisensory learning tasks within education across development and developmental changes in modality dominance and ability to switch flexibly across modalities are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The effect of category learning on attentional modulation of visual cortex.

PubMed

Folstein, Jonathan R; Fuller, Kelly; Howard, Dorothy; DePatie, Thomas

2017-09-01

Learning about visual object categories causes changes in the way we perceive those objects. One likely mechanism by which this occurs is the application of attention to potentially relevant objects. Here we test the hypothesis that category membership influences the allocation of attention, allowing attention to be applied not only to object features, but to entire categories. Participants briefly learned to categorize a set of novel cartoon animals after which EEG was recorded while participants distinguished between a target and non-target category. A second identical EEG session was conducted after two sessions of categorization practice. The category structure and task design allowed parametric manipulation of number of target features while holding feature frequency and category membership constant. We found no evidence that category membership influenced attentional selection: a postero-lateral negative component, labeled the selection negativity/N250, increased over time and was sensitive to number of target features, not target categories. In contrast, the right hemisphere N170 was not sensitive to target features. The P300 appeared sensitive to category in the first session, but showed a graded sensitivity to number of target features in the second session, possibly suggesting a transition from rule-based to similarity based categorization. Copyright © 2017. Published by Elsevier Ltd.

"Detached concern" of medical students in a cadaver dissection course: A phenomenological study.

PubMed

Tseng, Wei-Ting; Lin, Ya-Ping

2016-05-06

The cadaver dissection course remains a time-honored tradition in medical education, partly because of its importance in cultivating professional attitudes in students. This study aims to investigate students' attitudes-specifically characterized as "detached concern"-in a cadaver dissection course. An interpretative phenomenological analysis was performed with semi-structured, focus group interviews among 12 third-year medical students from a Taiwanese medical school to reveal their perceptions and learning experiences regarding human cadaver dissection. Based on these interviews, four relevant categories of perspectives were delineated: (1) initial emotional impact, (2) human referents, (3) coping strategies, and (4) ways of perceiving cadavers. Students were divided into two groups based on these categories. Students in Group 1 developed mechanisms described as "detachment" to cope with their initial emotional reactions to cadaveric dissection, which was noted to have disruptive effects on their learning. They considered human referents to be learning obstacles and avoided contact with or thinking about the human referents while performing dissections. Some of them faced a conflict between perceiving the cadaver as a learning tool versus as a human being. This impasse could be resolved if they latently adopted a "perspective switch" between the concept of a learning tool (rational aspect) and a human being (sensitive aspect). The students in Group 2 had no obvious initial emotional reaction. For them, the human referents functioned as learning supports, and the cadavers were consistently perceived as humans. These students held the notion that "cadaver dissection is an act of love"; therefore, they did not experience any need to detach themselves from their feelings during dissection. This alternative attitude revealed that detached concern alone is not sufficient to describe the entire range of medical students' attitudes toward cadaver dissection. Anat Sci Educ 9: 265-271. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Impact of audio-visual storytelling in simulation learning experiences of undergraduate nursing students.

PubMed

Johnston, Sandra; Parker, Christina N; Fox, Amanda

2017-09-01

Use of high fidelity simulation has become increasingly popular in nursing education to the extent that it is now an integral component of most nursing programs. Anecdotal evidence suggests that students have difficulty engaging with simulation manikins due to their unrealistic appearance. Introduction of the manikin as a 'real patient' with the use of an audio-visual narrative may engage students in the simulated learning experience and impact on their learning. A paucity of literature currently exists on the use of audio-visual narratives to enhance simulated learning experiences. This study aimed to determine if viewing an audio-visual narrative during a simulation pre-brief altered undergraduate nursing student perceptions of the learning experience. A quasi-experimental post-test design was utilised. A convenience sample of final year baccalaureate nursing students at a large metropolitan university. Participants completed a modified version of the Student Satisfaction with Simulation Experiences survey. This 12-item questionnaire contained questions relating to the ability to transfer skills learned in simulation to the real clinical world, the realism of the simulation and the overall value of the learning experience. Descriptive statistics were used to summarise demographic information. Two tailed, independent group t-tests were used to determine statistical differences within the categories. Findings indicated that students reported high levels of value, realism and transferability in relation to the viewing of an audio-visual narrative. Statistically significant results (t=2.38, p<0.02) were evident in the subscale of transferability of learning from simulation to clinical practice. The subgroups of age and gender although not significant indicated some interesting results. High satisfaction with simulation was indicated by all students in relation to value and realism. There was a significant finding in relation to transferability on knowledge and this is vital to quality educational outcomes. Copyright © 2017. Published by Elsevier Ltd.

The effect of reading assignments in guided inquiry learning on students’ critical thinking skills

NASA Astrophysics Data System (ADS)

Syarkowi, A.

2018-05-01

The purpose of this study was to determine the effect of reading assignment in guided inquiry learning on senior high school students’ critical thinking skills. The research method which was used in this research was quasi-experiment research method with reading task as the treatment. Topic of inquiry process was Kirchhoff law. The instrument was used for this research was 25 multiple choice interpretive exercises with justification. The multiple choice test was divided on 3 categories such as involve basic clarification, the bases for a decision and inference skills. The result of significance test proved the improvement of students’ critical thinking skills of experiment class was significantly higher when compared with the control class, so it could be concluded that reading assignment can improve students’ critical thinking skills.

Categorical Structure among Shared Features in Networks of Early-Learned Nouns

ERIC Educational Resources Information Center

Hills, Thomas T.; Maouene, Mounir; Maouene, Josita; Sheya, Adam; Smith, Linda

2009-01-01

The shared features that characterize the noun categories that young children learn first are a formative basis of the human category system. To investigate the potential categorical information contained in the features of early-learned nouns, we examine the graph-theoretic properties of noun-feature networks. The networks are built from the…

Comparison promotes learning and transfer of relational categories.

PubMed

Kurtz, Kenneth J; Boukrina, Olga; Gentner, Dedre

2013-07-01

We investigated the effect of co-presenting training items during supervised classification learning of novel relational categories. Strong evidence exists that comparison induces a structural alignment process that renders common relational structure more salient. We hypothesized that comparisons between exemplars would facilitate learning and transfer of categories that cohere around a common relational property. The effect of comparison was investigated using learning trials that elicited a separate classification response for each item in presentation pairs that could be drawn from the same or different categories. This methodology ensures consideration of both items and invites comparison through an implicit same-different judgment inherent in making the two responses. In a test phase measuring learning and transfer, the comparison group significantly outperformed a control group receiving an equivalent training session of single-item classification learning. Comparison-based learners also outperformed the control group on a test of far transfer, that is, the ability to accurately classify items from a novel domain that was relationally alike, but surface-dissimilar, to the training materials. Theoretical and applied implications of this comparison advantage are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Mental Health Risk Adjustment with Clinical Categories and Machine Learning.

PubMed

Shrestha, Akritee; Bergquist, Savannah; Montz, Ellen; Rose, Sherri

2017-12-15

To propose nonparametric ensemble machine learning for mental health and substance use disorders (MHSUD) spending risk adjustment formulas, including considering Clinical Classification Software (CCS) categories as diagnostic covariates over the commonly used Hierarchical Condition Category (HCC) system. 2012-2013 Truven MarketScan database. We implement 21 algorithms to predict MHSUD spending, as well as a weighted combination of these algorithms called super learning. The algorithm collection included seven unique algorithms that were supplied with three differing sets of MHSUD-related predictors alongside demographic covariates: HCC, CCS, and HCC + CCS diagnostic variables. Performance was evaluated based on cross-validated R 2 and predictive ratios. Results show that super learning had the best performance based on both metrics. The top single algorithm was random forests, which improved on ordinary least squares regression by 10 percent with respect to relative efficiency. CCS categories-based formulas were generally more predictive of MHSUD spending compared to HCC-based formulas. Literature supports the potential benefit of implementing a separate MHSUD spending risk adjustment formula. Our results suggest there is an incentive to explore machine learning for MHSUD-specific risk adjustment, as well as considering CCS categories over HCCs. © Health Research and Educational Trust.

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

PubMed

Fung, Wai-keung; Liu, Yun-hui

2003-12-01

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

Category Specificity in Normal Episodic Learning: Applications to Object Recognition and Category-Specific Agnosia

ERIC Educational Resources Information Center

Bukach, Cindy M.; Bub, Daniel N.; Masson, Michael E. J.; Lindsay, D. Stephen

2004-01-01

Studies of patients with category-specific agnosia (CSA) have given rise to multiple theories of object recognition, most of which assume the existence of a stable, abstract semantic memory system. We applied an episodic view of memory to questions raised by CSA in a series of studies examining normal observers' recall of newly learned attributes…

Unconscious symmetrical inferences: A role of consciousness in event integration.

PubMed

Alonso, Diego; Fuentes, Luis J; Hommel, Bernhard

2006-06-01

Explicit and implicit learning have been attributed to different learning processes that create different types of knowledge structures. Consistent with that claim, our study provides evidence that people integrate stimulus events differently when consciously aware versus unaware of the relationship between the events. In a first, acquisition phase participants sorted words into two categories (A and B), which were fully predicted by task-irrelevant primes-the labels of two other, semantically unrelated categories (C and D). In a second, test phase participants performed a lexical decision task, in which all word stimuli stemmed from the previous prime categories (C and D) and the (now nonpredictive) primes were the labels of the previous target categories (A and B). Reliable priming effects in the second phase demonstrated that bidirectional associations between the respective categories had been formed in the acquisition phase (A<-->C and B<-->D), but these effects were found only in participants that were unaware of the relationship between the categories! We suggest that unconscious, implicit learning of event relationships results in the rather unsophisticated integration (i.e., bidirectional association) of the underlying event representations, whereas explicit learning takes the meaning of the order of the events into account, and thus creates unidirectional associations.

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities

NASA Astrophysics Data System (ADS)

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-09-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent = .70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent = .48)-and curricular knowledge, respectively (rlatent = .35)-are moderate to low (all ps < .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.

Pattern Analyses Reveal Separate Experience-Based Fear Memories in the Human Right Amygdala.

PubMed

Braem, Senne; De Houwer, Jan; Demanet, Jelle; Yuen, Kenneth S L; Kalisch, Raffael; Brass, Marcel

2017-08-23

Learning fear via the experience of contingencies between a conditioned stimulus (CS) and an aversive unconditioned stimulus (US) is often assumed to be fundamentally different from learning fear via instructions. An open question is whether fear-related brain areas respond differently to experienced CS-US contingencies than to merely instructed CS-US contingencies. Here, we contrasted two experimental conditions where subjects were instructed to expect the same CS-US contingencies while only one condition was characterized by prior experience with the CS-US contingency. Using multivoxel pattern analysis of fMRI data, we found CS-related neural activation patterns in the right amygdala (but not in other fear-related regions) that dissociated between whether a CS-US contingency had been instructed and experienced versus merely instructed. A second experiment further corroborated this finding by showing a category-independent neural response to instructed and experienced, but not merely instructed, CS presentations in the human right amygdala. Together, these findings are in line with previous studies showing that verbal fear instructions have a strong impact on both brain and behavior. However, even in the face of fear instructions, the human right amygdala still shows a separable neural pattern response to experience-based fear contingencies. SIGNIFICANCE STATEMENT In our study, we addressed a fundamental problem of the science of human fear learning and memory, namely whether fear learning via experience in humans relies on a neural pathway that can be separated from fear learning via verbal information. Using two new procedures and recent advances in the analysis of brain imaging data, we localized purely experience-based fear processing and memory in the right amygdala, thereby making a direct link between human and animal research. Copyright © 2017 the authors 0270-6474/17/378116-15$15.00/0.

Large-scale weakly supervised object localization via latent category learning.

PubMed

Chong Wang; Kaiqi Huang; Weiqiang Ren; Junge Zhang; Maybank, Steve

2015-04-01

Localizing objects in cluttered backgrounds is challenging under large-scale weakly supervised conditions. Due to the cluttered image condition, objects usually have large ambiguity with backgrounds. Besides, there is also a lack of effective algorithm for large-scale weakly supervised localization in cluttered backgrounds. However, backgrounds contain useful latent information, e.g., the sky in the aeroplane class. If this latent information can be learned, object-background ambiguity can be largely reduced and background can be suppressed effectively. In this paper, we propose the latent category learning (LCL) in large-scale cluttered conditions. LCL is an unsupervised learning method which requires only image-level class labels. First, we use the latent semantic analysis with semantic object representation to learn the latent categories, which represent objects, object parts or backgrounds. Second, to determine which category contains the target object, we propose a category selection strategy by evaluating each category's discrimination. Finally, we propose the online LCL for use in large-scale conditions. Evaluation on the challenging PASCAL Visual Object Class (VOC) 2007 and the large-scale imagenet large-scale visual recognition challenge 2013 detection data sets shows that the method can improve the annotation precision by 10% over previous methods. More importantly, we achieve the detection precision which outperforms previous results by a large margin and can be competitive to the supervised deformable part model 5.0 baseline on both data sets.

Ethical violations in the clinical setting: the hidden curriculum learning experience of Pakistani nurses.

PubMed

Jafree, Sara Rizvi; Zakar, Rubeena; Fischer, Florian; Zakar, Muhammad Zakria

2015-03-19

The importance of the hidden curriculum is recognised as a practical training ground for the absorption of medical ethics by healthcare professionals. Pakistan's healthcare sector is hampered by the exclusion of ethics from medical and nursing education curricula and the absence of monitoring of ethical violations in the clinical setting. Nurses have significant knowledge of the hidden curriculum taught during clinical practice, due to long working hours in the clinic and front-line interaction with patients and other practitioners. The means of inquiry for this study was qualitative, with 20 interviews and four focus group discussions used to identify nurses' clinical experiences of ethical violations. Content analysis was used to discover sub-categories of ethical violations, as perceived by nurses, within four pre-defined categories of nursing codes of ethics: 1) professional guidelines and integrity, 2) patient informed consent, 3) patient rights, and 4) co-worker coordination for competency, learning and patient safety. Ten sub-categories of ethical violations were found: nursing students being used as adjunct staff, nurses having to face frequent violence in the hospital setting, patient reluctance to receive treatment from nurses, the near-absence of consent taken from patients for most non-surgical medical procedures, the absence of patient consent taking for receiving treatment from student nurses, the practice of patient discrimination on the basis of a patient's socio-demographic status, nurses withdrawing treatment out of fear for their safety, a non-learning culture and, finally, blame-shifting and non-reportage of errors. Immediate and urgent attention is required to reduce ethical violations in the healthcare sector in Pakistan through collaborative efforts by the government, the healthcare sector, and ethics regulatory bodies. Also, changes in socio-cultural values in hospital organisation, public awareness of how to conveniently report ethical violations by practitioners and public perceptions of nurse identity are needed.

Native-likeness in second language lexical categorization reflects individual language history and linguistic community norms.

PubMed

Zinszer, Benjamin D; Malt, Barbara C; Ameel, Eef; Li, Ping

2014-01-01

SECOND LANGUAGE LEARNERS FACE A DUAL CHALLENGE IN VOCABULARY LEARNING: First, they must learn new names for the 100s of common objects that they encounter every day. Second, after some time, they discover that these names do not generalize according to the same rules used in their first language. Lexical categories frequently differ between languages (Malt et al., 1999), and successful language learning requires that bilinguals learn not just new words but new patterns for labeling objects. In the present study, Chinese learners of English with varying language histories and resident in two different language settings (Beijing, China and State College, PA, USA) named 67 photographs of common serving dishes (e.g., cups, plates, and bowls) in both Chinese and English. Participants' response patterns were quantified in terms of similarity to the responses of functionally monolingual native speakers of Chinese and English and showed the cross-language convergence previously observed in simultaneous bilinguals (Ameel et al., 2005). For English, bilinguals' names for each individual stimulus were also compared to the dominant name generated by the native speakers for the object. Using two statistical models, we disentangle the effects of several highly interactive variables from bilinguals' language histories and the naming norms of the native speaker community to predict inter-personal and inter-item variation in L2 (English) native-likeness. We find only a modest age of earliest exposure effect on L2 category native-likeness, but importantly, we find that classroom instruction in L2 negatively impacts L2 category native-likeness, even after significant immersion experience. We also identify a significant role of both L1 and L2 norms in bilinguals' L2 picture naming responses.

Native-likeness in second language lexical categorization reflects individual language history and linguistic community norms

PubMed Central

Zinszer, Benjamin D.; Malt, Barbara C.; Ameel, Eef; Li, Ping

2014-01-01

Second language learners face a dual challenge in vocabulary learning: First, they must learn new names for the 100s of common objects that they encounter every day. Second, after some time, they discover that these names do not generalize according to the same rules used in their first language. Lexical categories frequently differ between languages (Malt et al., 1999), and successful language learning requires that bilinguals learn not just new words but new patterns for labeling objects. In the present study, Chinese learners of English with varying language histories and resident in two different language settings (Beijing, China and State College, PA, USA) named 67 photographs of common serving dishes (e.g., cups, plates, and bowls) in both Chinese and English. Participants’ response patterns were quantified in terms of similarity to the responses of functionally monolingual native speakers of Chinese and English and showed the cross-language convergence previously observed in simultaneous bilinguals (Ameel et al., 2005). For English, bilinguals’ names for each individual stimulus were also compared to the dominant name generated by the native speakers for the object. Using two statistical models, we disentangle the effects of several highly interactive variables from bilinguals’ language histories and the naming norms of the native speaker community to predict inter-personal and inter-item variation in L2 (English) native-likeness. We find only a modest age of earliest exposure effect on L2 category native-likeness, but importantly, we find that classroom instruction in L2 negatively impacts L2 category native-likeness, even after significant immersion experience. We also identify a significant role of both L1 and L2 norms in bilinguals’ L2 picture naming responses. PMID:25386149

Interactions between statistical and semantic information in infant language development

PubMed Central

Lany, Jill; Saffran, Jenny R.

2013-01-01

Infants can use statistical regularities to form rudimentary word categories (e.g. noun, verb), and to learn the meanings common to words from those categories. Using an artificial language methodology, we probed the mechanisms by which two types of statistical cues (distributional and phonological regularities) affect word learning. Because linking distributional cues vs. phonological information to semantics make different computational demands on learners, we also tested whether their use is related to language proficiency. We found that 22-month-old infants with smaller vocabularies generalized using phonological cues; however, infants with larger vocabularies showed the opposite pattern of results, generalizing based on distributional cues. These findings suggest that both phonological and distributional cues marking word categories promote early word learning. Moreover, while correlations between these cues are important to forming word categories, we found infants’ weighting of these cues in subsequent word-learning tasks changes over the course of early language development. PMID:21884336

Increased cognitive load enables unlearning in procedural category learning.

PubMed

Crossley, Matthew J; Maddox, W Todd; Ashby, F Gregory

2018-04-19

Interventions for drug abuse and other maladaptive habitual behaviors may yield temporary success but are often fragile and relapse is common. This implies that current interventions do not erase or substantially modify the representations that support the underlying addictive behavior-that is, they do not cause true unlearning. One example of an intervention that fails to induce true unlearning comes from Crossley, Ashby, and Maddox (2013, Journal of Experimental Psychology: General), who reported that a sudden shift to random feedback did not cause unlearning of category knowledge obtained through procedural systems, and they also reported results suggesting that this failure is because random feedback is noncontingent on behavior. These results imply the existence of a mechanism that (a) estimates feedback contingency and (b) protects procedural learning from modification when feedback contingency is low (i.e., during random feedback). This article reports the results of an experiment in which increasing cognitive load via an explicit dual task during the random feedback period facilitated unlearning. This result is consistent with the hypothesis that the mechanism that protects procedural learning when feedback contingency is low depends on executive function. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

A reversed-typicality effect in pictures but not in written words in deaf and hard of hearing adolescents.

PubMed

Li, Degao; Gao, Kejuan; Wu, Xueyun; Xong, Ying; Chen, Xiaojun; He, Weiwei; Li, Ling; Huang, Jingjia

2015-01-01

Two experiments investigated Chinese deaf and hard of hearing (DHH) adolescents' recognition of category names in an innovative task of semantic categorization. In each trial, the category-name target appeared briefly at the screen center followed by two words or two pictures for two basic-level exemplars of high or middle typicality, which appeared briefly approximately where the target had appeared. Participants' reaction times when they were deciding whether the target referred to living or nonliving things consistently revealed the typicality effect for the word, but a reversed-typicality effect for picture-presented exemplars. It was found that in automatically processing a category name, DHH adolescents with natural sign language as their first language evidently activate two sets of exemplar representations: those for middle-typicality exemplars, which they develop in interactions with the physical world and in sign language uses; and those in written-language learning.

Nursing student perceptions of community in online learning.

PubMed

Gallagher-Lepak, Susan; Reilly, Janet; Killion, Cheryl M

2009-01-01

Nursing faculty need to understand the unique aspects of online learning environments and develop new pedagogies for teaching in the virtual classroom. The concept of community is important in online learning and a strong sense of community can enhance student engagement and improve learning outcomes in online courses. Student perceptions of community in online learning environments were explored in this study. Five focus group sessions were held and online nursing students were asked to give examples of experiences related to sense of community. Fifteen major themes emerged: class structure, required participation, teamwork, technology, becoming, commonalities, disconnects, mutual exchange, online etiquette, informal discussions, aloneness, trepidation, unknowns, nonverbal communication and anonymity. Themes sorted into the categories of structural, processual and emotional factors. Theme descriptions show how sense of community can be enhanced and/or diminished in online courses. This study adds depth and detail to the limited body of research on sense of community in distance education in nursing courses.

Use of Inverse Reinforcement Learning for Identity Prediction

NASA Technical Reports Server (NTRS)

Hayes, Roy; Bao, Jonathan; Beling, Peter; Horowitz, Barry

2011-01-01

We adopt Markov Decision Processes (MDP) to model sequential decision problems, which have the characteristic that the current decision made by a human decision maker has an uncertain impact on future opportunity. We hypothesize that the individuality of decision makers can be modeled as differences in the reward function under a common MDP model. A machine learning technique, Inverse Reinforcement Learning (IRL), was used to learn an individual's reward function based on limited observation of his or her decision choices. This work serves as an initial investigation for using IRL to analyze decision making, conducted through a human experiment in a cyber shopping environment. Specifically, the ability to determine the demographic identity of users is conducted through prediction analysis and supervised learning. The results show that IRL can be used to correctly identify participants, at a rate of 68% for gender and 66% for one of three college major categories.

Food category consumption and obesity prevalence across countries: an application of Machine Learning method to big data analysis

NASA Astrophysics Data System (ADS)

Dunstan, Jocelyn; Fallah-Fini, Saeideh; Nau, Claudia; Glass, Thomas; Global Obesity Prevention Center Team

The applications of sophisticated mathematical and numerical tools in public health has been demonstrated to be useful in predicting the outcome of public intervention as well as to study, for example, the main causes of obesity without doing experiments with the population. In this project we aim to understand which kind of food consumed in different countries over time best defines the rate of obesity in those countries. The use of Machine Learning is particularly useful because we do not need to create a hypothesis and test it with the data, but instead we learn from the data to find the groups of food that best describe the prevalence of obesity.

Processing Motion: Using Code to Teach Newtonian Physics

NASA Astrophysics Data System (ADS)

Massey, M. Ryan

Prior to instruction, students often possess a common-sense view of motion, which is inconsistent with Newtonian physics. Effective physics lessons therefore involve conceptual change. To provide a theoretical explanation for concepts and how they change, the triangulation model brings together key attributes of prototypes, exemplars, theories, Bayesian learning, ontological categories, and the causal model theory. The triangulation model provides a theoretical rationale for why coding is a viable method for physics instruction. As an experiment, thirty-two adolescent students participated in summer coding academies to learn how to design Newtonian simulations. Conceptual and attitudinal data was collected using the Force Concept Inventory and the Colorado Learning Attitudes about Science Survey. Results suggest that coding is an effective means for teaching Newtonian physics.

Word Learning: Homophony and the Distribution of Learning Exemplars

ERIC Educational Resources Information Center

Dautriche, Isabelle; Chemla, Emmanuel; Christophe, Anne

2016-01-01

How do children infer the meaning of a word? Current accounts of word learning assume that children expect a word to map onto exactly one concept whose members form a coherent category. If this assumption was strictly true, children should infer that a homophone, such as "bat," refers to a single superordinate category that encompasses…

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…

What Can Be Learned From a Laboratory Model of Conceptual Change? Descriptive Findings and Methodological Issues

NASA Astrophysics Data System (ADS)

Ohlsson, Stellan; Cosejo, David G.

2014-07-01

The problem of how people process novel and unexpected information— deep learning (Ohlsson in Deep learning: how the mind overrides experience. Cambridge University Press, New York, 2011)—is central to several fields of research, including creativity, belief revision, and conceptual change. Researchers have not converged on a single theory for conceptual change, nor has any one theory been decisively falsified. One contributing reason is the difficulty of collecting informative data in this field. We propose that the commonly used methodologies of historical analysis, classroom interventions, and developmental studies, although indispensible, can be supplemented with studies of laboratory models of conceptual change. We introduce re- categorization, an experimental paradigm in which learners transition from one definition of a categorical concept to another, incompatible definition of the same concept, a simple form of conceptual change. We describe a re-categorization experiment, report some descriptive findings pertaining to the effects of category complexity, the temporal unfolding of learning, and the nature of the learner's final knowledge state. We end with a brief discussion of ways in which the re-categorization model can be improved.

The effectiveness of physics learning material based on South Kalimantan local wisdom

NASA Astrophysics Data System (ADS)

Hartini, Sri; Misbah, Helda, Dewantara, Dewi

2017-08-01

The local wisdom is essential element incorporated into learning process. However, there are no learning materials in Physics learning process which contain South Kalimantan local wisdom. Therefore, it is necessary to develop a Physics learning material based on South Kalimantan local wisdom. The objective of this research is to produce products in the form of learning material based on South Kalimantan local wisdom that is feasible and effective based on the validity, practicality, effectiveness of learning material and achievement of waja sampai kaputing (wasaka) character. This research is a research and development which refers to the ADDIE model. Data were obtained through the validation sheet of learning material, questionnaire, the test of learning outcomes and the sheet of character assesment. The research results showed that (1) the validity category of the learning material was very valid, (2) the practicality category of the learning material was very practical, (3) the effectiveness category of thelearning material was very effective, and (4) the achivement of wasaka characters was very good. In conclusion, the Physics learning materials based on South Kalimantan local wisdom are feasible and effective to be used in learning activities.

Learning Count Nouns and Adjectives: Understanding the Contributions of Lexical Form Class and Social-Pragmatic Cues

ERIC Educational Resources Information Center

Hall, D. Geoffrey; Williams, Sean G.; Belanger, Julie

2010-01-01

In two experiments, one hundred ninety-two 3-year-olds, 4-year-olds, and adults heard a novel word for a target object and then were asked to extend the label to one of two test objects, one matching in shape-based object category (the shape match) and the other matching in a property other than shape (the property match). We independently…

Environmental Approaches to Prehistory/Archaeology. Activities Designed to Supplement a Course in North American Prehistory/Archaeology at the Junior High or High School Level. Curriculum Series, Number 2.

ERIC Educational Resources Information Center

Carpenter, James C.; Fraser, Kathryn M.

Presented are 17 activities designed to supplement junior or senior high school studies in prehistory and archaeology. Stressed throughout the manual is the changing relationship between humans and the environment. The learning experiences fall into three categories: (1) how we study prehistoric cultures, (2) how prehistoric peoples lived, and (3)…

Newly qualified Irish nurses' interpretation of their preparation and experiences of registration.

PubMed

Mooney, Mary

2007-09-01

The aim of this paper is to report on the insights of newly qualified Irish nurses into their preparation for registration as general nurses and to develop insights into the postregistration experience. Nurse education in Ireland has undergone much reform over the past decade. These changes include the introduction of supernumerary status for nursing students and the formation of links with institutes of higher education. No Irish literature was found on this subject. Individual semi-structured, in-depth interviews were held with 12 newly registered nurses, from two cohorts, within 10 months of qualification. A grounded theory approach was adopted and content analysis employed to analyse the data. Two categories, entitled Learning the Ropes and The Metamorphosis emerged from the analysis of data. Within each of these categories there were two subcategories. All respondents reported that since qualification, they had become increasingly conscious of their isolation and unmet needs as nursing students. Postregistration, they enjoyed their increased status and widespread recognition by others. This study details how improvements can be made at clinical level to assist the preparation of nursing students for registration. The positive aspects of registration are revealed through descriptions of comparisons of pre- and postregistration experiences, while the shortcomings of the journey to registration are described. Pre-registration nurses have unmet clinical needs which, if fulfilled, would benefit them post-registration. Good ward morale is elementary for student learning and enhances the post-registration experience. Registered nurses are highly conscious of their altered status. These findings are pertinent to clinicians and educationalists as they prepare nursing students for practice.

From brain synapses to systems for learning and memory: Object recognition, spatial navigation, timed conditioning, and movement control.

PubMed

Grossberg, Stephen

2015-09-24

This article provides an overview of neural models of synaptic learning and memory whose expression in adaptive behavior depends critically on the circuits and systems in which the synapses are embedded. It reviews Adaptive Resonance Theory, or ART, models that use excitatory matching and match-based learning to achieve fast category learning and whose learned memories are dynamically stabilized by top-down expectations, attentional focusing, and memory search. ART clarifies mechanistic relationships between consciousness, learning, expectation, attention, resonance, and synchrony. ART models are embedded in ARTSCAN architectures that unify processes of invariant object category learning, recognition, spatial and object attention, predictive remapping, and eye movement search, and that clarify how conscious object vision and recognition may fail during perceptual crowding and parietal neglect. The generality of learned categories depends upon a vigilance process that is regulated by acetylcholine via the nucleus basalis. Vigilance can get stuck at too high or too low values, thereby causing learning problems in autism and medial temporal amnesia. Similar synaptic learning laws support qualitatively different behaviors: Invariant object category learning in the inferotemporal cortex; learning of grid cells and place cells in the entorhinal and hippocampal cortices during spatial navigation; and learning of time cells in the entorhinal-hippocampal system during adaptively timed conditioning, including trace conditioning. Spatial and temporal processes through the medial and lateral entorhinal-hippocampal system seem to be carried out with homologous circuit designs. Variations of a shared laminar neocortical circuit design have modeled 3D vision, speech perception, and cognitive working memory and learning. A complementary kind of inhibitory matching and mismatch learning controls movement. This article is part of a Special Issue entitled SI: Brain and Memory. Copyright © 2014 Elsevier B.V. All rights reserved.

The effect of listening experience on the discrimination of /ba/ and /pa/ in Hebrew-learning and Arabic-learning infants.

PubMed

Segal, Osnat; Hejli-Assi, Saja; Kishon-Rabin, Liat

2016-02-01

Infant speech discrimination can follow multiple trajectories depending on the language and the specific phonemes involved. Two understudied languages in terms of the development of infants' speech discrimination are Arabic and Hebrew. The purpose of the present study was to examine the influence of listening experience with the native language on the discrimination of the voicing contrast /ba-pa/ in Arabic-learning infants whose native language includes only the phoneme /b/ and in Hebrew-learning infants whose native language includes both phonemes. 128 Arabic-learning infants and Hebrew-learning infants, 4-to-6 and 10-to-12-month-old infants, were tested with the Visual Habituation Procedure. The results showed that 4-to-6-month-old infants discriminated between /ba-pa/ regardless of their native language and order of presentation. However, only 10-to-12-month-old infants learning Hebrew retained this ability. 10-to-12-month-old infants learning Arabic did not discriminate the change from /ba/ to /pa/ but showed a tendency for discriminating the change from /pa/ to /ba/. This is the first study to report on the reduced discrimination of /ba-pa/ in older infants learning Arabic. Our findings are consistent with the notion that experience with the native language changes discrimination abilities and alters sensitivity to non-native contrasts, thus providing evidence for 'top-down' processing in young infants. The directional asymmetry in older infants learning Arabic can be explained by assimilation of the non-native consonant /p/ to the native Arabic category /b/ as predicted by current speech perception models. Copyright © 2015 Elsevier Inc. All rights reserved.

Basic life support and cardiopulmonary resuscitation training for pharmacy students and the community by a pharmacy student committee.

PubMed

Goddard, Kara B; Eppert, Heather D; Underwood, Elizabeth L; McLean, Katie Maxwell; Finks, Shannon W; Rogers, Kelly C

2010-08-10

To create a self-sufficient, innovative method for providing cardiopulmonary resuscitation (CPR) education within a college of pharmacy using a student-driven committee, and disseminating CPR education into the community through a service learning experience. A CPR committee comprised of doctor of pharmacy (PharmD) students at the University of Tennessee College of Pharmacy provided CPR certification to all pharmacy students. The committee developed a service learning project by providing CPR training courses in the community. Participants in the course were required to complete an evaluation form at the conclusion of each training course. The CPR committee successfully certified more than 1,950 PharmD students and 240 community members from 1996 to 2009. Evaluations completed by participants were favorable, with 99% of all respondents (n = 351) rating the training course as either "excellent" or "good" in each of the categories evaluated. A PharmD student-directed committee successfully provided CPR training to other students and community members as a service learning experience.

The role of experience-based perceptual learning in the face inversion effect.

PubMed

Civile, Ciro; Obhi, Sukhvinder S; McLaren, I P L

2018-04-03

Perceptual learning of the type we consider here is a consequence of experience with a class of stimuli. It amounts to an enhanced ability to discriminate between stimuli. We argue that it contributes to the ability to distinguish between faces and recognize individuals, and in particular contributes to the face inversion effect (better recognition performance for upright vs inverted faces). Previously, we have shown that experience with a prototype defined category of checkerboards leads to perceptual learning, that this produces an inversion effect, and that this effect can be disrupted by Anodal tDCS to Fp3 during pre-exposure. If we can demonstrate that the same tDCS manipulation also disrupts the inversion effect for faces, then this will strengthen the claim that perceptual learning contributes to that effect. The important question, then, is whether this tDCS procedure would significantly reduce the inversion effect for faces; stimuli that we have lifelong expertise with and for which perceptual learning has already occurred. Consequently, in the experiment reported here we investigated the effects of anodal tDCS at Fp3 during an old/new recognition task for upright and inverted faces. Our results show that stimulation significantly reduced the face inversion effect compared to controls. The effect was one of reducing recognition performance for upright faces. This result is the first to show that tDCS affects perceptual learning that has already occurred, disrupting individuals' ability to recognize upright faces. It provides further support for our account of perceptual learning and its role as a key factor in face recognition. Copyright © 2018 Elsevier Ltd. All rights reserved.

Higher order thinking skills: using e-portfolio in project-based learning

NASA Astrophysics Data System (ADS)

Lukitasari, M.; Handhika, J.; Murtafiah, W.

2018-03-01

The purpose of this research is to describe students' higher-order thinking skills through project-based learning using e-portfolio. The method used in this research is descriptive qualitative method. The research instruments used were test, unstructured interview, and documentation. Research subjects were students of mathematics, physics and biology education department who take the Basics Physics course. The result shows that through project-based learning using e-portfolio the students’ ability to: analyze (medium category, N-Gain 0.67), evaluate (medium category, N-Gain 0.51), and create (medium Category, N-Gain 0.44) are improved.

Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

NASA Astrophysics Data System (ADS)

Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

2016-02-01

This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

What Counts as Knowledge: Learning to Use Categories in Computer Environments

ERIC Educational Resources Information Center

Ludvigsen, Sten R.

2012-01-01

In this article, I develop a perspective on learning as multilayered phenomena. I take a socio-genetic approach in order to understand human activity and to show how categories are a fundamental part of learning in a specific type of institutional practice. In the empirical section, student dialogue is analysed in relation to a set of categories…

Assessing the Neural Basis of Uncertainty in Perceptual Category Learning through Varying Levels of Distortion

ERIC Educational Resources Information Center

Daniel, Reka; Wagner, Gerd; Koch, Kathrin; Reichenbach, Jurgen R.; Sauer, Heinrich; Schlosser, Ralf G. M.

2011-01-01

The formation of new perceptual categories involves learning to extract that information from a wide range of often noisy sensory inputs, which is critical for selecting between a limited number of responses. To identify brain regions involved in visual classification learning under noisy conditions, we developed a task on the basis of the…

Word Learning and Attention Allocation Based on Word Class and Category Knowledge

ERIC Educational Resources Information Center

Hupp, Julie M.

2015-01-01

Attention allocation in word learning may vary developmentally based on the novelty of the object. It has been suggested that children differentially learn verbs based on the novelty of the agent, but adults do not because they automatically infer the object's category and thus treat it like a familiar object. The current research examined…

Elementary student teachers' science content representations

NASA Astrophysics Data System (ADS)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

Words putting pain in motion: the generalization of pain-related fear within an artificial stimulus category

PubMed Central

Bennett, Marc P.; Meulders, Ann; Baeyens, Frank; Vlaeyen, Johan W. S.

2015-01-01

Patients with chronic pain are often fearful of movements that never featured in painful episodes. This study examined whether a neutral movement’s conceptual relationship with pain-relevant stimuli could precipitate pain-related fear; a process known as symbolic generalization. As a secondary objective, we also compared experiential and verbal fear learning in the generalization of pain-related fear. We conducted an experimental study with 80 healthy participants who were recruited through an online experimental management system (Mage = 23.04 years, SD = 6.80 years). First, two artificial categories were established wherein nonsense words and joystick arm movements were equivalent. Using a between-groups design, nonsense words from one category were paired with either an electrocutaneous stimulus (pain-US) or threatening information, while nonsense words from the other category were paired with no pain-US or safety information. During a final testing phase, participants were prompted to perform specific joystick arm movements that were never followed by a pain-US, although they were informed that it could occur. The results showed that movements equivalent to the pain-relevant nonsense words evoked heightened pain-related fear as measured by pain-US expectancy, fear of pain, and unpleasantness ratings. Also, experience with the pain-US evinced stronger acquisition and generalization compared to experience with threatening information. The clinical importance and theoretical implications of these findings are discussed. PMID:25983704

What factors facilitate good learning experiences in clinical studies in nursing: bachelor students' perceptions.

PubMed

Dale, Bjørg; Leland, Arne; Dale, Jan Gunnar

2013-12-17

Clinical studies constitute 50% of the bachelor program in nursing education in Norway, and the quality of these studies may be decisive for the students' opportunities to learn and develop their professional competences. The aim of this study was to explore what bachelor students' in nursing perceived to be important for having good learning experiences in clinical studies. Data was collected in a focus group interview with eight nursing students who were in the last year of the educational program. The interview was transcribed verbatim, and qualitative content analysis was used for exploring and interpreting the content of the interview text. One main theme emerged from the analysis: "being in a vulnerable and exposed position characterized by conflicting needs." Four categories were found: "aspects related to the clinical setting", "aspects related to the nurse supervisor," "aspects related to the student," and "aspects related to the student-supervisor relationship". The findings revealed that the students' learning experiences and motivation were related to individual, relational, and organizational aspects. The students highlighted their own as well as their supervisors' attitudes and competences and the importance of positive relationships. In addition, feeling welcomed, included, and valued in the ward improved their motivation, self-confidence, and self-respect.

Experiences of pre-licensure or pre-registration health professional students and their educators in working with intra-professional teams: a qualitative systematic review.

PubMed

Butcher, Diane L; MacKinnon, Karen; Bruce, Anne; Gordon, Carol; Koning, Clare

2017-04-01

Inter-professional initiatives are prevalent in the healthcare landscape, requiring professionals to collaborate effectively to provide quality patient care. Little attention has been given to intra-professional relationships, where professionals within one disciplinary domain (such as degree and diploma nursing students) collaborate to provide care. New care models are being introduced where baccalaureate and diploma students of a particular discipline (such as nursing, occupational therapy, dentistry or physiotherapy) work closely together in teams to deliver care. Questions thus arise as to how students and educators learn to work on intra-professional teams. To identify and synthesize evidence regarding experiences of pre-licensure health professional students and their educators on intra-professional teams and to draw recommendations to enhance policy and/or curriculum development. Pre-licensure students and educators, focusing on regulated health professions that have had more than one point of entry into practice. Experiences of intra-professional team learning or teaching within various entry-to-practice categories of a particular health-related discipline. Eight qualitative studies were included in the review. Seven studies were descriptive in nature; one study was a critical analysis. A comprehensive search of various databases was conducted between June 2, 2015 and August 16, 2015, and repeated in March 2016. The search considered all studies reported and published from January 1, 2001 to March 7, 2016. Only studies published in English were included in this review. Included papers were of low-to-moderate quality; however, it is important to consider that post-positivist assumptions underpinned much of the primary research, which could explain why researcher positionality and/or influence on the research would not be addressed. Data were extracted using the standardized data extraction tool from the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI). The data extracted included descriptive details about the phenomenon of interest, populations and study methods. Research findings were pooled using the JBI-QARI. Sixty-eight findings were organized into nine categories based on similarity in meaning. Four synthesized findings reveal how students value intra-professional learning experiences. These experiences build positive collaborative relationships (including trust and respect); however, educator and staff attitudes and conversations create hierarchies in academic and clinical contexts resulting in tension between student groups. Despite its challenges, shared learning experiences assist students to understand each other's roles, develop communication and collaborative competencies, develop comprehensive care plans, provide more efficient care and help prepare them for their future roles as healthcare professionals. Various contextual elements could either hinder or facilitate shared learning experiences.

Inductive reasoning about causally transmitted properties.

PubMed

Shafto, Patrick; Kemp, Charles; Bonawitz, Elizabeth Baraff; Coley, John D; Tenenbaum, Joshua B

2008-11-01

Different intuitive theories constrain and guide inferences in different contexts. Formalizing simple intuitive theories as probabilistic processes operating over structured representations, we present a new computational model of category-based induction about causally transmitted properties. A first experiment demonstrates undergraduates' context-sensitive use of taxonomic and food web knowledge to guide reasoning about causal transmission and shows good qualitative agreement between model predictions and human inferences. A second experiment demonstrates strong quantitative and qualitative fits to inferences about a more complex artificial food web. A third experiment investigates human reasoning about complex novel food webs where species have known taxonomic relations. Results demonstrate a double-dissociation between the predictions of our causal model and a related taxonomic model [Kemp, C., & Tenenbaum, J. B. (2003). Learning domain structures. In Proceedings of the 25th annual conference of the cognitive science society]: the causal model predicts human inferences about diseases but not genes, while the taxonomic model predicts human inferences about genes but not diseases. We contrast our framework with previous models of category-based induction and previous formal instantiations of intuitive theories, and outline challenges in developing a complete model of context-sensitive reasoning.

The influence of trial order on learning from reward vs. punishment in a probabilistic categorization task: experimental and computational analyses

PubMed Central

Moustafa, Ahmed A.; Gluck, Mark A.; Herzallah, Mohammad M.; Myers, Catherine E.

2015-01-01

Previous research has shown that trial ordering affects cognitive performance, but this has not been tested using category-learning tasks that differentiate learning from reward and punishment. Here, we tested two groups of healthy young adults using a probabilistic category learning task of reward and punishment in which there are two types of trials (reward, punishment) and three possible outcomes: (1) positive feedback for correct responses in reward trials; (2) negative feedback for incorrect responses in punishment trials; and (3) no feedback for incorrect answers in reward trials and correct answers in punishment trials. Hence, trials without feedback are ambiguous, and may represent either successful avoidance of punishment or failure to obtain reward. In Experiment 1, the first group of subjects received an intermixed task in which reward and punishment trials were presented in the same block, as a standard baseline task. In Experiment 2, a second group completed the separated task, in which reward and punishment trials were presented in separate blocks. Additionally, in order to understand the mechanisms underlying performance in the experimental conditions, we fit individual data using a Q-learning model. Results from Experiment 1 show that subjects who completed the intermixed task paradoxically valued the no-feedback outcome as a reinforcer when it occurred on reinforcement-based trials, and as a punisher when it occurred on punishment-based trials. This is supported by patterns of empirical responding, where subjects showed more win-stay behavior following an explicit reward than following an omission of punishment, and more lose-shift behavior following an explicit punisher than following an omission of reward. In Experiment 2, results showed similar performance whether subjects received reward-based or punishment-based trials first. However, when the Q-learning model was applied to these data, there were differences between subjects in the reward-first and punishment-first conditions on the relative weighting of neutral feedback. Specifically, early training on reward-based trials led to omission of reward being treated as similar to punishment, but prior training on punishment-based trials led to omission of reward being treated more neutrally. This suggests that early training on one type of trials, specifically reward-based trials, can create a bias in how neutral feedback is processed, relative to those receiving early punishment-based training or training that mixes positive and negative outcomes. PMID:26257616

Handwriting generates variable visual output to facilitate symbol learning.

PubMed

Li, Julia X; James, Karin H

2016-03-01

Recent research has demonstrated that handwriting practice facilitates letter categorization in young children. The present experiments investigated why handwriting practice facilitates visual categorization by comparing 2 hypotheses: that handwriting exerts its facilitative effect because of the visual-motor production of forms, resulting in a direct link between motor and perceptual systems, or because handwriting produces variable visual instances of a named category in the environment that then changes neural systems. We addressed these issues by measuring performance of 5-year-old children on a categorization task involving novel, Greek symbols across 6 different types of learning conditions: 3 involving visual-motor practice (copying typed symbols independently, tracing typed symbols, tracing handwritten symbols) and 3 involving visual-auditory practice (seeing and saying typed symbols of a single typed font, of variable typed fonts, and of handwritten examples). We could therefore compare visual-motor production with visual perception both of variable and similar forms. Comparisons across the 6 conditions (N = 72) demonstrated that all conditions that involved studying highly variable instances of a symbol facilitated symbol categorization relative to conditions where similar instances of a symbol were learned, regardless of visual-motor production. Therefore, learning perceptually variable instances of a category enhanced performance, suggesting that handwriting facilitates symbol understanding by virtue of its environmental output: supporting the notion of developmental change though brain-body-environment interactions. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Handwriting generates variable visual input to facilitate symbol learning

PubMed Central

Li, Julia X.; James, Karin H.

2015-01-01

Recent research has demonstrated that handwriting practice facilitates letter categorization in young children. The present experiments investigated why handwriting practice facilitates visual categorization by comparing two hypotheses: That handwriting exerts its facilitative effect because of the visual-motor production of forms, resulting in a direct link between motor and perceptual systems, or because handwriting produces variable visual instances of a named category in the environment that then changes neural systems. We addressed these issues by measuring performance of 5 year-old children on a categorization task involving novel, Greek symbols across 6 different types of learning conditions: three involving visual-motor practice (copying typed symbols independently, tracing typed symbols, tracing handwritten symbols) and three involving visual-auditory practice (seeing and saying typed symbols of a single typed font, of variable typed fonts, and of handwritten examples). We could therefore compare visual-motor production with visual perception both of variable and similar forms. Comparisons across the six conditions (N=72) demonstrated that all conditions that involved studying highly variable instances of a symbol facilitated symbol categorization relative to conditions where similar instances of a symbol were learned, regardless of visual-motor production. Therefore, learning perceptually variable instances of a category enhanced performance, suggesting that handwriting facilitates symbol understanding by virtue of its environmental output: supporting the notion of developmental change though brain-body-environment interactions. PMID:26726913

Self-reflection and academic performance: is there a relationship?

PubMed

Lew, Magdeleine D N; Schmidt, Henk G

2011-10-01

The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing. To that end, the reflection journals of 690 first-year applied science students at a local polytechnic were studied by means of an automated coding procedures using software. Data was collected twice, once at the beginning and again towards the end of an academic year. Outcomes of the textual content analyses revealed that students reflected on both the process and contents of their learning: critical review of past learning experiences, learning strategies and summaries of what was learned. Correlational analyses showed weak to moderate inter-relationships between the textual categories and their classroom and knowledge acquisition test grades. Taken together, the findings suggest that self-reflection on both how and what students have learned does lead to improvements in academic performance, although to a limited extent.

The differential role of phonological and distributional cues in grammatical categorisation.

PubMed

Monaghan, Padraic; Chater, Nick; Christiansen, Morten H

2005-06-01

Recognising the grammatical categories of words is a necessary skill for the acquisition of syntax and for on-line sentence processing. The syntactic and semantic context of the word contribute as cues for grammatical category assignment, but phonological cues, too, have been implicated as important sources of information. The value of phonological and distributional cues has not, with very few exceptions, been empirically assessed. This paper presents a series of analyses of phonological cues and distributional cues and their potential for distinguishing grammatical categories of words in corpus analyses. The corpus analyses indicated that phonological cues were more reliable for less frequent words, whereas distributional information was most valuable for high frequency words. We tested this prediction in an artificial language learning experiment, where the distributional and phonological cues of categories of nonsense words were varied. The results corroborated the corpus analyses. For high-frequency nonwords, distributional information was more useful, whereas for low-frequency words there was more reliance on phonological cues. The results indicate that phonological and distributional cues contribute differentially towards grammatical categorisation.

More than words: Adults learn probabilities over categories and relationships between them.

PubMed

Hudson Kam, Carla L

2009-04-01

This study examines whether human learners can acquire statistics over abstract categories and their relationships to each other. Adult learners were exposed to miniature artificial languages containing variation in the ordering of the Subject, Object, and Verb constituents. Different orders (e.g. SOV, VSO) occurred in the input with different frequencies, but the occurrence of one order versus another was not predictable. Importantly, the language was constructed such that participants could only match the overall input probabilities if they were tracking statistics over abstract categories, not over individual words. At test, participants reproduced the probabilities present in the input with a high degree of accuracy. Closer examination revealed that learner's were matching the probabilities associated with individual verbs rather than the category as a whole. However, individual nouns had no impact on word orders produced. Thus, participants learned the probabilities of a particular ordering of the abstract grammatical categories Subject and Object associated with each verb. Results suggest that statistical learning mechanisms are capable of tracking relationships between abstract linguistic categories in addition to individual items.

Human Learning of Elemental Category Structures: Revising the Classic Result of Shepard, Hovland, and Jenkins (1961)

ERIC Educational Resources Information Center

Kurtz, Kenneth J.; Levering, Kimery R.; Stanton, Roger D.; Romero, Joshua; Morris, Steven N.

2013-01-01

The findings of Shepard, Hovland, and Jenkins (1961) on the relative ease of learning 6 elemental types of 2-way classifications have been deeply influential 2 times over: 1st, as a rebuke to pure stimulus generalization accounts, and again as the leading benchmark for evaluating formal models of human category learning. The litmus test for models…

Category Learning Research in the Interactive Online Environment Second Life

NASA Technical Reports Server (NTRS)

Andrews, Jan; Livingston, Ken; Sturm, Joshua; Bliss, Daniel; Hawthorne, Daniel

2011-01-01

The interactive online environment Second Life allows users to create novel three-dimensional stimuli that can be manipulated in a meaningful yet controlled environment. These features suggest Second Life's utility as a powerful tool for investigating how people learn concepts for unfamiliar objects. The first of two studies was designed to establish that cognitive processes elicited in this virtual world are comparable to those tapped in conventional settings by attempting to replicate the established finding that category learning systematically influences perceived similarity . From the perspective of an avatar, participants navigated a course of unfamiliar three-dimensional stimuli and were trained to classify them into two labeled categories based on two visual features. Participants then gave similarity ratings for pairs of stimuli and their responses were compared to those of control participants who did not learn the categories. Results indicated significant compression, whereby objects classified together were judged to be more similar by learning than control participants, thus supporting the validity of using Second Life as a laboratory for studying human cognition. A second study used Second Life to test the novel hypothesis that effects of learning on perceived similarity do not depend on the presence of verbal labels for categories. We presented the same stimuli but participants classified them by selecting between two complex visual patterns designed to be extremely difficult to label. While learning was more challenging in this condition , those who did learn without labels showed a compression effect identical to that found in the first study using verbal labels. Together these studies establish that at least some forms of human learning in Second Life parallel learning in the actual world and thus open the door to future studies that will make greater use of the enriched variety of objects and interactions possible in simulated environments compared to traditional experimental situations.

Le genre des homophones nominaux en francais: Accidents de conservation et systeme creatif (The Gender of Nominal French Homophones: Accidents of Conservation and a Creative System).

ERIC Educational Resources Information Center

Surridge, Marie E.

1995-01-01

Examines the problem of teaching the gender of homophones in two categories: accidental and systematic. Learners whose experience shows that the gender of homophones has a creative function and is assigned systematically will be more sensitive to distinguishing the role of gender and less reluctant to learn gender when it is nonsystematic. (21…

Oscillatory neural network for pattern recognition: trajectory based classification and supervised learning.

PubMed

Miller, Vonda H; Jansen, Ben H

2008-12-01

Computer algorithms that match human performance in recognizing written text or spoken conversation remain elusive. The reasons why the human brain far exceeds any existing recognition scheme to date in the ability to generalize and to extract invariant characteristics relevant to category matching are not clear. However, it has been postulated that the dynamic distribution of brain activity (spatiotemporal activation patterns) is the mechanism by which stimuli are encoded and matched to categories. This research focuses on supervised learning using a trajectory based distance metric for category discrimination in an oscillatory neural network model. Classification is accomplished using a trajectory based distance metric. Since the distance metric is differentiable, a supervised learning algorithm based on gradient descent is demonstrated. Classification of spatiotemporal frequency transitions and their relation to a priori assessed categories is shown along with the improved classification results after supervised training. The results indicate that this spatiotemporal representation of stimuli and the associated distance metric is useful for simple pattern recognition tasks and that supervised learning improves classification results.

One Giant Leap for Categorizers: One Small Step for Categorization Theory

PubMed Central

Smith, J. David; Ell, Shawn W.

2015-01-01

We explore humans’ rule-based category learning using analytic approaches that highlight their psychological transitions during learning. These approaches confirm that humans show qualitatively sudden psychological transitions during rule learning. These transitions contribute to the theoretical literature contrasting single vs. multiple category-learning systems, because they seem to reveal a distinctive learning process of explicit rule discovery. A complete psychology of categorization must describe this learning process, too. Yet extensive formal-modeling analyses confirm that a wide range of current (gradient-descent) models cannot reproduce these transitions, including influential rule-based models (e.g., COVIS) and exemplar models (e.g., ALCOVE). It is an important theoretical conclusion that existing models cannot explain humans’ rule-based category learning. The problem these models have is the incremental algorithm by which learning is simulated. Humans descend no gradient in rule-based tasks. Very different formal-modeling systems will be required to explain humans’ psychology in these tasks. An important next step will be to build a new generation of models that can do so. PMID:26332587

Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design

NASA Astrophysics Data System (ADS)

Baukal, Charles Edward, Jr.

A literature search revealed very little information on how to teach working engineers, which became the motivation for this research. Effective training is important for many reasons such as preventing accidents, maximizing fuel efficiency, minimizing pollution emissions, and reducing equipment downtime. The conceptual framework for this study included the development of a new instructional design framework called the Multimedia Cone of Abstraction (MCoA). This was developed by combining Dale's Cone of Experience and Mayer's Cognitive Theory of Multimedia Learning. An anonymous survey of 118 engineers from a single Midwestern manufacturer was conducted to determine their demographics, learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences. The learning strategy preference profile and verbal-visual cognitive styles of the sample were statistically significantly different than the general population. The working engineers included more Problem Solvers and were much more visually-oriented than the general population. To study multimedia preferences, five of the seven levels in the MCoA were used. Eight types of multimedia were compared in four categories (types in parantheses): text (text and narration), static graphics (drawing and photograph), non-interactive dynamic graphics (animation and video), and interactive dynamic graphics (simulated virtual reality and real virtual reality). The first phase of the study examined multimedia preferences within a category. Participants compared multimedia types in pairs on dual screens using relative preference, rating, and ranking. Surprisingly, the more abstract multimedia (text, drawing, animation, and simulated virtual reality) were preferred in every category to the more concrete multimedia (narration, photograph, video, and real virtual reality), despite the fact that most participants had relatively little prior subject knowledge. However, the more abstract graphics were only slightly preferred to the more concrete graphics. In the second phase, the more preferred multimedia types in each category from the first phase were compared against each other using relative preference, rating, and ranking and overall rating and ranking. Drawing was the most preferred multimedia type overall, although only slightly more than animation and simulated virtual reality. Text was a distant fourth. These results suggest that instructional content for continuing engineering education should include problem solving and should be highly visual.

Implementation of authentic assessment in the project based learning to improve student's concept mastering

NASA Astrophysics Data System (ADS)

Sambeka, Yana; Nahadi, Sriyati, Siti

2017-05-01

The study aimed to obtain the scientific information about increase of student's concept mastering in project based learning that used authentic assessment. The research was conducted in May 2016 at one of junior high school in Bandung in the academic year of 2015/2016. The research method was weak experiment with the one-group pretest-posttest design. The sample was taken by random cluster sampling technique and the sample was 24 students. Data collected through instruments, i.e. written test, observation sheet, and questionnaire sheet. Student's concept mastering test obtained N-Gain of 0.236 with the low category. Based on the result of paired sample t-test showed that implementation of authentic assessment in the project based learning increased student's concept mastering significantly, (sig<0.05).

Syntactic transfer in artificial grammar learning.

PubMed

Beesley, T; Wills, A J; Le Pelley, M E

2010-02-01

In an artificial grammar learning (AGL) experiment, participants were trained with instances of one grammatical structure before completing a test phase in which they were required to discriminate grammatical from randomly created strings. Importantly, the underlying structure used to generate test strings was different from that used to generate the training strings. Despite the fact that grammatical training strings were more similar to nongrammatical test strings than they were to grammatical test strings, this manipulation resulted in a positive transfer effect, as compared with controls trained with nongrammatical strings. It is suggested that training with grammatical strings leads to an appreciation of set variance that aids the detection of grammatical test strings in AGL tasks. The analysis presented demonstrates that it is useful to conceptualize test performance in AGL as a form of unsupervised category learning.

A Study of Incivility in the Iranian Nursing Training System Based on Educators and Students’ Experiences: A Quantitative Content Analysis

PubMed Central

Rad, Mostafa; Ildarabadi, Es-hagh; Moharreri, Fatemeh; Moonaghi, Hossein Karimi

2015-01-01

Background: It is absolutely essential to know the negative impacts incivility in students and educators may have on the creation of a suitable teaching-learning environment. Better education of to-be nurses would improve their service to patients and society in the future. There has been no research in Iran so far on this particular case. This study examines the experiences of uncivil or disrespectful behavior from the standpoint of educators and students. Methodology & Methods: A quantitative content analysis was carried out to study manuscripts presented in the form of open questionnaires. To this end, data produced from detailed answers from 640 students and educators were inputted into the computer and line-by-line and sentence-by-sentence coding was done. After that, implied codes were added, the categories were revealed, and finally counting frequency of code in categories was carried out. Results: The most important categories that students considered uncivil behavior were waste of class time, distraction, incompetence in managing the class, discrimination, bad assessment, insult and threat on behalf of the educators. In contrast to their view, what the educators thought of as disrespectful included class disorder, humiliation of other students, irregular attendance of classes, bad sitting postures, non-observance of Islamic standards, and coming unprepared to the class by students. Conclusion: From the viewpoint of students and educators, incivility is present towards one another in the academic environment. This study determines the most important forms of the same from their stand point. Since disrespectful and threatening behavior has a significant impact on learning environment, we highly recommend a thorough examination to be carried out in future studies on the origin and the managing strategies of such behaviors. PMID:25716390

[Which learning methods are expected for ultrasound training? Blended learning on trial].

PubMed

Röhrig, S; Hempel, D; Stenger, T; Armbruster, W; Seibel, A; Walcher, F; Breitkreutz, R

2014-10-01

Current teaching methods in graduate and postgraduate training often include frontal presentations. Especially in ultrasound education not only knowledge but also sensomotory and visual skills need to be taught. This requires new learning methods. This study examined which types of teaching methods are preferred by participants in ultrasound training courses before, during and after the course by analyzing a blended learning concept. It also investigated how much time trainees are willing to spend on such activities. A survey was conducted at the end of a certified ultrasound training course. Participants were asked to complete a questionnaire based on a visual analogue scale (VAS) in which three categories were defined: category (1) vote for acceptance with a two thirds majority (VAS 67-100%), category (2) simple acceptance (50-67%) and category (3) rejection (< 50%). A total of 176 trainees participated in this survey. Participants preferred an e-learning program with interactive elements, short presentations (less than 20 min), incorporating interaction with the audience, hands-on sessions in small groups, an alternation between presentations and hands-on-sessions, live demonstrations and quizzes. For post-course learning, interactive and media-assisted approaches were preferred, such as e-learning, films of the presentations and the possibility to stay in contact with instructors in order to discuss the results. Participants also voted for maintaining a logbook for documentation of results. The results of this study indicate the need for interactive learning concepts and blended learning activities. Directors of ultrasound courses may consider these aspects and are encouraged to develop sustainable learning pathways.

Midwives' experiences of labour care in midwifery units. A qualitative interview study in a Norwegian setting.

PubMed

Skogheim, Gry; Hanssen, Tove A

2015-12-01

In some economically developed countries, women's choice of birth care and birth place is encouraged. The aim of this study was to explore and describe the experiences of midwives who started working in alongside/free-standing midwifery units (AMU/FMU) and their experiences with labour care in this setting. A qualitative explorative design using a phenomenographic approach was used. Semi-structured interviews were conducted with ten strategically sampled midwives working in midwifery units. The analysis revealed the following five categories of experiences noted by the midwives: mixed emotions and de-learning obstetric unit habits, revitalising midwifery philosophy, alertness and preparedness, presence and patience, and coping with time. Starting to work in an AMU/FMU can be a distressing period for a midwife. First, it may require de-learning the medical approach to birth, and, second, it may entail a revitalisation (and re-learning) of birth care that promotes physiological birth. Midwifery, particularly in FMUs, requires an especially careful assessment of the labouring process, the ability to be foresighted, and capability in emergencies. The autonomy of midwives may be constrained also in AMUs/FMUs. However, working in these settings is also viewed as experiencing "the art of midwifery" and enables revitalisation of the midwifery philosophy. Copyright © 2015 Elsevier B.V. All rights reserved.

Age of acquisition affects the retrieval of grammatical category information.

PubMed

Bai, Lili; Ma, Tengfei; Dunlap, Susan; Chen, Baoguo

2013-01-01

This study investigated age of acquisition (AoA) effects on processing grammatical category information of Chinese single-character words. In Experiment 1, nouns and verbs that were acquired at different ages were used as materials in a grammatical category decision task. Results showed that the grammatical category information of earlier acquired nouns and verbs was easier to retrieve. In Experiment 2, AoA and predictability from orthography to grammatical category were manipulated in a grammatical category decision task. Results showed larger AoA effects under lower predictability conditions. In Experiment 3, a semantic category decision task was used with the same materials as those in Experiment 2. Different results were found from Experiment 2, suggesting that the grammatical category decision task is not merely the same as the semantic category decision task, but rather involves additional processing of grammatical category information. Therefore the conclusions of Experiments 1 and 2 were strengthened. In summary, it was found for the first time that AoA affects the retrieval of grammatical category information, thus providing new evidence in support of the arbitrary mapping hypothesis.

From anatomical 'competence' to complex capability. The views and experiences of UK tutors on how we should teach anatomy to medical students.

PubMed

Regan de Bere, Sam; Mattick, Karen

2010-10-01

Developments in clinical education have recently challenged the identity of anatomy teaching and learning, leading to high profile debate over the potential implications for the competence levels of new doctors. However, the emphasis remains on methods of teaching, rather than a review of what well-rounded anatomical learning actually entails, and how teaching can address contemporary learning needs. This paper identifies and addresses some of these issues, drawing on expert views captured in qualitative research with anatomy tutors at twenty different medical schools in the UK. Three main themes emerging from our analysis are described: anatomy as a subject matter, the challenges of teaching or learning anatomy, and the use of teaching methods. We also detail how inductive analysis generated new hypotheses worthy of further consideration. These fall into two key categories: (1) improving anatomy curriculum design and (2) advancing anatomy education research.

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

NASA Astrophysics Data System (ADS)

Bruckermann, Till; Aschermann, Ellen; Bresges, André; Schlüter, Kirsten

2017-04-01

Promoting preservice science teachers' experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students' experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers' group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.

Feature-based versus category-based induction with uncertain categories.

PubMed

Griffiths, Oren; Hayes, Brett K; Newell, Ben R

2012-05-01

Previous research has suggested that when feature inferences have to be made about an instance whose category membership is uncertain, feature-based inductive reasoning is used to the exclusion of category-based induction. These results contrast with the observation that people can and do use category-based induction when category membership is known. The present experiments examined the conditions that drive feature-based and category-based strategies in induction under category uncertainty. Specifically, 2 experiments investigated whether reliance on feature-based inductive strategies is a product of the lack of coherence in the categories used in previous research or is due to the use of a decision-only induction procedure. Experiment 1 found that feature-based reasoning remained the preferred strategy even when categories with relatively high internal coherence were used. Experiment 2 found a shift toward category-based reasoning when participants were trained to classify category members prior to feature induction. Together, these results suggest that an appropriate conceptual representation must be formed through experience with a category before it is likely to be used as a basis for feature induction. (c) 2012 APA, all rights reserved.

The Bipolar Affective Disorder Dimension Scale (BADDS) – a dimensional scale for rating lifetime psychopathology in Bipolar spectrum disorders

PubMed Central

Craddock, Nick; Jones, Ian; Kirov, George; Jones, Lisa

2004-01-01

Background Current operational diagnostic systems have substantial limitations for lifetime diagnostic classification of bipolar spectrum disorders. Issues include: (1) It is difficult to operationalize the integration of diverse episodes of psychopathology, (2) Hierarchies lead to loss of information, (3) Boundaries between diagnostic categories are often arbitrary, (4) Boundaries between categories usually require a major element of subjective interpretation, (5) Available diagnostic categories are relatively unhelpful in distinguishing severity, (6) "Not Otherwise Specified (NOS)" categories are highly heterogeneous, (7) Subclinical cases are not accommodated usefully within the current diagnostic categories. This latter limitation is particularly pertinent in the context of the increasing evidence for the existence of a broader bipolar spectrum than has been acknowledged within existing classifications. Method We have developed a numerical rating system, the Bipolar Affective Disorder Dimension Scale, BADDS, that can be used as an adjunct to conventional best-estimate lifetime diagnostic procedures. The scale definitions were informed by (a) the current concepts of mood syndrome recognized within DSMIV and ICD10, (b) the literature regarding severity of episodes, and (c) our own clinical experience. We undertook an iterative process in which we initially agreed scale definitions, piloted their use on sets of cases and made modifications to improve utility and reliability. Results BADDS has four dimensions, each rated as an integer on a 0 – 100 scale, that measure four key domains of lifetime psychopathology: Mania (M), Depression (D), Psychosis (P) and Incongruence (I). In our experience it is easy to learn, straightforward to use, has excellent inter-rater reliability and retains the key information required to make diagnoses according to DSMIV and ICD10. Conclusions Use of BADDS as an adjunct to conventional categorical diagnosis provides a richer description of lifetime psychopathology that (a) can accommodate sub-clinical features, (b) discriminate between illness severity amongst individuals within a single conventional diagnostic category, and (c) demonstrate the similarity between the illness experience of individuals who have been classified into different disease categories but whose illnesses both fall near the boundaries between the two categories. BADDS may be useful for researchers and clinicians who are interested in description and classification of lifetime psychopathology of individuals with disorders lying on the bipolar spectrum. PMID:15236660

Cognitive changes in conjunctive rule-based category learning: An ERP approach.

PubMed

Rabi, Rahel; Joanisse, Marc F; Zhu, Tianshu; Minda, John Paul

2018-06-25

When learning rule-based categories, sufficient cognitive resources are needed to test hypotheses, maintain the currently active rule in working memory, update rules after feedback, and to select a new rule if necessary. Prior research has demonstrated that conjunctive rules are more complex than unidimensional rules and place greater demands on executive functions like working memory. In our study, event-related potentials (ERPs) were recorded while participants performed a conjunctive rule-based category learning task with trial-by-trial feedback. In line with prior research, correct categorization responses resulted in a larger stimulus-locked late positive complex compared to incorrect responses, possibly indexing the updating of rule information in memory. Incorrect trials elicited a pronounced feedback-locked P300 elicited which suggested a disconnect between perception, and the rule-based strategy. We also examined the differential processing of stimuli that were able to be correctly classified by the suboptimal single-dimensional rule ("easy" stimuli) versus those that could only be correctly classified by the optimal, conjunctive rule ("difficult" stimuli). Among strong learners, a larger, late positive slow wave emerged for difficult compared with easy stimuli, suggesting differential processing of category items even though strong learners performed well on the conjunctive category set. Overall, the findings suggest that ERP combined with computational modelling can be used to better understand the cognitive processes involved in rule-based category learning.

Study of distributed learning as a solution to category proliferation in Fuzzy ARTMAP based neural systems.

PubMed

Parrado-Hernández, Emilio; Gómez-Sánchez, Eduardo; Dimitriadis, Yannis A

2003-09-01

An evaluation of distributed learning as a means to attenuate the category proliferation problem in Fuzzy ARTMAP based neural systems is carried out, from both qualitative and quantitative points of view. The study involves two original winner-take-all (WTA) architectures, Fuzzy ARTMAP and FasArt, and their distributed versions, dARTMAP and dFasArt. A qualitative analysis of the distributed learning properties of dARTMAP is made, focusing on the new elements introduced to endow Fuzzy ARTMAP with distributed learning. In addition, a quantitative study on a selected set of classification problems points out that problems have to present certain features in their output classes in order to noticeably reduce the number of recruited categories and achieve an acceptable classification accuracy. As part of this analysis, distributed learning was successfully adapted to a member of the Fuzzy ARTMAP family, FasArt, and similar procedures can be used to extend distributed learning capabilities to other Fuzzy ARTMAP based systems.

Analyzing Distributional Learning of Phonemic Categories in Unsupervised Deep Neural Networks

PubMed Central

Räsänen, Okko; Nagamine, Tasha; Mesgarani, Nima

2017-01-01

Infants’ speech perception adapts to the phonemic categories of their native language, a process assumed to be driven by the distributional properties of speech. This study investigates whether deep neural networks (DNNs), the current state-of-the-art in distributional feature learning, are capable of learning phoneme-like representations of speech in an unsupervised manner. We trained DNNs with unlabeled and labeled speech and analyzed the activations of each layer with respect to the phones in the input segments. The analyses reveal that the emergence of phonemic invariance in DNNs is dependent on the availability of phonemic labeling of the input during the training. No increased phonemic selectivity of the hidden layers was observed in the purely unsupervised networks despite successful learning of low-dimensional representations for speech. This suggests that additional learning constraints or more sophisticated models are needed to account for the emergence of phone-like categories in distributional learning operating on natural speech. PMID:29359204

Dissociable changes in functional network topology underlie early category learning and development of automaticity

PubMed Central

Soto, Fabian A.; Bassett, Danielle S.; Ashby, F. Gregory

2016-01-01

Recent work has shown that multimodal association areas–including frontal, temporal and parietal cortex–are focal points of functional network reconfiguration during human learning and performance of cognitive tasks. On the other hand, neurocomputational theories of category learning suggest that the basal ganglia and related subcortical structures are focal points of functional network reconfiguration during early learning of some categorization tasks, but become less so with the development of automatic categorization performance. Using a combination of network science and multilevel regression, we explore how changes in the connectivity of small brain regions can predict behavioral changes during training in a visual categorization task. We find that initial category learning, as indexed by changes in accuracy, is predicted by increasingly efficient integrative processing in subcortical areas, with higher functional specialization, more efficient integration across modules, but a lower cost in terms of redundancy of information processing. The development of automaticity, as indexed by changes in the speed of correct responses, was predicted by lower clustering (particularly in subcortical areas), higher strength (highest in cortical areas) and higher betweenness centrality. By combining neurocomputational theories and network scientific methods, these results synthesize the dissociative roles of multimodal association areas and subcortical structures in the development of automaticity during category learning. PMID:27453156

An interplay of fusiform gyrus and hippocampus enables prototype- and exemplar-based category learning.

PubMed

Lech, Robert K; Güntürkün, Onur; Suchan, Boris

2016-09-15

The aim of the present study was to examine the contributions of different brain structures to prototype- and exemplar-based category learning using functional magnetic resonance imaging (fMRI). Twenty-eight subjects performed a categorization task in which they had to assign prototypes and exceptions to two different families. This test procedure usually produces different learning curves for prototype and exception stimuli. Our behavioral data replicated these previous findings by showing an initially superior performance for prototypes and typical stimuli and a switch from a prototype-based to an exemplar-based categorization for exceptions in the later learning phases. Since performance varied, we divided participants into learners and non-learners. Analysis of the functional imaging data revealed that the interaction of group (learners vs. non-learners) and block (Block 5 vs. Block 1) yielded an activation of the left fusiform gyrus for the processing of prototypes, and an activation of the right hippocampus for exceptions after learning the categories. Thus, successful prototype- and exemplar-based category learning is associated with activations of complementary neural substrates that constitute object-based processes of the ventral visual stream and their interaction with unique-cue representations, possibly based on sparse coding within the hippocampus. Copyright © 2016 Elsevier B.V. All rights reserved.

Contrastive Constraints Guide Explanation-Based Category Learning

ERIC Educational Resources Information Center

Chin-Parker, Seth; Cantelon, Julie

2017-01-01

This paper provides evidence for a contrastive account of explanation that is motivated by pragmatic theories that recognize the contribution that context makes to the interpretation of a prompt for explanation. This study replicates the primary findings of previous work in explanation-based category learning (Williams & Lombrozo, 2010),…

Validity of "Hi_Science" as instructional media based-android refer to experiential learning model

NASA Astrophysics Data System (ADS)

Qamariah, Jumadi, Senam, Wilujeng, Insih

2017-08-01

Hi_Science is instructional media based-android in learning science on material environmental pollution and global warming. This study is aimed: (a) to show the display of Hi_Science that will be applied in Junior High School, and (b) to describe the validity of Hi_Science. Hi_Science as instructional media created with colaboration of innovative learning model and development of technology at the current time. Learning media selected is based-android and collaborated with experiential learning model as an innovative learning model. Hi_Science had adapted student worksheet by Taufiq (2015). Student worksheet had very good category by two expert lecturers and two science teachers (Taufik, 2015). This student worksheet is refined and redeveloped in android as an instructional media which can be used by students for learning science not only in the classroom, but also at home. Therefore, student worksheet which has become instructional media based-android must be validated again. Hi_Science has been validated by two experts. The validation is based on assessment of meterials aspects and media aspects. The data collection was done by media assessment instrument. The result showed the assessment of material aspects has obtained the average value 4,72 with percentage of agreement 96,47%, that means Hi_Science on the material aspects is in excellent category or very valid category. The assessment of media aspects has obtained the average value 4,53 with percentage of agreement 98,70%, that means Hi_Science on the media aspects is in excellent category or very valid category. It was concluded that Hi_Science as instructional media can be applied in the junior high school.

A Cross-cultural Exploration of Children's Everyday Ideas: Implications for science teaching and learning

NASA Astrophysics Data System (ADS)

Wee, Bryan

2012-03-01

Children's everyday ideas form critical foundations for science learning yet little research has been conducted to understand and legitimize these ideas, particularly from an international perspective. This paper explores children's everyday ideas about the environment across the US, Singapore and China to understand what they reveal about children's relationship to the environment and discuss its implications for science teaching and learning. A social constructivist lens guides research, and a visual methodology is used to frame children's realities. Participants' ages range from elementary to middle school, and a total of 210 children comprized mainly of Asians and Asian Americans were sampled from urban settings. Drawings are used to elicit children's everyday ideas and analyzed inductively using open coding and categorizing of data. Several categories support existing literature about how children view the environment; however, novel categories such as affect also emerged and lend new insight into the role that language, socio-cultural norms and perhaps ethnicity play in shaping children's everyday ideas. The findings imply the need for (a) a change in the role of science teachers from knowledge providers to social developers, (b) a science curriculum that is specific to learners' experiences in different socio-cultural settings, and (c) a shift away from inter-country comparisons using international science test scores.

Compensating for the effects of site and equipment variation on delphinid species identification from their echolocation clicks.

PubMed

Roch, Marie A; Stinner-Sloan, Johanna; Baumann-Pickering, Simone; Wiggins, Sean M

2015-01-01

A concern for applications of machine learning techniques to bioacoustics is whether or not classifiers learn the categories for which they were trained. Unfortunately, information such as characteristics of specific recording equipment or noise environments can also be learned. This question is examined in the context of identifying delphinid species by their echolocation clicks. To reduce the ambiguity between species classification performance and other confounding factors, species whose clicks can be readily distinguished were used in this study: Pacific white-sided and Risso's dolphins. A subset of data from autonomous acoustic recorders located at seven sites in the Southern California Bight collected between 2006 and 2012 was selected. Cepstral-based features were extracted for each echolocation click and Gaussian mixture models were used to classify groups of 100 clicks. One hundred Monte-Carlo three-fold experiments were conducted to examine classification performance where fold composition was determined by acoustic encounter, recorder characteristics, or recording site. The error rate increased from 6.1% when grouped by acoustic encounter to 18.1%, 46.2%, and 33.2% for grouping by equipment, equipment category, and site, respectively. A noise compensation technique reduced error for these grouping schemes to 2.7%, 4.4%, 6.7%, and 11.4%, respectively, a reduction in error rate of 56%-86%.

Same items, different order: effects of temporal variability on infant categorization.

PubMed

Mather, Emily; Plunkett, Kim

2011-06-01

How does variability between members of a category influence infants' category learning? We explore the impact of the order in which different items are sampled on category formation. Two groups of 10-months-olds were presented with a series of exemplars to be organized into a single category. In a low distance group, the order of presentation minimized the perceptual distance between consecutive exemplars. In a high distance group, the order of presentation maximized the distance between successive exemplars. At test, only infants in the High Distance condition reliably discriminated between the category prototype and an atypical exemplar. Hence, the order in which infants learnt about the exemplars impacted their categorization performance. Our findings demonstrate the importance of moment-to-moment variations in similarity during infants' category learning. Copyright © 2011 Elsevier B.V. All rights reserved.

Mental health service users' experiences of an education intervention based on a European Union project: A comparison between nine European countries.

PubMed

Nieminen, Irja; Kaunonen, Marja

2018-06-19

Mental health service users (MHSUs) often face difficulties in achieving successful participation in education; however, the tools that could help them succeed are rarely investigated. This study aimed to illuminate the experiences of MHSUs in an education intervention based on a European Union (EU) project. Their experiences are compared across nine EU countries. The data were collected through individual interviews with MHSUs (n = 47) at day activity centres that provide mental health services. An inductive content analysis was used as the method of analysis. Three main categories, which include seven subcategories, are revealed by the analysis. The main categories are as follows: (i) the factors related to MHSUs' educational preparedness, (ii) the dimensions of the learning environment, and (iii) the effects of training intervention. The MHSUs' experiences with the education intervention were similar across all countries. The findings showed that this education intervention is a multidimensional process. It contains social, mental, and physical dimensions linked to a learner and learning environment. These dimensions influence the MHSUs' ability to participate in the education process. At its best, the education intervention supports the personal growth of MHSUs and prepares them for social integration. An education intervention can be a usable tool in the rehabilitation of MHSUs if the multidimensional nature of education is taken into consideration. Therefore, designing and executing education interventions requires the attendance of the MHSUs in cooperation with mental health and education professionals. Our findings suggest a tentative framework that can be used in designing and executing education for MHSUs. © 2018 Australian College of Mental Health Nurses Inc.

Resonant Cholinergic Dynamics in Cognitive and Motor Decision-Making: Attention, Category Learning, and Choice in Neocortex, Superior Colliculus, and Optic Tectum.

PubMed

Grossberg, Stephen; Palma, Jesse; Versace, Massimiliano

2015-01-01

Freely behaving organisms need to rapidly calibrate their perceptual, cognitive, and motor decisions based on continuously changing environmental conditions. These plastic changes include sharpening or broadening of cognitive and motor attention and learning to match the behavioral demands that are imposed by changing environmental statistics. This article proposes that a shared circuit design for such flexible decision-making is used in specific cognitive and motor circuits, and that both types of circuits use acetylcholine to modulate choice selectivity. Such task-sensitive control is proposed to control thalamocortical choice of the critical features that are cognitively attended and that are incorporated through learning into prototypes of visual recognition categories. A cholinergically-modulated process of vigilance control determines if a recognition category and its attended features are abstract (low vigilance) or concrete (high vigilance). Homologous neural mechanisms of cholinergic modulation are proposed to focus attention and learn a multimodal map within the deeper layers of superior colliculus. This map enables visual, auditory, and planned movement commands to compete for attention, leading to selection of a winning position that controls where the next saccadic eye movement will go. Such map learning may be viewed as a kind of attentive motor category learning. The article hereby explicates a link between attention, learning, and cholinergic modulation during decision making within both cognitive and motor systems. Homologs between the mammalian superior colliculus and the avian optic tectum lead to predictions about how multimodal map learning may occur in the mammalian and avian brain and how such learning may be modulated by acetycholine.

Resonant Cholinergic Dynamics in Cognitive and Motor Decision-Making: Attention, Category Learning, and Choice in Neocortex, Superior Colliculus, and Optic Tectum

PubMed Central

Grossberg, Stephen; Palma, Jesse; Versace, Massimiliano

2016-01-01

Freely behaving organisms need to rapidly calibrate their perceptual, cognitive, and motor decisions based on continuously changing environmental conditions. These plastic changes include sharpening or broadening of cognitive and motor attention and learning to match the behavioral demands that are imposed by changing environmental statistics. This article proposes that a shared circuit design for such flexible decision-making is used in specific cognitive and motor circuits, and that both types of circuits use acetylcholine to modulate choice selectivity. Such task-sensitive control is proposed to control thalamocortical choice of the critical features that are cognitively attended and that are incorporated through learning into prototypes of visual recognition categories. A cholinergically-modulated process of vigilance control determines if a recognition category and its attended features are abstract (low vigilance) or concrete (high vigilance). Homologous neural mechanisms of cholinergic modulation are proposed to focus attention and learn a multimodal map within the deeper layers of superior colliculus. This map enables visual, auditory, and planned movement commands to compete for attention, leading to selection of a winning position that controls where the next saccadic eye movement will go. Such map learning may be viewed as a kind of attentive motor category learning. The article hereby explicates a link between attention, learning, and cholinergic modulation during decision making within both cognitive and motor systems. Homologs between the mammalian superior colliculus and the avian optic tectum lead to predictions about how multimodal map learning may occur in the mammalian and avian brain and how such learning may be modulated by acetycholine. PMID:26834535

Investigating Student Perceptions of the Chemistry Laboratory and Their Approaches to Learning in the Laboratory

NASA Astrophysics Data System (ADS)

Berger, Spencer Granett

This dissertation explores student perceptions of the instructional chemistry laboratory and the approaches students take when learning in the laboratory environment. To measure student perceptions of the chemistry laboratory, a survey instrument was developed. 413 students responded to the survey during the Fall 2011 semester. Students' perception of the usefulness of the laboratory in helping them learn chemistry in high school was related to several factors regarding their experiences in high school chemistry. Students' perception of the usefulness of the laboratory in helping them learn chemistry in college was also measured. Reasons students provided for the usefulness of the laboratory were categorized. To characterize approaches to learning in the laboratory, students were interviewed midway through semester (N=18). The interviews were used to create a framework describing learning approaches that students use in the laboratory environment. Students were categorized into three levels: students who view the laboratory as a requirement, students who believe that the laboratory augments their understanding, and students who view the laboratory as an important part of science. These categories describe the types of strategies students used when conducting experiments. To further explore the relationship between students' perception of the laboratory and their approaches to learning, two case studies are described. These case studies involve interviews in the beginning and end of the semester. In the interviews, students reflect on what they have learned in the laboratory and describe their perceptions of the laboratory environment. In order to encourage students to adopt higher-level approaches to learning in the laboratory, a metacognitive intervention was created. The intervention involved supplementary questions that students would answer while completing laboratory experiments. The questions were designed to encourage students to think critically about the laboratory procedures. In order to test the effects of the intervention, an experimental group (N=87) completed these supplementary questions during two laboratory experiments while a control group (N=84) performed the same experiments without these additional questions. The effects of the intervention on laboratory exam performance were measured. Students in the experimental group had a higher average on the laboratory exam than students in the control group.

Exploring students' conceptions of science learning via drawing: a cross-sectional analysis

NASA Astrophysics Data System (ADS)

Hsieh, Wen-Min; Tsai, Chin-Chung

2017-02-01

This cross-sectional study explored students' conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students' drawings were analysed using a coding checklist to determine the presence or absence of specified attributes. Data analysis showed that the majority of students pictured science learning as school-based, involving certain types of experiment or teacher lecturing. In addition, notable cross-sectional differences were found in the 'Activity' and 'Emotions and attitudes' categories in students' drawings. Three major findings were made: (1) lower grade level students conceptualised science learning with a didactic approach, while higher graders might possess a quantitative view of science learning (i.e. how much is learned, not how well it is learned), (2) students' positive and negative emotions and attitudes toward science learning reversed around middle school, and (3) female students expressed significantly more positive emotions and attitudes than their male counterparts. In conclusion, higher graders' unfruitful conceptions of science learning warrant educators' attention. Moreover, further investigation of girls' more positive emotions and attitudes found in this study is needed.

The Particular Aspects of Science Museum Exhibits That Encourage Students' Engagement

NASA Astrophysics Data System (ADS)

Shaby, Neta; Assaraf, Orit Ben-Zvi; Tal, Tali

2017-06-01

This research explores learning in science museums through the most common activity in a science museum—interaction with exhibits. The goal of this study was to characterize the learning behaviors exhibited by students as they engage with interactive exhibits in order to draw insight regarding the design of the exhibits. In order to do so, we used a qualitative method of observation as well as the Visitor Engagement Framework (VEF) model, a visitor-based framework for assessing visitors' learning experiences with exhibits in a science center setting. The combined method produced a framework of nine learning behaviors exhibited during the visitors' interaction with the exhibits, grouped into three categories that reflect increasing levels of engagement and depth of the learning experience. Our research participants consisted of a total 1800 students aged 10-12 (4th, 5th, and 6th graders) who came to the museum with their class for a day visit. We observed nine exhibits, each visited by 200 students. Our observations revealed several design elements that contribute to engagement with exhibits in science museums. For example, exhibits that have familiar activation encourage visitors' interaction, exhibits that facilitate social interaction are more likely to increase engagement, and the highest levels of engagement can be found in exhibits that support large groups.

Real-world visual statistics and infants' first-learned object names

PubMed Central

Clerkin, Elizabeth M.; Hart, Elizabeth; Rehg, James M.; Yu, Chen

2017-01-01

We offer a new solution to the unsolved problem of how infants break into word learning based on the visual statistics of everyday infant-perspective scenes. Images from head camera video captured by 8 1/2 to 10 1/2 month-old infants at 147 at-home mealtime events were analysed for the objects in view. The images were found to be highly cluttered with many different objects in view. However, the frequency distribution of object categories was extremely right skewed such that a very small set of objects was pervasively present—a fact that may substantially reduce the problem of referential ambiguity. The statistical structure of objects in these infant egocentric scenes differs markedly from that in the training sets used in computational models and in experiments on statistical word-referent learning. Therefore, the results also indicate a need to re-examine current explanations of how infants break into word learning. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872373

When increasing distraction helps learning: Distractor number and content interact in their effects on memory.

PubMed

Nussenbaum, Kate; Amso, Dima; Markant, Julie

2017-11-01

Previous work has demonstrated that increasing the number of distractors in a search array can reduce interference from distractor content during target processing. However, it is unclear how this reduced interference influences learning of target information. Here, we investigated how varying the amount and content of distraction present in a learning environment affects visual search and subsequent memory for target items. In two experiments, we demonstrate that the number and content of competing distractors interact in their influence on target selection and memory. Specifically, while increasing the number of distractors present in a search array made target detection more effortful, it did not impair learning and memory for target content. Instead, when the distractors contained category information that conflicted with the target, increasing the number of distractors from one to three actually benefitted learning and memory. These data suggest that increasing numbers of distractors may reduce interference from conflicting conceptual information during encoding.

Lesson plan profile of senior high school biology teachers in Subang

NASA Astrophysics Data System (ADS)

Rohayati, E.; Diana, S. W.; Priyandoko, D.

2018-05-01

Lesson plan have important role for biology teachers in teaching and learning process. The aim of this study was intended to gain an overview of lesson plan of biology teachers’ at Senior High Schools in Subang which were the members of biology teachers association in Subang. The research method was descriptive method. Data was collected from 30 biology teachers. The result of study showed that lesson plan profile in terms of subject’s identity had good category with 83.33 % of average score. Analysis on basic competence in fair category with 74.45 % of average score. The compatibility of method/strategy was in fair category with average score 72.22 %. The compatibility of instrument, media, and learning resources in fair category with 71.11 % of average score. Learning scenario was in good category with 77.00 % of average score. The compatibility of evaluation was in low category with 56.39 % of average score. It can be concluded that biology teachers in Subang were good enough in making lesson plan, however in terms of the compatibility of evaluation needed to be fixed. Furthermore, teachers’ training for biology teachers’ association was recommended to increasing teachers’ skill to be professional teachers.

Retrieval-induced forgetting in schizophrenia

PubMed Central

Nestor, Paul G.; Piech, Richard; Allen, Christopher; Niznikiewicz, Margaret; Shenton, Martha; McCarley, Robert W.

2009-01-01

Retrieving category associates (e.g., FRUIT-ORANGE) may induce forgetting other category members (e.g., FRUIT-BANANA), a phenomenon known as retrieval-induced forgetting (RIF). We designed 2 experiments to examine the role of RIF in the associative memory impairment of schizophrenia (SZ). Subjects studied 36 category-exemplar pairs, generated from 6 categories composed of 6 members each. For half of the studied category-exemplar pairs, subjects practiced retrieval by completing word stems, followed by a delayed category-cued recall on all of the practiced and unpracticed items. Experiment 1 used unrelated category exemplars-pairs (e.g., FRUIT-ORANGE, METALS-IRON), whereas experiment 2 included related category exemplar pairs (e.g., COTTON-SHIRT, LEATHER-SKIRT). SZ showed reduced associative memory but normal RIF for unrelated categories used in experiment 1. For experiment 2, SZ showed a significant decline in associative memory for related but not unrelated category-exemplars in comparison to controls. Results suggested faulty specificity/distinctiveness for encoding and retrieval, but not abnormal RIF in the associative memory disturbance of SZ. PMID:15885511

Retrieval-induced forgetting in schizophrenia.

PubMed

Nestor, Paul G; Piech, Richard; Allen, Christopher; Niznikiewicz, Margaret; Shenton, Martha; McCarley, Robert W

2005-06-15

Retrieving category associates (e.g., FRUIT-ORANGE) may induce forgetting other category members (e.g., FRUIT-BANANA), a phenomenon known as retrieval-induced forgetting (RIF). We designed 2 experiments to examine the role of RIF in the associative memory impairment of schizophrenia (SZ). Subjects studied 36 category-exemplar pairs, generated from 6 categories composed of 6 members each. For half of the studied category-exemplar pairs, subjects practiced retrieval by completing word stems, followed by a delayed category-cued recall on all of the practiced and unpracticed items. Experiment 1 used unrelated category exemplars-pairs (e.g., FRUIT-ORANGE, METALS-IRON), whereas experiment 2 included related category exemplar pairs (e.g., COTTON-SHIRT, LEATHER-SKIRT). SZ showed reduced associative memory but normal RIF for unrelated categories used in experiment 1. For experiment 2, SZ showed a significant decline in associative memory for related but not unrelated category-exemplars in comparison to controls. Results suggested faulty specificity/distinctiveness for encoding and retrieval, but not abnormal RIF in the associative memory disturbance of SZ.

Dissociation of implicit and explicit memory tests: effect of age and divided attention on category exemplar generation and cued recall.

PubMed

Isingrini, M; Vazou, F; Leroy, P

1995-07-01

In this article, we report an experiment that provides further evidence concerning the differences between explicit and implicit measures of memory. The effects of age and divided attention on the implicit conceptual test of category exemplar generation (CEG) were compared with their effects on the explicit test of cued, recall, where the category names served as cues in both tasks. Four age groups (20-35, 40-55, 60-75, and 76-90) were compared. Half of the subjects were also required to carry out a secondary letter-detection task during the learning phase. Cued recall performance was significantly impaired by increased age and imposition of the secondary task. In contrast, the CEG task was unaffected by these two factors. These results suggest that implicit conceptual tasks and explicit memory tasks are mediated by different processes. This conclusion opposes those of previous studies that showed that experimental manipulations (level of processing, generation, organization) influenced these two kinds of memory tests in a similar way.

Studies of Implicit Prototype Extraction In Patients with Mild Cognitive Impairment and Early Alzheimer’s Disease

PubMed Central

Nosofsky, Robert M.; Denton, Stephen E.; Zaki, Safa R.; Murphy-Knudsen, Anne F.; Unverzagt, Frederick W.

2013-01-01

Studies of incidental category learning support the hypothesis of an implicit prototype-extraction system which is distinct from explicit memory (Smith, 2008). In those studies, patients with explicit-memory impairments due to damage to the medial-temporal lobe performed normally in implicit categorization tasks (Bozoki, Grossman, & Smith, 2006; Knowlton & Squire, 1993). However, alternative interpretations are that: i) even people with impairments to a single memory system have sufficient resources to succeed on the particular categorization tasks that have been tested (Nosofsky & Zaki, 1998; Zaki & Nosofsky, 2001); and ii) working memory can be used at time of test to learn the categories (Palmeri & Flanery, 1999). In the present experiments, patients with amnestic mild cognitive impairment or early Alzheimer’s disease were tested in prototype-extraction tasks to examine these possibilities. In a categorization task involving discrete-feature stimuli, the majority of subjects relied on memories for exceedingly few features, even when the task structure strongly encouraged reliance on broad-based prototypes. In a dot-pattern categorization task, even the memory-impaired patients were able to use working memory at time of test to extract the category structure (at least for the stimulus set used in past work). We argue that the results weaken the past case made in favor of a separate system of implicit-prototype extraction. PMID:22746953

An fMRI investigation of the fronto-striatal learning system in women who exhibit eating disorder behaviors

PubMed Central

Celone, Kim A.; Thompson-Brenner, Heather; Ross, Robert S.; Pratt, Elizabeth M.; Stern, Chantal E.

2013-01-01

In the present study, we sought to examine whether the fronto-striatal learning system, which has been implicated in bulimia nervosa, would demonstrate altered BOLD activity during probabilistic category learning in women who met subthreshold criteria for bulimia nervosa (Sub-BN). Sub-BN, which falls within the clinical category of Eating Disorder Not Otherwise Specified (EDNOS), is comprised of individuals who demonstrate recurrent binge eating, efforts to minimize their caloric intake and caloric retention, and elevated levels of concern about shape, weight, and/or eating, but just fail to meet the diagnostic threshold for bulimia nervosa (BN). fMRI data were collected from eighteen women with subthreshold-BN (Sub-BN) and nineteen healthy control women group-matched for age, education and body mass index (MC) during the weather prediction task. Sub-BN participants demonstrated increased caudate nucleus and dorsolateral prefrontal cortex (DLPFC) activation during the learning of probabilistic categories. Though the two subject groups did not differ in behavioral performance, over the course of learning, Sub-BN participants showed a dynamic pattern of brain activity differences when compared to matched control participants. Regions implicated in episodic memory, including the medial temporal lobe (MTL), retrosplenial cortex, middle frontal gyrus, and anterior and posterior cingulate cortex showed decreased activity in the Sub-BN participants compared to MCs during early learning which was followed by increased involvement of the DLPFC during later learning. These findings demonstrate that women with Sub-BN demonstrate differences in fronto-striatal learning system activity, as well as a distinct functional pattern between fronto-striatal and MTL learning systems during the course of implicit probabilistic category learning. PMID:21419229

Is Statistical Learning Constrained by Lower Level Perceptual Organization?

PubMed Central

Emberson, Lauren L.; Liu, Ran; Zevin, Jason D.

2013-01-01

In order for statistical information to aid in complex developmental processes such as language acquisition, learning from higher-order statistics (e.g. across successive syllables in a speech stream to support segmentation) must be possible while perceptual abilities (e.g. speech categorization) are still developing. The current study examines how perceptual organization interacts with statistical learning. Adult participants were presented with multiple exemplars from novel, complex sound categories designed to reflect some of the spectral complexity and variability of speech. These categories were organized into sequential pairs and presented such that higher-order statistics, defined based on sound categories, could support stream segmentation. Perceptual similarity judgments and multi-dimensional scaling revealed that participants only perceived three perceptual clusters of sounds and thus did not distinguish the four experimenter-defined categories, creating a tension between lower level perceptual organization and higher-order statistical information. We examined whether the resulting pattern of learning is more consistent with statistical learning being “bottom-up,” constrained by the lower levels of organization, or “top-down,” such that higher-order statistical information of the stimulus stream takes priority over the perceptual organization, and perhaps influences perceptual organization. We consistently find evidence that learning is constrained by perceptual organization. Moreover, participants generalize their learning to novel sounds that occupy a similar perceptual space, suggesting that statistical learning occurs based on regions of or clusters in perceptual space. Overall, these results reveal a constraint on learning of sound sequences, such that statistical information is determined based on lower level organization. These findings have important implications for the role of statistical learning in language acquisition. PMID:23618755

Cognitive Bias for Learning Speech Sounds From a Continuous Signal Space Seems Nonlinguistic.

PubMed

van der Ham, Sabine; de Boer, Bart

2015-10-01

When learning language, humans have a tendency to produce more extreme distributions of speech sounds than those observed most frequently: In rapid, casual speech, vowel sounds are centralized, yet cross-linguistically, peripheral vowels occur almost universally. We investigate whether adults' generalization behavior reveals selective pressure for communication when they learn skewed distributions of speech-like sounds from a continuous signal space. The domain-specific hypothesis predicts that the emergence of sound categories is driven by a cognitive bias to make these categories maximally distinct, resulting in more skewed distributions in participants' reproductions. However, our participants showed more centered distributions, which goes against this hypothesis, indicating that there are no strong innate linguistic biases that affect learning these speech-like sounds. The centralization behavior can be explained by a lack of communicative pressure to maintain categories.

Cognitive Bias for Learning Speech Sounds From a Continuous Signal Space Seems Nonlinguistic

PubMed Central

de Boer, Bart

2015-01-01

When learning language, humans have a tendency to produce more extreme distributions of speech sounds than those observed most frequently: In rapid, casual speech, vowel sounds are centralized, yet cross-linguistically, peripheral vowels occur almost universally. We investigate whether adults’ generalization behavior reveals selective pressure for communication when they learn skewed distributions of speech-like sounds from a continuous signal space. The domain-specific hypothesis predicts that the emergence of sound categories is driven by a cognitive bias to make these categories maximally distinct, resulting in more skewed distributions in participants’ reproductions. However, our participants showed more centered distributions, which goes against this hypothesis, indicating that there are no strong innate linguistic biases that affect learning these speech-like sounds. The centralization behavior can be explained by a lack of communicative pressure to maintain categories. PMID:27648212

Principle-Based Inferences in Young Children's Categorization: Revisiting the Impact of Function on the Naming of Artifacts.

ERIC Educational Resources Information Center

Nelson, Deborah G. Kemler

1995-01-01

Three studies investigated the influence of principle-based inferences and unprincipled similarity relations on new category learning by three- to six-year-old children. Results indicated that categorization into newly learned categories may activate self-initiated, principle-based reasoning in young children, suggesting that spontaneous…

Better Learning with More Error: Probabilistic Feedback Increases Sensitivity to Correlated Cues in Categorization

ERIC Educational Resources Information Center

Little, Daniel R.; Lewandowsky, Stephan

2009-01-01

Despite the fact that categories are often composed of correlated features, the evidence that people detect and use these correlations during intentional category learning has been overwhelmingly negative to date. Nonetheless, on other categorization tasks, such as feature prediction, people show evidence of correlational sensitivity. A…

Learning Phonemes with a Proto-Lexicon

ERIC Educational Resources Information Center

Martin, Andrew; Peperkamp, Sharon; Dupoux, Emmanuel

2013-01-01

Before the end of the first year of life, infants begin to lose the ability to perceive distinctions between sounds that are not phonemic in their native language. It is typically assumed that this developmental change reflects the construction of language-specific phoneme categories, but how these categories are learned largely remains a mystery.…

A REVIEW OF EFFORTS TO ORGANIZE INFORMATION ABOUT HUMAN LEARNING, TRANSFER, AND RETENTION.

ERIC Educational Resources Information Center

GINSBERG, ROSE; AND OTHERS

FOURTEEN EFFORTS TO ORGANIZE AVAILABLE INFORMATION ON HUMAN LEARNING, TRANSFER, AND RETENTION ARE SUMMARIZED AND EVALUATED ON SIX CRITERIA--BEHAVIORAL SIGNIFICANCE OF CATEGORIES, SCOPE, OBJECTIVITY AND RELIABILITY OF CATEGORIES, PROGNOSIS FOR THE SYSTEM, LOGICAL STRUCTURE, AND HEURISTIC VALUE OF THE SYSTEM. ATTENTION IS GIVEN TO OTHER SOURCES OF…

Adaptable Learning Assistant for Item Bank Management

ERIC Educational Resources Information Center

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

2008-01-01

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

The shadow of silence on the sexual rights of married Iranian women.

PubMed

Janghorban, Roksana; Latifnejad Roudsari, Robab; Taghipour, Ali; Abbasi, Mahmoud; Lottes, Ilsa

2015-01-01

There has been a recent shift in the field of sexual health, representing a move away from biomedical concerns to sexual rights frameworks. However, few studies on sexuality are based on a rights framework. The unspoken nature of sexuality in Iranian culture has led to a lack of national studies on the topic. The objective of this study was to explore the perceptions and experiences of married Iranian women on sexual rights in their sexual relationships. In this grounded theory study, 37 participants (25 married women, 5 husbands, and 7 midwives) were selected. Data were collected through in-depth interviews and analyzed through open, axial, and selective coding using MAXQDA software version 2007. The analysis revealed the core category of "sexual interaction in the shadow of silence." The interrelated categories subsumed under the core category included adopting a strategy of silence, trying to negotiate sex, seeking help, and sexual adjustment. The silence originating from women's interactions with their families and society, from girlhood to womanhood, was identified as the core concept in Iranian women's experiences of sexual rights. A focus on husbands' roles seems salient because they can direct or alter some learned feminine roles, especially silence regarding sexual matters, which then affects the realization of women's sexual rights.

The Shadow of Silence on the Sexual Rights of Married Iranian Women

PubMed Central

Lottes, Ilsa

2015-01-01

There has been a recent shift in the field of sexual health, representing a move away from biomedical concerns to sexual rights frameworks. However, few studies on sexuality are based on a rights framework. The unspoken nature of sexuality in Iranian culture has led to a lack of national studies on the topic. The objective of this study was to explore the perceptions and experiences of married Iranian women on sexual rights in their sexual relationships. In this grounded theory study, 37 participants (25 married women, 5 husbands, and 7 midwives) were selected. Data were collected through in-depth interviews and analyzed through open, axial, and selective coding using MAXQDA software version 2007. The analysis revealed the core category of “sexual interaction in the shadow of silence.” The interrelated categories subsumed under the core category included adopting a strategy of silence, trying to negotiate sex, seeking help, and sexual adjustment. The silence originating from women's interactions with their families and society, from girlhood to womanhood, was identified as the core concept in Iranian women's experiences of sexual rights. A focus on husbands' roles seems salient because they can direct or alter some learned feminine roles, especially silence regarding sexual matters, which then affects the realization of women's sexual rights. PMID:25705669

Where’s Waldo? How perceptual, cognitive, and emotional brain processes cooperate during learning to categorize and find desired objects in a cluttered scene

PubMed Central

Chang, Hung-Cheng; Grossberg, Stephen; Cao, Yongqiang

2014-01-01

The Where’s Waldo problem concerns how individuals can rapidly learn to search a scene to detect, attend, recognize, and look at a valued target object in it. This article develops the ARTSCAN Search neural model to clarify how brain mechanisms across the What and Where cortical streams are coordinated to solve the Where’s Waldo problem. The What stream learns positionally-invariant object representations, whereas the Where stream controls positionally-selective spatial and action representations. The model overcomes deficiencies of these computationally complementary properties through What and Where stream interactions. Where stream processes of spatial attention and predictive eye movement control modulate What stream processes whereby multiple view- and positionally-specific object categories are learned and associatively linked to view- and positionally-invariant object categories through bottom-up and attentive top-down interactions. Gain fields control the coordinate transformations that enable spatial attention and predictive eye movements to carry out this role. What stream cognitive-emotional learning processes enable the focusing of motivated attention upon the invariant object categories of desired objects. What stream cognitive names or motivational drives can prime a view- and positionally-invariant object category of a desired target object. A volitional signal can convert these primes into top-down activations that can, in turn, prime What stream view- and positionally-specific categories. When it also receives bottom-up activation from a target, such a positionally-specific category can cause an attentional shift in the Where stream to the positional representation of the target, and an eye movement can then be elicited to foveate it. These processes describe interactions among brain regions that include visual cortex, parietal cortex, inferotemporal cortex, prefrontal cortex (PFC), amygdala, basal ganglia (BG), and superior colliculus (SC). PMID:24987339