Using a Self-Administered Visual Basic Software Tool To Teach Psychological Concepts.

ERIC Educational Resources Information Center

Strang, Harold R.; Sullivan, Amie K.; Schoeny, Zahrl G.

2002-01-01

Introduces LearningLinks, a Visual Basic software tool that allows teachers to create individualized learning modules that use constructivist and behavioral learning principles. Describes field testing of undergraduates at the University of Virginia that tested a module designed to improve understanding of the psychological concepts of…

Lessons Learned from the Wide Field Camera 3 TV1 and TV2 Thermal Vacuum Test Campaigns

NASA Technical Reports Server (NTRS)

Peabody, Hume; Stavely, Richard; Bast, William

2008-01-01

The Wide Field Camera 3 (WFC3) instrument has undergone two complete thermal vacuum tests (TV1 and TV2), during which valuable lessons were learned regarding test configuration, test execution, model capabilities, and modeling practices. The very complex thermal design of WFC3 produced a number of challenging aspects to ground testing with numerous ThermoElectric Coolers and heat pipes, not all of which were functional. Lessons learned during TV1 resulted in significant upgrades to the model capabilities and a change in the test environment approach for TV2. These upgrades proved invaluable during TV2 when pretest modeling assumptions proved to be false. Each of the lessons learned relate to one of two following broad statements: 1. Ensure the design can be tested and that the effect of non-flight like conditions is well understood, particularly with respect to non passive devices (TECs, Heat Pipes, etc) 2. Ensure that the model is sufficiently detailed and is capable of predicting off-nominal behavior and the power dissipation of any thermal devices, especially TECs This paper outlines a number of the lessons learned over these two test campaigns with respect to the thermal design, model, and test configuration and presents recommendations for future tests.

Digital Learning in California's K-12 Schools. Just the Facts

ERIC Educational Resources Information Center

Gao, Niu

2015-01-01

This fact page briefly discusses the following facts on digital learning in California's K-12: (1) As California implements new tests in its K-12 schools, technology infrastructure is a key concern; (2) Many districts are confident that they had enough bandwidth for online field tests; (3) Digital learning will require significantly greater…

The Use of Information Technology To Enhance Learning in Geological Field Trips.

ERIC Educational Resources Information Center

Hesthammer, Jonny; Fossen, Haakon; Sautter, Michael; Saether, Bjorn; Johansen, Stale Emile

2002-01-01

Reports on the testing of two approaches to enhance learning in geological field trips through the use of technology. One approach used an advanced flight simulator and the other used digital cameras and computers. (Contains 18 references.) (DDR)

The Major Field Test in Business: A Direct Measure of Learning in Common Business Disciplines

ERIC Educational Resources Information Center

Simmons, Susan A.; Jones, Wesley M., Jr; Bolt, Cynthia E.

2015-01-01

Assurance of learning and its assessment are critical focal points in collegiate schools of business as programs strive to achieve or maintain Association to Advance Collegiate Schools of Business accreditation. Prior research suggests that student learning in business core disciplines can be measured by the Educational Testing Service Major Field…

Travel Time Data Collection Field Tests - Lessons Learned

DOT National Transportation Integrated Search

1999-06-28

The Los Angeles Spread Spectrum Radio (SSR) Traffic Signal Interconnect Field Operational Test (FOT) investigated the feasibility of using wireless communications as an alternative to traditional hard-wire interconnection, to extend the coverage of c...

Combined effects of complex magnetic fields and agmatine for contextual fear learning deficits in rats.

PubMed

McKay, B E; Persinger, M A

2003-04-18

Acute post-training exposures to weak intensity theta-burst stimulation (TBS) patterned complex magnetic fields attenuated the magnitude of conditioned fear learning for contextual stimuli. A similar learning impairment was evoked in a linear and dose-dependent manner by pre-conditioning injections of the polyamine agmatine. The present study examined the hypothesis that whole-body applications of the TBS complex magnetic field pattern when co-administered with systemic agmatine treatment may combine to evoke impairments in contextual fear learning. Within minutes of 4 mg/kg agmatine injections, male Wistar rats were fear conditioned to contextual stimuli and immediately exposed for 30 min to the TBS patterned complex magnetic field or to sham conditions. TBS patterned complex magnetic field treatment was found to linearly summate with the contextual fear learning impairment evoked by agmatine treatment alone. Furthermore, we report for sham-treated rats, but not rats exposed to the synthetic magnetic field pattern, that the magnitude of learned fear decreased and the amount of variability in learning increased, as the K-index (a measure of change in intensity of the time-varying ambient geomagnetic field) increased during the 3-hr intervals over which conditioning and testing sessions were conducted.

Spatial Strategy Use during Logo Mastery: The Impact of Cognitive Style and Development Level.

ERIC Educational Resources Information Center

Easton, Charles E.; Watson, J. Allen

1993-01-01

Tested the Watson and Busch model of how children learn LOGO programing. Investigated second- and fifth-grade students' stage of cognitive development, stylistic preferences, and strategy usage. Field-independent children showed a marginal advantage over field-dependent children in learning to program in LOGO. (MM)

Mission control team structure and operational lessons learned from the 2009 and 2010 NASA desert RATS simulated lunar exploration field tests

NASA Astrophysics Data System (ADS)

Bell, Ernest R.; Badillo, Victor; Coan, David; Johnson, Kieth; Ney, Zane; Rosenbaum, Megan; Smart, Tifanie; Stone, Jeffry; Stueber, Ronald; Welsh, Daren; Guirgis, Peggy; Looper, Chris; McDaniel, Randall

2013-10-01

The NASA Desert Research and Technology Studies (Desert RATS) is an annual field test of advanced concepts, prototype hardware, and potential modes of operation to be used on human planetary surface space exploration missions. For the 2009 and 2010 NASA Desert RATS field tests, various engineering concepts and operational exercises were incorporated into mission timelines with the focus of the majority of daily operations being on simulated lunar geological field operations and executed in a manner similar to current Space Shuttle and International Space Station missions. The field test for 2009 involved a two week lunar exploration simulation utilizing a two-man rover. The 2010 Desert RATS field test took this two week simulation further by incorporating a second two-man rover working in tandem with the 2009 rover, as well as including docked operations with a Pressurized Excursion Module (PEM). Personnel for the field test included the crew, a mission management team, engineering teams, a science team, and the mission operations team. The mission operations team served as the core of the Desert RATS mission control team and included certified NASA Mission Operations Directorate (MOD) flight controllers, former flight controllers, and astronaut personnel. The backgrounds of the flight controllers were in the areas of Extravehicular Activity (EVA), onboard mechanical systems and maintenance, robotics, timeline planning (OpsPlan), and spacecraft communicator (Capcom). With the simulated EVA operations, mechanized operations (the rover), and expectations of replanning, these flight control disciplines were especially well suited for the execution of the 2009 and 2010 Desert RATS field tests. The inclusion of an operations team has provided the added benefit of giving NASA mission operations flight control personnel the opportunity to begin examining operational mission control techniques, team compositions, and mission scenarios. This also gave the mission operations team the opportunity to gain insight into functional hardware requirements via lessons learned from executing the Desert RATS field test missions. This paper will detail the mission control team structure that was used during the 2009 and 2010 Desert RATS Lunar analog missions. It will also present a number of the lessons learned by the operations team during these field tests. Major lessons learned involved Mission Control Center (MCC) operations, pre-mission planning and training processes, procedure requirements, communication requirements, and logistic support for analogs. This knowledge will be applied to future Desert RATS field tests, and other Earth based analog testing for space exploration, to continue the evolution of manned space operations in preparation for human planetary exploration. It is important that operational knowledge for human space exploration missions be obtained during Earth-bound field tests to the greatest extent possible. This allows operations personnel the ability to examine various flight control and crew operations scenarios in preparation for actual space missions.

On the association of field dependence-independence with personality, learning style, and social-political attitudes among adolescents.

PubMed

DeBell, Matthew; Crystal, David S

2005-12-01

This study examined the relationship between scores on field dependence and field independence and sensory learning preference, cognitive learning style, personality, interpersonal trust, attributions of responsibility for solving social problems, and attitudes regarding citizenship among youth. Participants were 72 private school students in Grades 6 through 12 (26 girls, 46 boys; M age: 15.2 yr., SD=1.9). When controlling for grade and sex, field independence (measured by Group Embedded Figures Test scores) was associated with Intuitive Thinking personality, Concrete lobal learning style, and rejection of individual responsibility for social problems, relative to governmental and community responsibility. Associations with other aspects of learning style fell short of significance. No association was found with generalized trust or citizenship attitudes. Reassessment of these variables with a larger sample should be undertaken.

The Field-tested Learning Assessment Guide (FLAG): A Community Repository of Proven Alternative Assessment Instruments for STEM Education

NASA Astrophysics Data System (ADS)

Zeilik, M.; Garvin-Doxas, K.

2003-12-01

FLAG, the Field-tested Learning Assessment Guide (http://www.flaguide.org/) is a NSF funded website that offers broadly-applicable, self-contained modular classroom assessment techniques (CATs) and discipline-specific tools for STEM instructors creating new approaches to evaluate student learning, attitudes and performance. In particular, the FLAG contains proven techniques for alterative assessments---those needed for reformed, innovative STEM courses. Each tool has been developed, tested and refined in real classrooms at colleges and universities. The FLAG also contains an assessment primer, a section to help you select the most appropriate assessment technique(s) for your course goals, and other resources. In addition to references on instrument development and field-tested instruments on attitudes towards science, the FLAG also includes discipline-specific tools in Physics, Astronomy, Biology, and Mathematics. Building of the Geoscience collection is currently under way with the development of an instrument for detecting misconceptions of incoming freshmen on Space Science, which is being developed with the help of the Committee on Space Science and Astronomy of the American Association of Physics Teachers. Additional field-tested resources from the Geosciences are solicited from the community. Contributions should be sent to Michael Zeilik, zeilik@la.unm.edu. This work has been supported in part by NSF grant DUE 99-81155.

Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

NASA Astrophysics Data System (ADS)

Shih, Ching-Chun

The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in communicating with the class and instructors via e-mail, discussion netforum or chat netforum. Motivation and learning strategies were the two significant factors that explained more than one-third of student achievement measured by class grade. Educators should assist students in mastering different motivational and learning strategies to help them become self-regulated learners.

The Impact of Sound-Field Systems on Learning and Attention in Elementary School Classrooms

ERIC Educational Resources Information Center

Dockrell, Julie E.; Shield, Bridget

2012-01-01

Purpose: The authors evaluated the installation and use of sound-field systems to investigate the impact of these systems on teaching and learning in elementary school classrooms. Methods: The evaluation included acoustic surveys of classrooms, questionnaire surveys of students and teachers, and experimental testing of students with and without…

Building Internet-Based Electronic Performance Support for Teaching and Learning.

ERIC Educational Resources Information Center

Laffey, James M.; Musser, Dale

The College of Education, University of Missouri-Columbia is developing and testing a suite of tools that utilize the Internet and work as a system to support learning from field experiences. These tools are built to support preservice teachers, field-based mentors, and college faculty as they collaborate, engage in practice, document their…

The Learning Disabilities Unit at the State College of Optometry/SUNY.

ERIC Educational Resources Information Center

Solan, Harold A.; Springer, Florence E.

1986-01-01

The Learning Disabilities Unit of New York's State College of Optometry, providing testing and research for learning disabled adults and children and professional instruction and clinical experience for students of optometry and related fields, is described. (MSE)

[Co-administration of RJR-2403 with low dose of 17beta-estradiol on spatial learning in ovariectomized rats].

PubMed

Fedotova, Yu O

2013-01-01

The aim of this work was to study the influence of stimulation or blockade Nalpha7-cholinoreceptors on dynamics of spatial learning in water Morris maze and on behavior in the "open field" test in adult ovariectomized (OVX) females given with a low dose of 17beta-estradiol. Agonist of Nalpha7-cholinoreceptors - RJR-2403 (1.0 mg/kg, i.p.) or antagonist of Nalpha7-cholinoreceptors - mecamylamine (1.0 mg/kg, i.p.) treated chronically (14 days) alone and in a combination with low dose of 17beta-estradiol (0.5 micro/rat, s.c.) to OVX rats. Co-administration of RJR-2403 with low dose of 17beta-estradiol completely restored impaired spatial learning in water Morris maze in OVX females. Moreover, OVX rats treated with RJR-2403 and low dose of 17beta-estradiol demonstrated increased exploratory and grooming behavior in the "open field" test. Both mecamylamine alone and in combination with low dose of 17beta-estradiol failed to influence on spatial learning and failed to modify behavior in the "open field" test in OVX rats. The results of the present study suggest a positive effect of RJR-2403 in combination with low dose of 17beta-estradiol on spatial learning at estrogen deficiency.

The Development of Instructional Materials E-Learning Based on Blended Learning

ERIC Educational Resources Information Center

Kristanto, Andi; Mustaji; Mariono, Andi

2017-01-01

The use of e-learning is becoming the global issue now. In an educational field, there are many institutions already use it. The study very important aimed to test the feasibility and effectiveness the development of instructional materials e-learning based on the blended learning in audio/radio media development course. The background laid behind…

Finding Kids with Special Needs: the Background, Development, Field Test and Validation.

ERIC Educational Resources Information Center

Resource Management Systems, Inc., Carmel, CA.

Described are the development of "Findings Kids with Special Needs" (FKSN), a instrument to identify children's learning problems and gifted students; results of field testing with 24,825 children, kindergarten through grade 8, in 110 schools; and validation procedures. Discussed is test construction, including incorporation of 12…

Perinatal exposure to genistein, a soy phytoestrogen, improves spatial learning and memory but impairs passive avoidance learning and memory in offspring.

PubMed

Kohara, Yumi; Kuwahara, Rika; Kawaguchi, Shinichiro; Jojima, Takeshi; Yamashita, Kimihiro

2014-05-10

This study investigated the effects of perinatal genistein (GEN) exposure on the central nervous system of rat offspring. Pregnant dams orally received GEN (1 or 10 mg/kg/day) or vehicle (1 ml/kg/day) from gestation day 10 to postnatal day 14. In order to assess the effects of GEN on rat offspring, we used a battery of behavioral tests, including the open-field, elevated plus-maze, MAZE and step-through passive avoidance tests. MAZE test is an appetite-motivation test, and we used this mainly for assessing spatial learning and memory. In the MAZE test, GEN groups exhibited shorter latency from start to goal than the vehicle-treated group in both sexes. On the other hand, performances in the step-through passive avoidance test were non-monotonically inhibited by GEN in both sexes, and a significant difference was observed in low dose of the GEN-treated group compared to the vehicle-treated group in female rats. Furthermore, we found that perinatal exposure to GEN did not significantly alter locomotor activity or emotionality as assessed by the open-field and elevated-plus maze tests. These results suggest that perinatal exposure to GEN improved spatial learning and memory of rat offspring, but impaired their passive avoidance learning and memory. Copyright © 2014 Elsevier Inc. All rights reserved.

The Use of the ETS Major Field Test for Assurance of Business Content Learning: Assurance of Waste?

ERIC Educational Resources Information Center

Mason, Paul M.; Coleman, B. Jay; Steagall, Jeffrey W.; Gallo, Andres A.; Fabritius, Michael M.

2011-01-01

Exit exams have become the currency of choice for both institutions and accrediting bodies seeking to demonstrate student learning. Most researchers have ignored the opportunity costs of these tests and the fundamental question of whether the exams add value to the assessment process already in place on college campuses (course testing and GPA). A…

Sucrose acceptance and different forms of associative learning of the honey bee (apis mellifera L.) in the field and laboratory.

PubMed

Mujagic, Samir; Sarkander, Jana; Erber, Barbara; Erber, Joachim

2010-01-01

The experiments analyze different forms of learning and 24-h retention in the field and in the laboratory in bees that accept sucrose with either low (/=30% or >/=50%) concentrations. In the field we studied color learning at a food site and at the hive entrance. In the laboratory olfactory conditioning of the proboscis extension response (PER) was examined. In the color learning protocol at a feeder, bees with low sucrose acceptance thresholds (/=50%). Retention after 24 h is significantly different between the two groups of bees and the choice reactions converge. Bees with low and high acceptance thresholds in the field show no differences in the sucrose sensitivity PER tests in the laboratory. Acceptance thresholds in the field are thus a more sensitive behavioral measure than PER responsiveness in the laboratory. Bees with low acceptance thresholds show significantly better acquisition and 24-h retention in olfactory learning in the laboratory compared to bees with high thresholds. In the learning protocol at the hive entrance bees learn without sucrose reward that a color cue signals an open entrance. In this experiment, bees with high sucrose acceptance thresholds showed significantly better learning and reversal learning than bees with low thresholds. These results demonstrate that sucrose acceptance thresholds affect only those forms of learning in which sucrose serves as the reward. The results also show that foraging behavior in the field is a good predictor for learning behavior in the field and in the laboratory.

A Day at the Museum: The Impact of Field Trips on Middle School Science Achievement

ERIC Educational Resources Information Center

Whitesell, Emilyn Ruble

2016-01-01

Field trips are an important feature of the United States' education system, although in the current context of high-stakes tests and school accountability, many schools are shifting resources away from enrichment. It is critical to understand how field trips and other informal learning experiences contribute to student test scores, but little…

Lifelong Learning in Architectural Design Studio: The Learning Contract Approach

ERIC Educational Resources Information Center

Hassanpour, B.; Che-Ani, A. I.; Usman, I. M. S.; Johar, S.; Tawil, N. M.

2015-01-01

Avant-garde educational systems are striving to find lifelong learning methods. Different fields and majors have tested a variety of proposed models and found varying difficulties and strengths. Architecture is one of the most critical areas of education because of its special characteristics, such as learning by doing and complicated evaluation…

Utilizing geogebra in financial mathematics problems: didactic experiment in vocational college

NASA Astrophysics Data System (ADS)

Ghozi, Saiful; Yuniarti, Suci

2017-12-01

GeoGebra application offers users to solve real problems in geometry, statistics, and algebra fields. This studydeterminesthe effect of utilizing Geogebra on students understanding skill in the field of financial mathematics. This didactic experiment study used pre-test-post-test control group design. Population of this study were vocational college students in Banking and Finance Program of Balikpapan State Polytechnic. Two classes in the first semester were chosen using cluster random sampling technique, one class as experiment group and one class as control group. Data were analysed used independent sample t-test. The result of data analysis showed that students understanding skill with learning by utilizing GeoGeobra is better than students understanding skill with conventional learning. This result supported that utilizing GeoGebra in learning can assist the students to enhance their ability and depth understanding on mathematics subject.

Learning for autonomous navigation : extrapolating from underfoot to the far field

NASA Technical Reports Server (NTRS)

Matthies, Larry; Turmon, Michael; Howard, Andrew; Angelova, Anelia; Tang, Benyang; Mjolsness, Eric

2005-01-01

Autonomous off-road navigation of robotic ground vehicles has important applications on Earth and in space exploration. Progress in this domain has been retarded by the limited lookahead range of 3-D sensors and by the difficulty of preprogramming systems to understand the traversability of the wide variety of terrain they can encounter. Enabling robots to learn from experience may alleviate both of these problems. We define two paradigms for this, learning from 3-D geometry and learning from proprioception, and describe initial instantiations of them we have developed under DARPA and NASA programs. Field test results show promise for learning traversability of vegetated terrain, learning to extend the lookahead range of the vision system, and learning how slip varies with slope.

Development and Testing of a Nuclear Quality Assurance/Quality Control Technician Curriculum. Final Report.

ERIC Educational Resources Information Center

Espy, John; And Others

A project was conducted to field test selected first- and second-year courses in a postsecondary nuclear quality assurance/quality control (QA/QC) technician curriculum and to develop the teaching/learning modules for seven technical specialty courses remaining in the QA/QC technician curriculum. The field testing phase of the project involved the…

Intermanual transfer characteristics of dynamic learning: direction, coordinate frame, and consolidation of interlimb generalization

PubMed Central

Thürer, Benjamin; Focke, Anne; Stein, Thorsten

2015-01-01

Intermanual transfer, i.e., generalization of motor learning across hands, is a well-accepted phenomenon of motor learning. Yet, there are open questions regarding the characteristics of this transfer, particularly the intermanual transfer of dynamic learning. In this study, we investigated intermanual transfer in a force field adaptation task concerning the direction and the coordinate frame of transfer as well as the influence of a 24-h consolidation period on the transfer. We tested 48 healthy human subjects for transfer from dominant to nondominant hand, and vice versa. We considered two features of transfer. First, we examined transfer to the untrained hand using force channel trials that suppress error feedback and learning mechanisms to assess intermanual transfer in the form of a practice-dependent bias. Second, we considered transfer by exposing the subjects to the force field with the untrained hand to check for faster learning of the dynamics (interlimb savings). Half of the subjects were tested for transfer immediately after adaptation, whereas the other half were tested after a 24-h consolidation period. Our results showed intermanual transfer both from dominant to nondominant hand and vice versa in extrinsic coordinates. After the consolidation period, transfer effects were weakened. Moreover, the transfer effects were negligible compared with the subjects' ability to rapidly adapt to the force field condition. We conclude that intermanual transfer is a bidirectional phenomenon that vanishes with time. However, the ability to transfer motor learning seems to play a minor role compared with the rapid adaptation processes. PMID:26424581

Learning Disabilities: An Interdisciplinary Perspective.

ERIC Educational Resources Information Center

Zollinger, Ruth H., Ed.; Klein, Nancy K., Ed.

Presented are six papers originally delivered at a colloquium series on the problems of the learning disabled child, with emphasis on a multidisciplinary perspective. In "One Psychologist's Perspective on Learning Disabilities," J. Kessler provides an overview of the field with sections on definition and identification, etiology, testing as a…

Snail Tales

ERIC Educational Resources Information Center

Phelps, Cynthia L.; Willcockson, Irmgard U.; Houtz, Lynne

2004-01-01

A team of teachers, scientists, and high school students at the University of Texas Health Science Center at Houston has developed activities to teach concepts in learning through an inquiry-based laboratory method. The Learning Education and Research Network (LEARN) activities were field tested at the Society for Neuroscience Conference, in the…

The Effect of Environmental Field Trips on Student Learning in Middle School

ERIC Educational Resources Information Center

Legutko, Robert S.

2005-01-01

The effect of an environmental field trip on student learning in one middle school in the mid-Atlantic region of the United States was examined. An experimental one-group pretest-posttest group design was implemented on a sample of 579 students which comprised 12 groups. Although a t-test for dependent samples indicated that less than half of the…

Assessment of Learning in Digital Interactive Social Networks: A Learning Analytics Approach

ERIC Educational Resources Information Center

Wilson, Mark; Gochyyev, Perman; Scalise, Kathleen

2016-01-01

This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the "ICT Literacy--Learning in digital networks" learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable…

Principals' Learning Mechanisms: Exploring an Emerging Construct

ERIC Educational Resources Information Center

Schechter, Chen; Qadach, Mowafaq

2016-01-01

This exploration of principal learning mechanisms (PLM) to support a learning-centered school aimed to develop, field-test, and validate a PLM-measuring instrument. Following exploratory and confirmatory factor analyses of items to examine factorial validity, the developed scale was correlated with other work-related established constructs (e.g.,…

Simon Fraser University's New Interactive Learning System to Teach French as a Second Language.

ERIC Educational Resources Information Center

Kirchner, Glenn

1988-01-01

Provides an overview of the design, production, and preliminary testing of a microcomputer-controlled interactive learning workstation developed at Simon Fraser University to teach French as a Second Language. Criteria and guidelines are discussed; the authoring system is explained; and field testing with grades four through seven is described.…

Biasing for the Best in Language Testing and Learning: An Interview with Merrill Swain

ERIC Educational Resources Information Center

Fox, Janna

2004-01-01

In response to the American Association of Applied Linguistics' presentation of the Distinguished Scholarship and Service Award for extraordinary contributions to the fields of language learning, teaching, and testing in May 2004, Merrill Swain described her own work as "moving in cycles of research, theory and practice." These "spirals" ("cycles…

Muscle co-contraction patterns in robot-mediated force field learning to guide specific muscle group training.

PubMed

Pizzamiglio, Sara; Desowska, Adela; Shojaii, Pegah; Taga, Myriam; Turner, Duncan L

2017-01-01

Muscle co-contraction is a strategy of increasing movement accuracy and stability employed in dealing with force perturbation of movement. It is often seen in neuropathological populations. The direction of movement influences the pattern of co-contraction, but not all movements are easily achievable for populations with motor deficits. Manipulating the direction of the force instead, may be a promising rehabilitation protocol to train movement with use of a co-contraction reduction strategy. Force field learning paradigms provide a well described procedure to evoke and test muscle co-contraction. The aim of this study was to test the muscle co-contraction pattern in a wide range of arm muscles in different force-field directions utilising a robot-mediated force field learning paradigm of motor adaptation. Forty-two participants volunteered to participate in a study utilising robot-mediated force field motor adaptation paradigm with a clockwise or counter-clockwise force field. Kinematics and surface electromyography (EMG) of eight arm muscles were measured. Both muscle activation and co-contraction was earlier and stronger in flexors in the clockwise condition and in extensors in the counter-clockwise condition. Manipulating the force field direction leads to changes in the pattern of muscle co-contraction.

Field Test Advisor Perceptions of Center Operations: An Occasional Paper.

ERIC Educational Resources Information Center

Goldstein, Marjorie T.

A 1974 survey was undertaken to determine the extent to which the Curriculum Research and Development Center in Mental Retardation was responsive to the needs of the Social Learning Curriculum field test advisors (FTA's). Thirty-eight FTA's responded. Among the results was a significant positive change in FTA's perceptions of Center functioning.…

A PLAN FOR FIELD TESTING R/I UNITS.

ERIC Educational Resources Information Center

WARDROP, JAMES L.; AND OTHERS

THIS PAPER DISCUSSES THE FIELD TESTING OF RESEARCH AND INSTRUCTION UNITS IN OPERATION IN A NUMBER OF WISCONSIN SCHOOLS. THE UNIT IS A REORGANIZED SCHOOL STRUCTURE WHICH IS MADE UP OF A LEARNING SPECIALIST LEADER, TEACHERS, PARAPROFESSIONALS, AND STUDENTS. THE MAJOR AIMS OF THIS EDUCATIONAL INNOVATION ARE (1) TO DEVELOP AND MAINTAIN AN…

ORANGES evaluation phase I risk assessment report : phase I of the US DOT sponsored evaluation of the ORANGES electronic payment system field operational test

DOT National Transportation Integrated Search

2004-03-11

This document is the US DOT evaluation Risk Assessment report for Phase I of the ORANGES field operational test. This document consolidates working papers and incorporates an assessment of issues, risks, mitigation strategies and lessons learned look...

Finalize field testing of cold climate heat pump (CCHP) based on tandem vapor injection compressors

DOE Office of Scientific and Technical Information (OSTI.GOV)

Shen, Bo; Baxter, Van D.; Abdelaziz, Omar

2017-03-01

This report describes the system diagram and control algorithm of a prototype air-source cold climate heat pump (CCHP) using tandem vapor injection (VI) compressors. The prototype was installed in Fairbanks, Alaska and underwent field testing starting in 09/2016. The field testing results of the past six months, including compressor run time fractions, measured COPs and heating capacities, etc., are presented as a function of the ambient temperature. Two lessons learned are also reported.

Effects of Instruction-Supported Learning with Worked Examples in Quantitative Method Training

ERIC Educational Resources Information Center

Wagner, Kai; Klein, Martin; Klopp, Eric; Puhl, Thomas; Stark, Robin

2013-01-01

An experimental field study at a German university was conducted in order to test the effectiveness of an integrated learning environment to improve the acquisition of knowledge about empirical research methods. The integrated learning environment was based on the combination of instruction-oriented and problem-oriented design principles and…

Place and Response Learning in the Open-field Tower Maze.

PubMed

Lipatova, Olga; Campolattaro, Matthew M; Toufexis, Donna J; Mabry, Erin A

2015-10-28

This protocol describes how the Open-field Tower Maze (OFTM) paradigm is used to study spatial learning in rodents. This maze is especially useful for examining how rats learn to use a place- or response-learning to successfully navigate in an open-field arena. Additionally, this protocol describes how the OFTM differs from other behavioral maze paradigms that are commonly used to study spatial learning in rodents. The OFTM described in this article was adapted from the one previously described by Cole, Clipperton, and Walt (2007). Specifically, the OFTM was created to test spatial learning in rodents without the experimenter having to consider how "stress" might play a role as a confounding variable. Experiments have shown that stress-alone can significantly affect cognitive function(1). The representative results section contains data from an experiment that used the OFTM to examine the effects of estradiol treatment on place- and response-learning in adult female Sprague Dawley rats(2). Future studies will be designed to examine the role of the hippocampus and striatum in place- and response-learning in the OFTM.

Detection of longitudinal visual field progression in glaucoma using machine learning.

PubMed

Yousefi, Siamak; Kiwaki, Taichi; Zheng, Yuhui; Suigara, Hiroki; Asaoka, Ryo; Murata, Hiroshi; Lemij, Hans; Yamanishi, Kenji

2018-06-16

Global indices of standard automated perimerty are insensitive to localized losses, while point-wise indices are sensitive but highly variable. Region-wise indices sit in between. This study introduces a machine-learning-based index for glaucoma progression detection that outperforms global, region-wise, and point-wise indices. Development and comparison of a prognostic index. Visual fields from 2085 eyes of 1214 subjects were used to identify glaucoma progression patterns using machine learning. Visual fields from 133 eyes of 71 glaucoma patients were collected 10 times over 10 weeks to provide a no-change, test-retest dataset. The parameters of all methods were identified using visual field sequences in the test-retest dataset to meet fixed 95% specificity. An independent dataset of 270 eyes of 136 glaucoma patients and survival analysis were utilized to compare methods. The time to detect progression in 25% of the eyes in the longitudinal dataset using global mean deviation (MD) was 5.2 years (95% confidence interval, 4.1 - 6.5 years); 4.5 years (4.0 - 5.5) using region-wise, 3.9 years (3.5 - 4.6) using point-wise, and 3.5 years (3.1 - 4.0) using machine learning analysis. The time until 25% of eyes showed subsequently confirmed progression after two additional visits were included were 6.6 years (5.6 - 7.4 years), 5.7 years (4.8 - 6.7), 5.6 years (4.7 - 6.5), and 5.1 years (4.5 - 6.0) for global, region-wise, point-wise, and machine learning analyses, respectively. Machine learning analysis detects progressing eyes earlier than other methods consistently, with or without confirmation visits. In particular, machine learning detects more slowly progressing eyes than other methods. Copyright © 2018 Elsevier Inc. All rights reserved.

The impact of curiosity on learning during a school field trip to the zoo

NASA Astrophysics Data System (ADS)

Carlin, Kerry Ann

1999-11-01

This study was designed to examine (a) differences in cognitive learning as a result of a zoo field trip, (b) if the trip to the zoo had an impact on epistemic curiosity, (c) the role epistemic curiosity plays in learning, (d) the effect of gender, race, prior knowledge and prior visitation to the zoo on learning and epistemic curiosity, (e) participants' affect for the zoo animals, and (f) if prior visitation to the zoo contributes to prior knowledge. Ninety-six fourth and fifth grade children completed curiosity, cognitive, and affective written tests before and after a field trip to the Lowery Park Zoo in Tampa, Florida. The data showed that students were very curious about zoo animals. Dependent T-tests indicated no significant difference between pretest and posttest curiosity levels. The trip did not influence participants' curiosity levels. Multiple regression analysis was used to determine the relationship between the dependent variable, curiosity, and the independent variables, gender, race, prior knowledge, and prior visitation. No significant differences were found. Dependent T-tests indicated no significant difference between pretest and posttest cognitive scores. The field trip to the zoo did not cause an increase in participants' knowledge. However, participants did learn on the trip. After the field trip, participants identified more animals displayed by the zoo than they did before. Also, more animals were identified by species and genus names after the trip than before. These differences were significant (alpha = .05). Multiple regression analysis was used to determine the relationship between the dependent variable, posttest cognitive performance, and the independent variables, curiosity, gender, race, prior knowledge, and prior visitation. A significant difference was found for prior knowledge (alpha = .05). No significant differences were found for the other independent variables. Chi-square tests of significance indicated significant differences (alpha = .05) in preferences for types of animals and preference for animals by gender. Significant differences (alpha = .05) were also found between the reasons why animals were preferred. Differences occurred between animals that were liked and disliked, between genders, and between the pretest and the posttest.

Games for Engaged Learning of Middle School Children with Special Learning Needs

ERIC Educational Resources Information Center

Ke, Fengfeng; Abras, Tatiana

2013-01-01

In this paper, we describe an in situ study that examined the diverse design features and effects of three pre-algebra games for middle school children who have either challenges with learning or different language backgrounds. Data were collected through in-field observation, artifact analysis, school performance report and knowledge test during…

Wounded by School: Recapturing the Joy in Learning and Standing up to Old School Culture

ERIC Educational Resources Information Center

Olson, Kirsten

2009-01-01

While reformers and policymakers focus on achievement gaps, testing, and accountability, millions of students mentally and emotionally disengage from learning and many gifted teachers leave the field. Ironically, today's schooling is damaging the single most essential component to education--the joy of learning. How do we recognize the "wounds"…

Using the Major Field Test for a Bachelor's Degree in Business as a Learning Outcomes Assessment: Evidence from a Review of 20 Years of Institution-Based Research

ERIC Educational Resources Information Center

Ling, Guangming; Bochenek, Jennifer; Burkander, Kri

2015-01-01

By applying multilevel models with random effects, the authors reviewed and synthesized findings from 30 studies that were published in the last 20 years exploring the relationship between the Educational Testing Service Major Field Test for a Bachelor's Degree in Business (MFTB) and related factors. The results suggest that MFTB scores correlated…

Identifying Special Educational Needs: Putting a New Framework for Graded Learning Support to the Test

ERIC Educational Resources Information Center

Lebeer, J.; Struyf, E.; De Maeyer, S.; Wilssens, M.; Timbremont, B.; Denys, A.; Vandeveire, H.

2010-01-01

This paper reports a field test of a new system of Graded Learning Support Classification Matrix to determine special educational needs (SEN) in a more systemic way, proposed by the Belgian Ministry of Education (Flanders Region), to put a barrier to the trend of referrals to special education schools. It is not directly determined by a child's…

The Implementation of Cooperative Learning Model "Number Heads Together" ("NHT") in Improving the Students' Ability in Reading Comprehension

ERIC Educational Resources Information Center

Maman, Mayong; Rajab, Andi Aryani

2016-01-01

The study aimed at describing the implementation of cooperative learning model of (NHT) at student of SMPN 2 Maros. The method used was a classroom action research in two cycles. Data were collected using the test for the quantitative and non-test for the qualitative by employing observation, field note, student's workbook, student's reflection…

Assessing Understanding of the Learning Cycle: The ULC

NASA Astrophysics Data System (ADS)

Marek, Edmund A.; Maier, Steven J.; McCann, Florence

2008-08-01

An 18-item, multiple choice, 2-tiered instrument designed to measure understanding of the learning cycle (ULC) was developed and field-tested from the learning cycle test (LCT) of Odom and Settlage ( Journal of Science Teacher Education, 7, 123 142, 1996). All question sets of the LCT were modified to some degree and 5 new sets were added, resulting in the ULC. The ULC measures (a) understandings and misunderstandings of the learning cycle, (b) the learning cycle’s association with Piaget’s ( Biology and knowledge theory: An essay on the relations between organic regulations and cognitive processes, 1975) theory of mental functioning, and (c) applications of the learning cycle. The resulting ULC instrument was evaluated for internal consistency with Cronbach’s alpha, yielding a coefficient of .791.

Teaching a New Generation of Students: Developing an Interdisciplinary Watershed Field Course

NASA Astrophysics Data System (ADS)

Pearce, A. R.; Bierman, P. R.; Druschel, G. K.; Massey, C. A.; Rizzo, D. M.; Watzin, M. C.; Wemple, B. C.

2007-12-01

As the scientific world becomes more interconnected, careers in geosciences regularly require cooperation, communication, and comprehension across disciplines. In response, faculty at the University of Vermont (UVM) have developed and are modifying an interdisciplinary watershed field course to provide both a valuable learning experience in watershed science for students and a tested prototype for collaboration and cooperation between faculty, departments, and administrators. The field course introduces concepts of watershed science, an inherently interdisciplinary field of study for which there is often no specific academic department (www.uvm.edu/watercamp). The field exercises begin in Lake Champlain, New England's&plargest inland water body. To maximize relevance, the focus is on threats and current problems associated with large water bodies. The students then move to the mountainous headwaters of a major drainage into Lake Champlain and follow it back down into Lake Champlain. The 3.5-week, 4-credit course consists of exercises created by faculty from different academic departments representing three different schools within the university including: civil and environmental engineering, geography, geology, and natural resources. A pair of faculty members from different departments lead each day's activities ensuring that students are exposed to a range of faculty interaction, connections, and cooperation between specialties. The general design of the course is modular; content and faculty can be changed as desired from year to year to take advantage of current field research projects, visiting or absent faculty, or unusual and unique field opportunities. Surveys collected from students taking the first offering show learning over a broad range of disciplines and positive attitudes about the teaching and learning styles associated with field courses. Knowledge surveys completed by the students before and after the class showed an overall increase in self assessed knowledge of the course concepts, with a positive mean survey increase of one on a three point scale (n=8). Before and after class attitude surveys showed significant increases in the students perceived benefit of writing lab reports, working in groups and using computer based materials (Wilcoxon Signed Rank Test n=7: p>t = 0.063; Wilcoxon Signed Rank Test n=7: p>t=0.063; and Paired t-test n=7: p>t = 0.0391, respectively). There was also a significant decrease in the perceived usefulness of lectures (Wilcoxon Signed Rank Test n=8: p

Lessons Learned from the Wide Field Camera 3 TV1 Test Campaign and Correlation Effort

NASA Technical Reports Server (NTRS)

Peabody, Hume; Stavley, Richard; Bast, William

2007-01-01

In January 2004, shortly after the Columbia accident, future servicing missions to the Hubble Space Telescope (HST) were cancelled. In response to this, further work on the Wide Field Camera 3 instrument was ceased. Given the maturity level of the design, a characterization thermal test (TV1) was completed in case the mission was re-instated or an alternate mission found on which to fly the instrument. This thermal test yielded some valuable lessons learned with respect to testing configurations and modeling/correlation practices, including: 1. Ensure that the thermal design can be tested 2. Ensure that the model has sufficient detail for accurate predictions 3. Ensure that the power associated with all active control devices is predicted 4. Avoid unit changes for existing models. This paper documents the difficulties presented when these recommendations were not followed.

Using Software Testing Techniques for Efficient Handling of Programming Exercises in an e-Learning Platform

ERIC Educational Resources Information Center

Schwieren, Joachim; Vossen, Gottfried; Westerkamp, Peter

2006-01-01

e-Learning has become a major field of interest in recent years, and multiple approaches and solutions have been developed. A typical form of e-learning application comprises exercise submission and assessment systems that allow students to work on assignments whenever and where they want (i.e., dislocated, asynchronous work). In basic computer…

Leveling the Field on Math and Science Tests for Students with Learning Disabilities. R&D Connections. Number 12

ERIC Educational Resources Information Center

Stone, Elizabeth; Cook, Linda

2009-01-01

Research studies have shown that a smaller percentage of students with learning disabilities participate in state assessments than do their peers without learning disabilities. Furthermore, there is almost always a performance gap between these groups of students on these assessments. It is important to evaluate whether a performance gap on a…

Assessing the Relationship Between Questioning and Understanding to Improve Learning and Thinking (QUILT) and Student Achievement in Mathematics: A Pilot Study

ERIC Educational Resources Information Center

Craig, Jim; Cairo, III, Leslie

2005-01-01

Good questions, effectively delivered are a key feature of learning and teaching. QUILT is a research-based, field-tested professional development program designed to assist teachers in developing and implementing effective questioning skills to facilitate student learning. The QUILT framework presents classroom questioning as a five-stage…

As Compared to What? Characteristics of the AACSB Institutions That Utilize the Major Field Test in Business

ERIC Educational Resources Information Center

Bielinska-Kwapisz, Agnieszka; Brown, F. William

2014-01-01

The publishers of the Major Field Test in Business (MFT-B), an assessment of learning instrument, provide a list of institutions utilizing the instrument and a table that allows for comparison of local MFT-B mean scores to those of other institutions. The absence of information regarding the comparison group's characteristics limits the validity…

Linking Course-Embedded Assessment Measures and Performance on the Educational Testing Service Major Field Test in Business

ERIC Educational Resources Information Center

Barboza, Gustavo A.; Pesek, James

2012-01-01

Assessment of the business curriculum and its learning goals and objectives has become a major field of interest for business schools. The exploratory results of the authors' model using a sample of 173 students show robust support for the hypothesis that high marks in course-embedded assessment on business-specific analytical skills positively…

The Effects of Using Animations on Sixth Grade Students' Academic Success in Turkish Grammar Learning

ERIC Educational Resources Information Center

Gün, Mesut

2016-01-01

The purpose of this empirical study is to determine how and to what extent the use of animations impacts auditory acquisition, one of the key learning fields in 6th grade grammar, as measured by students' academic success and completion rates. By using a pre-test and post-test design, this empirical study randomly divided a group of Turkish 6th…

Hemispheric asymmetries of a motor memory in a recognition test after learning a movement sequence.

PubMed

Leinen, Peter; Panzer, Stefan; Shea, Charles H

2016-11-01

Two experiments utilizing a spatial-temporal movement sequence were designed to determine if the memory of the sequence is lateralized in the left or right hemisphere. In Experiment 1, dominant right-handers were randomly assigned to one of two acquisition groups: a left-hand starter and a right-hand starter group. After an acquisition phase, reaction time (RT) was measured in a recognition test by providing the learned sequential pattern in the left or right visual half-field for 150ms. In a retention test and two transfer tests the dominant coordinate system for sequence production was evaluated. In Experiment 2 dominant left-handers and dominant right-handers had to acquire the sequence with their dominant limb. The results of Experiment 1 indicated that RT was significantly shorter when the acquired sequence was provided in the right visual field during the recognition test. The same results occurred in Experiment 2 for dominant right-handers and left-handers. These results indicated a right visual field left hemisphere advantage in the recognition test for the practiced stimulus for dominant left and right-handers, when the task was practiced with the dominant limb. Copyright © 2016 Elsevier B.V. All rights reserved.

Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts.

PubMed

Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Sheldon, Kennon M; Deci, Edward L

2004-08-01

Three field experiments with high school and college students tested the self-determination theory hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students' learning, performance, and persistence. The learning of text material or physical exercises was framed in terms of intrinsic (community, personal growth, health) versus extrinsic (money, image) goals, which were presented in an autonomy-supportive versus controlling manner. Analyses of variance confirmed that both experimentally manipulated variables yielded main effects on depth of processing, test performance, and persistence (all ps <.001), and an interaction resulted in synergistically high deep processing and test performance (but not persistence) when both intrinsic goals and autonomy support were present. Effects were significantly mediated by autonomous motivation.

The Effectiveness of a Virtual Field Trip (VFT) Module in Learning Biology

ERIC Educational Resources Information Center

Haris, Norbaizura; Osman, Kamisah

2015-01-01

Virtual Field Trip is a computer aided module of science developed to study the Colonisation and Succession in Mangrove Swamps, as an alternative to the real field trip in Form for Biology. This study is to identify the effectiveness of the Virtual Field Trip (VFT) module towards the level of achievement in the formative test for this topic. This…

Field testing of two prototype air-source integrated heat pumps for net zero energy home (nZEH) application

DOE PAGES

Baxter, Van D.; Munk, Jeffrey D.

2017-11-08

By integrating multiple functions into a single system it offers potential efficiency and cost reduction benefits. Oak Ridge National Laboratory (ORNL) and its partners have designed, developed, and tested two air-source heat pump designs that not only provide space heating and cooling, but also water heating, dehumidification, and ventilation functions. Some details on the design, simulated performance, prototype field test, measured performance, and lessons learned are provided.

Field testing of two prototype air-source integrated heat pumps for net zero energy home (nZEH) application

DOE Office of Scientific and Technical Information (OSTI.GOV)

Baxter, Van D.; Munk, Jeffrey D.

By integrating multiple functions into a single system it offers potential efficiency and cost reduction benefits. Oak Ridge National Laboratory (ORNL) and its partners have designed, developed, and tested two air-source heat pump designs that not only provide space heating and cooling, but also water heating, dehumidification, and ventilation functions. Some details on the design, simulated performance, prototype field test, measured performance, and lessons learned are provided.

Design and Evaluation of a Digital Module with Guided Peer Feedback for Student Learning Biotechnology and Molecular Life Sciences, Attitudinal Change, and Satisfaction

ERIC Educational Resources Information Center

Noroozi, Omid; Mulder, Martin

2017-01-01

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design…

Validation of learning style measures: implications for medical education practice.

PubMed

Chapman, Dane M; Calhoun, Judith G

2006-06-01

It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum.

Survey of Classroom Use of Representations: Development, Field Test and Multilevel Analysis

ERIC Educational Resources Information Center

Nitz, Sandra; Prechtl, Helmut; Nerdel, Claudia

2014-01-01

Because of the multimodal nature of learning, doing and reporting science, it is important that students learn how to interpret, construct, relate and translate scientific representations or, in other words, to develop representational competence. Explicit instruction about multimodal representations is needed to foster students'…

Ship localization in Santa Barbara Channel using machine learning classifiers.

PubMed

Niu, Haiqiang; Ozanich, Emma; Gerstoft, Peter

2017-11-01

Machine learning classifiers are shown to outperform conventional matched field processing for a deep water (600 m depth) ocean acoustic-based ship range estimation problem in the Santa Barbara Channel Experiment when limited environmental information is known. Recordings of three different ships of opportunity on a vertical array were used as training and test data for the feed-forward neural network and support vector machine classifiers, demonstrating the feasibility of machine learning methods to locate unseen sources. The classifiers perform well up to 10 km range whereas the conventional matched field processing fails at about 4 km range without accurate environmental information.

Cognitive aspects of congenital learned helplessness and its reversal by the monoamine oxidase (MAO)-B inhibitor deprenyl

DOE Office of Scientific and Technical Information (OSTI.GOV)

Schulz, D.; Schulz, D.; Mirrione, M.

2009-11-29

Cognitive processes are assumed to change with learned helplessness, an animal model of depression, but little is known about such deficits. Here we investigated the role of cognitive and related functions in selectively bred helpless (cLH, n = 10), non-helpless (cNLH, n = 12) and wild type (WT, n = 8) Sprague Dawley rats. The animals were exposed to an open field for 10 min on each of two test days. On the third day, an object exploration paradigm was carried out. The animals were later tested for helplessness. Both cLH and cNLH rats were more active than WTs onmore » the first day in the open field. Over trials, cNLH and WT rats lowered their activity less than cLH rats. This resistance-to-habituation co-varied with a resistance to develop helplessness. In cLH rats, higher 'anxiety' or less time spent in the center of the open field co-varied with severe helplessness. In WTs, a greater reactivity to novel objects and to a spatially relocated object predicted lower levels of helplessness. In cLH rats (n = 4-5 per group), chronic treatment with a high dose of the monoamineoxidase (MAO)-Binhibitordeprenyl (10 mg/kg; i.p.), an anti-Parkinson, nootropic and antidepressant drug, attenuated helplessness. Remarkably, helplessness reversal required the experience of repeated test trials, reminiscent of a learning process. Chronic deprenyl (10 mg/kg; i.p.) did not alter locomotion/exploration or 'anxiety' in the open field. In conclusion, helplessness may be related to altered mechanisms of reinforcement learning and working memory, and to abnormalities in MAO-A and/or MAO-B functioning.« less

Cognitive aspects of congenital learned helplessness and its reversal by the monoamine oxidase (MAO)-B inhibitor deprenyl.

PubMed

Schulz, Daniela; Mirrione, Martine M; Henn, Fritz A

2010-02-01

Cognitive processes are assumed to change with learned helplessness, an animal model of depression, but little is known about such deficits. Here we investigated the role of cognitive and related functions in selectively bred helpless (cLH, n=10), non-helpless (cNLH, n=12) and wild type (WT, n=8) Sprague Dawley rats. The animals were exposed to an open field for 10min on each of two test days. On the third day, an object exploration paradigm was carried out. The animals were later tested for helplessness. Both cLH and cNLH rats were more active than WTs on the first day in the open field. Over trials, cNLH and WT rats lowered their activity less than cLH rats. This resistance-to-habituation co-varied with a resistance to develop helplessness. In cLH rats, higher 'anxiety' or less time spent in the center of the open field co-varied with severe helplessness. In WTs, a greater reactivity to novel objects and to a spatially relocated object predicted lower levels of helplessness. In cLH rats (n=4-5 per group), chronic treatment with a high dose of the monoamine oxidase (MAO)-B inhibitor deprenyl (10mg/kg; i.p.), an anti-Parkinson, nootropic and antidepressant drug, attenuated helplessness. Remarkably, helplessness reversal required the experience of repeated test trials, reminiscent of a learning process. Chronic deprenyl (10mg/kg; i.p.) did not alter locomotion/exploration or 'anxiety' in the open field. In conclusion, helplessness may be related to altered mechanisms of reinforcement learning and working memory, and to abnormalities in MAO-A and/or MAO-B functioning. Copyright 2009 Elsevier Inc. All rights reserved.

Different Roles for Honey Bee Mushroom Bodies and Central Complex in Visual Learning of Colored Lights in an Aversive Conditioning Assay

PubMed Central

Plath, Jenny A.; Entler, Brian V.; Kirkerud, Nicholas H.; Schlegel, Ulrike; Galizia, C. Giovanni; Barron, Andrew B.

2017-01-01

The honey bee is an excellent visual learner, but we know little about how and why it performs so well, or how visual information is learned by the bee brain. Here we examined the different roles of two key integrative regions of the brain in visual learning: the mushroom bodies and the central complex. We tested bees' learning performance in a new assay of color learning that used electric shock as punishment. In this assay a light field was paired with electric shock. The other half of the conditioning chamber was illuminated with light of a different wavelength and not paired with shocks. The unrestrained bee could run away from the light stimulus and thereby associate one wavelength with punishment, and the other with safety. We compared learning performance of bees in which either the central complex or mushroom bodies had been transiently inactivated by microinjection of the reversible anesthetic procaine. Control bees learned to escape the shock-paired light field and to spend more time in the safe light field after a few trials. When ventral lobe neurons of the mushroom bodies were silenced, bees were no longer able to associate one light field with shock. By contrast, silencing of one collar region of the mushroom body calyx did not alter behavior in the learning assay in comparison to control treatment. Bees with silenced central complex neurons did not leave the shock-paired light field in the middle trials of training, even after a few seconds of being shocked. We discussed how mushroom bodies and the central complex both contribute to aversive visual learning with an operant component. PMID:28611605

"Family Guides" to Timely Topics in Space Science

NASA Astrophysics Data System (ADS)

Morrow, C.; McLain, B.; Wilkerson, A.; Garvin-Doxas, K.; Dyches, P.

We have undertaken the development, field testing, and dissemination of a new series of ``Family Guides'' on timely topics of notable interest in space science and astronomy. Each Guide includes an innovative collection of puzzles, pictures, poetry, and projects, all designed to stimulate enjoyable co-learning, inquiry-based experiences between kids aged 6-12 and the caring adults in their lives. The Guides are primarily intended for use in informal educational settings, including at home, with after-school programs, in youth groups, and in programs for children, school-groups, or families that are conducted in museums, planetariums, and nature centers. We are learning that classroom teachers also express interest in the Guide's activities as a means to engage students attention toward more formal lessons. The Guides endeavor to be accessible to those who are not familiar with astronomy. They provide background on questions commonly asked by children. The interactive activities challenge common misconceptions. The Guides' also coach adults how to lead inquiry with kids instead of telling or prescribing answers. The Guides' resource sections provide leads to more information and additional products related to family learning. We released the field test version of the Family Guide to the Sun in late summer 2003. In January 2004 we released the field test version of the Family Guide to Mars in time for use with educational programs associated with the Mars Exploration Rover landings. We are in the planning stages for a Family Guide to Saturn and for a Family Guide to the Search for Life Elsewhere. These later Guides will build on the base of understanding we construct from the field testing of the earlier Guides. This paper will provide details of the Guides' contents as well as results from field testing in various educational settings. We are proposing for funds to translate the Family Guide to Mars and the Family Guide the Sun into both French and Spanish.

Using rock art as an alternative science pedagogy

NASA Astrophysics Data System (ADS)

Allen, Casey D.

College-level and seventh-grade science students were studied to understand the power of a field index, the Rock Art Stability Index (RASI), for student learning about complex biophysical environmental processes. In order to determine if the studied population was representative, 584 college and seventh-grade students undertook a concept mapping exercise after they had learned basic weathering science via in-class lecture. Of this large group, a subset of 322 college students and 13 seventh-grade students also learned RASI through a field experience involving the analysis of rock weathering associated with petroglyphs. After learning weathering through RASI, students completed another concept map. This was a college population where roughly 46% had never taken a "lab science" course and nearly 22% were from minority (non-white) populations. Analysis of student learning through the lens of actor-network theory revealed that when landscape is viewed as process (i.e. many practices), science education embodies both an alternative science philosophy and an alternative materialistic worldview. When RASI components were analyzed after only lecture, student understanding of weathering displayed little connection between weathering form and weathering process. After using RASI in the field however, nearly all students made illustrative concept maps rich in connections between weathering form and weathering process for all subcomponents of RASI. When taken as an aggregate, and measured by an average concept map score, learning increased by almost 14%, Among college minority students, the average score increase approached 23%. Among female students, the average score increase was 16%. For seventh-grade students, scores increased by nearly 36%. After testing for normalcy with Kolmogorov-Smirnov, t-tests reveal that all of these increases were highly statistically significant at p<0.001. The growth in learning weathering science by minority students, as compared to non-minority students, was also statistically significant at p<0.01. These findings reveal the power of field work through RASI to strengthen cognitive linkages between complex biophysical processes and the corresponding rock weathering forms.

Science Operations Development for Field Analogs: Lessons Learned from the 2010 Desert RATS Test

NASA Technical Reports Server (NTRS)

Eppler, D. B.; Ming, D. W.

2011-01-01

Desert Research and Technology Studies (Desert RATS) is a multi-year series of hardware and operations tests carried out annually in the high desert of Arizona on the San Francisco Volcanic Field. Conducted since 1997, these activities are designed to exercise planetary surface hardware and operations in conditions where long-distance, multi-day roving is achievable. Such activities not only test vehicle subsystems through extended rough-terrain driving, they also stress communications and operations systems and allow testing of science operations approaches to advance human and robotic surface capabilities.

Effectiveness of Adaptive Contextual Learning Model of Integrated Science by Integrating Digital Age Literacy on Grade VIII Students

NASA Astrophysics Data System (ADS)

Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.

2018-04-01

Educational graduates should have good competencies to compete in the 21st century. Integrated learning is a good way to develop competence of students in this century. Besides that, literacy skills are very important for students to get success in their learning and daily life. For this reason, integrated science learning and literacy skills are important in 2013 curriculum. However, integrated science learning and integration of literacy in learning can’t be implemented well. Solution of this problem is to develop adaptive contextual learning model by integrating digital age literacy. The purpose of the research is to determine the effectiveness of adaptive contextual learning model to improve competence of grade VIII students in junior high school. This research is a part of the research and development or R&D. Research design which used in limited field testing was before and after treatment. The research instruments consist of three parts namely test sheet of learning outcome for assessing knowledge competence, observation sheet for assessing attitudes, and performance sheet for assessing skills of students. Data of student’s competence were analyzed by three kinds of analysis, namely descriptive statistics, normality test and homogeneity test, and paired comparison test. From the data analysis result, it can be stated that the implementation of adaptive contextual learning model of integrated science by integrating digital age literacy is effective to improve the knowledge, attitude, and literacy skills competences of grade VIII students in junior high school at 95% confidence level.

Aniracetam does not alter cognitive and affective behavior in adult C57BL/6J mice.

PubMed

Elston, Thomas W; Pandian, Ashvini; Smith, Gregory D; Holley, Andrew J; Gao, Nanjing; Lugo, Joaquin N

2014-01-01

There is a growing community of individuals who self-administer the nootropic aniracetam for its purported cognitive enhancing effects. Aniracetam is believed to be therapeutically useful for enhancing cognition, alleviating anxiety, and treating various neurodegenerative conditions. Physiologically, aniracetam enhances both glutamatergic neurotransmission and long-term potentiation. Previous studies of aniracetam have demonstrated the cognition-restoring effects of acute administration in different models of disease. No previous studies have explored the effects of aniracetam in healthy subjects. We investigated whether daily 50 mg/kg oral administration improves cognitive performance in naïve C57BL/6J mice in a variety of aspects of cognitive behavior. We measured spatial learning in the Morris water maze test; associative learning in the fear conditioning test; motor learning in the accelerating rotarod test; and odor discrimination. We also measured locomotion in the open field test, anxiety through the elevated plus maze test and by measuring time in the center of the open field test. We measured repetitive behavior through the marble burying test. We detected no significant differences between the naive, placebo, and experimental groups across all measures. Despite several studies demonstrating efficacy in impaired subjects, our findings suggest that aniracetam does not alter behavior in normal healthy mice. This study is timely in light of the growing community of healthy humans self-administering nootropic drugs.

Aniracetam Does Not Alter Cognitive and Affective Behavior in Adult C57BL/6J Mice

PubMed Central

Elston, Thomas W.; Pandian, Ashvini; Smith, Gregory D.; Holley, Andrew J.; Gao, Nanjing; Lugo, Joaquin N.

2014-01-01

There is a growing community of individuals who self-administer the nootropic aniracetam for its purported cognitive enhancing effects. Aniracetam is believed to be therapeutically useful for enhancing cognition, alleviating anxiety, and treating various neurodegenerative conditions. Physiologically, aniracetam enhances both glutamatergic neurotransmission and long-term potentiation. Previous studies of aniracetam have demonstrated the cognition-restoring effects of acute administration in different models of disease. No previous studies have explored the effects of aniracetam in healthy subjects. We investigated whether daily 50 mg/kg oral administration improves cognitive performance in naïve C57BL/6J mice in a variety of aspects of cognitive behavior. We measured spatial learning in the Morris water maze test; associative learning in the fear conditioning test; motor learning in the accelerating rotarod test; and odor discrimination. We also measured locomotion in the open field test, anxiety through the elevated plus maze test and by measuring time in the center of the open field test. We measured repetitive behavior through the marble burying test. We detected no significant differences between the naive, placebo, and experimental groups across all measures. Despite several studies demonstrating efficacy in impaired subjects, our findings suggest that aniracetam does not alter behavior in normal healthy mice. This study is timely in light of the growing community of healthy humans self-administering nootropic drugs. PMID:25099639

Workshop on Fielded Applications of Machine Learning Held in Amherst, Massachusetts on 30 June-1 July 1993. Abstracts.

DTIC Science & Technology

1993-01-01

engineering has led to many AI systems that are now regularly used in industry and elsewhere. The ultimate test of machine learning , the subfield of Al that...applications of machine learning suggest the time was ripe for a meeting on this topic. For this reason, Pat Langley (Siemens Corporate Research) and Yves...Kodratoff (Universite de Paris, Sud) organized an invited workshop on applications of machine learning . The goal of the gathering was to familiarize

Web-Based Evaluation System to Measure Learning Effectiveness in Kampo Medicine

PubMed Central

Usuku, Koichiro; Segawa, Makoto; Wang, Yue; Ogashiwa, Kahori; Fujita, Yusuke; Ogihara, Hiroyuki; Tazuma, Susumu

2016-01-01

Measuring the learning effectiveness of Kampo Medicine (KM) education is challenging. The aim of this study was to develop a web-based test to measure the learning effectiveness of KM education among medical students (MSs). We used an open-source Moodle platform to test 30 multiple-choice questions classified into 8-type fields (eight basic concepts of KM) including “qi-blood-fluid” and “five-element” theories, on 117 fourth-year MSs. The mean (±standard deviation [SD]) score on the web-based test was 30.2 ± 11.9 (/100). The correct answer rate ranged from 17% to 36%. A pattern-based portfolio enabled these rates to be individualized in terms of KM proficiency. MSs with scores higher (n = 19) or lower (n = 14) than mean ± 1SD were defined as high or low achievers, respectively. Cluster analysis using the correct answer rates for the 8-type field questions revealed clear divisions between high and low achievers. Interestingly, each high achiever had a different proficiency pattern. In contrast, three major clusters were evident among low achievers, all of whom responded with a low percentage of or no correct answers. In addition, a combination of three questions accurately classified high and low achievers. These findings suggest that our web-based test allows individual quantitative assessment of the learning effectiveness of KM education among MSs. PMID:27738440

Web-Based Evaluation System to Measure Learning Effectiveness in Kampo Medicine.

PubMed

Iizuka, Norio; Usuku, Koichiro; Nakae, Hajime; Segawa, Makoto; Wang, Yue; Ogashiwa, Kahori; Fujita, Yusuke; Ogihara, Hiroyuki; Tazuma, Susumu; Hamamoto, Yoshihiko

2016-01-01

Measuring the learning effectiveness of Kampo Medicine (KM) education is challenging. The aim of this study was to develop a web-based test to measure the learning effectiveness of KM education among medical students (MSs). We used an open-source Moodle platform to test 30 multiple-choice questions classified into 8-type fields (eight basic concepts of KM) including "qi-blood-fluid" and "five-element" theories, on 117 fourth-year MSs. The mean (±standard deviation [SD]) score on the web-based test was 30.2 ± 11.9 (/100). The correct answer rate ranged from 17% to 36%. A pattern-based portfolio enabled these rates to be individualized in terms of KM proficiency. MSs with scores higher ( n = 19) or lower ( n = 14) than mean ± 1SD were defined as high or low achievers, respectively. Cluster analysis using the correct answer rates for the 8-type field questions revealed clear divisions between high and low achievers. Interestingly, each high achiever had a different proficiency pattern. In contrast, three major clusters were evident among low achievers, all of whom responded with a low percentage of or no correct answers. In addition, a combination of three questions accurately classified high and low achievers. These findings suggest that our web-based test allows individual quantitative assessment of the learning effectiveness of KM education among MSs.

Modeling Student Choice of STEM Fields of Study: Testing a Conceptual Framework of Motivation, High School Learning, and Postsecondary Context of Support. WISCAPE Working Paper

ERIC Educational Resources Information Center

Wang, Xueli

2012-01-01

This study draws upon social cognitive career theory and higher education literature to propose and test a conceptual framework for understanding the selection of postsecondary STEM fields of study by recent high school graduates who attend four-year institutions. Results suggest that high school math achievement, exposure to math and science…

Robotic Follow-Up for Human Exploration

NASA Technical Reports Server (NTRS)

Fong, Terrence; Bualat, Maria; Deans, Matthew C.; Adams, Byron; Allan, Mark; Altobelli, Martha; Bouyssounouse, Xavier; Cohen, Tamar; Flueckiger, Lorenzo; Garber, Joshua;

Development of interactive hypermedia software for high school biology: A research and development study

NASA Astrophysics Data System (ADS)

Alturki, Uthman T.

The goal of this research was to research, design, and develop a hypertext program for students who study biology. The Ecology Hypertext Program was developed using Research and Development (R&D) methodology. The purpose of this study was to place the final "product", a CD-ROM for learning biology concepts, in the hands of teachers and students to help them in learning and teaching process. The product was created through a cycle of literature review, needs assessment, development, and a cycle of field tests and revisions. I applied the ten steps of R&D process suggested by Borg and Gall (1989) which, consisted of: (1) Literature review, (2) Needs assessment, (3) Planning, (4) Develop preliminary product, (5) Preliminary field-testing, (6) Preliminary revision, (7) Main field-testing, (8) Main revision, (9) Final field-testing, and (10) Final product revision. The literature review and needs assessment provided a support and foundation for designing the preliminary product---the Ecology Hypertext Program. Participants in the needs assessment joined a focus group discussion. They were a group of graduate students in education who suggested the importance for designing this product. For the preliminary field test, the participants were a group of high school students studying biology. They were the potential user of the product. They reviewed the preliminary product and then filled out a questionnaire. Their feedback and suggestions were used to develop and improve the product in a step called preliminary revision. The second round of field tasting was the main field test in which the participants joined a focus group discussion. They were the same group who participated in needs assessment task. They reviewed the revised product and then provided ideas and suggestions to improve the product. Their feedback were categorized and implemented to develop the product as in the main revision task. Finally, a group of science teachers participated in this study by reviewing the product and then filling out the questionnaire. Their suggestions were used to conduct the final step in R&D methodology, the final product revision. The primary result of this study was the Ecology Hypertext Program. It considered a small attempt to give students an opportunity to learn through an interactive hypertext program. In addition, using the R&D methodology was an ideal procedure for designing and developing new educational products and material.

LaboREM--A Remote Laboratory for Game-Like Training in Electronics

ERIC Educational Resources Information Center

Luthon, Franck; Larroque, Benoît

2015-01-01

The advances in communication networks and web technologies, in conjunction with the improved connectivity of test and measurement devices make it possible to implement e-learning applications that encompass the whole learning process. In the field of electrical engineering, automation or mechatronics, it means not only lectures, tutorials, demos…

Learning Languages in 3D Worlds with Machinima

ERIC Educational Resources Information Center

Schneider, Christel

2016-01-01

This paper, based on the findings of the EU funded CAMELOT project (2013-2015), explores the added value of Machinima (videos produced in 3D virtual environments) in language learning. The project research evaluated all stages, from developing to field testing Machinima. To achieve the best outcome, mixed methods were used for the research,…

Learn to Earn: Sixth Grade.

ERIC Educational Resources Information Center

Smith, Vella Rose B.

The sixth grade learn-to-earn field tested unit was designed to develop career awareness and employability skills. The purpose is to help the learner understand the tasks performed in the home setting as related to the interest, aptitude, and training of the individuals performing these tasks. The lesson topics are: ways to earn money; personal…

The Seeds to Success Modified Field Test: Findings from the Impact and Implementation Studies

ERIC Educational Resources Information Center

Boller, Kimberly; Del Grosso, Patricia; Blair, Randall; Jolly, Yumiko; Fortson, Ken; Paulsell, Diane; Lundquist, Eric; Hallgren, Kristin; Kovac, Martha

2010-01-01

In 2006, the Bill & Melinda Gates Foundation launched the Early Learning Initiative (ELI) to improve the school readiness of Washington State's children through three main strategies: (1) development of high-quality, community-wide early learning initiatives in two communities; (2) enhancement of statewide systems that support early…

Design Criteria for Learning and Teaching Genetics

ERIC Educational Resources Information Center

Knippels, Marie-Christine P. J.; Waarlo, Arend Jan; Boersma, Kerst Th.

2005-01-01

While learning and teaching difficulties in genetics have been abundantly explored and described, there has been less focus on the development and field-testing of strategies to address them. To inform the design of such a strategy a review study, focus group interviews with teachers, a case study of a traditional series of genetics lessons,…

Navigation Maps in a Computer-Networked Hypertext Learning System.

ERIC Educational Resources Information Center

Chou, Chien; Lin, Hua

A study of first-year college students (n=121) in Taiwan investigated the effects of navigation maps and learner cognitive styles on performance in searches for information, estimation of course scope, and the development of cognitive maps within a hypertext learning course. Students were tested to determine level of perceptual field dependence…

The Ecology of Cooperative Learning in Elementary Physical Education Classes

ERIC Educational Resources Information Center

Dyson, Ben P.; Linehan, Nicole Rhodes; Hastie, Peter A.

2010-01-01

The purpose of this study was to describe and interpret the instructional ecology of Cooperative Learning in elementary physical education classes. Data collection included a modified version of the task structure system (Siedentop, 1994), interviews, field notes, and a teacher's journal. T-tests of the quantitative data revealed that instruction…

Supplement for Curriculum Guide for Science: Vietnamese-Speaking Students, Kindergarten-Upper Two. Field Test.

ERIC Educational Resources Information Center

Chicago Board of Education, IL.

This supplement to the Chicago public schools' science curriculum guide is for use with Vietnamese-speaking students and is designed to help students make the transition to science learning in English. English-Vietnamese vocabulary lists, independent learning activities (in Vietnamese), and teaching aids (cultural activities such as songs,…

Action Planning and Recording Achievement.

ERIC Educational Resources Information Center

Green, Muriel

This document examines strategies and procedures that British further education (FE) colleges can use to develop and enhance systems and structures for guiding and supporting learners and learning. It is based on the findings of a field test of the Managing Learning model for planning and recording the process of FE students. First, the importance…

Administration of midazolam in infancy does not affect learning and memory of adult mice.

PubMed

Xu, Hua; Liu, Zhi-Qiang; Liu, Yi; Zhang, Wei-Shi; Xu, Bo; Xiong, Yuan-Chang; Deng, Xiao-Ming

2009-12-01

1. Midazolam is a common fast-acting GABA(A) receptor agonist. Recent data suggest that exposure to midazolam in early life may cause long-term effects on brain function through stable epigenetic reprogramming. The aim of the present study was to determine whether the administration of midazolam to infant mice would affect their learning and memory in adulthood. 2. An open-field test was conducted before and then 3, 24, 48 and 72 h after administration of midazolam (50 mg/kg, i.p.) to infant mice. Saline control mice received an equal volume of saline i.p. 3 h before the open-field test. Total movements, total movement time, total movement distance and velocity were analysed. Novel object recognition (NOR), Morris water-maze and passive avoidance tests were performed when the treated mice grew to adulthood (105 days of age). 3. The results of open-field test showed that midazolam significantly reduced locomotor activity (total movements, total movement time, total movement distance and velocity) in infant mice 3 and 24 h after drug administration and that these effects had disappeared by 72 h after drug administration. The results of the water-maze, NOR and passive avoidance tests in adulthood (at 105 days of age) indicated that administration of midazolam in infancy had no long-term effects on the learning and memory behaviours of adult mice compared with the saline control. 4. Acute midazolam administration to infant mice affected spontaneous locomotor activity for approximately 2 days, but did not seem to have any significant impact on cognitive functioning that lasted into adulthood.

Performance of Regolith Feed Systems for Analog Field Tests of In-Situ Resource Utilization Oxygen Production Plants in Mauna Kea, Hawaii

NASA Technical Reports Server (NTRS)

Townsend, Ivan I.; Mueller, Robert P.; Mantovani, James G.; Zacny, Kris A.; Craft, Jack

2010-01-01

This paper focuses on practical aspects of mechanical auger and pneumatic regolith conveying system feeding In-Situ Resource Utilization Oxygen production plants. The subsystems of these feedstock delivery systems include an enclosed auger device, pneumatic venturi educator, jet-lift regolith transfer, innovative electro-cyclone gas-particle separation/filtration systems, and compressors capable of dealing with hot hydrogen and/or methane gas re-circulating in the system. Lessons learned from terrestrial laboratory, reduced gravity and field testing on Mauna Kea Volcano in Hawaii during NASA lunar analog field tests will be discussed and practical design tips will be presented.

Teaching/learning principles

NASA Technical Reports Server (NTRS)

Hankins, D. B.; Wake, W. H.

1981-01-01

The potential remote sensing user community is enormous, and the teaching and training tasks are even larger; however, some underlying principles may be synthesized and applied at all levels from elementary school children to sophisticated and knowledgeable adults. The basic rules applying to each of the six major elements of any training course and the underlying principle involved in each rule are summarized. The six identified major elements are: (1) field sites for problems and practice; (2) lectures and inside study; (3) learning materials and resources (the kit); (4) the field experience; (5) laboratory sessions; and (6) testing and evaluation.

The Implementation of Cumulative Learning Theory in Calculating Triangular Prism and Tube Volumes

NASA Astrophysics Data System (ADS)

Muklis, M.; Abidin, C.; Pamungkas, M. D.; Masriyah

2018-01-01

This study aims at describing the application of cumulative learning theory in calculating the volume of a triangular prism and a tube as well as revealing the students’ responses toward the learning. The research method used was descriptive qualitative with elementary school students as the subjects of the research. Data obtained through observation, field notes, questionnaire, tests, and interviews. The results from the application of cumulative learning theory obtained positive students’ responses in following the learning and students’ learning outcomes was dominantly above the average. This showed that cumulative learning could be used as a reference to be implemented in learning, so as to improve the students’ achievement.

Conducting Planetary Field Geology on EVA: Lessons from the 2010 DRATS Geologist Crewmembers

NASA Technical Reports Server (NTRS)

Young, Kelsey E.; Bleacher, J. E.; Hurtado, J. M., Jr.; Rice, J.; Garry, W. B.; Eppler, D.

2011-01-01

In order to prepare for the next phase of planetary surface exploration, the Desert Research and Technology Studies (DRATS) field program seeks to test the next generation of technology needed to explore other surfaces. The 2010 DRATS 14-day field campaign focused on the simultaneous operation of two habitatable rovers, or Space Exploration Vehicles (SEVs). Each rover was crewed by one astronaut/commander and one geologist, with a change in crews on day seven of the mission. This shift change allowed for eight crew members to test the DRATS technology and operational protocols [1,2]. The insights presented in this abstract represent the crew s thoughts on lessons learned from this field season, as well as potential future testing concepts.

Confessions and Reflections of the Black Sheep of the Learning Disabilities Field

ERIC Educational Resources Information Center

Siegel, Linda S.

2012-01-01

The educational systems in all countries have failed to adequately address the problems of students with learning disabilities. Antisocial behaviour, homelessness, mental health problems and even suicide are a result. This article will explore the reasons for this state of affairs. One of the major reasons is excessive reliance on testing without…

Development and Field Test of the Multiple Intelligences Learning Instruction Congruency Impact Scale

ERIC Educational Resources Information Center

Peifer, Nancy

2012-01-01

The purpose of this study was to contribute to the academic discussion regarding the validity of Multiple Intelligences (MI) theory through focusing on the validity of an important construct embedded in the theory, that of congruence between instructional style and preferred MI style for optimal learning. Currently there is insufficient empirical…

Developing a Local Instruction Theory for Learning the Concept of Angle through Visual Field Activities and Spatial Representations

ERIC Educational Resources Information Center

Bustang, B.; Zulkardi, Z.; Darmawijoyo, H.; Dolk, Maarten; van Eerde, Dolly

2013-01-01

This paper reports a study on designing and testing an instructional sequence for the teaching and learning of the concept of angle in Indonesian primary schools. The study's context is employing the current reform movement adopting "Pendidikan Matematika Realistik Indonesia" (an Indonesian version of Realistic Mathematics Education).…

Learning Disabilities in the Workplace: A Professional Development Packet. Session 1 & 2.

ERIC Educational Resources Information Center

Corley, Mary Ann; Tibbetts, John

This field-tested training packet, which was designed for adult literacy providers, contains preparation materials, facilitator's notes, handout masters, and transparency masters for two 3-hour sessions on learning disabilities (LD) in the workplace. (At the end of the first session supported by the packet, participants will be able to do the…

Bringing Grand Canyon to the College Campus: Assessment of Student Learning in the Geosciences Through Virtual Field Trip Games for Mobile Smart-Devices

NASA Astrophysics Data System (ADS)

Bursztyn, N.; Walker, A.; Shelton, B.; Pederson, J. L.

2015-12-01

Geoscience educators have long considered field trips to be the most effective way of attracting students into the discipline. A solution for bringing student-driven, engaging, kinesthetic field experiences to a broader audience lies in ongoing advances in mobile-communication technology. This NSF-TUES funded project developed three virtual field trip experiences for smartphones and tablets (on geologic time, geologic structures, and hydrologic processes), and then tested their performance in terms of student interest in geoscience as well as gains in learning. The virtual field trips utilize the GPS capabilities of smartphones and tablets, requiring the students to navigate outdoors in the real world while following a map on their smart device. This research, involving 873 students at five different college campuses, used analysis of covariance (ANCOVA) and multiple regression for statistical methods. Gains in learning across all participants are minor, and not statistically different between intervention and control groups. Predictors of gains in content comprehension for all three modules are the students' initial interest in the subject and their base level knowledge. For the Geologic Time and Structures modules, being a STEM major is an important predictor of student success. Most pertinent for this research, for Geologic Time and Hydrologic Processes, gains in student learning can be predicted by having completed those particular virtual field trips. Gender and race had no statistical impact, indicating that the virtual field trip modules have broad reach across student demographics. In related research, these modules have been shown to increase student interest in the geosciences more definitively than the learning gains here. Thus, future work should focus on improving the educational impact of mobile-device field trips, as their eventual incorporation into curricula is inevitable.

Teaching veterinary radiography by e-learning versus structured tutorial: a randomized, single-blinded controlled trial.

PubMed

Vandeweerd, Jean-Michel E F; Davies, John C; Pinchbeck, Gina L; Cotton, Jo C

2007-01-01

Case-based e-learning may allow effective teaching of veterinary radiology in the field of equine orthopedics. The objective of this study was to investigate the effectiveness of a new case-based e-learning tool, compared with a standard structured tutorial, in altering students' knowledge and skills about interpretation of radiographs of the digit in the horse. It was also designed to assess students' attitudes toward the two educational interventions. A randomized, single-blinded, controlled trial of 96 fourth-year undergraduate veterinary students, involving an educational intervention of either structured tutorial or case-based e-learning, was performed. A multiple-choice examination based on six learning outcomes was carried out in each group after the session, followed by an evaluation of students' attitudes toward their session on a seven-point scale. Text blanks were available to students to allow them to comment on the educational interventions and on their learning outcomes. Students also rated, on a Likert scale from 1 to 7, their performance for each specific learning outcome and their general ability to use a systematic approach in interpreting radiographs. Data were analyzed using the Mann-Whitney test, the t-test, and the equivalence test. There was no significant difference in student achievement on course tests. The results of the survey suggest positive student attitudes toward the e-learning tool and illustrate the difference between objective ratings and subjective assessments by students in testing a new educational intervention.

Comparing two methods of education (virtual versus traditional) on learning of Iranian dental students: a post-test only design study.

PubMed

Moazami, Fariborz; Bahrampour, Ehsan; Azar, Mohammad Reza; Jahedi, Farzad; Moattari, Marzieh

2014-03-05

The importance of using technologies such as e-learning in different disciplines is discussed in the literature. Researchers have measured the effectiveness of e-learning in a number of fields.Considering the lack of research on the effectiveness of online learning in dental education particularly in Iran, the advantages of these learning methods and the positive university atmosphere regarding the use of online learning. This study, therefore, aims to compare the effects of two methods of teaching (virtual versus traditional) on student learning. This post-test only design study approached 40, fifth year dental students of Shiraz University of Medical Sciences. From this group, 35 students agreed to participate. These students were randomly allocated into two groups, experimental (virtual learning) and comparison (traditional learning). To ensure similarity between groups, we compared GPAs of all participants by the Mann-Whitney U test (P > 0.05). The experimental group received a virtual learning environment courseware package specifically designed for this study, whereas the control group received the same module structured in a traditional lecture form. The virtual learning environment consisted of online and offline materials. Two identical valid, reliable post-tests that consisted of 40 multiple choice questions (MCQs) and 4 essay questions were administered immediately (15 min) after the last session and two months later to assess for knowledge retention. Data were analyzed by SPSS version 20. A comparison of the mean knowledge score of both groups showed that virtual learning was more effective than traditional learning (effect size = 0.69). The newly designed virtual learning package is feasible and will result in more effective learning in comparison with lecture-based training. However further studies are needed to generalize the findings of this study.

Sex differences and the role of acute stress in the open-field tower maze.

PubMed

Lipatova, Olga; Campolattaro, Matthew M; Dixon, Dawndra C; Durak, Ayse

2018-05-15

Many studies provide evidence that differences in spatial learning exist between males and females. However, it is necessary to consider non-mnemonic factors that may influence these findings. The present experiment investigated acquisition, retention, and the effects of stress on response- and place-learning in male and female rats. Rats were trained in an open-field tower maze. Procedures were used to minimize stress in the rats, and their ability to solve place- or response-learning in the maze was determined by analyzing a response variable (i.e., first choice correct response) that was not influenced by general locomotor activity. The results revealed that male and female rats acquire place- and response-learning at the same rate even though females moved significantly faster in the maze. However, females showed better retrieval of place-, but not response-learning compared to male rats. This effect appeared to be enhanced when the rats were tested immediately following an acute restraint stress. Furthermore, both female and male rats that were exposed to acute restraint stress showed less impairment than controls when subsequently tested in a novel situation. These findings have clinical implications that a mild physiological stress response can make one more cognitively resistant to adversities later in life. Copyright © 2018 Elsevier Inc. All rights reserved.

MoREK: The learning media to improve students understanding about electrical circuit in informatics

NASA Astrophysics Data System (ADS)

Indrianto; Nur Indah Susanti, Meilia; Arianto, Rakhmat

2018-03-01

The needs for labor in the world is already increasing especially in Indonesia. According to the World Bank, Indonesia is a country that ranks 9th in the world’s largest economic growth. To meet that needs, Indonesia needs 55 million workers who are experts in the field of electricity. Therefore, it takes a lot of human resources and has been equipped with knowledge and expertise in the field of electricity. To be able to meet these needs, it takes a better method of learning to increase knowledge and expertise in the field of electricity since college, especially in the field of informatics. Prototype of Electrical Module (The MoREK) requires a Prototype method for the Practicum Module to be created as desired. This method is often used in the real world or it could be said Prototype method is part of the product that expresses the logic and physical external interface that is displayed. For data retrieval is used Pre-experimental method where students will be given pre-test and post-test. The Design of Electrical Module has a purpose to improve the students understanding of Electric Circuit Engineering Courses with the creation of The MoREK so that students are more competent to the course and can meet the needs of manpower or Human Resources (SDM) in the field of electricity. By using The Morek, the score of student learning outcomes increased by 7.8% and informatics students who conduct research in the field of electricity increased to 21%.

Learning in two butterfly species when using flowers of the tropical milkweed Asclepias curassavica: No benefits for pollination.

PubMed

Ramos, Bruna de Cássia Menezes; Rodríguez-Gironés, Miguel Angel; Rodrigues, Daniela

2017-08-08

The ability of insect visitors to learn to manipulate complex flowers has important consequences for foraging efficiency and plant fitness. We investigated learning by two butterfly species, Danaus erippus and Heliconius erato , as they foraged on the complex flowers of Asclepias curassavica , as well as the consequences for pollination. To examine learning with respect to flower manipulation, butterflies were individually tested during four consecutive days under insectary conditions. At the end of each test, we recorded the number of pollinaria attached to the body of each butterfly and scored visited flowers for numbers of removed and inserted pollinia. We also conducted a field study to survey D. erippus and H. erato visiting flowers of A. curassavica , as well as to record numbers of pollinaria attached to the butterflies' bodies, and surveyed A. curassavica plants in the field to inspect flowers for pollinium removal and insertion. Learning improves the ability of both butterfly species to avoid the nonrewarding flower parts and to locate nectar more efficiently. There were no experience effects, for either species, on the numbers of removed and inserted pollinia. Heliconius erato removed and inserted more pollinia than D. erippus . For both butterfly species, pollinium removal was higher than pollinium insertion. This study is the first to show that Danaus and Heliconius butterflies can learn to manipulate complex flowers, but this learning ability does not confer benefits to pollination in A. curassavica . © 2017 Botanical Society of America.

Cognitive Style and Subliminal Instruction.

ERIC Educational Resources Information Center

Moore, David M.

This study tested several hypotheses about the effects of the cognitive style of students on their ability to learn a subliminal task while viewing a non-related film. Subjects were 132 undergraduate students who were divided into three groups: field dependent, neutral, and field independent. The task to be taught subliminally was the assembly in…

Cognitive Style FD/I: An Important Learner Characteristic for Educational Technologists.

ERIC Educational Resources Information Center

Chinien, Chris A.; Boutin, France

1993-01-01

Reviews the literature on the cognitive style field dependent/field independent (FD/FI) and suggests implications for educational technologists in their efforts to address individual differences among learners during the instructional design process that would narrow the differential learning gain between FD and FI learners. Testing for FD/FI is…

Influence of Problem-Based Learning Model of Learning to the Mathematical Communication Ability of Students of Grade XI IPA SMAN 14 Padang

NASA Astrophysics Data System (ADS)

Nisa, I. M.

2018-04-01

The ability of mathematical communication is one of the goals of learning mathematics expected to be mastered by students. However, reality in the field found that the ability of mathematical communication the students of grade XI IPA SMA Negeri 14 Padang have not developed optimally. This is evident from the low test results of communication skills mathematically done. One of the factors that causes this happens is learning that has not been fully able to facilitate students to develop mathematical communication skills well. By therefore, to improve students' mathematical communication skills required a model in the learning activities. One of the models learning that can be used is Problem Based learning model Learning (PBL). The purpose of this study is to see whether the ability the students' mathematical communication using the PBL model better than the students' mathematical communication skills of the learning using conventional learning in Class XI IPA SMAN 14 Padang. This research type is quasi experiment with design Randomized Group Only Design. Population in this research that is student of class XI IPA SMAN 14 Padang with sample class XI IPA 3 and class XI IPA 4. Data retrieval is done by using communication skill test mathematically shaped essay. To test the hypothesis used U-Mann test Whitney. Based on the results of data analysis, it can be concluded that the ability mathematical communication of students whose learning apply more PBL model better than the students' mathematical communication skills of their learning apply conventional learning in class XI IPA SMA 14 Padang at α = 0.05. This indicates that the PBL learning model effect on students' mathematical communication ability.

Recruits of the stingless bee Scaptotrigona pectoralis learn food odors from the nest atmosphere.

PubMed

Reichle, Christian; Jarau, Stefan; Aguilar, Ingrid; Ayasse, Manfred

2010-05-01

The ability to learn food odors inside the nest and to associate them with food sources in the field is of essential importance for the recruitment of nestmates in social bees. We investigated odor learning by workers within the hive and the influence of these odors on their food choice in the field in the stingless bee Scaptotrigona pectoralis. During the experiments, recruited bees had to choose between two feeders, one with an odor that was present inside the nest during the recruitment process, and one with an unknown odor. In all experiments with different odor combinations (linalool/phenylacetaldehyde, geraniol/eugenol) a significant majority of bees visited the feeder with the odor they had experienced in their nest (chi (2)-tests; p < 0.05). By contrast, the bees showed no preference for one of two feeders when they were either baited with the same odor (linalool) or contained no odor. Our results clearly show that naïve workers of S. pectoralis can learn the odor of a food source during the recruitment process from the nest atmosphere and that their subsequent food search in the field is influenced by the learned odor.

Recruits of the stingless bee Scaptotrigona pectoralis learn food odors from the nest atmosphere

NASA Astrophysics Data System (ADS)

Reichle, Christian; Jarau, Stefan; Aguilar, Ingrid; Ayasse, Manfred

2010-05-01

The ability to learn food odors inside the nest and to associate them with food sources in the field is of essential importance for the recruitment of nestmates in social bees. We investigated odor learning by workers within the hive and the influence of these odors on their food choice in the field in the stingless bee Scaptotrigona pectoralis. During the experiments, recruited bees had to choose between two feeders, one with an odor that was present inside the nest during the recruitment process, and one with an unknown odor. In all experiments with different odor combinations (linalool/phenylacetaldehyde, geraniol/eugenol) a significant majority of bees visited the feeder with the odor they had experienced in their nest ( χ 2-tests; p < 0.05). By contrast, the bees showed no preference for one of two feeders when they were either baited with the same odor (linalool) or contained no odor. Our results clearly show that naïve workers of S. pectoralis can learn the odor of a food source during the recruitment process from the nest atmosphere and that their subsequent food search in the field is influenced by the learned odor.

A literature review of empirical research on learning analytics in medical education

PubMed Central

Saqr, Mohammed

2018-01-01

The number of publications in the field of medical education is still markedly low, despite recognition of the value of the discipline in the medical education literature, and exponential growth of publications in other fields. This necessitates raising awareness of the research methods and potential benefits of learning analytics (LA). The aim of this paper was to offer a methodological systemic review of empirical LA research in the field of medical education and a general overview of the common methods used in the field in general. Search was done in Medline database using the term “LA.” Inclusion criteria included empirical original research articles investigating LA using qualitative, quantitative, or mixed methodologies. Articles were also required to be written in English, published in a scholarly peer-reviewed journal and have a dedicated section for methods and results. A Medline search resulted in only six articles fulfilling the inclusion criteria for this review. Most of the studies collected data about learners from learning management systems or online learning resources. Analysis used mostly quantitative methods including descriptive statistics, correlation tests, and regression models in two studies. Patterns of online behavior and usage of the digital resources as well as predicting achievement was the outcome most studies investigated. Research about LA in the field of medical education is still in infancy, with more questions than answers. The early studies are encouraging and showed that patterns of online learning can be easily revealed as well as predicting students’ performance. PMID:29599699

A literature review of empirical research on learning analytics in medical education.

PubMed

Saqr, Mohammed

2018-01-01

The number of publications in the field of medical education is still markedly low, despite recognition of the value of the discipline in the medical education literature, and exponential growth of publications in other fields. This necessitates raising awareness of the research methods and potential benefits of learning analytics (LA). The aim of this paper was to offer a methodological systemic review of empirical LA research in the field of medical education and a general overview of the common methods used in the field in general. Search was done in Medline database using the term "LA." Inclusion criteria included empirical original research articles investigating LA using qualitative, quantitative, or mixed methodologies. Articles were also required to be written in English, published in a scholarly peer-reviewed journal and have a dedicated section for methods and results. A Medline search resulted in only six articles fulfilling the inclusion criteria for this review. Most of the studies collected data about learners from learning management systems or online learning resources. Analysis used mostly quantitative methods including descriptive statistics, correlation tests, and regression models in two studies. Patterns of online behavior and usage of the digital resources as well as predicting achievement was the outcome most studies investigated. Research about LA in the field of medical education is still in infancy, with more questions than answers. The early studies are encouraging and showed that patterns of online learning can be easily revealed as well as predicting students' performance.

Validation and Application of the Constructivist Learning Environment Survey in English Language Teacher Education Classrooms in Iran

ERIC Educational Resources Information Center

Ebrahimi, Nabi. A.

2015-01-01

This article reports the validation and application of an English language teacher education (LTE) version of the Constructivist Learning Environment Survey (CLES). The instrument, called the CLES-LTE, was field tested with a sample of 622 Iranian English language student teachers in 28 classes. When principal components analysis led to the…

Measuring Sports Class Learning Climates: The Development of the Sports Class Environment Scale

ERIC Educational Resources Information Center

Dowdell, Trevor; Tomson, L. Mich; Davies, Michael

2011-01-01

The development and validation of a new and unique learning climate instrument, the Sports Class Environment Scale (SCES), was the focus of this study. We began with a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 and the Classroom Environment Scale. Field-testing of the SCES involved 204…

Correcting Inappropriate Classroom Behavior through the Use of Cooperative Learning and Peer and Self-Evaluation.

ERIC Educational Resources Information Center

Krause, Fritz

The effectiveness of a behavior modification program combining cooperative learning with peer and self-evaluation was field tested with a group of 20 students in a 9th-grade class in beginning small engines. The students represented a mix of racial/cultural and economic backgrounds, were of average intelligence, and exhibited a variety of poor…

Developing Online Course Portal to Improve Teachers’ Competency in Creating Action Research (CAR) Proposal Using Learning Management System (LMS) Moodle

NASA Astrophysics Data System (ADS)

Muhtar, A. A.

2017-02-01

Online course can offer flexible and easy way to improve teachers’ competency in conducting education research, especially in classroom action research (CAR). Teachers can attend the course without physically present in the class. This research aims to (1) develop online course portal to improve teachers’ competency in creating CAR proposal, and (2) produce proper online course portal validated and evaluated from four aspects: learning process, content, graphic user interface and programming. Online course in this research developed using Learning Management System (LMS) Moodle. The research model is using modified Borg & Gall Research and Development (R&D) started from preliminary studies, designing product, creating product, and evaluation. Product validated by three experts from three universities. Research subjects for field test are seven teachers as participants from different schools in several provinces in Indonesia. Based on expert validation and field test results, the product developed in this research categorized as “very good” in all aspects and it is suitable for teacher to improve their competency in creating CAR proposal. Online course portal produced in this research can be used as a proper model for online learning in creating CAR proposal.

A preliminary study of the effects of individual response to challenge tests and stress induced by humans on learning performance of weaned piglets (Sus scrofa).

PubMed

Brajon, Sophie; Laforest, Jean-Paul; Schmitt, Océane; Devillers, Nicolas

2016-08-01

This study investigated whether individual behavioural characteristics of piglets and stress induced by experience with humans can influence learning performance. After weaning, piglets received a chronic experience with humans to modulate their emotional state: rough (ROU), gentle (GEN), or minimal (MIN) experience. Simultaneously, they were trained on a discrimination task. Afterward, their behaviour during challenge tests was assessed. The first learning step of the task involved associating a positive sound cue with a response (approach a trough) and success of piglets depended mostly on motivation to seek for reward. Although the experience with humans did not have direct effect, the degree of fear of handler, measured based on their reactivity to a human approach test, was related to motivation to seek rewards and learning speed of this first step in stressed ROU piglets, but not in MIN and GEN piglets. In contrast, the second learning step was more cognitively challenging, since it involved discrimination learning, including negative cues during which piglets had to learn to avoid the trough. Locomotion activity, measured during an open-field test, was associated with performance of the discrimination learning. To conclude, fearfulness towards humans and locomotion activity are linked with learning performance in relation to task complexity, highlighting the necessity to take into account these factors in animal research and management. Crown Copyright © 2016. Published by Elsevier B.V. All rights reserved.

Accurate segmentation of lung fields on chest radiographs using deep convolutional networks

NASA Astrophysics Data System (ADS)

Arbabshirani, Mohammad R.; Dallal, Ahmed H.; Agarwal, Chirag; Patel, Aalpan; Moore, Gregory

2017-02-01

Accurate segmentation of lung fields on chest radiographs is the primary step for computer-aided detection of various conditions such as lung cancer and tuberculosis. The size, shape and texture of lung fields are key parameters for chest X-ray (CXR) based lung disease diagnosis in which the lung field segmentation is a significant primary step. Although many methods have been proposed for this problem, lung field segmentation remains as a challenge. In recent years, deep learning has shown state of the art performance in many visual tasks such as object detection, image classification and semantic image segmentation. In this study, we propose a deep convolutional neural network (CNN) framework for segmentation of lung fields. The algorithm was developed and tested on 167 clinical posterior-anterior (PA) CXR images collected retrospectively from picture archiving and communication system (PACS) of Geisinger Health System. The proposed multi-scale network is composed of five convolutional and two fully connected layers. The framework achieved IOU (intersection over union) of 0.96 on the testing dataset as compared to manual segmentation. The suggested framework outperforms state of the art registration-based segmentation by a significant margin. To our knowledge, this is the first deep learning based study of lung field segmentation on CXR images developed on a heterogeneous clinical dataset. The results suggest that convolutional neural networks could be employed reliably for lung field segmentation.

Are California's Schools Ready for Online Testing and Learning?

ERIC Educational Resources Information Center

Gao, Niu

2015-01-01

In addition to the Common Core State Standards (CCSS), California is implementing a new, online assessment system: the California Assessment of Student Performance and Progress (CAASPP). Field tests were conducted last spring and the system is being rolled out this year, amid concerns about whether schools are technologically prepared. Using…

Polarization, Definition, and Selective Media Learning.

ERIC Educational Resources Information Center

Tichenor, P. J.; And Others

The traditional hypothesis that extreme attitudinal positions on controversial issues are likely to produce low understanding of messages on these issues--especially when the messages represent opposing views--is tested. Data for test of the hypothesis are from two field studies, each dealing with reader attitudes and decoding of one news article…

A qualitative inquiry into the effects of visualization on high school chemistry students' learning process of molecular structure

NASA Astrophysics Data System (ADS)

Deratzou, Susan

This research studies the process of high school chemistry students visualizing chemical structures and its role in learning chemical bonding and molecular structure. Minimal research exists with high school chemistry students and more research is necessary (Gabel & Sherwood, 1980; Seddon & Moore, 1986; Seddon, Tariq, & Dos Santos Veiga, 1984). Using visualization tests (Ekstrom, French, Harman, & Dermen, 1990a), a learning style inventory (Brown & Cooper, 1999), and observations through a case study design, this study found visual learners performed better, but needed more practice and training. Statistically, all five pre- and post-test visualization test comparisons were highly significant in the two-tailed t-test (p > .01). The research findings are: (1) Students who tested high in the Visual (Language and/or Numerical) and Tactile Learning Styles (and Social Learning) had an advantage. Students who learned the chemistry concepts more effectively were better at visualizing structures and using molecular models to enhance their knowledge. (2) Students showed improvement in learning after visualization practice. Training in visualization would improve students' visualization abilities and provide them with a way to think about these concepts. (3) Conceptualization of concepts indicated that visualizing ability was critical and that it could be acquired. Support for this finding was provided by pre- and post-Visualization Test data with a highly significant t-test. (4) Various molecular animation programs and websites were found to be effective. (5) Visualization and modeling of structures encompassed both two- and three-dimensional space. The Visualization Test findings suggested that the students performed better with basic rotation of structures as compared to two- and three-dimensional objects. (6) Data from observations suggest that teaching style was an important factor in student learning of molecular structure. (7) Students did learn the chemistry concepts. Based on the Visualization Test results, which showed that most of the students performed better on the post-test, the visualization experience and the abstract nature of the content allowed them to transfer some of their chemical understanding and practice to non-chemical structures. Finally, implications for teaching of chemistry, students learning chemistry, curriculum, and research for the field of chemical education were discussed.

The cognitive style of nursing students: educational implications for teaching and learning.

PubMed

Noble, Kim A; Miller, Susan M; Heckman, James

2008-06-01

As cognitive and kinesthetic demands on nursing students increase, so does the need for optimal learning environments. Witkin's empirically supported measure of field dependent/independent cognitive style assesses the manner in which students perceive and process information and classifies them along a continuum of field dependence to field independence. Witkin's Groups Embedded Figures Test (GEFT) was administered to 876 students enrolled in 10 health care programs. Statistically significant differences in the GEFT mean scores of students enrolled in the different programs were discovered. The effect size was moderate. Undergraduate nursing students scored higher on the GEFT than did graduate or RN-to-BSN nursing students. However, nursing students were classified as more field dependent than students in other health-related disciplines. Due to their cognitive processing requirements, field-dependent nursing students may be at risk for academic failure. Therefore, instructional strategies tailored to students' needs should be incorporated into the nursing curriculum.

A learning performance study between the conventional approach and augmented reality textbook among secondary school students

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Zulkifli, Abdul Nasir; Bakar, Juliana Aida Abu

2016-08-01

Malaysia is moving towards becoming a developed nation by 2020. As such, the need for adequate human resources in science-related fields is one of the requirements to achieve a developed nation status. Unfortunately, there is a downward trend in the number of students pursuing the science stream at the secondary school level. This paper introduces an enhanced science textbook using Augmented Reality (eSTAR) that is intended to motivate students to be interested in science. The eSTAR was implemented to provide a supplement to the conventional science teaching and learning methods in the secondary schools. A learning performance study with a control group was conducted to investigate the effectiveness of the eSTAR for science learning among a sample of 140 Form Two secondary school students. The results indicate that the learning performance of the students in both groups had a significant difference in mean scores between the pre-test and post-test. Students using the eSTAR have a better score in the post-test and eventually resulted in a better learning performance compared to those who were exposed to the conventional science learning. Overall, the results show that the students benefited from the use of the conventional and eSTAR learning approaches.

Perceptual learning increases the strength of the earliest signals in visual cortex.

PubMed

Bao, Min; Yang, Lin; Rios, Cristina; He, Bin; Engel, Stephen A

2010-11-10

Training improves performance on most visual tasks. Such perceptual learning can modify how information is read out from, and represented in, later visual areas, but effects on early visual cortex are controversial. In particular, it remains unknown whether learning can reshape neural response properties in early visual areas independent from feedback arising in later cortical areas. Here, we tested whether learning can modify feedforward signals in early visual cortex as measured by the human electroencephalogram. Fourteen subjects were trained for >24 d to detect a diagonal grating pattern in one quadrant of the visual field. Training improved performance, reducing the contrast needed for reliable detection, and also reliably increased the amplitude of the earliest component of the visual evoked potential, the C1. Control orientations and locations showed smaller effects of training. Because the C1 arises rapidly and has a source in early visual cortex, our results suggest that learning can increase early visual area response through local receptive field changes without feedback from later areas.

Analysis of Quality and Output of Entrepreneurship in the Field of Refractionist Optician

NASA Astrophysics Data System (ADS)

Wesnita, A.; Dewi, M.

2018-02-01

The launching of the Asean Economic Community (AEC) caused a rivalry on the exchange of the work, especially workers who are involved in the sector of specific expertise that increased sharply. The solution offered is through the implementation of entrepreneurship learning, but despite entrepreneurship courses have been given to students since 2007, data from the last three years states only 21% of graduates of Refractionist Optician Academy in Padang, Indonesia, which became entrepreneurs in the fields of optics and eye health. Therefore, there needs to be an assessment whether the 5 variables of learning process that has been done three variables affect the output quality of learning entrepreneurship. This study has a quantitative method to determine the effect on output quality of the learning process of learning through regression analysis, test t, R2 and the percentage of contribution. The population consist of 121 students and the sample is 54 people. The study states that the academic skills of entrepreneurship is influenced by four variables of learning process, personnel skills of entrepreneurship is not influenced by any learning variable process, and social skills of entrepreneurship is influenced by three variables learning process.

Genistein improves spatial learning and memory in male rats with elevated glucose level during memory consolidation.

PubMed

Kohara, Yumi; Kawaguchi, Shinichiro; Kuwahara, Rika; Uchida, Yutaro; Oku, Yushi; Yamashita, Kimihiro

2015-03-01

Cognitive dysfunction due to higher blood glucose level has been reported previously. Genistein (GEN) is a phytoestrogen that we hypothesized might lead to improved memory, despite elevated blood glucose levels at the time of memory consolidation. To investigate this hypothesis, we compared the effects of orally administered GEN on the central nervous system in normal versus glucose-loaded adult male rats. A battery of behavioral assessments was carried out. In the MAZE test, which measured spatial learning and memory, the time of normal rats was shortened by GEN treatment compared to the vehicle group, but only in the early stages of testing. In the glucose-loaded group, GEN treatment improved performance as mazes were advanced. In the open-field test, GEN treatment delayed habituation to the new environment in normal rats, and increased the exploratory behaviors of glucose-loaded rats. There were no significant differences observed for emotionality or fear-motivated learning and memory. Together, these results indicate that GEN treatment improved spatial learning and memory only in the early stages of testing in the normal state, but improved spatial learning and memory when glucose levels increased during memory consolidation. Copyright © 2014 Elsevier Inc. All rights reserved.

The Cyborg Astrobiologist: testing a novelty detection algorithm on two mobile exploration systems at Rivas Vaciamadrid in Spain and at the Mars Desert Research Station in Utah

NASA Astrophysics Data System (ADS)

McGuire, P. C.; Gross, C.; Wendt, L.; Bonnici, A.; Souza-Egipsy, V.; Ormö, J.; Díaz-Martínez, E.; Foing, B. H.; Bose, R.; Walter, S.; Oesker, M.; Ontrup, J.; Haschke, R.; Ritter, H.

2010-01-01

In previous work, a platform was developed for testing computer-vision algorithms for robotic planetary exploration. This platform consisted of a digital video camera connected to a wearable computer for real-time processing of images at geological and astrobiological field sites. The real-time processing included image segmentation and the generation of interest points based upon uncommonness in the segmentation maps. Also in previous work, this platform for testing computer-vision algorithms has been ported to a more ergonomic alternative platform, consisting of a phone camera connected via the Global System for Mobile Communications (GSM) network to a remote-server computer. The wearable-computer platform has been tested at geological and astrobiological field sites in Spain (Rivas Vaciamadrid and Riba de Santiuste), and the phone camera has been tested at a geological field site in Malta. In this work, we (i) apply a Hopfield neural-network algorithm for novelty detection based upon colour, (ii) integrate a field-capable digital microscope on the wearable computer platform, (iii) test this novelty detection with the digital microscope at Rivas Vaciamadrid, (iv) develop a Bluetooth communication mode for the phone-camera platform, in order to allow access to a mobile processing computer at the field sites, and (v) test the novelty detection on the Bluetooth-enabled phone camera connected to a netbook computer at the Mars Desert Research Station in Utah. This systems engineering and field testing have together allowed us to develop a real-time computer-vision system that is capable, for example, of identifying lichens as novel within a series of images acquired in semi-arid desert environments. We acquired sequences of images of geologic outcrops in Utah and Spain consisting of various rock types and colours to test this algorithm. The algorithm robustly recognized previously observed units by their colour, while requiring only a single image or a few images to learn colours as familiar, demonstrating its fast learning capability.

The Washback Effect of Konkoor on Teachers' Attitudes toward Their Teaching

ERIC Educational Resources Information Center

Birjandi, Parviz; Shirkhani, Servat

2012-01-01

Large scale tests have been considered by many scholars in the field of language testing and teaching to influence teaching and learning considerably. The present study looks at the effect of a large scale test (Konkoor) on the attitudes of teachers in high schools. Konkoor is the university entrance examination in Iran which is taken by at least…

How to Use Value-Added Analysis to Improve Student Learning: A Field Guide for School and District Leaders

ERIC Educational Resources Information Center

Kennedy, Kate; Peters, Mary; Thomas, Mike

2012-01-01

Value-added analysis is the most robust, statistically significant method available for helping educators quantify student progress over time. This powerful tool also reveals tangible strategies for improving instruction. Built around the work of Battelle for Kids, this book provides a field-tested continuous improvement model for using…

Open-field exposure facilitates consummatory extinction.

PubMed

Justel, Nadia; Psyrdellis, Mariana; Pautassi, Ricardo M

2016-12-07

During extinction, the organism learns that a conditioned stimulus or a conditioned response is no longer associated with an unconditioned stimulus, and as a consequence, a decrement in the response is presented. The exposure to novel situations (e.g. exploration of a novel open field) has been used widely to modulate (i.e. either enhance or deteriorate) learning and memory. The aim of the present study was to test whether open-field exposure could modulate consummatory extinction. The results indicated that open-field exposure accelerated the extinction response (i.e. experimental animals provided novelty exposure had lower consummatory behavior than control animals) when applied before - but not after - the first extinction trial, or when applied before the second extinction trial. The results suggest that environmental treatments such as novelty exposure provide a valuable, nonpharmacological alternative to potentially modulate extinction processes.

Effectiveness of multimedia-supported education in practical sports courses.

PubMed

Leser, Roland; Baca, Arnold; Uhlig, Johannes

2011-01-01

Multimedia-assisted teaching and learning have become standard forms of education. In sports, multimedia material has been used to teach practical aspects of courses, such as motor skills. The main goal of this study is to examine if multimedia technology impacts learning in the field of sport motor skill acquisition. This question was investigated during a practical sports education course involving 35 students who participated in a university soccer class. The whole course was split into two groups: Group A was taught traditionally with no assistance of multimedia and Group B was prepared with multimedia-assisted instructional units. To quantify selected skills of soccer technique and tactic, the test subjects performed a specific passing test and a tactical assessment. Furthermore, a ques-tionnaire was used to assess the subjective impressions of the test subjects. All testing instruments were applied before and after a six-week-long teaching period. A comparison of the gathered data between the two groups resulted in no significant differences, neither concerning the results of the technique test nor concerning the tactic test. However, the results of the ques-tionnaire showed a positive agreement among the participants in the usability and assistance of multimedia for the sports practical course. Considering the reviewed conditions, it can be concluded that the use of multimedia content doesn't affect the learning effects. Key pointsMultimedia-assisted learning showed no positive learning effects on technical skills in soccer.Multimedia-assisted learning showed no positive learning effects on tactical skills in soccer.Students participating in practical sports courses have very good attitudes towards the use of multi-media learning material. This may be considered for motivational effects.

Effectiveness of Multimedia-Supported Education in Practical Sports Courses

PubMed Central

Leser, Roland; Baca, Arnold; Uhlig, Johannes

2011-01-01

Multimedia-assisted teaching and learning have become standard forms of education. In sports, multimedia material has been used to teach practical aspects of courses, such as motor skills. The main goal of this study is to examine if multimedia technology impacts learning in the field of sport motor skill acquisition. This question was investigated during a practical sports education course involving 35 students who participated in a university soccer class. The whole course was split into two groups: Group A was taught traditionally with no assistance of multimedia and Group B was prepared with multimedia-assisted instructional units. To quantify selected skills of soccer technique and tactic, the test subjects performed a specific passing test and a tactical assessment. Furthermore, a ques-tionnaire was used to assess the subjective impressions of the test subjects. All testing instruments were applied before and after a six-week-long teaching period. A comparison of the gathered data between the two groups resulted in no significant differences, neither concerning the results of the technique test nor concerning the tactic test. However, the results of the ques-tionnaire showed a positive agreement among the participants in the usability and assistance of multimedia for the sports practical course. Considering the reviewed conditions, it can be concluded that the use of multimedia content doesn’t affect the learning effects. Key points Multimedia-assisted learning showed no positive learning effects on technical skills in soccer. Multimedia-assisted learning showed no positive learning effects on tactical skills in soccer. Students participating in practical sports courses have very good attitudes towards the use of multi-media learning material. This may be considered for motivational effects. PMID:24149313

Catchment-scale stormwater management via economic incentives – An overview and lessons-learned

USGS Publications Warehouse

Schuster, W.; Garmestani, A.S.; Green, O.O.; Rhea, l.K.; Roy, Allison; Thurston, H.W.; Myers, Baden Robert; Beecham, Simon; Lucke, Terry; Boogaard, Floris

2013-01-01

Long-term field studies of the effectiveness and sustainability of decentralized stormwater management are rare. From 2005-2011, we tested an incentive-based approach to citizen participation in stormwater management in the Shepherd Creek catchment, located in Cincinnati, OH, USA. Hydrologic, biological, and water quality data were characterized in a baseline monitoring effort 2005- 2007. Reverse auctions held successively in 2007 and 2008 engaged citizens to voluntarily bid on stormwater control measures (SCMs); and successful bids led to implementation of SCMs, which led to an enhancement of catchment detention capacity. We tested for attributes of sustainability (coconsideration of social, economic, and environmental (hydrologic, soils, aquatic biology) aspects), and summarize lessons-learned. Our results and outcomes provide a basis for planning future field studies that more fully determine the effectiveness of stormwater management in terms of sustainability.

Mobility scooter driving ability in visually impaired individuals.

PubMed

Cordes, Christina; Heutink, Joost; Brookhuis, Karel A; Brouwer, Wiebo H; Melis-Dankers, Bart J M

2018-06-01

To investigate how well visually impaired individuals can learn to use mobility scooters and which parts of the driving task deserve special attention. A mobility scooter driving skill test was developed to compare driving skills (e.g. reverse driving, turning) between 48 visually impaired (very low visual acuity = 14, low visual acuity = 10, peripheral field defects = 11, multiple visual impairments = 13) and 37 normal-sighted controls without any prior experience with mobility scooters. Performance on this test was rated on a three-point scale. Furthermore, the number of extra repetitions on the different elements were noted. Results showed that visually impaired participants were able to gain sufficient driving skills to be able to use mobility scooters. Participants with visual field defects combined with low visual acuity showed most problems learning different skills and needed more training. Reverse driving and stopping seemed to be most difficult. The present findings suggest that visually impaired individuals are able to learn to drive mobility scooters. Mobility scooter allocators should be aware that these individuals might need more training on certain elements of the driving task. Implications for rehabilitation Visual impairments do not necessarily lead to an inability to acquire mobility scooter driving skills. Individuals with peripheral field defects (especially in combination with reduced visual acuity) need more driving ability training compared to normal-sighted people - especially to accomplish reversing. Individual assessment of visually impaired people is recommended, since participants in this study showed a wide variation in ability to learn driving a mobility scooter.

Children's learning and memory of an interactive science lesson: Does the context matter?

PubMed

Imuta, Kana; Scarf, Damian; Carson, Sally; Hayne, Harlene

2018-06-01

Children often learn information in a context that is vastly different to the one in which they are asked to recall or use that information. Despite this, little is known about the effect of context change on children's recall of educational information. Here, 197 5- and 6-year-olds were taught the same interactive lesson in their classroom or on a field trip and were tested after a 1- to 2-day and 6-month delay. The effect of learning context was more pronounced for older children, wherein the field trip yielded more autobiographically rich memories than the classroom, but they learned a similar amount of scientific content in both contexts. Furthermore, especially for older children who learned in their classrooms, their autobiographical memory was predictive of the amount of scientific information they recalled. The opportunity to mentally reinstate the learning context generally facilitated children's recollection of autobiographical information, but older children were more adept at effectively utilizing the mental reinstatement prompt to retrieve scientific information. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Experiential Learning Initiative: A Student-Scientist Partnership for Urban Youth

NASA Astrophysics Data System (ADS)

Marshall, B. J.; Birdin, V. E.; Butler, J.

2001-05-01

The Experiential Learning Initiative is a student-scientist partnership initiated during the doctoral program of the author. Essential to the partnership were the cooperative relationships between the teaching and administrative staffs of Bellwood, IL School District 88 and the Michigan State University Department of Entomology. The use of insects, geophysical visualization activities, and extensive fieldwork by the students served as the foundation for non-traditional learning experiences. The university science partner worked with students in an after-school program several days each month. During these sessions, students were given opportunities to experience science as an on-going process based on personal curiosity and creativity. Through their personal investigations in laboratory, field, and field station situations, the students constructed knowledge of Earth processes and ecological interactions. Each academic year of the partnership was brought to closure with a capstone event that included travel to a major university or working field station for a week of on-site investigation, expanded exposure to practicing scientists, and residential living in a scientific community. All students presented posters about a topic of their own areas of interest at the end of the week and again upon return to their schools. The results of this partnership have included strong gains in both personal confidence among the students and in test scores from standardized state tests.

Vocational Curriculum Modification. Teaching Technical Language to Learning Handicapped Students. Project HIRE: A Curriculum Management System for Instructing the Handicapped. Final Report, Volume 1.

ERIC Educational Resources Information Center

Gardner, David C.; And Others

Volume 1 of the final report on Project HIRE reports the design, development, field-testing, and refining of self-instructional packages to teach entry level technical vocabulary to learning handicapped students mainstreamed in vocational programs. Volume 2, a management handbook, reports the methods and findings concerning development of…

Effect of food azo dye tartrazine on learning and memory functions in mice and rats, and the possible mechanisms involved.

PubMed

Gao, Yonglin; Li, Chunmei; Shen, Jingyu; Yin, Huaxian; An, Xiulin; Jin, Haizhu

2011-08-01

Tartrazine is an artificial azo dye commonly used in human food and pharmaceutical products. The present study was conducted to evaluate the toxic effect of tartrazine on the learning and memory functions in mice and rats. Animals were administered different doses of tartrazine for a period of 30 d and were evaluated by open-field test, step-through test, and Morris water maze test, respectively. Furthermore, the biomarkers of the oxidative stress and pathohistology were also measured to explore the possible mechanisms involved. The results indicated that tartrazine extract significantly enhanced active behavioral response to the open field, increased the escape latency in Morris water maze test and decreased the retention latency in step-through tests. The decline in the activities of catalase, glutathione peroxidase (GSH-Px), and superoxide dismutase (SOD) as well as a rise in the level of malonaldehyde (MDA) were observed in the brain of tartrazine-treated rats, and these changes were associated with the brain from oxidative damage. The dose levels of tartrazine in the present study produced a few adverse effects in learning and memory functions in animals. The mechanisms might be attributed to promoting lipid peroxidation products and reactive oxygen species, inhibiting endogenous antioxidant defense enzymes and the brain tissue damage. Tartrazine is an artificial azo dye commonly used in human food and pharmaceutical products. Since the last assessment carried out by the Joint FAO/WHO Expert Committee on Food Additives in 1964, many new studies have been conducted. However, there is a little information about the effects on learning and memory performance. The present study was conducted to evaluate the toxic effect of tartrazine on the learning and memory functions in animals and its possible mechanism involved. Based on our results, we believe that more extensive assessment of food additives in current use is warranted. © 2011 Institute of Food Technologists®

Attainment of students’ conception in magnetic fields by using of direct observation and symbolic language ability

NASA Astrophysics Data System (ADS)

Desy Fatmaryanti, Siska; Suparmi; Sarwanto; Ashadi

2017-11-01

This study focuses on description attainment of students’ conception in the magnetic field. The conception was based by using of direct observation and symbolic language ability. The method used is descriptive quantitative research. The subject of study was about 86 students from 3 senior high school at Purworejo. The learning process was done by guided inquiry model. During the learning, students were required to actively investigate the concept of a magnetic field around a straight wire electrical current Data retrieval was performed using an instrument in the form of a multiple choice test reasoned and observation during the learning process. There was four indicator of direct observation ability and four indicators of symbolic language ability to grouping category of students conception. The results of average score showed that students conception about the magnitude more better than the direction of magnetic fields in view of symbolic language. From the observation, we found that students could draw the magnetic fields line not from a text book but their direct observation results. They used various way to get a good accuracy of observation results. Explicit recommendations are presented in the discussion section at the end of this paper.

Assessment of Learning, Memory, and Attention in Developmental Neurotoxicology Regulatory Testing: Commentary on essentiality of cognitive assessment for protecting child health.

PubMed

Vorhees, Charles V

2017-05-01

This commentary is in response to the remarks of Drs. Christina Sobin, Mari Golub, and David Herr on the Special Issue of this Journal entitled "Assessment of Learning, Memory, and Attention in Developmental Neurotoxicology Regulatory Testing." I endorse the views expressed by Drs. Sobin, Golub, and Herr and add some discussion on a recent Organization for Economic Cooperation and Development (OECD) guideline, the Extended One Generation Reproductive Toxicology Guideline (OECD 446), in which testing for higher cognitive function (learning and memory) has been eliminated. The case against this decision is offered. It is noted that deficits in higher cognitive function are one of the hallmarks of human studies that find neurobehavioral toxicity in children after exposure to environmental agents such as lead, methylmercury, PCB, pesticides, and other environmental agents. It is noted that the OECD decision is at variance with the views of the scientific community in this field, including those of Drs. Sobin, Golub, and Herr. Why OECD took such action without the advice and consent of the field of developmental neurotoxicology is deeply concerning and potentially hazardous to children. I also endorse Dr. Herr's recommendation that in the future the Environmental Protection Agency negotiate study designs in advance with submitters as the Food and Drug Administration does to improve data quality for all neurobehavioral methods, and especially for tests of learning and memory that have not been adequately conducted in many past studies. Copyright © 2017 Elsevier Inc. All rights reserved.

It's Rather like Learning a Language: Development of talk and conceptual understanding in mechanics lessons

NASA Astrophysics Data System (ADS)

Rincke, Karsten

2011-01-01

Although a broad literature exists concerning the development of conceptual understanding of force and other topics within mechanics, little is known about the role and development of students' talk about the subject. The paper presents an in-depth investigation of students' talk whilst being introduced to the concept of force. The main research goal was to investigate and understand how students develop an understanding of the concept of force and how they use and understand the term 'force'. Therefore, we make relation to the research field of students' preconceptions and the field of second language learning. Two classes of students (N = 47) were videotaped during a time period of nine lessons, each transcribed and analysed using a category system. Additional data were obtained via written tasks, logs kept by the students, and tests. The detailed analysis of the talk and the results of the tests indicate that students face difficulties in using the term 'force' scientifically similar to those in a foreign language instruction. Vygotsky already recognised a relationship between learning in science and learning a language. In this paper, important aspects of this relationship are discussed based upon empirical data. We conclude that in some respects it might be useful to make reference to the research related to language learning when thinking about improving science education. In particular, according to Selinker's concept of interlanguage describing language-learning processes within language instruction, the language used by the students during physics lessons can be viewed as a 'scientific interlanguage'.

DEVELOPMENT OF EXPERIMENTAL AUDIOVISUAL DEVICES AND MATERIALS FOR BEGINNING READERS.

ERIC Educational Resources Information Center

GIBSON, CHRISTINE M.; RICHARDS, I.A.

THIS STUDY TESTED THE ARRANGEMENT OF AN INTERRELATED PROGRAM OF PROCEDURES THAT CAN MUTUALLY GENERATE AND NURTURE THE LEARNING PROCESS FOR BEGINNING READING. CLOSE, SYSTEMATIC OBSERVATIONS OF PEOPLE OF VARYING AGES WERE MADE. THE MATERIALS HAD BEEN DESIGNED, FIELD TESTED, AND REFINED BY A LANGUAGE RESEARCH GROUP AT THE HARVARD GRADUATE SCHOOL OF…

Preparing Undergraduate Students for the Major Field Test in Business

ERIC Educational Resources Information Center

Bisalski, Heather Cooper; Helms, Marilyn M.; Whitesell, Melissa

2017-01-01

Many business programs address the learning of undergraduate students with an exit exam. A reference librarian and the business school faculty created an online test preparation study guide (or LibGuide) which included no-cost resources that were readily available yet academically authoritative to aid students in studying for the Educational…

Training haptic stiffness discrimination: time course of learning with or without visual information and knowledge of results.

PubMed

Teodorescu, Kinneret; Bouchigny, Sylvain; Korman, Maria

2013-08-01

In this study, we explored the time course of haptic stiffness discrimination learning and how it was affected by two experimental factors, the addition of visual information and/or knowledge of results (KR) during training. Stiffness perception may integrate both haptic and visual modalities. However, in many tasks, the visual field is typically occluded, forcing stiffness perception to be dependent exclusively on haptic information. No studies to date addressed the time course of haptic stiffness perceptual learning. Using a virtual environment (VE) haptic interface and a two-alternative forced-choice discrimination task, the haptic stiffness discrimination ability of 48 participants was tested across 2 days. Each day included two haptic test blocks separated by a training block Additional visual information and/or KR were manipulated between participants during training blocks. Practice repetitions alone induced significant improvement in haptic stiffness discrimination. Between days, accuracy was slightly improved, but decision time performance was deteriorated. The addition of visual information and/or KR had only temporary effects on decision time, without affecting the time course of haptic discrimination learning. Learning in haptic stiffness discrimination appears to evolve through at least two distinctive phases: A single training session resulted in both immediate and latent learning. This learning was not affected by the training manipulations inspected. Training skills in VE in spaced sessions can be beneficial for tasks in which haptic perception is critical, such as surgery procedures, when the visual field is occluded. However, training protocols for such tasks should account for low impact of multisensory information and KR.

Virtual navigation performance: the relationship to field of view and prior video gaming experience.

PubMed

Richardson, Anthony E; Collaer, Marcia L

2011-04-01

Two experiments examined whether learning a virtual environment was influenced by field of view and how it related to prior video gaming experience. In the first experiment, participants (42 men, 39 women; M age = 19.5 yr., SD = 1.8) performed worse on a spatial orientation task displayed with a narrow field of view in comparison to medium and wide field-of-view displays. Counter to initial hypotheses, wide field-of-view displays did not improve performance over medium displays, and this was replicated in a second experiment (30 men, 30 women; M age = 20.4 yr., SD = 1.9) presenting a more complex learning environment. Self-reported video gaming experience correlated with several spatial tasks: virtual environment pointing and tests of Judgment of Line Angle and Position, mental rotation, and Useful Field of View (with correlations between .31 and .45). When prior video gaming experience was included as a covariate, sex differences in spatial tasks disappeared.

Learning to reach by reinforcement learning using a receptive field based function approximation approach with continuous actions.

PubMed

Tamosiunaite, Minija; Asfour, Tamim; Wörgötter, Florentin

2009-03-01

Reinforcement learning methods can be used in robotics applications especially for specific target-oriented problems, for example the reward-based recalibration of goal directed actions. To this end still relatively large and continuous state-action spaces need to be efficiently handled. The goal of this paper is, thus, to develop a novel, rather simple method which uses reinforcement learning with function approximation in conjunction with different reward-strategies for solving such problems. For the testing of our method, we use a four degree-of-freedom reaching problem in 3D-space simulated by a two-joint robot arm system with two DOF each. Function approximation is based on 4D, overlapping kernels (receptive fields) and the state-action space contains about 10,000 of these. Different types of reward structures are being compared, for example, reward-on- touching-only against reward-on-approach. Furthermore, forbidden joint configurations are punished. A continuous action space is used. In spite of a rather large number of states and the continuous action space these reward/punishment strategies allow the system to find a good solution usually within about 20 trials. The efficiency of our method demonstrated in this test scenario suggests that it might be possible to use it on a real robot for problems where mixed rewards can be defined in situations where other types of learning might be difficult.

Implementation effect of productive 4-stage field orientation on the student technopreneur skill in vocational schools

NASA Astrophysics Data System (ADS)

Ismail, Edy; Samsudi, Widjanarko, Dwi; Joyce, Peter; Stearns, Roman

2018-03-01

This model integrates project base learning by creating a product based on environmental needs. The Produktif Orientasi Lapangan 4 Tahap (POL4T) combines technical skills and entrepreneurial elements together in the learning process. This study is to implement the result of technopreneurship learning model development which is environment-oriented by combining technology and entrepreneurship components on Machining Skill Program. This study applies research and development design by optimizing experimental subject. Data were obtained from questionnaires, learning material validation, interpersonal, intrapersonal observation forms, skills, product, teachers and students' responses, and cognitive tasks. Expert validation and t-test calculation are applied to see how effective POL4T learning model. The result of the study is in the form of 4 steps learning model to enhance interpersonal and intrapersonal attitudes, develop practical products which orient to society and appropriate technology so that the products can have high selling value. The model is effective based on the students' post test result, which is better than the pre-test. The product obtained from POL4T model is proven to be better than the productive learning. POL4T model is recommended to be implemented for XI grade students. This is can develop entrepreneurial attitudes that are environment oriented, community needs and technical competencies students.

Field Trips as Valuable Learning Experiences in Geography Courses

ERIC Educational Resources Information Center

Krakowka, Amy Richmond

2012-01-01

Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb's (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb's experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to…

Studying Geology of Central Texas through Web-Based Virtual Field Trips

NASA Astrophysics Data System (ADS)

Chan, C.; Khan, S. D.; Wellner, J. S.

2007-12-01

Each year over 2500 students, mainly non-science majors, take introductory geology classes at the University of Houston. Optional field trips to Central Texas for these classes provide a unique learning opportunity for students to experience geologic concepts in a real world context. The field trips visit Enchanted Rock, Inks Lake, Bee Cave Road, Lion Mountain, and Slaughter Gap. Unfortunately, only around 10% of our students participate in these field trips. We are developing a web-based virtual field trip for Central Texas to provide an additional effective learning experience for students in these classes. The module for Enchanted Rock is complete and consists of linked geological maps, satellite imagery, digital elevation models, 3-D photography, digital video, and 3-D virtual reality visualizations. The ten virtual stops focus on different geologic process and are accompanied by questions and answers. To test the efficacy of the virtual field trip, we developed a quiz to measure student learning and a survey to evaluate the website. The quiz consists of 10 questions paralleling each stop and information on student attendance on the Central Texas field trip and/or the virtual field trip. From the survey, the average time spent on the website was 26 minutes, and overall the ratings of the virtual field trip were positive. Most noticeably students responded that the information on the website was relevant to their class and that the pictures, figures, and animations were essential to the website. Although high correlation coefficients between responses were expected for some questions (i.e., 0.89 for "The content or text of the website was clear" and "The information on the website was easy to read"), some correlations were less expected: 0.77 for "The number of test questions was appropriate" and "The information on the website was easy to read," and 0.70 for "The test questions reinforced the material presented on the website" and "The information on the website is relevant to my class." These virtual field trips provide an alternative for students who cannot attend the actual field trips. They also allow transfer students to experience these sites before attending upper level field trips, which often return to study these sites in more detail. These modules provide a valuable supplementary experience for all students, as they emphasize skills for which we are presently unable to provide sufficient practice in lecture, fieldtrips, or laboratory. Public access to the field trips is available at: http://geoinfo.geosc.uh.edu/VR/

Effects of kinesthetic and cutaneous stimulation during the learning of a viscous force field.

PubMed

Rosati, Giulio; Oscari, Fabio; Pacchierotti, Claudio; Prattichizzo, Domenico

2014-01-01

Haptic stimulation can help humans learn perceptual motor skills, but the precise way in which it influences the learning process has not yet been clarified. This study investigates the role of the kinesthetic and cutaneous components of haptic feedback during the learning of a viscous curl field, taking also into account the influence of visual feedback. We present the results of an experiment in which 17 subjects were asked to make reaching movements while grasping a joystick and wearing a pair of cutaneous devices. Each device was able to provide cutaneous contact forces through a moving platform. The subjects received visual feedback about joystick's position. During the experiment, the system delivered a perturbation through (1) full haptic stimulation, (2) kinesthetic stimulation alone, (3) cutaneous stimulation alone, (4) altered visual feedback, or (5) altered visual feedback plus cutaneous stimulation. Conditions 1, 2, and 3 were also tested with the cancellation of the visual feedback of position error. Results indicate that kinesthetic stimuli played a primary role during motor adaptation to the viscous field, which is a fundamental premise to motor learning and rehabilitation. On the other hand, cutaneous stimulation alone appeared not to bring significant direct or adaptation effects, although it helped in reducing direct effects when used in addition to kinesthetic stimulation. The experimental conditions with visual cancellation of position error showed slower adaptation rates, indicating that visual feedback actively contributes to the formation of internal models. However, modest learning effects were detected when the visual information was used to render the viscous field.

Comparing two methods of education (virtual versus traditional) on learning of Iranian dental students: a post-test only design study

PubMed Central

2014-01-01

Background The importance of using technologies such as e-learning in different disciplines is discussed in the literature. Researchers have measured the effectiveness of e-learning in a number of fields. Considering the lack of research on the effectiveness of online learning in dental education particularly in Iran, the advantages of these learning methods and the positive university atmosphere regarding the use of online learning. This study, therefore, aims to compare the effects of two methods of teaching (virtual versus traditional) on student learning. Methods This post-test only design study approached 40, fifth year dental students of Shiraz University of Medical Sciences. From this group, 35 students agreed to participate. These students were randomly allocated into two groups, experimental (virtual learning) and comparison (traditional learning). To ensure similarity between groups, we compared GPAs of all participants by the Mann–Whitney U test (P > 0.05). The experimental group received a virtual learning environment courseware package specifically designed for this study, whereas the control group received the same module structured in a traditional lecture form. The virtual learning environment consisted of online and offline materials. Two identical valid, reliable post-tests that consisted of 40 multiple choice questions (MCQs) and 4 essay questions were administered immediately (15 min) after the last session and two months later to assess for knowledge retention. Data were analyzed by SPSS version 20. Results A comparison of the mean knowledge score of both groups showed that virtual learning was more effective than traditional learning (effect size = 0.69). Conclusion The newly designed virtual learning package is feasible and will result in more effective learning in comparison with lecture-based training. However further studies are needed to generalize the findings of this study. PMID:24597923

Failure to produce taste-aversion learning in rats exposed to static electric fields and air ions.

PubMed

Creim, J A; Lovely, R H; Weigel, R J; Forsythe, W C; Anderson, L E

1995-01-01

Taste-aversion (TA) learning was measured to determine whether exposure to high-voltage direct current (HVdc) static electric fields can produce TA learning in male Long Evans rats. Fifty-six rats were randomly distributed into four groups of 14 rats each. All rats were placed on a 20 min/day drinking schedule for 12 consecutive days prior to receiving five conditioning trials. During the conditioning trials, access to 0.1% sodium saccharin-flavored water was given for 20 min, followed 30 min later by one of four treatments. Two groups of 14 rats each were individually exposed to static electric fields and air ions, one group to +75 kV/m (+2 x 10(5) air ions/cm3) and the other group to -75 kV/m (-2 x 10(5) air ions/cm3). Two other groups of 14 rats each served as sham-exposed controls, with the following variation in one of the sham-exposed groups: This group was subdivided into two subsets of seven rats each, so that a positive control group could be included to validate the experimental design. The positive control group (n = 7) was injected with cyclophosphamide 25 mg/kg, i.p., 30 min after access to saccharin-flavored water on conditioning days, whereas the other subset of seven rats was similarly injected with an equivalent volume of saline. Access to saccharin-flavored water on conditioning days was followed by the treatments described above and was alternated daily with water "recovery" sessions in which the rats received access to water for 20 min in the home cage without further treatment. Following the last water-recovery session, a 20 min, two-bottle preference test (between water and saccharin-flavored water) was administered to each group. The positive control group did show TA learning, thus validating the experimental protocol. No saccharin-flavored water was consumed in the two-bottle preference test by the cyclophosphamide-injected, sham-exposed group compared to 74% consumed by the saline-injected sham-exposed controls (P < .0001). Saccharin-preference data for the static field-exposed groups showed no TA learning compared to data for sham-exposed controls. In summary, exposure to intense static electric fields and air ions did not produce TA learning as assessed by this particular design.

Brine Migration in Heated Salt: Lessons Learned from Field Experiments

NASA Astrophysics Data System (ADS)

Kuhlman, K. L.; Matteo, E. N.; Mills, M.

2017-12-01

We summarize several interesting brine migration related phenomena hinted at in field experiments from field testing related to salt radioactive waste repositories in Germany and the US. Past heater tests in salt have shown 1) thermal-hydrological-mechanical coupling is quite strong during both heating and cooling; 2) chemical composition of brine evolves during heating, and comprises a mix of several water sources; and 3) acid gas (HCl) generation has been observed during past heater tests and may have multiple mechanisms for formation. We present a heated brine migration test design, formulated with these complexities in mind. Sandia National Laboratories is a multimission laboratory managed and operated by National Technology and Engineering Solutions of Sandia LLC, a wholly owned subsidiary of Honeywell International Inc. for the U.S. Department of Energy's National Nuclear Security Administration under contract DE-NA0003525.

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Greulich, Luana; Meadows, Jane; Li, Zhi

2011-01-01

The purpose of this cluster-randomized control field trial was to examine whether kindergarten teachers could learn to differentiate classroom reading instruction using Individualized Student Instruction for Kindergarten (ISI-K) and to test the efficacy of differentiation on reading outcomes. The study involved 14 schools, 23 ISI-K (n = 305…

The Relationship between Learning Style, Academic Major, and Academic Performance of College Students.

ERIC Educational Resources Information Center

Cano, Jamie

1999-01-01

Results of the Group Embedded Figures Test and Myers Briggs Type Indicator for 178 agricultural education freshmen showed 56% were field independent (FI); field dependent (FD) and FI students differed in choice of major; FD students were more likely to have lower grade point average; and as their style moved from dependence to independence, grade…

Determinants of Success on the ETS Business Major Field Exam for Students in an Undergraduate Multisite Regional University Business Program

ERIC Educational Resources Information Center

Bagamery, Bruce D.; Lasik, John J.; Nixon, Don R.

2005-01-01

Extending previous studies, the authors examined a larger set of variables to identify predictors of student performance on the Educational Testing Service Major Field Exam in Business, which has been shown to be an externally valid measure of student learning outcomes. Significant predictors include gender, whether students took the SAT, and…

Simulation Training: Evaluating the Instructor’s Contribution to a Wizard of Oz Simulator in Obstetrics and Gynecology Ultrasound Training

PubMed Central

Tepper, Ronnie

2017-01-01

Background Workplaces today demand graduates who are prepared with field-specific knowledge, advanced social skills, problem-solving skills, and integration capabilities. Meeting these goals with didactic learning (DL) is becoming increasingly difficult. Enhanced training methods that would better prepare tomorrow’s graduates must be more engaging and game-like, such as feedback based e-learning or simulation-based training, while saving time. Empirical evidence regarding the effectiveness of advanced learning methods is lacking. Objective quantitative research comparing advanced training methods with DL is sparse. Objectives This quantitative study assessed the effectiveness of a computerized interactive simulator coupled with an instructor who monitored students’ progress and provided Web-based immediate feedback. Methods A low-cost, globally accessible, telemedicine simulator, developed at the Technion—Israel Institute of Technology, Haifa, Israel—was used. A previous study in the field of interventional cardiology, evaluating the efficacy of the simulator to enhanced learning via knowledge exams, presented promising results of average scores varying from 94% after training and 54% before training (n=20) with P<.001. Two independent experiments involving obstetrics and gynecology (Ob-Gyn) physicians and senior ultrasound sonographers, with 32 subjects, were conducted using a new interactive concept of the WOZ (Wizard of OZ) simulator platform. The contribution of an instructor to learning outcomes was evaluated by comparing students’ knowledge before and after each interactive instructor-led session as well as after fully automated e-learning in the field of Ob-Gyn. Results from objective knowledge tests were analyzed using hypothesis testing and model fitting. Results A significant advantage (P=.01) was found in favor of the WOZ training approach. Content type and training audience were not significant. Conclusions This study evaluated the contribution of an integrated teaching environment using a computerized interactive simulator, with an instructor providing immediate Web-based immediate feedback to trainees. Involvement of an instructor in the simulation-based training process provided better learning outcomes that varied training content and trainee populations did not affect the overall learning gains. PMID:28432039

Teacher Responses to Learning Cycle Science Lessons for Early Childhood Education

NASA Astrophysics Data System (ADS)

Kraemer, Emily N.

Three learning cycle science lessons were developed for preschoolers in an early childhood children's center in Costa Mesa, California. The lessons were field tested by both novice and experienced teachers with children ranging from three to five years old. Teachers were then interviewed informally to collect feedback on the structure and flow the lessons. The feedback was encouraging remarks towards the use of learning cycle science lessons for early childhood educators. Adjustments were made to the lessons based on teacher feedback. The lessons and their implications for preschool education are discussed.

Development of a virtual lab for practical eLearning in eHealth.

PubMed

Herzog, Juliane; Forjan, Mathias; Sauermann, Stefan; Mense, Alexander; Urbauer, Philipp

2015-01-01

In recent years an ongoing development in educational offers for professionals working in the field of eHealth has been observed. This education is increasingly offered in the form of eLearning courses. Furthermore, it can be seen that simulations are a valuable part to support the knowledge transfer. Based on the knowledge profiles defined for eHealth courses a virtual lab should be developed. For this purpose, a subset of skills and a use case is determined. After searching and evaluating appropriate simulating and testing tools six tools were chosen to implement the use case practically. Within an UML use case diagram the interaction between the tools and the user is represented. Initially tests have shown good results of the tools' feasibility. After an extensive testing phase the tools should be integrated in the eHealth eLearning courses.

The impact of an online learning platform about nursing education on enrolled nurse preceptor teaching capabilities: a pre-post-test evaluation.

PubMed

Ryan, Colleen; Young, Louise; McAllister, Margaret

2017-06-01

Enrolled nurses (ENs) across Australia precept nursing students in the clinical field. Yet learning about the preceptoring role is not widely available to ENs. Educational innovation: EN's in this study participated in a professional development project that utilised the material of an online learning resource, originally designed to inspire clinical registered nurses (RNs), and RN teachers, to develop teaching innovations in their role. The aim of this paper is to report the results of a pre-post-test questionnaire designed to evaluate the impact of the professional development intervention. The analysis showed high scoring means with many items in the questionnaire statistically significant (p < .05, CI 95%). Results indicated positive differences in a number of teaching capabilities between pre- and post-test scores. This suggests ENs appreciate education that extends beyond clinical skills and that professional development should include the nursing education role.

Does Regular Online Testing Enhance Student Learning in the Numerical Sciences? Robust Evidence from a Large Data Set

ERIC Educational Resources Information Center

Angus, Simon D.; Watson, Judith

2009-01-01

While a number of studies have been conducted on the impact of online assessment and teaching methods on student learning, the field does not seem settled around the promised benefits of such approaches. It is argued that the reason for this state of affairs is that few studies have been able to control for a number of confounding factors in…

The Value of Being a Conscientious Learner: Examining the Effects of the Big Five Personality Traits on Self-Reported Learning from Training

ERIC Educational Resources Information Center

Woods, Stephen A.; Patterson, Fiona C.; Koczwara, Anna; Sofat, Juilitta A.

2016-01-01

Purpose: The aim of this paper is to examine the impact of personality traits of the Big Five model on training outcomes to help explain variation in training effectiveness. Design/Methodology/ Approach: Associations of the Big Five with self-reported learning following training were tested in a pre- and post-design in a field sample of junior…

The impact of internet and simulation-based training on transoesophageal echocardiography learning in anaesthetic trainees: a prospective randomised study.

PubMed

Sharma, V; Chamos, C; Valencia, O; Meineri, M; Fletcher, S N

2013-06-01

With the increasing role of transoesophageal echocardiography in clinical fields other than cardiac surgery, we decided to assess the efficacy of multi-modular echocardiography learning in echo-naïve anaesthetic trainees. Twenty-eight trainees undertook a pre-test to ascertain basic echocardiography knowledge, following which the study subjects were randomly assigned to two groups: learning via traditional methods such as review of guidelines and other literature (non-internet group); and learning via an internet-based echocardiography resource (internet group). After this, subjects in both groups underwent simulation-based echocardiography training. More tests were then conducted after a review of the respective educational resources and simulation sessions. Mean (SD) scores of subjects in the non-internet group were 28 (10)%, 44 (10)% and 63 (5)% in the pre-test, post-intervention test and post-simulation test, respectively, whereas those in the internet group scored 29 (8)%, 59 (10)%, (p = 0.001) and 72 (8)%, p = 0.005, respectively. The use of internet- and simulation-based learning methods led to a significant improvement in knowledge of transoesophageal echocardiography by anaesthetic trainees. The impact of simulation-based training was greater in the group who did not use the internet-based resource. We conclude that internet- and simulation-based learning methods both improve transoesophageal echocardiography knowledge in echo-naïve anaesthetic trainees. Anaesthesia © 2013 The Association of Anaesthetists of Great Britain and Ireland.

Cross-domain and multi-task transfer learning of deep convolutional neural network for breast cancer diagnosis in digital breast tomosynthesis

NASA Astrophysics Data System (ADS)

Samala, Ravi K.; Chan, Heang-Ping; Hadjiiski, Lubomir; Helvie, Mark A.; Richter, Caleb; Cha, Kenny

2018-02-01

We propose a cross-domain, multi-task transfer learning framework to transfer knowledge learned from non-medical images by a deep convolutional neural network (DCNN) to medical image recognition task while improving the generalization by multi-task learning of auxiliary tasks. A first stage cross-domain transfer learning was initiated from ImageNet trained DCNN to mammography trained DCNN. 19,632 regions-of-interest (ROI) from 2,454 mass lesions were collected from two imaging modalities: digitized-screen film mammography (SFM) and full-field digital mammography (DM), and split into training and test sets. In the multi-task transfer learning, the DCNN learned the mass classification task simultaneously from the training set of SFM and DM. The best transfer network for mammography was selected from three transfer networks with different number of convolutional layers frozen. The performance of single-task and multitask transfer learning on an independent SFM test set in terms of the area under the receiver operating characteristic curve (AUC) was 0.78+/-0.02 and 0.82+/-0.02, respectively. In the second stage cross-domain transfer learning, a set of 12,680 ROIs from 317 mass lesions on DBT were split into validation and independent test sets. We first studied the data requirements for the first stage mammography trained DCNN by varying the mammography training data from 1% to 100% and evaluated its learning on the DBT validation set in inference mode. We found that the entire available mammography set provided the best generalization. The DBT validation set was then used to train only the last four fully connected layers, resulting in an AUC of 0.90+/-0.04 on the independent DBT test set.

Digital Learning Network Education Events for the Desert Research and Technology Studies

NASA Technical Reports Server (NTRS)

Paul, Heather L.; Guillory, Erika R.

2007-01-01

NASA s Digital Learning Network (DLN) reaches out to thousands of students each year through video conferencing and webcasting. As part of NASA s Strategic Plan to reach the next generation of space explorers, the DLN develops and delivers educational programs that reinforce principles in the areas of science, technology, engineering and mathematics. The DLN has created a series of live education videoconferences connecting the Desert Research and Technology Studies (RATS) field test to students across the United States. The programs are also extended to students around the world via live webcasting. The primary focus of the events is the Vision for Space Exploration. During the programs, Desert RATS engineers and scientists inform and inspire students about the importance of exploration and share the importance of the field test as it correlates with plans to return to the Moon and explore Mars. This paper describes the events that took place in September 2006.

Student representation of magnetic field concepts in learning by guided inquiry

NASA Astrophysics Data System (ADS)

Desy Fatmaryanti, Siska; Suparmi; Sarwanto; Ashadi

2017-01-01

The purpose of this study was to determine the change of student’s representation after the intervention of learning by guided inquiry. The population in this research were all students who took a fundamental physics course, consisted of 28 students academic year 2016, Department of Physics Education, Faculty of Teacher Training and Education, University of Muhammadiyah Purworejo. This study employed a quasi-experimental design with group pre-test and post-test. The result of the research showed that the average of students representation of magnetic field before implementation of guided inquiry was 28,6 % and after implementation was 71,4%. It means that the student’s ability of multi-representation increase. Moreover, the number of students who is able to write and draw based on experiment data increased from 10,7% to 21,4 %. It was also showed that the number of student with no answer decreased from 28,5% to 10,7%.

Field Test Results of Using a Nacelle-Mounted Lidar for Improving Wind Energy Capture by Reducing Yaw Misalignment (Presentation)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Fleming, P.; Scholbrock, A.; Wright, A.

2014-11-01

Presented at the Nordic Wind Power Conference on November 5, 2014. This presentation describes field-test campaigns performed at the National Wind Technology Center in which lidar technology was used to improve the yaw alignment of the Controls Advanced Research Turbine (CART) 2 and CART3 wind turbines. The campaigns demonstrated that whether by learning a correction function to the nacelle vane, or by controlling yaw directly with the lidar signal, a significant improvement in power capture was demonstrated.

Exposure to activity-based anorexia impairs contextual learning in weight-restored rats without affecting spatial learning, taste, anxiety, or dietary-fat preference.

PubMed

Boersma, Gretha J; Treesukosol, Yada; Cordner, Zachary A; Kastelein, Anneke; Choi, Pique; Moran, Timothy H; Tamashiro, Kellie L

2016-02-01

Relapse rates are high amongst cases of anorexia nervosa (AN) suggesting that some alterations induced by AN may remain after weight restoration. To study the consequences of AN without confounds of environmental variability, a rodent model of activity-based anorexia (ABA) can be employed. We hypothesized that exposure to ABA during adolescence may have long-term consequences in taste function, cognition, and anxiety-like behavior after weight restoration. To test this hypothesis, we exposed adolescent female rats to ABA (1.5 h food access, combined with voluntary running wheel access) and compared their behavior to that of control rats after weight restoration was achieved. The rats were tested for learning/memory, anxiety, food preference, and taste in a set of behavioral tests performed during the light period. Our data show that ABA exposure leads to reduced performance during the novel object recognition task, a test for contextual learning, without altering performance in the novel place recognition task or the Barnes maze, both tasks that test spatial learning. Furthermore, we do not observe alterations in unconditioned lick responses to sucrose nor quinine (described by humans as "sweet" and "bitter," respectively). Nor Do we find alterations in anxiety-like behavior during an elevated plus maze or an open field test. Finally, preference for a diet high in fat is not altered. Overall, our data suggest that ABA exposure during adolescence impairs contextual learning in adulthood without altering spatial leaning, taste, anxiety, or fat preference. © 2015 Wiley Periodicals, Inc.

The Effect of a Noise Reducing Test Accommodation on Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Smith, Gregory W.; Riccomini, Paul J.

2013-01-01

Researchers in the fields of cognitive psychology and education have been studying the negative effects of noise on human performance for almost a century. A new empirical study that builds upon past relevant research on (1) test accommodations and (2) auditory distraction and academic performance was conducted with elementary age students.…

The kids got game: Computer/video games, gender and learning outcomes in science classrooms

NASA Astrophysics Data System (ADS)

Anderson, Janice Lyn

In recent years educators have begun to explore how to purposively design computer/video games to support student learning. This interest in video games has arisen in part because educational video games appear to have the potential to improve student motivation and interest in technology, and engage students in learning through the use of a familiar medium (Squire, 2005; Shaffer, 2006; Gee, 2005). The purpose of this dissertation research is to specifically address the issue of student learning through the use of educational computer/video games. Using the Quest Atlantis computer game, this study involved a mixed model research strategy that allowed for both broad understandings of classroom practices and specific analysis of outcomes through the themes that emerged from the case studies of the gendered groups using the game. Specifically, this study examined how fifth-grade students learning about science concepts, such as water quality and ecosystems, unfolds over time as they participate in the Quest Atlantis computer game. Data sources included classroom observations and video, pre- and post-written assessments, pre- and post- student content interviews, student field notebooks, field reports and the field notes of the researcher. To make sense of how students learning unfolded, video was analyzed using a framework of interaction analysis and small group interactions (Jordan & Henderson, 1995; Webb, 1995). These coded units were then examined with respect to student artifacts and assessments and patterns of learning trajectories analyzed. The analysis revealed that overall, student learning outcomes improved from pre- to post-assessments for all students. While there were no observable gendered differences with respect to the test scores and content interviews, there were gendered differences with respect to game play. Implications for game design, use of external scaffolds, games as tools for learning and gendered findings are discussed.

Hands-on Simulation versus Traditional Video-learning in Teaching Microsurgery Technique

PubMed Central

SAKAMOTO, Yusuke; OKAMOTO, Sho; SHIMIZU, Kenzo; ARAKI, Yoshio; HIRAKAWA, Akihiro; WAKABAYASHI, Toshihiko

2017-01-01

Bench model hands-on learning may be more effective than traditional didactic practice in some surgical fields. However, this has not been reported for microsurgery. Our study objective was to demonstrate the efficacy of bench model hands-on learning in acquiring microsuturing skills. The secondary objective was to evaluate the aptitude for microsurgery based on personality assessment. Eighty-six medical students comprising 62 men and 24 women were randomly assigned to either 20 min of hands-on learning with a bench model simulator or 20 min of video-learning using an instructional video. They then practiced microsuturing for 40 min. Each student then made three knots, and the time to complete the task was recorded. The final products were scored by two independent graders in a blind fashion. All participants then took a personality test, and their microsuture test scores and the time to complete the task were compared. The time to complete the task was significantly shorter in the simulator group than in the video-learning group. The final product scores tended to be higher with simulator-learning than with video-learning, but the difference was not significant. Students with high “extraversion” scores on the personality inventory took a shorter time to complete the suturing test. Simulator-learning was more effective for microsurgery training than video instruction, especially in understanding the procedure. There was a weak association between personality traits and microsurgery skill. PMID:28381653

Strain, Sex, and Open-Field Behavior: Factors Underlying the Genetic Susceptibility to Helplessness

PubMed Central

Padilla, Eimeira; Barrett, Douglas W.; Shumake, Jason D.; Gonzalez-Lima, F.

2009-01-01

Learned helplessness represents a failure to escape after exposure to inescapable stress and may model human psychiatric disorders related to stress. Previous work has demonstrated individual differences in susceptibility to learned helplessness. In this study, we assessed different factors associated with this susceptibility, including strain, sex, and open-field behavior. Testing of three rat strains (Holtzman, Long-Evans, and Sprague-Dawley) revealed that Holtzman rats were the most susceptible to helplessness. Holtzman rats not only had the longest escape latencies following inescapable shock, but also showed spontaneous escape deficits in the absence of prior shock when tested with a fixed-ratio 2 (FR2) running response. Moreover, when tested with fixed-ratio 1 (FR1) running—an easy response normally unaffected by helplessness training in rats—inescapable shock significantly increased the escape latencies of Holtzman rats. Within the Holtzman strain, we confirmed recent findings that females showed superior escape performance and therefore appeared more resistant to helplessness than males. However, regression and covariance analyses suggest that this sex difference may be explained by more baseline ambulatory activity among females. In addition, some indices of novelty reactivity (greater exploration of novel vs. familiar open-field) predicted subsequent helpless behavior. In conclusion, Holtzman rats, and especially male Holtzman rats, have a strong predisposition to become immobile when stressed which interferes with their ability to learn active escape responses. The Holtzman strain therefore appears to be a commercially available model for studying susceptibility to helplessness in males, and novelty-seeking may be a marker of this susceptibility. PMID:19428642

Effects of fetal microwave radiation exposure on offspring behavior in mice

PubMed Central

Zhang, Yanchun; Li, Zhihui; Gao, Yan; Zhang, Chenggang

2015-01-01

Abstract The recent rapid development of electronic communication techniques is resulting in a marked increase in exposure of humans to electromagnetic fields (EMFs). This has raised public concerns about the health hazards of long-term environmental EMF exposure for fetuses and children. Some studies have suggested EMF exposure in children could induce nervous system disorders. However, gender-dependent effects of microwave radiation exposure on cognitive dysfunction have not previously been reported. Here we investigated whether in utero exposure to 9.417-GHz microwave throughout gestation (Days 3.5–18) affected behavior, using the open field test (OFT), elevated-plus maze (EPM), tail suspension test (TST), forced swimming test (FST) and Morris water maze (MWM). We found that mice showed less movement in the center of an open field (using the OFT) and in an open arm (using the EPM) after in utero exposure to 9.417-GHz radiation, which suggested that the mice had increased anxiety-related behavior. Mice demonstrated reduced immobility in TST and FST after in utero exposure to 9.417-GHz radiation, which suggested that the mice had decreased depression-related behavior. From the MWM test, we observed that male offspring demonstrated decreased learning and memory, while females were not affected in learning and memory, which suggested that microwaves had gender-dependent effects. In summary, we have provided the first experimental evidence of microwaves inducing gender-dependent effects. PMID:25359903

Extracting laboratory test information from biomedical text

PubMed Central

Kang, Yanna Shen; Kayaalp, Mehmet

2013-01-01

Background: No previous study reported the efficacy of current natural language processing (NLP) methods for extracting laboratory test information from narrative documents. This study investigates the pathology informatics question of how accurately such information can be extracted from text with the current tools and techniques, especially machine learning and symbolic NLP methods. The study data came from a text corpus maintained by the U.S. Food and Drug Administration, containing a rich set of information on laboratory tests and test devices. Methods: The authors developed a symbolic information extraction (SIE) system to extract device and test specific information about four types of laboratory test entities: Specimens, analytes, units of measures and detection limits. They compared the performance of SIE and three prominent machine learning based NLP systems, LingPipe, GATE and BANNER, each implementing a distinct supervised machine learning method, hidden Markov models, support vector machines and conditional random fields, respectively. Results: Machine learning systems recognized laboratory test entities with moderately high recall, but low precision rates. Their recall rates were relatively higher when the number of distinct entity values (e.g., the spectrum of specimens) was very limited or when lexical morphology of the entity was distinctive (as in units of measures), yet SIE outperformed them with statistically significant margins on extracting specimen, analyte and detection limit information in both precision and F-measure. Its high recall performance was statistically significant on analyte information extraction. Conclusions: Despite its shortcomings against machine learning methods, a well-tailored symbolic system may better discern relevancy among a pile of information of the same type and may outperform a machine learning system by tapping into lexically non-local contextual information such as the document structure. PMID:24083058

Testing Planetary Rovers: Technologies, Perspectives, and Lessons Learned

NASA Technical Reports Server (NTRS)

Thomas, Hans; Lau, Sonie (Technical Monitor)

1998-01-01

Rovers are a vital component of NASA's strategy for manned and unmanned exploration of space. For the past five years, the Intelligent Mechanisms Group at the NASA Ames Research Center has conducted a vigorous program of field testing of rovers from both technology and science team productivity perspective. In this talk, I will give an overview of the the last two years of the test program, focusing on tests conducted in the Painted Desert of Arizona, the Atacama desert in Chile, and on IMG participation in the Mars Pathfinder mission. An overview of autonomy, manipulation, and user interface technologies developed in response to these missions will be presented, and lesson's learned in these missions and their impact on future flight missions will be presented. I will close with some perspectives on how the testing program has affected current rover systems.

Mechanisms influencing student understanding on an outdoor guided field trip

NASA Astrophysics Data System (ADS)

Caskey, Nourah Al-Rashid

Field trips are a basic and important, yet often overlooked part of the student experience. They provide the opportunity to integrate real world knowledge with classroom learning and student previous personal experiences. Outdoor guided field trips leave students with an increased understanding, awareness and interest and in science. However, the benefits of this experience are ambiguous at best (Falk and Balling, 1982; Falk and Dierking, 1992; Kisiel, 2006.) Students on an outdoor guided field trip to a local nature park experienced a significant increase in their understanding of the rock cycle. The changes in the pre-field trip test and the post-field trip test as well as their answers in interviews showed a profound change in the students' understanding and in their interest in the subject matter. The use of the "student's voice" (Bamberger and Tal, 2008) was the motivation for data analysis. By using the students' voice, I was able to determine the mechanisms that might influence their understanding of a subject. The central concepts emerging from the data were: the outdoor setting; the students' interest; the social interaction. From these central concepts, a conceptual model was developed. The outdoor setting allows for the freedom to explore, touch, smell and movement. This, in turn, leads to an increased interest in subject matter. As the students are exploring, they are enjoying themselves and become more open to learning. Interest leads to a desire to learn (Dewey, 1975). In addition to allowing the freedom to explore and move, the outdoor setting creates the condition for social interaction. The students talk to each other as they walk; they have in-depth discourse regarding the subject matter---with the teachers, each other and with the guides. The guides have an extremely important role in the students' learning. The more successful guides not only act as experts, but also adjust to the students' needs and act or speak accordingly. The interconnections of these three concepts---the outdoor setting, the students' interest, the social interaction---worked to provide the mechanisms by which the students increased their understanding of the rock cycle.

Teaching Resources and Instructor Professional Development for Integrating Laser Scanning, Structure from Motion, and GPS Surveying into Undergraduate Field Courses

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B.; Charlevoix, D. J.; Douglas, B. J.; Crosby, B. T.; Crosby, C. J.; Lauer, I. H.; Shervais, K.

2017-12-01

Field experiences have long been considered an integral part of geoscience learning. However, as data acquisition technologies evolve, undergraduate field courses need to keep pace so students gain exposure to new technologies relevant to the modern workforce. Maintaining expertise on new technologies is also challenging to established field education programs. Professional development and vetted curriculum present an opportunity to advance student exposure to new geoscience data acquisition technology. The GEodesy Tools for Societal Issues (GETSI) Field Collection, funded by NSF's Improving Undergraduate STEM Education program, addresses these needs in geodesy field education. Geodesy is the science of accurately measuring Earth's size, shape, orientation, mass distribution and the variations of these with time. Modern field geodesy methods include terrestrial laser scanning (TLS), kinematic and static GPS/GNSS surveying (global positioning system/global navigation satellite system), and structure from motion (SfM) photogrammetry. The GETSI Field Collection is a collaborative project between UNAVCO, Indiana University, and Idaho State University. The project is provides curriculum modules and instructor training (in the form of short courses) to facilitate the inclusion of SfM, TLS, and GPS surveying into geoscience courses with field components. The first module - Analyzing High Resolution Topography with TLS and SfM - is available via SERC; (serc.carleton.edu/getsi/teaching_materials/high-rez-topo) the second module - "High Precision Positioning with Static and Kinematic GPS/GNSS" - will be published in 2018. The module development and assessment follows the standards of the InTeGrate Project (an NSF STEP Center)previously tested on geodesy content in the GETSI classroom collection (serc.carleton.edu/getsi). This model emphasizes use of best practices in STEM education, including situating learning in the context of societal importance. Analysis of student work during development and testing shows a high level of achievement of module learning goals. Two four-day short courses have been run to train instructors on best practices for integration of these topics into field courses. Overall participant satisfaction with the short courses has been 9 out of 10.

Acute Exposure to Worst-Case Concentrations of Amitraz Does Not Affect Honey Bee Learning, Short-Term Memory, or Hemolymph Octopamine Levels.

PubMed

Rix, Rachel R; Christopher Cutler, G

2017-02-01

Amitraz, an acaricide used to treat Varroa destructor Anderson & Trueman, is one of the most commonly detected pesticides in honey bee (Apis mellifera L.) hives. Acaricides sometimes negatively impact honey bee cognition, but potential effects of amitraz on honey bee learning have been rarely studied. We topically exposed foragers to 95th percentile field-relevant levels of amitraz and, 24 h later, tested the ability of bees to associate a sucrose reward with a conditioned odor (learning response) using the proboscis extension response (PER). We then tested the ability of the bees to retain this memory 1 h and 2 h post-conditioning. Because amitraz is thought to affect octopamine metabolism in honey bees, and because octopamine is directly related to honey bee learning and memory, we also examined effects of exposure to amitraz on octopamine levels in honey bee hemolymph. We found that acute exposure to 95th percentile doses of amitraz had no impact on honey bee learning or short-term memory as measured by PER. Concentrations of octopamine in hemolymph from our low amitraz treatment were 1.4-fold higher than control levels, but other treatments had no effect. Our results from worst-case acute exposure experiments with worker bees in the laboratory suggest that typical field-relevant (within hive) exposures to amitraz probably have little effect on honey bee learning and memory. © The Authors 2016. Published by Oxford University Press on behalf of Entomological Society of America. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Application of Metamorphic Testing to Supervised Classifiers

PubMed Central

Xie, Xiaoyuan; Ho, Joshua; Kaiser, Gail; Xu, Baowen; Chen, Tsong Yueh

2010-01-01

Many applications in the field of scientific computing - such as computational biology, computational linguistics, and others - depend on Machine Learning algorithms to provide important core functionality to support solutions in the particular problem domains. However, it is difficult to test such applications because often there is no “test oracle” to indicate what the correct output should be for arbitrary input. To help address the quality of such software, in this paper we present a technique for testing the implementations of supervised machine learning classification algorithms on which such scientific computing software depends. Our technique is based on an approach called “metamorphic testing”, which has been shown to be effective in such cases. More importantly, we demonstrate that our technique not only serves the purpose of verification, but also can be applied in validation. In addition to presenting our technique, we describe a case study we performed on a real-world machine learning application framework, and discuss how programmers implementing machine learning algorithms can avoid the common pitfalls discovered in our study. We also discuss how our findings can be of use to other areas outside scientific computing, as well. PMID:21243103

Enrichment in the Sucker and Weaner Phase Altered the Performance of Pigs in Three Behavioural Tests.

PubMed

Ralph, Cameron; Hebart, Michelle; Cronin, Greg M

2018-05-14

We tested the hypothesis that provision of enrichment in the form of enrichment blocks during the sucker and weaner phases would affect the behaviour of pigs. We measured the performance of pigs in an open field/novel object test, a maze test, an executive function test and the cortisol response of the pigs after exposure to an open field test. The provision of enrichment blocks altered the behaviour of the pigs in all three tests and these changes suggest an increased willingness to explore and possibly an increased ability to learn. The behavioural tests highlighted that young pigs have the capacity to learn complex tasks. Our findings support the notion that the benefits of enrichment cannot be evaluated by measuring the interactions the animal has with the enrichments in the home pen and it may simply be beneficial to live in a more complex environment. We have highlighted that the early rearing environment is important and that the management and husbandry at an early age can have long-term implications for pigs. The enrichment we used in this study was very simple, an enrichment block, and we provide evidence suggesting the provision of enrichment effected pig behavioural responses. Even the simplest of enrichments may have benefits for the welfare and development of young pigs and there is merit in developing enrichment devices that are suitable for use in pig production.

Reading speed in the peripheral visual field of older adults: Does it benefit from perceptual learning?

PubMed

Yu, Deyue; Cheung, Sing-Hang; Legge, Gordon E; Chung, Susana T L

2010-04-21

Enhancing reading ability in peripheral vision is important for the rehabilitation of people with central-visual-field loss from age-related macular degeneration (AMD). Previous research has shown that perceptual learning, based on a trigram letter-recognition task, improved peripheral reading speed among normally-sighted young adults (Chung, Legge, & Cheung, 2004). Here we ask whether the same happens in older adults in an age range more typical of the onset of AMD. Eighteen normally-sighted subjects, aged 55-76years, were randomly assigned to training or control groups. Visual-span profiles (plots of letter-recognition accuracy as a function of horizontal letter position) and RSVP reading speeds were measured at 10 degrees above and below fixation during pre- and post-tests for all subjects. Training consisted of repeated measurements of visual-span profiles at 10 degrees below fixation, in four daily sessions. The control subjects did not receive any training. Perceptual learning enlarged the visual spans in both trained (lower) and untrained (upper) visual fields. Reading speed improved in the trained field by 60% when the trained print size was used. The training benefits for these older subjects were weaker than the training benefits for young adults found by Chung et al. Despite the weaker training benefits, perceptual learning remains a potential option for low-vision reading rehabilitation among older adults. Copyright 2010 Elsevier Ltd. All rights reserved.

The neural basis of reversal learning: An updated perspective

PubMed Central

Izquierdo, Alicia; Brigman, Jonathan L.; Radke, Anna K.; Rudebeck, Peter H.; Holmes, Andrew

2016-01-01

Reversal learning paradigms are among the most widely used tests of cognitive flexibility and have been used as assays, across species, for altered cognitive processes in a host of neuropsychiatric conditions. Based on recent studies in humans, non-human primates, and rodents, the notion that reversal learning tasks primarily measure response inhibition, has been revised. In this review, we describe how cognitive flexibility is measured by reversal learning and discuss new definitions of the construct validity of the task that are serving as an heuristic to guide future research in this field. We also provide an update on the available evidence implicating certain cortical and subcortical brain regions in the mediation of reversal learning, and an overview of the principle neurotransmitter systems involved. PMID:26979052

Education on electrical phenomena involved in electroporation-based therapies and treatments: a blended learning approach.

PubMed

Čorović, Selma; Mahnič-Kalamiza, Samo; Miklavčič, Damijan

2016-04-07

Electroporation-based applications require multidisciplinary expertise and collaboration of experts with different professional backgrounds in engineering and science. Beginning in 2003, an international scientific workshop and postgraduate course electroporation based technologies and treatments (EBTT) has been organized at the University of Ljubljana to facilitate transfer of knowledge from leading experts to researches, students and newcomers in the field of electroporation. In this paper we present one of the integral parts of EBTT: an e-learning practical work we developed to complement delivery of knowledge via lectures and laboratory work, thus providing a blended learning approach on electrical phenomena involved in electroporation-based therapies and treatments. The learning effect was assessed via a pre- and post e-learning examination test composed of 10 multiple choice questions (i.e. items). The e-learning practical work session and both of the e-learning examination tests were carried out after the live EBTT lectures and other laboratory work. Statistical analysis was performed to compare and evaluate the learning effect measured in two groups of students: (1) electrical engineers and (2) natural scientists (i.e. medical doctors, biologists and chemists) undergoing the e-learning practical work in 2011-2014 academic years. Item analysis was performed to assess the difficulty of each item of the examination test. The results of our study show that the total score on the post examination test significantly improved and the item difficulty in both experimental groups decreased. The natural scientists reached the same level of knowledge (no statistical difference in total post-examination test score) on the post-course test take, as do electrical engineers, although the engineers started with statistically higher total pre-test examination score, as expected. The main objective of this study was to investigate whether the educational content the e-learning practical work presented to the students with different professional backgrounds enhanced their knowledge acquired via lectures during EBTT. We compared the learning effect assessed in two experimental groups undergoing the e-learning practical work: electrical engineers and natural scientists. The same level of knowledge on the post-course examination was reached in both groups. The results indicate that our e-learning platform supported by blended learning approach provides an effective learning tool for populations with mixed professional backgrounds and thus plays an important role in bridging the gap between scientific domains involved in electroporation-based technologies and treatments.

Oral exposure to low-dose of nonylphenol impairs memory performance in Sprague-Dawley rats.

PubMed

Kawaguchi, Shinichiro; Kuwahara, Rika; Kohara, Yumi; Uchida, Yutaro; Oku, Yushi; Yamashita, Kimihiro

2015-02-01

Nonylphenol ethoxylate (NPE) is a non-ionic surfactant, that is degraded to short-chain NPE and 4-nonylphenol (NP) by bacteria in the environment. NP, one of the most common environmental endocrine disruptors, exhibits weak estrogen-like activity. In this study, we investigated whether oral administration of NP (at 0.5 and 5 mg/kg doses) affects spatial learning and memory, general activity, emotionality, and fear-motivated learning and memory in male and female Sprague-Dawley (SD) rats. SD rats of both sexes were evaluated using a battery of behavioral tests, including an appetite-motivated maze test (MAZE test) that was used to assess spatial learning and memory. In the MAZE test, the time required to reach the reward in male rats treated with 0.5 mg/kg NP group and female rats administered 5 mg/kg NP was significantly longer than that for control animals of the corresponding sex. In other behavioral tests, no significant differences were observed between the control group and either of the NP-treated groups of male rats. In female rats, inner and ambulation values for animals administered 0.5 mg/kg NP were significantly higher than those measured in control animals in open-field test, while the latency in the group treated with 5 mg/kg NP was significantly shorter compared to the control group in step-through passive avoidance test. This study indicates that oral administration of a low-dose of NP slightly impairs spatial learning and memory performance in male and female rats, and alters emotionality and fear-motivated learning and memory in female rats only.

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo.

PubMed

Aber, J Lawrence; Tubbs, Carly; Torrente, Catalina; Halpin, Peter F; Johnston, Brian; Starkey, Leighann; Shivshanker, Anjuli; Annan, Jeannie; Seidman, Edward; Wolf, Sharon

2017-02-01

Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.

THE FLAG: A Web Resource of Innovative Assessment Tools for Faculty in College Science, Mathematics, Engineering, and Technology

NASA Astrophysics Data System (ADS)

Zeilik, M.; Mathieu, R. D.; National InstituteScience Education; College Level-One Team

2000-12-01

Even the most dedicated college faculty often discover that their students fail to learn what was taught in their courses and that much of what students do learn is quickly forgotten after the final exam. To help college faculty improve student learning in college Science, Mathematics, Engineering and Technology (SMET), the College Level - One Team of the National Institute for Science Education has created the "FLAG" a Field-tested Learning Assessment Guide for SMET faculty. Developed with funding from the National Science Foundation, the FLAG presents in guidebook format a diverse and robust collection of field-tested classroom assessment techniques (CATs), with supporting information on how to apply them in the classroom. Faculty can download the tools and techniques from the website, which also provides a goals clarifier, an assessment primer, a searchable database, and links to additional resources. The CATs and tools have been reviewed by an expert editorial board and the NISE team. These assessment strategies can help faculty improve the learning environments in their SMET courses especially the crucial introductory courses that most strongly shape students' college learning experiences. In addition, the FLAG includes the web-based Student Assessment of Learning Gains. The SALG offers a convenient way to evaluate the impact of your courses on students. It is based on findings that students' estimates of what they gained are more reliable and informative than their observations of what they liked about the course or teacher. It offers accurate feedback on how well the different aspects of teaching helped the students to learn. Students complete the SALG online after a generic template has been modified to fit the learning objectives and activities of your course. The results are presented to the teacher as summary statistics automatically. The FLAG can be found at the NISE "Innovations in SMET Education" website at www.wcer.wisc.edu/nise/cl1

From the Start: NREL Nurtures a Growing Wind Industry - Continuum

Science.gov Websites

failures common in the field, the wind industry developed a standard practice for all wind turbine blades priorities was to build a mechanical testing facility for wind turbine blades. Blade testing began in 1989 blades to the breaking point in the past quarter century. Watch the video to learn more about the

Field assessment of social learning approach to teaching adolescents about alcohol and driving

DOT National Transportation Integrated Search

1987-04-01

This report discusses the development and test of a comprehensive intervention program for teaching adolescents about alcohol and its effect on driving. It examines such influences on adolescent drinking as parents and peers, environmental factors, p...

Intergenerational Learning and Family Harmony.

ERIC Educational Resources Information Center

Strom, Robert D.; Strom, Shirley K.

2000-01-01

Field tests of the Grandparent Strengths and Needs Inventory with Chinese, white, African American, and Hispanic American groups illuminated different perceptions about grandparents across cultures and generations. Results were used to develop culturally appropriate grandparent education curricula focused on achieving family harmony. (SK)

The Use of Classroom Assessment to Explore Problem Solving Skills Based on Pre-Service Teachers’ Cognitive Style Dimension in Basic Physics Course

NASA Astrophysics Data System (ADS)

Rahmawati; Rustaman, Nuryani Y.; Hamidah, Ida; Rusdiana, Dadi

2017-02-01

The aim of this study was to explore the use of assessment strategy which can measure problem solving skills of pre-service teachers based on their cognitive style in basic physics course. The sample consisted of 95 persons (male = 15, female = 75). This study used an exploratory research with observation techniques by interview, questionnaire, and test. The results indicated that the lecturer only used paper-pencil test assessment strategy to measure pre-service teachers’ achievement and also used conventional learning strategy. It means that the lecturer did not measure pre-services’ thinking process in learning, like problem solving skills. One of the factors which can influence student problem solving skills is cognitive style as an internal factor. Field Dependent (FD) and Field Independent (FI) are two cognitive styles which were measured with using Group Embedded Figure Test (GEFT) test. The result showed that 82% of pre-service teachers were FD cognitive style and only 18% of pre-service teachers had FI cognitive style. Furthermore, these findings became the fundamental design to develop a problem solving assessment model to measure pre-service teachers’ problem solving skills and process in basic physics course.

Multi-representation based on scientific investigation for enhancing students’ representation skills

NASA Astrophysics Data System (ADS)

Siswanto, J.; Susantini, E.; Jatmiko, B.

2018-03-01

This research aims to implementation learning physics with multi-representation based on the scientific investigation for enhancing students’ representation skills, especially on the magnetic field subject. The research design is one group pretest-posttest. This research was conducted in the department of mathematics education, Universitas PGRI Semarang, with the sample is students of class 2F who take basic physics courses. The data were obtained by representation skills test and documentation of multi-representation worksheet. The Results show gain analysis value of .64 which means some medium improvements. The result of t-test (α = .05) is shows p-value = .001. This learning significantly improves students representation skills.

Feasibility study on the readiness, suitability and acceptance of M-Learning AR in learning History

NASA Astrophysics Data System (ADS)

Taharim, Nurwahida Faradila; Lokman, Anitawati Mohd; Hanesh, Amjad; Aziz, Azhar Abd

2016-02-01

There is no doubt that globalization and innovation in technology has led to the use of technology widespread in almost all sectors, including in the field of education. In recent years, the use of technology in the field of education has more widely and rapidly expand worldwide. Integration of technology in education always open to new opportunities where past studies have shown that technology enhances teaching and learning experience. There are various technologies that have been integrated into the various disciplines of education. Augmented Reality (AR) in mobile learning, which allows a combination of real and virtual worlds in a mobile device, is one of the latest technological potential and has been applied in the field of education. The aim of this research work is to mitigate the challenges faced by end users namely students and teachers of history class by means of creating Augmented Reality mobile application to increase the interest in both delivering and receiving the subject matter. The system consists a mobile platform for students to view the content, and a cloud-based engine to deliver the content based on recognized marker. The impact of such system has been tested on both students and teachers, where students showed interest in learning history, while teachers expressed interest to extend and adopt the system school wide.

Interdisciplinary research and education in the Vienna Doctoral Programme on Water Resource Systems: a framework for evaluation

NASA Astrophysics Data System (ADS)

Bloeschl, G.; Carr, G.; Loucks, D. P.

2017-12-01

Greater understanding of how interdisciplinary research and education evolves is critical for identifying and implementing appropriate programme management strategies. We propose a program evaluation framework that is based on social learning processes (individual learning, interdisciplinary research practices, and interaction between researchers with different backgrounds); social capital outcomes (ability to interact, interpersonal connectivity, and shared understanding); and knowledge and human capital outcomes (new knowledge that integrates multiple research fields). The framework is tested on established case study doctoral program: the Vienna Doctoral Program on Water Resource Systems. Data are collected via mixed qualitative/quantitative methods that include semi-structured interviews, publication co-author analysis, analysis of research proposals, categorisation of the interdisciplinarity of publications and graduate analysis. Through the evaluation and analysis, several interesting findings about how interdisciplinary research evolves and can be supported are identified. Firstly, different aspects of individual learning seem to contribute to a researcher's ability to interact with researchers from other research fields and work collaboratively. These include learning new material from different research fields, learning how to learn new material and learning how to integrate different material. Secondly, shared interdisciplinary research practices can be identified that may be common to other programs and support interaction and shared understanding between different researchers. They include clarification and questioning, harnessing differences and setting defensible research boundaries. Thirdly, intensive interaction between researchers from different backgrounds support connectivity between the researchers, further enabling cross-disciplinary collaborative work. The case study data suggest that social learning processes and social capital outcomes precede new interdisciplinary research findings and are therefore a critical aspect to consider in interdisciplinary program management.

Embodied science and mixed reality: How gesture and motion capture affect physics education.

PubMed

Johnson-Glenberg, Mina C; Megowan-Romanowicz, Colleen

2017-01-01

A mixed design was created using text and game-like multimedia to instruct in the content of physics. The study assessed which variables predicted learning gains after a 1-h lesson on the electric field. The three manipulated variables were: (1) level of embodiment; (2) level of active generativity; and (3) presence of story narrative. Two types of tests were administered: (1) a traditional text-based physics test answered with a keyboard; and (2) a more embodied, transfer test using the Wacom large tablet where learners could use gestures (long swipes) to create vectors and answers. The 166 participants were randomly assigned to four conditions: (1) symbols and text; (2) low embodied; (3) high embodied/active; or (4) high embodied/active with narrative. The last two conditions were active because the on-screen content could be manipulated with gross body gestures gathered via the Kinect sensor. Results demonstrated that the three groups that included embodiment learned significantly more than the symbols and text group on the traditional keyboard post-test. When knowledge was assessed with the Wacom tablet format that facilitated gestures, the two active gesture-based groups scored significantly higher. In addition, engagement scores were significantly higher for the two active embodied groups. The Wacom results suggest test sensitivity issues; the more embodied test revealed greater gains in learning for the more embodied conditions. We recommend that as more embodied learning comes to the fore, more sensitive tests that incorporate gesture be used to accurately assess learning. The predicted differences in engagement and learning for the condition with the graphically rich story narrative were not supported. We hypothesize that a narrative effect for motivation and learning may be difficult to uncover in a lab experiment where participants are primarily motivated by course credit. Several design principles for mediated and embodied science education are proposed.

Synthetic biology routes to bio-artificial intelligence

PubMed Central

Zaikin, Alexey; Saka, Yasushi; Romano, M. Carmen; Giuraniuc, Claudiu V.; Kanakov, Oleg; Laptyeva, Tetyana

2016-01-01

The design of synthetic gene networks (SGNs) has advanced to the extent that novel genetic circuits are now being tested for their ability to recapitulate archetypal learning behaviours first defined in the fields of machine and animal learning. Here, we discuss the biological implementation of a perceptron algorithm for linear classification of input data. An expansion of this biological design that encompasses cellular ‘teachers’ and ‘students’ is also examined. We also discuss implementation of Pavlovian associative learning using SGNs and present an example of such a scheme and in silico simulation of its performance. In addition to designed SGNs, we also consider the option to establish conditions in which a population of SGNs can evolve diversity in order to better contend with complex input data. Finally, we compare recent ethical concerns in the field of artificial intelligence (AI) and the future challenges raised by bio-artificial intelligence (BI). PMID:27903825

Learning effect and test-retest variability of pulsar perimetry.

PubMed

Salvetat, Maria Letizia; Zeppieri, Marco; Parisi, Lucia; Johnson, Chris A; Sampaolesi, Roberto; Brusini, Paolo

2013-03-01

To assess Pulsar Perimetry learning effect and test-retest variability (TRV) in normal (NORM), ocular hypertension (OHT), glaucomatous optic neuropathy (GON), and primary open-angle glaucoma (POAG) eyes. This multicenter prospective study included 43 NORM, 38 OHT, 33 GON, and 36 POAG patients. All patients underwent standard automated perimetry and Pulsar Contrast Perimetry using white stimuli modulated in phase and counterphase at 30 Hz (CP-T30W test). The learning effect and TRV for Pulsar Perimetry were assessed for 3 consecutive visual fields (VFs). The learning effect were evaluated by comparing results from the first session with the other 2. TRV was assessed by calculating the mean of the differences (in absolute value) between retests for each combination of single tests. TRV was calculated for Mean Sensitivity, Mean Defect, and single Mean Sensitivity for each 66 test locations. Influence of age, VF eccentricity, and loss severity on TRV were assessed using linear regression analysis and analysis of variance. The learning effect was not significant in any group (analysis of variance, P>0.05). TRV for Mean Sensitivity and Mean Defect was significantly lower in NORM and OHT (0.6 ± 0.5 spatial resolution contrast units) than in GON and POAG (0.9 ± 0.5 and 1.0 ± 0.8 spatial resolution contrast units, respectively) (Kruskal-Wallis test, P=0.04); however, the differences in NORM among age groups was not significant (Kruskal-Wallis test, P>0.05). Slight significant differences were found for the single Mean Sensitivity TRV among single locations (Duncan test, P<0.05). For POAG, TRV significantly increased with decreasing Mean Sensitivity and increasing Mean Defect (linear regression analysis, P<0.01). The Pulsar Perimetry CP-T30W test did not show significant learning effect in patients with standard automated perimetry experience. TRV for global indices was generally low, and was not related to patient age; it was only slightly affected by VF defect eccentricity, and significantly influenced by VF loss severity.

Localization and Classification of Paddy Field Pests using a Saliency Map and Deep Convolutional Neural Network.

PubMed

Liu, Ziyi; Gao, Junfeng; Yang, Guoguo; Zhang, Huan; He, Yong

2016-02-11

We present a pipeline for the visual localization and classification of agricultural pest insects by computing a saliency map and applying deep convolutional neural network (DCNN) learning. First, we used a global contrast region-based approach to compute a saliency map for localizing pest insect objects. Bounding squares containing targets were then extracted, resized to a fixed size, and used to construct a large standard database called Pest ID. This database was then utilized for self-learning of local image features which were, in turn, used for classification by DCNN. DCNN learning optimized the critical parameters, including size, number and convolutional stride of local receptive fields, dropout ratio and the final loss function. To demonstrate the practical utility of using DCNN, we explored different architectures by shrinking depth and width, and found effective sizes that can act as alternatives for practical applications. On the test set of paddy field images, our architectures achieved a mean Accuracy Precision (mAP) of 0.951, a significant improvement over previous methods.

Localization and Classification of Paddy Field Pests using a Saliency Map and Deep Convolutional Neural Network

PubMed Central

Liu, Ziyi; Gao, Junfeng; Yang, Guoguo; Zhang, Huan; He, Yong

2016-01-01

We present a pipeline for the visual localization and classification of agricultural pest insects by computing a saliency map and applying deep convolutional neural network (DCNN) learning. First, we used a global contrast region-based approach to compute a saliency map for localizing pest insect objects. Bounding squares containing targets were then extracted, resized to a fixed size, and used to construct a large standard database called Pest ID. This database was then utilized for self-learning of local image features which were, in turn, used for classification by DCNN. DCNN learning optimized the critical parameters, including size, number and convolutional stride of local receptive fields, dropout ratio and the final loss function. To demonstrate the practical utility of using DCNN, we explored different architectures by shrinking depth and width, and found effective sizes that can act as alternatives for practical applications. On the test set of paddy field images, our architectures achieved a mean Accuracy Precision (mAP) of 0.951, a significant improvement over previous methods. PMID:26864172

Character Education Connections for School, Home and Community: A Guide for Integrating Character Education. Grades Pre-K through 12. 2nd Edition.

ERIC Educational Resources Information Center

Stirling, Diane

This character education guide, for grades Pre-K through 12, presents field-generated, field-tested ideas for integrating character education with daily learning. The ideas are varied in design, scope, and developmental levels and range from half-hour lessons to school-wide events to year-long courses. Each unit (50 in all) is built on particular…

Character Education Connections for School, Home and Community: A Guide for Integrating Character Education. Grades Pre-K through 12. Revised 2002. Third Edition.

ERIC Educational Resources Information Center

Stirling, Diane

This character-education guide, for grades Pre-K through 12, presents field-generated, field-tested ideas for integrating character education with daily learning. The ideas are varied in design, scope, and developmental levels, and range from half-hour lessons to schoolwide events to year-long courses. Each unit (50 in all) is built on particular…

Measurement of Turbulent Pressure and Temperature Fluctuations in a Gas Turbine Combustor

NASA Technical Reports Server (NTRS)

Povinelli, Louis (Technical Monitor); LaGraff, John E.; Bramanti, Cristina; Pldfield, Martin; Passaro, Andrea; Biagioni, Leonardo

2004-01-01

The report summarizes the results of the redesign efforts directed towards the gas-turbine combustor rapid-injector flow diagnostic probe developed under sponsorship of NASA-GRC and earlier reported in NASA-CR-2003-212540. Lessons learned during the theoretical development, developmental testing and field-testing in the previous phase of this research were applied to redesign of both the probe sensing elements and of the rapid injection device. This redesigned probe (referred to herein as Turboprobe) has been fabricated and is ready, along with the new rapid injector, for field-testing. The probe is now designed to capture both time-resolved and mean total temperatures, total pressures and, indirectly, one component of turbulent fluctuations.

Field Testing of Utility Robots for Lunar Surface Operations

NASA Technical Reports Server (NTRS)

Fong, Terrence; Bualat, Maria; Deans, Matt; Allan, Mark; Bouyssounouse, Xavier; Broxton, Michael; Edwards, Laurence; Lee, Pascal; Lee, Susan Y.; Lees, David;

The Effect of STEM Learning through the Project of Designing Boat Model toward Student STEM Literacy

NASA Astrophysics Data System (ADS)

Tati, T.; Firman, H.; Riandi, R.

2017-09-01

STEM Learning focusses on development of STEM-literate society, the research about implementation of STEM learning to develope students’ STEM literacy is still limited. This study is aimed to examine the effect of implementation STEM learning through the project of designing boat model on students STEM literacy in energy topic. The method of this study was a quasi-experiment with non-randomized pretest-posttest control group design. There were two classes involved, the experiment class used Project Based Learning with STEM approach and control class used Project-Based Learning without STEM approach. A STEM Literacy test instrument was developed to measure students STEM literacy which consists of science literacy, mathematics literacy, and technology-engineering literacy. The analysis showed that there were significant differences on improvement science literacy, mathematics technology-engineering between experiment class and control class with effect size more than 0.8 (large effect). The difference of improvement of STEM literacy between experiment class and control class is caused by the existence of design engineering activity which required students to apply the knowledge from every field of STEM. The challenge that was faced in STEM learning through design engineering activity was how to give the students practice to integrate STEM field in solving the problems. In additional, most of the students gave positive response toward implementation of STEM learning through design boat model project.

The Habitat Demonstration Unit Project: A Modular Instrumentation System for a Deep Space Habitat

NASA Technical Reports Server (NTRS)

Rojdev, Kristina; Kennedy, Kriss J.; Yim, Hester; Williamsn, Robert M.; Hafermalz, Scott; Wagner, Raymond S.

2011-01-01

NASA is focused on developing human exploration capabilities in low Earth orbit (LEO), expanding to near Earth asteroids (NEA), and finally to Mars. Habitation is a crucial aspect of human exploration, and a current focus of NASA activities. The Habitation Demonstration Unit (HDU) is a project focused on developing an autonomous habitation system that enables human exploration of space by providing engineers and scientists with a test bed to develop, integrate, test, and evaluate habitation systems. A critical feature of the HDU is the instrumentation system, which monitors key subsystems within the habitat. The following paper will discuss the HDU instrumentation system performance and lessons learned during the 2010 Desert Research and Technology Studies (D-RaTS). In addition, this paper will discuss the evolution of the instrumentation system to support the 2011 Deep Space Habitat configuration, the challenges, and the lessons learned of implementing this configuration. In 2010, the HDU was implemented as a pressurized excursion module (PEM) and was tested at NASA s D-RaTS in Arizona [1]. For this initial configuration, the instrumentation system design used features that were successful in previous habitat instrumentation projects, while also considering challenges, and implementing lessons learned [2]. The main feature of the PEM instrumentation system was the use of a standards-based wireless sensor node (WSN), implementing an IEEE 802.15.4 protocol. Many of the instruments were connected to several WSNs, which wirelessly transmitted data to the command and data handling system via a mesh network. The PEM instrumentation system monitored the HDU during field tests at D-RaTS, and the WSN data was later analyzed to understand the performance of this system. In addition, several lessons learned were gained from the field test experience, which fed into the instrumentation design of the next generation of the HDU.

A Topological Paradigm for Hippocampal Spatial Map Formation Using Persistent Homology

PubMed Central

Dabaghian, Y.; Mémoli, F.; Frank, L.; Carlsson, G.

2012-01-01

An animal's ability to navigate through space rests on its ability to create a mental map of its environment. The hippocampus is the brain region centrally responsible for such maps, and it has been assumed to encode geometric information (distances, angles). Given, however, that hippocampal output consists of patterns of spiking across many neurons, and downstream regions must be able to translate those patterns into accurate information about an animal's spatial environment, we hypothesized that 1) the temporal pattern of neuronal firing, particularly co-firing, is key to decoding spatial information, and 2) since co-firing implies spatial overlap of place fields, a map encoded by co-firing will be based on connectivity and adjacency, i.e., it will be a topological map. Here we test this topological hypothesis with a simple model of hippocampal activity, varying three parameters (firing rate, place field size, and number of neurons) in computer simulations of rat trajectories in three topologically and geometrically distinct test environments. Using a computational algorithm based on recently developed tools from Persistent Homology theory in the field of algebraic topology, we find that the patterns of neuronal co-firing can, in fact, convey topological information about the environment in a biologically realistic length of time. Furthermore, our simulations reveal a “learning region” that highlights the interplay between the parameters in combining to produce hippocampal states that are more or less adept at map formation. For example, within the learning region a lower number of neurons firing can be compensated by adjustments in firing rate or place field size, but beyond a certain point map formation begins to fail. We propose that this learning region provides a coherent theoretical lens through which to view conditions that impair spatial learning by altering place cell firing rates or spatial specificity. PMID:22912564

Motor-response learning at a process control panel by an autonomous robot

DOE Office of Scientific and Technical Information (OSTI.GOV)

Spelt, P.F.; de Saussure, G.; Lyness, E.

1988-01-01

The Center for Engineering Systems Advanced Research (CESAR) was founded at Oak Ridge National Laboratory (ORNL) by the Department of Energy's Office of Energy Research/Division of Engineering and Geoscience (DOE-OER/DEG) to conduct basic research in the area of intelligent machines. Therefore, researchers at the CESAR Laboratory are engaged in a variety of research activities in the field of machine learning. In this paper, we describe our approach to a class of machine learning which involves motor response acquisition using feedback from trial-and-error learning. Our formulation is being experimentally validated using an autonomous robot, learning tasks of control panel monitoring andmore » manipulation for effect process control. The CLIPS Expert System and the associated knowledge base used by the robot in the learning process, which reside in a hypercube computer aboard the robot, are described in detail. Benchmark testing of the learning process on a robot/control panel simulation system consisting of two intercommunicating computers is presented, along with results of sample problems used to train and test the expert system. These data illustrate machine learning and the resulting performance improvement in the robot for problems similar to, but not identical with, those on which the robot was trained. Conclusions are drawn concerning the learning problems, and implications for future work on machine learning for autonomous robots are discussed. 16 refs., 4 figs., 1 tab.« less

Effects of continuous vs. cycling estrogen replacement on the acquisition, retention and expression of place- and response-learning in the open-field tower maze.

PubMed

Lipatova, Olga; Byrd, Dennis; Green, John T; Toufexis, Donna J

2014-10-01

Estrogen has been shown to either enhance or impair learning and memory in female rats. The use of different experimental paradigms or estrogen treatment regimens may contribute to these disparate findings. In order to assess the effect of different estradiol (E2) treatments on several aspects of cognition, we trained ovariectomized female rats with either continuous, cycling, or vehicle E2 replacement, in an open-field tower maze task (OFTM) designed to test reference memory in a low-stress environment. In addition, in order to compare two distinct learning and memory systems, rats were trained to use either a dorsolateral striatum-based response type learning or a hippocampal-based place type learning to solve the maze. Results showed that cyclic, but not continuous, E2 replacement facilitated the acquisition of spatial memory in place-learners. Neither E2 regimen affected acquisition in response-learners. Additionally, when all experimental groups were performing at asymptote, rats were evaluated for performance stability by changing the location of their start position in the OFTM. Both regimens of E2 disrupted the expression of spatial memory in place-learners following the novel start position. However, E2 replacement protected ovariectomized female rats from the disruption of memory expression following a start position change in response-learners. Additionally all experimental groups performed equally well when tested following a 21-day period during which rats were absent from the maze. These results suggest that E2 fluctuation is particularly important in the acquisition of hippocampal-mediated spatial learning, and that hippocampal-based memory may be subject to disruption following environmental change, while striatum-based memory is subject to protection. Copyright © 2014 Elsevier Inc. All rights reserved.

Emergency Medical Care. A Manual for the Paramedic in the Field--Workbook.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This workbook is designed to accompany the text of the same name and to serve as an aid to both learning and review during the course of study. The workbook consists of 15 module self-tests and vocabulary lists that follow the modules of the text. Tests consist of objective questions (multiple choice, fill-in-the-blank, short answers, and…

On Complexity in Bilingual Research: The Causes, Effects, and Breadth of Content and Language Integrated Learning--A Reply to Bruton (2011)

ERIC Educational Resources Information Center

Lorenzo, Francisco; Moore, Pat; Casal, Sonia

2011-01-01

This article proposes that a complex issue such as bilingualism gives rise to a need for complex research. Complexity theories, both in the psycholinguistic and educational fields, may inspire new empirical studies on bilingualism that will likely provide data otherwise unattainable through classic pre-test/post-test methods. The article also…

Use of Formative Assessment, Self- and Peer-Assessment in the Classrooms: Some Insights from Recent Language Testing and Assessment (LTA) Research

ERIC Educational Resources Information Center

Afitska, Oksana

2014-01-01

A considerable number of studies on formative teacher assessment and feedback, learner self- and peer-assessment have been carried out in the field of Language Testing and Assessment (LTA) research over the last two decades. These studies investigated the above mentioned concepts from different perspectives (impact of assessment on learning,…

Developing learning community model with soft skill integration for the building engineering apprenticeship programme in vocational high school

NASA Astrophysics Data System (ADS)

Sutrisno, Dardiri, Ahmad; Sugandi, R. Machmud

2017-09-01

This study aimed to address the procedure, effectiveness, and problems in the implementation of learning model for Building Engineering Apprenticeship Training Programme. This study was carried out through survey method and experiment. The data were collected using questionnaire, test, and assessment sheet. The collected data were examined through description, t-test, and covariance analysis. The results of the study showed that (1) the model's procedure covered preparation course, readiness assessment, assignment distribution, handing over students to apprenticeship instructors, task completion, assisting, field assessment, report writing, and follow-up examination, (2) the Learning Community model could significantly improve students' active learning, but not improve students' hard skills and soft skills, and (3) the problems emerging in the implementation of the model were (1) students' difficulties in finding apprenticeship places and qualified instructors, and asking for relevant tasks, (2) teachers' difficulties in determining relevant tasks and monitoring students, and (3) apprenticeship instructors' difficulties in assigning, monitoring, and assessing students.

A Model of Self-Organizing Head-Centered Visual Responses in Primate Parietal Areas

PubMed Central

Mender, Bedeho M. W.; Stringer, Simon M.

2013-01-01

We present a hypothesis for how head-centered visual representations in primate parietal areas could self-organize through visually-guided learning, and test this hypothesis using a neural network model. The model consists of a competitive output layer of neurons that receives afferent synaptic connections from a population of input neurons with eye position gain modulated retinal receptive fields. The synaptic connections in the model are trained with an associative trace learning rule which has the effect of encouraging output neurons to learn to respond to subsets of input patterns that tend to occur close together in time. This network architecture and synaptic learning rule is hypothesized to promote the development of head-centered output neurons during periods of time when the head remains fixed while the eyes move. This hypothesis is demonstrated to be feasible, and each of the core model components described is tested and found to be individually necessary for successful self-organization. PMID:24349064

Learning Receptive Fields and Quality Lookups for Blind Quality Assessment of Stereoscopic Images.

PubMed

Shao, Feng; Lin, Weisi; Wang, Shanshan; Jiang, Gangyi; Yu, Mei; Dai, Qionghai

2016-03-01

Blind quality assessment of 3D images encounters more new challenges than its 2D counterparts. In this paper, we propose a blind quality assessment for stereoscopic images by learning the characteristics of receptive fields (RFs) from perspective of dictionary learning, and constructing quality lookups to replace human opinion scores without performance loss. The important feature of the proposed method is that we do not need a large set of samples of distorted stereoscopic images and the corresponding human opinion scores to learn a regression model. To be more specific, in the training phase, we learn local RFs (LRFs) and global RFs (GRFs) from the reference and distorted stereoscopic images, respectively, and construct their corresponding local quality lookups (LQLs) and global quality lookups (GQLs). In the testing phase, blind quality pooling can be easily achieved by searching optimal GRF and LRF indexes from the learnt LQLs and GQLs, and the quality score is obtained by combining the LRF and GRF indexes together. Experimental results on three publicly 3D image quality assessment databases demonstrate that in comparison with the existing methods, the devised algorithm achieves high consistent alignment with subjective assessment.

Comparison of normalized gain and Cohen's d for analyzing gains on concept inventories

NASA Astrophysics Data System (ADS)

Nissen, Jayson M.; Talbot, Robert M.; Nasim Thompson, Amreen; Van Dusen, Ben

2018-06-01

Measuring student learning is a complicated but necessary task for understanding the effectiveness of instruction and issues of equity in college science, technology, engineering, and mathematics (STEM) courses. Our investigation focused on the implications on claims about student learning that result from choosing between one of two commonly used metrics for analyzing shifts in concept inventories. The metrics are normalized gain (g ), which is the most common method used in physics education research and other discipline based education research fields, and Cohen's d , which is broadly used in education research and many other fields. Data for the analyses came from the Learning About STEM Student Outcomes (LASSO) database and included test scores from 4551 students on physics, chemistry, biology, and math concept inventories from 89 courses at 17 institutions from across the United States. We compared the two metrics across all the concept inventories. The results showed that the two metrics lead to different inferences about student learning and equity due to the finding that g is biased in favor of high pretest populations. We discuss recommendations for the analysis and reporting of findings on student learning data.

Older Adults' Memory for Verbally Presented Medical Information

ERIC Educational Resources Information Center

Bankoff, Sarah M.; Sandberg, Elisabeth Hollister

2012-01-01

Previous research demonstrates that patients typically have difficulty remembering information presented during healthcare consultations. This study examined how older adults learn and remember verbally presented medical information. Healthy older adults were tested for recall in experimental and field settings. Participants viewed a five-minute…

Early life programming of innate fear and fear learning in adult female rats.

PubMed

Stevenson, Carl W; Meredith, John P; Spicer, Clare H; Mason, Rob; Marsden, Charles A

2009-03-02

The early rearing environment can impact on emotional reactivity and learning later in life. In this study the effects of neonatal maternal separation (MS) on innate fear and fear learning were assessed in the adult female rat. Pups were subjected to MS (360 min), brief handling (H; 15 min), or animal facility rearing (AFR) on post-natal days 2-14. In the first experiment, innate fear was tested in the open field. No differences between the early rearing groups were observed in unconditioned fear. In the second experiment, separate cohorts were used in a 3-day fear learning paradigm which tested the acquisition (Day 1), expression and extinction (both Day 2) of conditioning to an auditory cue; extinction recall was determined as well (Day 3). Contextual fear conditioning was also assessed prior to cue presentations on Days 2 and 3. Whereas MS attenuated the acquisition and expression of fear conditioning to the cue, H potentiated extinction learning. Cue-induced fear was reduced on Day 3, compared to Day 2, indicating that the recall of extinction learning was evident; however, no early rearing group differences in extinction recall were observed. Similarly, while contextual fear was decreased on Day 3, compared to Day 2, there were no differences between the early rearing groups on either day tested. The present findings of altered cue-conditioned fear learning, in the absence of innate fear changes, lend further support for the important role of the early rearing environment in mediating cognition in adulthood.

Using Backward Design in Education Research: A Research Methods Essay †

PubMed Central

Jensen, Jamie L.; Bailey, Elizabeth G.; Kummer, Tyler A.; Weber, K. Scott

2017-01-01

Education research within the STEM disciplines applies a scholarly approach to teaching and learning, with the intent of better understanding how people learn and of improving pedagogy at the undergraduate level. Most of the professionals practicing in this field have ‘crossed over’ from other disciplinary fields and thus have faced challenges in becoming experts in a new discipline. In this article, we offer a novel framework for approaching education research design called Backward Design in Education Research. It is patterned on backward curricular design and provides a three-step, systematic approach to designing education projects: 1) Define a research question that leads to a testable causal hypothesis based on a theoretical rationale; 2) Choose or design the assessment instruments to test the research hypothesis; and 3) Develop an experimental protocol that will be effective in testing the research hypothesis. This approach provides a systematic method to develop and carry out evidence-based research design. PMID:29854045

Floral odor learning within the hive affects honeybees' foraging decisions

NASA Astrophysics Data System (ADS)

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

2007-03-01

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

Learning to actively cope with stress in female mice.

PubMed

Lyons, David M; Buckmaster, Christine L; Schatzberg, Alan F

2018-06-09

Repeated exposure to a same-sex resident stranger enhances subsequent indications of active coping that generalize across multiple contexts in intruder male mice. Here we investigate female mice for comparable learning to cope training effects. Stress coping research focused on females is important because stress related mood and anxiety disorders are more prevalent in women than men. Female mice were monitored for coping behavior in open-field, object-exploration, and tail-suspension tests conducted after repeated exposure to a same-sex resident stranger. During repeated exposure sessions of training staged in the resident's home cage, behavioral measures of aggression and risk assessment were collected and plasma measures of the stress hormone corticosterone were obtained from separate samples of mice. Repeated exposure to a same-sex resident stranger subsequently enhanced active coping behavior exemplified by diminished freezing and increased center entries in the open-field, shorter object-exploration latencies, and a tendency toward decreased immobility on tail-suspension tests. Open-field locomotion considered as an index of non-specific activity was not increased by repeated sessions of exposure and did not correlate significantly with any measure of active coping. During repeated sessions of exposure to a same-sex resident stranger, risk assessment behavior and consistent but limited aggression occurred and corticosterone responses increased over repeated sessions. Exposure to a same-sex resident stranger is mildly stressful and promotes learning to actively cope in mice assessed in three different contexts. Copyright © 2018. Published by Elsevier Ltd.

Birth of the Astronomy Diagnostic Test: Prototest Evolution

NASA Astrophysics Data System (ADS)

Zeilik, M.

2001-12-01

In 1992, with funding by the National Science Foundation, a multidisciplinary research team at the University of New Mexico accreted to transform a "traditional Astro 101" course into a conceptually-oriented one. The team consisted of people from astronomy, cognitive psychology, and education. Our aim was to improve the learning environment in a large "lecture" course based on current cognitive models of adult learning. We demanded that our effort be research-based, but found little in the literature to assist us; for example, no field-tested assessment tools that would measure appropiate outcomes had been developed in higher education. From prior research at lower grades, we saw the need of a valid and reliable "misconceptions" test. We also desired to tap into higher level conceptual learning, and so developed concept map assessments to measure acquisition of the "Big Picture" in astronomy. These "misconceptions measures" were protoversions of the Astronomy Diagnostic Test (ADT) that gained in structure and usefulness over four semesters involving hundreds of students. I will outline our methodology to develop the ADT in a bootstrap way, its basis as a learning tool, and its correlation with other assessments (especially the concept maps) and achievement in the UNM "Astro 101" course. This work was supported in part by NSF DUE grants 9253983 and 9981155.

Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Zawaski, M.

2004-12-01

This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

Students' Perceptions of Blended Learning and its Effectiveness As a Part of Second Year Dental Curriculum

NASA Astrophysics Data System (ADS)

Varthis, Spyridon

The field of dental medical education is one of the most rapidly evolving fields in education. Newer teaching methods are being evaluated and incorporated in dental institutions. One of the promising new methods is the blended learning approach that may involve a "flipped" instructional sequencing, where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking. The author conducted a mixed method, experimental study that focused on second year dental students' perceptions of blended learning and its effectiveness. A sample size of 40 dental students in their second year from a Northeastern Regional Dental School were invited to participate in this study to evaluate a blended learning approach in comparison to a more traditional lecture format. Students who participated in the study, participated in group problem-solving, responded to Likert-type surveys, completed content exams, and were interviewed individually. Based on Likert survey data and interview responses, the participants in the blended learning treatment reported very positive opinions including positive perceptions of the organization, support of meaningful learning and potential merits for use in dental education. There also was evidence that the blended learning group achieved at least as well as the traditional lecture group, and excelled on certain content test items. The results of this study support the conclusion that blended instruction promotes active, in-depth and self-regulated learning. During blended learning, students set standards or goals regarding their learning, evaluate their progress toward these goals, and then adapt and regulate their cognition, motivation, and behavior in order to accomplish their goals. Overall, the results of this research on blended learning, including the use of problem-based learning in group discussions, supports the merits of incorporating blended earning in dental education curricula.

Recognizing patterns of visual field loss using unsupervised machine learning

NASA Astrophysics Data System (ADS)

Yousefi, Siamak; Goldbaum, Michael H.; Zangwill, Linda M.; Medeiros, Felipe A.; Bowd, Christopher

2014-03-01

Glaucoma is a potentially blinding optic neuropathy that results in a decrease in visual sensitivity. Visual field abnormalities (decreased visual sensitivity on psychophysical tests) are the primary means of glaucoma diagnosis. One form of visual field testing is Frequency Doubling Technology (FDT) that tests sensitivity at 52 points within the visual field. Like other psychophysical tests used in clinical practice, FDT results yield specific patterns of defect indicative of the disease. We used Gaussian Mixture Model with Expectation Maximization (GEM), (EM is used to estimate the model parameters) to automatically separate FDT data into clusters of normal and abnormal eyes. Principal component analysis (PCA) was used to decompose each cluster into different axes (patterns). FDT measurements were obtained from 1,190 eyes with normal FDT results and 786 eyes with abnormal (i.e., glaucomatous) FDT results, recruited from a university-based, longitudinal, multi-center, clinical study on glaucoma. The GEM input was the 52-point FDT threshold sensitivities for all eyes. The optimal GEM model separated the FDT fields into 3 clusters. Cluster 1 contained 94% normal fields (94% specificity) and clusters 2 and 3 combined, contained 77% abnormal fields (77% sensitivity). For clusters 1, 2 and 3 the optimal number of PCA-identified axes were 2, 2 and 5, respectively. GEM with PCA successfully separated FDT fields from healthy and glaucoma eyes and identified familiar glaucomatous patterns of loss.

Effects of sublethal doses of thiacloprid and its formulation Calypso® on the learning and memory performance of honey bees.

PubMed

Tison, Léa; Holtz, Sophie; Adeoye, Amy; Kalkan, Önder; Irmisch, Nina S; Lehmann, Nadja; Menzel, Randolf

2017-10-15

Learning and memory play a central role in the behavior and communication of foraging bees. We have previously shown that chronic uptake of the neonicotinoid thiacloprid affects the behavior of honey bees in the field. Foraging behavior, homing success, navigation performance and social communication were impaired. Thiacloprid collected at a feeding site at low doses accumulates in foragers over time. Here, we applied a laboratory standard procedure (the proboscis-extension response conditioning) in order to assess which processes, acquisition, memory consolidation and/or memory retrieval were compromised after bees were fed either with thiacloprid or the formulation of thiacloprid named Calypso ® at different sublethal doses. Extinction and generalization tests allowed us to investigate whether bees respond to a learned stimulus, and how selectively. We showed that thiacloprid, as active substance and as formulation, poses a substantial risk to honey bees by disrupting learning and memory functions. These data support and specify the data collected in the field. © 2017. Published by The Company of Biologists Ltd.

Adaptation to a blood pressure telemetry system revealed by measures of activity, agility and operant learning in mice.

PubMed

Popova, Anfisa; Tsvirkun, Darya; Dolgov, Oleg; Anokhin, Konstantin; Alberts, Jeffrey; Lagereva, Evgeniia; Custaud, Marc-Antoine; Gauquelin-Koch, Guillemette; Vinogradova, Olga; Andreev-Andrievskiy, Alexander

Implantable telemetry enables continuous monitoring of physiological functions in freely moving animals and can greatly complement pharmacological research. Despite its miniaturization, a sensor/transmitter constitutes 5% or more of a mouse's bodyweight. The aim of the present study was to evaluate whether factors related to the presence of a probe/transmitter influence the ambulatory activity, strength, agility, or operant, motivated behaviors of this small rodent. Adult male mice (C57BL/6N, 22-25g, 9-10weeks; implanted n=26, intact n=45) were evaluated during week-long tests, conducted three and eight weeks after surgical implantation of the PA-C10 blood pressure probe. An open field test, grip force measurement, Rotarod test were performed, followed by 7-day continuous monitoring of spontaneous wheel running activity and positively reinforced operant conditioning in an automated data collection system. An implanted blood pressure transmitter did not affect behavior of mice in the open field test, on the Rotarod or their grip force, compared to unoperated controls. Voluntary wheel running distance was reduced three, but not eight weeks after implantation. Three weeks after the surgery, performance in the positively reinforced operant conditioning in operated mice was slightly decreased compared to intact animals, while retention and acquisition of a 2nd, reversal-learning task eight weeks after the surgery were unaffected. We conclude that an implantable transmitter may have detectable effects in the first few weeks following implantation on some elements of mouse behavior. With sufficient recovery, mice perform comparably to unoperated controls in tests of strength, endurance, agility and learned operant behavior. Copyright © 2017 Elsevier Inc. All rights reserved.

A Universal 3D Voxel Descriptor for Solid-State Material Informatics with Deep Convolutional Neural Networks.

PubMed

Kajita, Seiji; Ohba, Nobuko; Jinnouchi, Ryosuke; Asahi, Ryoji

2017-12-05

Material informatics (MI) is a promising approach to liberate us from the time-consuming Edisonian (trial and error) process for material discoveries, driven by machine-learning algorithms. Several descriptors, which are encoded material features to feed computers, were proposed in the last few decades. Especially to solid systems, however, their insufficient representations of three dimensionality of field quantities such as electron distributions and local potentials have critically hindered broad and practical successes of the solid-state MI. We develop a simple, generic 3D voxel descriptor that compacts any field quantities, in such a suitable way to implement convolutional neural networks (CNNs). We examine the 3D voxel descriptor encoded from the electron distribution by a regression test with 680 oxides data. The present scheme outperforms other existing descriptors in the prediction of Hartree energies that are significantly relevant to the long-wavelength distribution of the valence electrons. The results indicate that this scheme can forecast any functionals of field quantities just by learning sufficient amount of data, if there is an explicit correlation between the target properties and field quantities. This 3D descriptor opens a way to import prominent CNNs-based algorithms of supervised, semi-supervised and reinforcement learnings into the solid-state MI.

Asset Analysis and Operational Concepts for Separation Assurance Flight Testing at Dryden Flight Research Center

NASA Technical Reports Server (NTRS)

Costa, Guillermo J.; Arteaga, Ricardo A.

2011-01-01

A preliminary survey of existing separation assurance and collision avoidance advancements, technologies, and efforts has been conducted in order to develop a concept of operations for flight testing autonomous separation assurance at Dryden Flight Research Center. This effort was part of the Unmanned Aerial Systems in the National Airspace System project. The survey focused primarily on separation assurance projects validated through flight testing (including lessons learned), however current forays into the field were also examined. Comparisons between current Dryden flight and range assets were conducted using House of Quality matrices in order to allow project management to make determinations regarding asset utilization for future flight tests. This was conducted in order to establish a body of knowledge of the current collision avoidance landscape, and thus focus Dryden s efforts more effectively towards the providing of assets and test ranges for future flight testing within this research field.

The Development of Teaching and Learning in Bright-Field Microscopy Technique

ERIC Educational Resources Information Center

Iskandar, Yulita Hanum P.; Mahmud, Nurul Ethika; Wahab, Wan Nor Amilah Wan Abdul; Jamil, Noor Izani Noor; Basir, Nurlida

2013-01-01

E-learning should be pedagogically-driven rather than technologically-driven. The objectives of this study are to develop an interactive learning system in bright-field microscopy technique in order to support students' achievement of their intended learning outcomes. An interactive learning system on bright-field microscopy technique was…

Exhibiting the Field for Learning: Telling New York's Stories

ERIC Educational Resources Information Center

Saunders, Angharad

2011-01-01

This paper explores the challenges of engaging and assessing students in residential field learning. Fieldwork presents students with complex learning environments, wherein they are asked to participate in a variety of learning activities. Difficulties arise, however, over how to sustain engagement in field learning while simultaneously capturing…

The impact of sound-field systems on learning and attention in elementary school classrooms.

PubMed

Dockrell, Julie E; Shield, Bridget

2012-08-01

The authors evaluated the installation and use of sound-field systems to investigate the impact of these systems on teaching and learning in elementary school classrooms. Methods The evaluation included acoustic surveys of classrooms, questionnaire surveys of students and teachers, and experimental testing of students with and without the use of sound-field systems. In this article, the authors report students' perceptions of classroom environments and objective data evaluating change in performance on cognitive and academic assessments with amplification over a 6-month period. Teachers were positive about the use of sound-field systems in improving children's listening and attention to verbal instructions. Over time, students in amplified classrooms did not differ from those in nonamplified classrooms in their reports of listening conditions, nor did their performance differ in measures of numeracy, reading, or spelling. Use of sound-field systems in the classrooms resulted in significantly larger gains in performance in the number of correct items on the nonverbal measure of speed of processing and the measure of listening comprehension. Analysis controlling for classroom acoustics indicated that students' listening comprehension scores improved significantly in amplified classrooms with poorer acoustics but not in amplified classrooms with better acoustics. Both teacher ratings and student performance on standardized tests indicated that sound-field systems improved performance on children's understanding of spoken language. However, academic attainments showed no benefits from the use of sound-field systems. Classroom acoustics were a significant factor influencing the efficacy of sound-field systems; children in classes with poorer acoustics benefited in listening comprehension, whereas there was no additional benefit for children in classrooms with better acoustics.

A Comparative Study of Students’ Track and Field Technical Performance in Sport Education and in a Direct Instruction Approach

PubMed Central

Pereira, José; Hastie, Peter; Araújo, Rui; Farias, Cláudio; Rolim, Ramiro; Mesquita, Isabel

2015-01-01

This study examined students’ technical performances improvements in three track and field events (hurdles, shot put, and long jump) following either a Sport Education season or a Direct Instruction unit. An experienced Physical Education teacher taught two classes totalling 47 sixth-grade students (25 boys and 22 girls, aged between 10 and 13 years old) in 20, 45-minute lessons over 10 weeks. The students’ technical performances were analysed and evaluated through systematic observation of videos. The Wilcoxon signed-rank test was used to compare scores at three time points (pre-test, post-test and retention), and the Mann-Whitney U test was used to examine the differences within each instructional model at each assessment moment, as well as by gender and skill level. The impact of each instructional model in student learning was markedly distinct. While in Sport Education students of both genders and skill levels improved significantly in all events, in Direct Instruction, evidence of significant improvements was limited to boys and students of higher skill level. Key points The impact of each teaching approach in student learning was distinct. While in Sport Education the technical performance improvements spread throughout students of both genders and skill levels, in Direct Instruction significant improvements were exclusive to boys and students of higher skill level. The extended analysis in the current study, taking into account student gender and skill level, permitted a more comprehensive measure of the learning impact of the two approaches. More sophisticated analyses of the tasks and instructional strategies of each approach are encouraged. PMID:25729299

The impact of research-based learning on student’s academic performance and motivation

NASA Astrophysics Data System (ADS)

Sumbawati, M. S.; Anistyasari, Y.

2018-01-01

Undergraduate students often have difficulty in finding the updated research topic for their undergraduate thesis. This is due to students have less knowledge about research in a particular field because they are less familiar with scientific articles. This work, therefore, proposed an implementation of research-based learning and measured students’ academic performance and motivation. The study is conducted in four stages which are the plan, do, check, and act. Research-based learning is conducted based on its syntax. Paper and pencil test is then performed to measure students’ academic achievement and a survey is devoted to determining students’ academic motivation. The results show that most students obtain satisfied score and they feel comfortable to join a class with research-based learning.

Prediction of outcome in internet-delivered cognitive behaviour therapy for paediatric obsessive-compulsive disorder: A machine learning approach.

PubMed

Lenhard, Fabian; Sauer, Sebastian; Andersson, Erik; Månsson, Kristoffer Nt; Mataix-Cols, David; Rück, Christian; Serlachius, Eva

2018-03-01

There are no consistent predictors of treatment outcome in paediatric obsessive-compulsive disorder (OCD). One reason for this might be the use of suboptimal statistical methodology. Machine learning is an approach to efficiently analyse complex data. Machine learning has been widely used within other fields, but has rarely been tested in the prediction of paediatric mental health treatment outcomes. To test four different machine learning methods in the prediction of treatment response in a sample of paediatric OCD patients who had received Internet-delivered cognitive behaviour therapy (ICBT). Participants were 61 adolescents (12-17 years) who enrolled in a randomized controlled trial and received ICBT. All clinical baseline variables were used to predict strictly defined treatment response status three months after ICBT. Four machine learning algorithms were implemented. For comparison, we also employed a traditional logistic regression approach. Multivariate logistic regression could not detect any significant predictors. In contrast, all four machine learning algorithms performed well in the prediction of treatment response, with 75 to 83% accuracy. The results suggest that machine learning algorithms can successfully be applied to predict paediatric OCD treatment outcome. Validation studies and studies in other disorders are warranted. Copyright © 2017 John Wiley & Sons, Ltd.

Reversal-specific learning impairments after a binge regimen of methamphetamine in rats: possible involvement of striatal dopamine.

PubMed

Izquierdo, Alicia; Belcher, Annabelle M; Scott, Lori; Cazares, Victor A; Chen, Jack; O'Dell, Steven J; Malvaez, Melissa; Wu, Tiffany; Marshall, John F

2010-01-01

A growing body of evidence indicates that protracted use of methamphetamine (mAMPH) causes long-term impairments in cognitive function in humans. Aside from the widely reported problems with attention, mAMPH users exhibit learning and memory deficits, particularly on tasks requiring response control. Although binge mAMPH administration to animals results in cognitive deficits, few studies have attempted to test behavioral flexibility in animals after mAMPH exposure. The aim of this study was to evaluate whether mAMPH would produce impairments in two tasks assessing flexible responding in rats: a touchscreen-based discrimination-reversal learning task and an attentional set shift task (ASST) based on a hallmark test of executive function in humans, the Wisconsin Card Sort. We treated male Long-Evans rats with a regimen of four injections of 2 mg/kg mAMPH (or vehicle) within a single day, a dosing regimen shown earlier to produce object recognition impairments. We then tested them on (1) reversal learning after pretreatment discrimination learning or (2) the ASST. Early reversal learning accuracy was impaired in mAMPH-treated rats. MAMPH pretreatment also selectively impaired reversal performance during ASST testing, leaving set-shifting performance intact. Postmortem analysis of [(125)I]RTI-55 binding revealed small (10-20%) but significant reductions in striatal dopamine transporters produced by this mAMPH regimen. Together, these results lend new information to the growing field documenting impaired cognition after mAMPH exposure, and constitute a rat model of the widely reported decision-making deficits resulting from mAMPH abuse seen in humans.

Effects of aerosol-vapor JP-8 jet fuel on the functional observational battery, and learning and memory in the rat.

PubMed

Baldwin, C M; Houston, F P; Podgornik, M N; Young, R S; Barnes, C A; Witten, M L

2001-01-01

To determine whether JP-8 jet fuel affects parameters of the Functional Observational Battery (FOB), visual discrimination, or spatial learning and memory, the authors exposed groups of male Fischer Brown Norway hybrid rats for 28 d to aerosol/vapor-delivered JP-8, or to JP-8 followed by 15 min of aerosolized substance P analogue, or to sham-confined fresh room air. Behavioral testing was accomplished with the U.S. Environmental Protection Agency's Functional Observational Battery. The authors used the Morris swim task to test visual and spatial learning and memory testing. The spatial test included examination of memory for the original target location following 15 d of JP-8 exposure, as well as a 3-d new target location learning paradigm implemented the day that followed the final day of exposure. Only JP-8 exposed animals had significant weight loss by the 2nd week of exposure compared with JP-8 with substance P and control rats; this finding compares with those of prior studies of JP-8 jet fuel. Rats exposed to JP-8 with or without substance P exhibited significantly greater rearing and less grooming behavior over time than did controls during Functional Observational Battery open-field testing. Exposed rats also swam significantly faster than controls during the new target location training and testing, thus supporting the increased activity noted during Functional Observational Battery testing. There were no significant differences between the exposed and control groups' performances during acquisition, retention, or learning of the new platform location in either the visual discrimination or spatial version of the Morris swim task. The data suggest that although visual discrimination and spatial learning and memory were not disrupted by JP-8 exposure, arousal indices and activity measures were distinctly different in these animals.

Scientists at Work. Final Report.

ERIC Educational Resources Information Center

Education Turnkey Systems, Inc., Falls Church, VA.

This report summarizes activities related to the development, field testing, evaluation, and marketing of the "Scientists at Work" program which combines computer assisted instruction with database tools to aid cognitively impaired middle and early high school children in learning and applying thinking skills to science. The brief report reviews…

Culturally Proficient Coaching: Supporting Educators to Create Equitable Schools

ERIC Educational Resources Information Center

Lindsey, Delores B.; Martinez, Richard S.; Lindsey, Randall B.

2006-01-01

Multicultural classrooms require a multifaceted approach to creating inclusive, learning-rich environments that empower all students. To meet this growing need, "Culturally Proficient Coaching" provides educators with a simple, yet comprehensive, new framework: a powerful fusion of the field-tested and respected Cognitive Coaching and Cultural…

Investigating and improving introductory physics students’ understanding of the electric field and superposition principle

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2017-09-01

We discuss an investigation of the difficulties that students in a university introductory physics course have with the electric field and superposition principle and how that research was used as a guide in the development and evaluation of a research-validated tutorial on these topics to help students learn these concepts better. The tutorial uses a guided enquiry-based approach to learning and involved an iterative process of development and evaluation. During its development, we obtained feedback both from physics instructors who regularly teach introductory physics in which these concepts are taught and from students for whom the tutorial is intended. The iterative process continued and the feedback was incorporated in the later versions of the tutorial until the researchers were satisfied with the performance of a diverse group of introductory physics students on the post-test after they worked on the tutorial in an individual one-on-one interview situation. Then the final version of the tutorial was administered in several sections of the university physics course after traditional instruction in relevant concepts. We discuss the performance of students in individual interviews and on the pre-test administered before the tutorial (but after traditional lecture-based instruction) and on the post-test administered after the tutorial. We also compare student performance in sections of the class in which students worked on the tutorial with other similar sections of the class in which students only learned via traditional instruction. We find that students performed significantly better in the sections of the class in which the tutorial was used compared to when students learned the material via only lecture-based instruction.

Interactive learning media based on flash for basic electronic engineering development for SMK Negeri 1 Driyorejo - Gresik

NASA Astrophysics Data System (ADS)

Mandigo Anggana Raras, Gustav

2018-04-01

This research aims to produce a product in the form of flash based interactive learning media on a basic electronic engineering subject that reliable to be used and to know students’ responses about the media. The target of this research is X-TEI 1 class at SMK Negeri 1 Driyorejo – Gresik. The method used in this study is R&D that has been limited into seven stages only (1) potential and problems, (2) data collection, (3) product design, (4) product validation, (5) product revision, (6) field test, and (7) analysis and writing. The obtained result is interactive learning media named MELDASH. Validation process used to produce a valid interactive learning media. The result of media validation state that the interactive learning media has a 90.83% rating. Students’ responses to this interactive learning media is really good with 88.89% rating.

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.

Elementary school children's science learning from school field trips

NASA Astrophysics Data System (ADS)

Glick, Marilyn Petty

This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.

Weighted Discriminative Dictionary Learning based on Low-rank Representation

NASA Astrophysics Data System (ADS)

Chang, Heyou; Zheng, Hao

2017-01-01

Low-rank representation has been widely used in the field of pattern classification, especially when both training and testing images are corrupted with large noise. Dictionary plays an important role in low-rank representation. With respect to the semantic dictionary, the optimal representation matrix should be block-diagonal. However, traditional low-rank representation based dictionary learning methods cannot effectively exploit the discriminative information between data and dictionary. To address this problem, this paper proposed weighted discriminative dictionary learning based on low-rank representation, where a weighted representation regularization term is constructed. The regularization associates label information of both training samples and dictionary atoms, and encourages to generate a discriminative representation with class-wise block-diagonal structure, which can further improve the classification performance where both training and testing images are corrupted with large noise. Experimental results demonstrate advantages of the proposed method over the state-of-the-art methods.

Grand Canyon as a universally accessible virtual field trip for intro Geoscience classes using geo-referenced mobile game technology

NASA Astrophysics Data System (ADS)

Bursztyn, N.; Pederson, J. L.; Shelton, B.

2012-12-01

There is a well-documented and nationally reported trend of declining interest, poor preparedness, and lack of diversity within U.S. students pursuing geoscience and other STEM disciplines. We suggest that a primary contributing factor to this problem is that introductory geoscience courses simply fail to inspire (i.e. they are boring). Our experience leads us to believe that the hands-on, contextualized learning of field excursions are often the most impactful component of lower division geoscience classes. However, field trips are becoming increasingly more difficult to run due to logistics and liability, high-enrollments, decreasing financial and administrative support, and exclusivity of the physically disabled. Recent research suggests that virtual field trips can be used to simulate this contextualized physical learning through the use of mobile devices - technology that exists in most students' hands already. Our overarching goal is to enhance interest in introductory geoscience courses by providing the kinetic and physical learning experience of field trips through geo-referenced educational mobile games and test the hypothesis that these experiences can be effectively simulated through virtual field trips. We are doing this by developing "serious" games for mobile devices that deliver introductory geology material in a fun and interactive manner. Our new teaching strategy will enhance undergraduate student learning in the geosciences, be accessible to students of diverse backgrounds and physical abilities, and be easily incorporated into higher education programs and curricula at institutions globally. Our prototype involves students virtually navigating downstream along a scaled down Colorado River through Grand Canyon - physically moving around their campus quad, football field or other real location, using their smart phone or a tablet. As students reach the next designated location, a photo or video in Grand Canyon appears along with a geological question. The students must answer each question correctly in order to proceed to the next location and accrue points in the game and multiple attempts reduce the number of points earned when the correct answer is found. The questions are either multiple choice or involve touch-screen interaction to identify a specific geologic feature. Initial testing of the prototype game in Historical and Physical geology courses at Utah State University indicate that students enjoy the mobile "exploration" nature of the game as well as experiencing photographs of geologic features rather than traditional cartoons. Qualitative evaluation using anonymous surveys was conducted to help determine the usability of the game and the potential effectiveness of this technology-based approach. Students were asked about the degree of fun and difficulty of the game, content learned, and their overall response to features they liked/disliked about it. The results of these early assessments are positive, both in regard to the improvement of students' understanding of key geology concepts and their enjoyment of learning with the technology in a mobile orienteering manner. This is a positive first step in an innovative teaching tool with the power to overcome the pervasive problem of the boring first year STEM course and make world-class field trips accessible to all.

Applying innovative approach “Nature of Science (NoS) within inquiry” for developing scientific literacy in the student worksheet

NASA Astrophysics Data System (ADS)

Widowati, A.; Anjarsari, P.; Zuhdan, K. P.; Dita, A.

2018-03-01

The challenges of the 21st century require innovative solutions. Education must able to make an understanding of science learning that leads to the formation of scientific literacy learners. This research was conducted to produce the prototype as science worksheet based on Nature of Science (NoS) within inquiry approach and to know the effectiveness its product for developing scientific literacy. This research was the development and research design, by pointing to Four D models and Borg & Gall Model. There were 4 main phases (define, design, develop, disseminate) and additional phases (preliminary field testing, main product revision, main field testing, and operational product revision). Research subjects were students of the junior high school in Yogyakarta. The instruments used included questionnaire sheet product validation and scientific literacy test. For the validation data were analyzed descriptively. The test result was analyzed by an N-gain score. The results showed that the appropriateness of worksheet applying NoS within inquiry-based learning approach is eligible based on the assessment from excellent by experts and teachers, students’ scientific literacy can improve high category of the N-gain score at 0.71 by using student worksheet with Nature of Science (NoS) within inquiry approach.

Lessons Learned From the Field-Testing of Healthy Love: An HIV Prevention Intervention for Black Women.

PubMed

Galindo, Carla A; Few, Tai E; Daniels, Brandy; Parks, Carolyn P; Diallo, Dázon D; Moss, L Nyrobi N; Wilkes, Aisha L; Carraway, G Chezia

2017-05-01

Healthy Love is a brief, highly interactive, single-session, group-level HIV prevention intervention designed for African American women that is effective at reducing sex risk behaviors and increasing condom use and HIV testing among participants. The Centers for Disease Control and Prevention, through a contract, developed a user-friendly intervention package that would allow organizations to adopt and implement Healthy Love with fidelity. Training and implementation materials were developed to support original research protocols, and piloted and revised to conduct field-testing with case study agencies (CSAs). Three CSAs were selected to deliver the intervention over a 3-month period to test the utility of intervention materials and feasibility of implementation. All CSAs were able to successfully deliver 10 sessions with a total of 185 women ranging from 18 to 59 years of age. Successes and challenges encountered in training, preimplementation activities, and intervention delivery are described. Lessons learned from training, technical assistance, and process monitoring and evaluation informed final package revisions. Research to practice recommendations are shared as is guidance for future implementations of Healthy Love. The research to practice process used is a model approach for developing a comprehensive intervention package and will support the adoption of Healthy Love by other organizations.

Dumpster Optics: teaching and learning optics without a kit

NASA Astrophysics Data System (ADS)

Donnelly, Judy; Magnani, Nancy; Robinson, Kathleen

2016-09-01

The Next Generation Science Standards (NGSS) and renewed emphasis on STEM education in the U.S. have resulted in the development of many educational kits for teaching science in general and optics in particular. Many teachers do not have funding to purchase kits and practical experience has shown that even costly kits can have poorly written and misleading instructions and may include experiments that would not work in a classroom. Dumpster Optics lessons are designed to use inexpensive, commonly found materials. All lessons have been field-tested with students. We will describe the development of the lessons, provide examples of field testing experiences and outline possible future activities.

The Effects of Restricted Peripheral Field-of-View on Spatial Learning while Navigating.

PubMed

Barhorst-Cates, Erica M; Rand, Kristina M; Creem-Regehr, Sarah H

2016-01-01

Recent work with simulated reductions in visual acuity and contrast sensitivity has found decrements in survey spatial learning as well as increased attentional demands when navigating, compared to performance with normal vision. Given these findings, and previous work showing that peripheral field loss has been associated with impaired mobility and spatial memory for room-sized spaces, we investigated the role of peripheral vision during navigation using a large-scale spatial learning paradigm. First, we aimed to establish the magnitude of spatial memory errors at different levels of field restriction. Second, we tested the hypothesis that navigation under these different levels of restriction would use additional attentional resources. Normally sighted participants walked on novel real-world paths wearing goggles that restricted the field-of-view (FOV) to severe (15°, 10°, 4°, or 0°) or mild angles (60°) and then pointed to remembered target locations using a verbal reporting measure. They completed a concurrent auditory reaction time task throughout each path to measure cognitive load. Only the most severe restrictions (4° and blindfolded) showed impairment in pointing error compared to the mild restriction (within-subjects). The 10° and 4° conditions also showed an increase in reaction time on the secondary attention task, suggesting that navigating with these extreme peripheral field restrictions demands the use of limited cognitive resources. This comparison of different levels of field restriction suggests that although peripheral field loss requires the actor to use more attentional resources while navigating starting at a less extreme level (10°), spatial memory is not negatively affected until the restriction is very severe (4°). These results have implications for understanding of the mechanisms underlying spatial learning during navigation and the approaches that may be taken to develop assistance for navigation with visual impairment.

Optimizing Learning of Scientific Category Knowledge in the Classroom: The Case of Plant Identification

PubMed Central

Kirchoff, Bruce K.; Delaney, Peter F.; Horton, Meg; Dellinger-Johnston, Rebecca

2014-01-01

Learning to identify organisms is extraordinarily difficult, yet trained field biologists can quickly and easily identify organisms at a glance. They do this without recourse to the use of traditional characters or identification devices. Achieving this type of recognition accuracy is a goal of many courses in plant systematics. Teaching plant identification is difficult because of variability in the plants’ appearance, the difficulty of bringing them into the classroom, and the difficulty of taking students into the field. To solve these problems, we developed and tested a cognitive psychology–based computer program to teach plant identification. The program incorporates presentation of plant images in a homework-based, active-learning format that was developed to stimulate expert-level visual recognition. A controlled experimental test using a within-subject design was performed against traditional study methods in the context of a college course in plant systematics. Use of the program resulted in an 8–25% statistically significant improvement in final exam scores, depending on the type of identification question used (living plants, photographs, written descriptions). The software demonstrates how the use of routines to train perceptual expertise, interleaved examples, spaced repetition, and retrieval practice can be used to train identification of complex and highly variable objects. PMID:25185226

[Laboratory medicine in the obligatory postgraduate clinical training system--common clinical training program in the department of laboratory medicine in our prefectural medical university hospital].

PubMed

Okamoto, Yasuyuki

2003-04-01

I propose a postgraduate common clinical training program to be provided by the department of laboratory medicine in our prefectural medical university hospital. The program has three purposes: first, mastering basic laboratory tests; second, developing the skills necessary to accurately interpret laboratory data; third, learning specific techniques in the field of laboratory medicine. For the first purpose, it is important that medical trainees perform testing of their own patients at bedside or in the central clinical laboratory. When testing at the central clinical laboratory, instruction by expert laboratory technicians is helpful. The teaching doctors in the department of laboratory medicine are asked to advise the trainees on the interpretation of data. Consultation will be received via interview or e-mail. In addition, the trainees can participate in various conferences, seminars, and meetings held at the central clinical laboratory. Finally, in order to learn specific techniques in the field of laboratory medicine, several special courses lasting a few months will be prepared. I think this program should be closely linked to the training program in internal medicine.

Individual differences in personality in laying hens are related to learning a colour cue association.

PubMed

de Haas, Elske N; Lee, Caroline; Hernandez, Carlos E; Naguib, Marc; Rodenburg, T Bas

2017-01-01

Personality can influence how animals perceive and learn cues. The behaviour and physiological responses animals show during stressful events is indicative of their personality. Acute induced stress prior to a cognitive test are known to affect the judgement of a stimulus, but personality of an individual could also affect learning of a specific cognitive paradigm. Here, we assessed if adult laying hens' behaviour and physiological responses, as indicators of their personality, were related to their cognitive performance. We assessed their behavioural responses to a tonic immobility test, an open field test, and a manual restraint test, and measured plasma corticosterone levels after manual restraint. After that, hens (n=20) were trained in a pre-set training schedule to associate a colour-cue with a reward. In a two-choice go-go test, hens needed to choose between a baited or non-baited food container displayed randomly on the left or right side of an arena. Success in learning was related to personality, with better performance of hens which showed a reactive personality type by a long latency to walk, struggle or vocalize during the tests. Only eight out of 20 hens reached the training criteria. The non-learners showed a strong side preference during all training days. Side preferences were strong in hens with high levels of plasma corticosterone and with a long duration of tonic immobility, indicating that fearful, stress-sensitive hens are more prone to develop side biases. Our results show that learning can be hindered by side biases, and fearful animals with a more proactive personality type are more sensitive to develop such biases. Copyright © 2016 Elsevier B.V. All rights reserved.

[Effects of quercetin on the learning and memory ability of neonatal rats with hypoxic-ischemic brain damage].

PubMed

Huang, Jing-Jing; Liu, Xuan; Wang, Xing-Qi; Yang, Li-Hua; Qi, Da-Shi; Yao, Rui-Qin

2012-06-01

To study the effects of quercetin, a flavonoid, on the learning and memory ability of 3-day-old neonatal rats with hypoxic-ischemic brain white matter damage (WMD). Sixty 3-day-old Sprague-Dawley rats were randomly divided into four groups: control, WMD model,and quercetin treatment groups (20 and 40 mg/kg). There were 15 rats in each group. Rats in the WMD model and the two quercetin treatment groups were subjected to right common carotid artery ligation followed by 2 hrs of exposure to 8% O2 to induce periventricular white matter injury. After the operation quercetin was administered daily in the two quercetin treatment groups for 6 weeks. Six weeks later, Morris water maze and open-field tests were carried out to test memory and learning ability as well as behavior and cognition. From the second day of training, escape latency in the Morris water maze test was more prolonged in the WMD model group than in the control group (P<0.01). The escape latency in the two quercetin treatment groups was shortened significantly compared with the WMD model group (P<0.05). The WMD model group crossed the original platform fewer times compared with the control and quercetin treatment groups (P<0.05). The open-field test indicated that the number of rearings increased and time spent in the centre was extended in the WMD model group compared with the control group. Compared with the WMD model group, the number of rearings was significantly reduced (P<0.05) and time spent in the centre was significantly shortened in the quercetin treatment groups (P<0.05). Quercetin treatment can improve memory and learning ability as well as cognitive ability in neonates with WMD, suggesting that quercetin protects against WMD resulting from hypoxia-ischemia.

Enrichment in the Sucker and Weaner Phase Altered the Performance of Pigs in Three Behavioural Tests

PubMed Central

Ralph, Cameron; Hebart, Michelle

2018-01-01

Simple Summary Two important questions about the intensive housing of pigs concern whether young pigs require environmental enrichment to enhance their welfare, and from what age should enrichment be provided to pigs to achieve the benefit? We provided sucker and weaner pigs with enrichment in the form of blocks, which they could push around the floor of the pen, compared to no blocks (‘barren’ control). Behavioural and physiological responses of the pigs were then measured in a series of standard tests used to assess fear response, learning, and cognitive ability. Enrichment blocks modified the behavioural responses of pigs in the different tests, suggesting enriched pigs were more willing to explore novel environments and they had increased ability to learn. However, our enrichment treatment did not alter the pigs’ cortisol response, suggesting any differences due to enrichment were subtle. In contrast, the altered behavioural responses probably indicate that although pigs readily learned complex tasks and modify their behaviour to suit the current situation, there may be some potential benefits from enrichment when applied during the early weeks of a pig’s life that might have life-long benefits for the animal and its welfare. Abstract We tested the hypothesis that provision of enrichment in the form of enrichment blocks during the sucker and weaner phases would affect the behaviour of pigs. We measured the performance of pigs in an open field/novel object test, a maze test, an executive function test and the cortisol response of the pigs after exposure to an open field test. The provision of enrichment blocks altered the behaviour of the pigs in all three tests and these changes suggest an increased willingness to explore and possibly an increased ability to learn. The behavioural tests highlighted that young pigs have the capacity to learn complex tasks. Our findings support the notion that the benefits of enrichment cannot be evaluated by measuring the interactions the animal has with the enrichments in the home pen and it may simply be beneficial to live in a more complex environment. We have highlighted that the early rearing environment is important and that the management and husbandry at an early age can have long-term implications for pigs. The enrichment we used in this study was very simple, an enrichment block, and we provide evidence suggesting the provision of enrichment effected pig behavioural responses. Even the simplest of enrichments may have benefits for the welfare and development of young pigs and there is merit in developing enrichment devices that are suitable for use in pig production. PMID:29757955

A Proof Progression for Geometry

ERIC Educational Resources Information Center

Nirode, Wayne

2018-01-01

Twenty years ago when the author was student teaching, he quickly learned what geometry teachers and researchers (e.g., Senk 1985) have long known: High school geometry students struggle with proof. Throughout his career, he has tried to create instructional materials to make proof more accessible to his students. From field-testing materials with…

Conversations: Strategies for Teaching, Learning, and Evaluating.

ERIC Educational Resources Information Center

Routman, Regie

Continuing the conversation began in the book "Invitations," this book further explores the full universe of an effective language arts and literacy program across the curriculum. Filled with an array of field-tested teaching ideas, detailed strategies, reviews of theory, teacher-crafted lessons, and lists of annotated resources, the book presents…

Voices from the Field: School Psychologists

ERIC Educational Resources Information Center

King, Emily W.; Schanding, Thomas; Elmore, Gail

2015-01-01

As school psychologists, educators and parents most often approach us with questions relating to a concern. We have the privilege of serving students in their natural learning environment where skills and behaviors can be observed and analyzed, where interventions can be created and tested, and, hopefully, where a positive change can be made…

Outdoor Activities for Environmental Studies.

ERIC Educational Resources Information Center

Knapp, Clifford E.

This booklet is a compilation of field-tested outdoor activities introducing basic projects for small group or individualized study in monitoring certain aspects of the environment. Its purpose is to provide teachers with new ways to involve children directly in meaningful and developmental learning activities and to help students become more…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Piekarski, D.; Brad, D.

This report is about a work effort where the overall objectives were to establish a methodology and approach for selected transmission and distribution (T&D) grid modernization; monitor the results; and report on the findings, recommendations, and lessons learned. The work reported addressed T&D problems and solutions, related reliability issues, equipment and operation upgrades, and respective field testing.

From Concept to Commercialisation: Student Learning in a Sustainable Engineering Innovation Project

ERIC Educational Resources Information Center

Schafer, Andrea I.; Richards, Bryce S.

2007-01-01

An interdisciplinary sustainable design project that combines membrane technology with renewable energy to provide water for remote communities and developing countries was offered to students for voluntary participation. Through continuous design stages and improvements on several prototypes, laboratory testing and several field trials in…

The Army Marches forward with CD-ROM.

ERIC Educational Resources Information Center

Pozo, Leo; O'Connor, Mary Ann

1992-01-01

Describes three applications of CD-ROM technology for publishing and distribution of U.S. Army forms and automation of the AD PAM 25-30, a microfiche index to the publications and forms. The production, field test, and evaluation phases of the project are discussed. Several lessons learned are summarized. (MES)

Improving Preschoolers' Mathematics Achievement with Tablets: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Schacter, John; Jo, Booil

2017-01-01

With a randomized field experiment of 433 preschoolers, we tested a tablet mathematics program designed to increase young children's mathematics learning. Intervention students played Math Shelf, a comprehensive iPad preschool and year 1 mathematics app, while comparison children received research-based hands-on mathematics instruction delivered…

Interface Architecture for Testing in Foreign Language Education

ERIC Educational Resources Information Center

Laborda, Jesus Garcia

2009-01-01

The implications of new learning environments have been far-reaching and pervasive (Plass, 1998), at least in the field of interface design both in traditional computer and mobile devices (Fallahkhair, Pemberton, & Griffiths, 2007). Given the current status of efficient models, educators need the unproven unification of interfaces and working…

Learning to Verbally & Visually Communicate the Metalworking Way.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Div. of Vocational Education.

This curriculum guide, one of 15 volumes written for field test use with educationally disadvantaged industrial education students needing additional instruction in the basic skill areas, deals with helping students develop basic verbal and visual communication skills while studying metalworking. Addressed in the individual units of the guide are…

An Educational and Entrepreneurial Ecosystem to Actualize Technology-Based Social Ventures

ERIC Educational Resources Information Center

Mehta, Khanjan; Zappe, Sarah; Brannon, Mary Lynn; Zhao, Yu

2016-01-01

The Humanitarian Engineering and Social Entrepreneurship (HESE) Program engages students and faculty across Penn State in the rigorous research, design, field-testing, and launch of technology-based social enterprises that address global development challenges. HESE ventures are embedded in a series of five courses that integrate learning,…

Developing Adaptive Teaching Competency through Coaching

ERIC Educational Resources Information Center

Vogt, Franziska; Rogalla, Marion

2009-01-01

The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an…

Learning to Read and Write the Woodworking Way.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Div. of Vocational Education.

This curriculum guide, one of 15 volumes written for field test use with educationally disadvantaged industrial education students needing additional instruction in the basic skill areas, deals with helping students to develop basic reading and writing skills while studying woodworking. Addressed in the individual units of the guide are the…

The Effectiveness of Hypermedia Instructional Modules for Radiology Residents.

ERIC Educational Resources Information Center

Shaw, Steven G.; And Others

1995-01-01

Details the development and field testing of hypermedia training materials for teaching radiology residents at the Montreal General Hospital (Canada). Compares results of randomly teaching 24 residents with either hypermedia or traditional classroom methods. Results indicate that residents who learned with hypermedia generally performed as well as…

Separate representations of dynamics in rhythmic and discrete movements: evidence from motor learning

PubMed Central

Ingram, James N.; Wolpert, Daniel M.

2011-01-01

Rhythmic and discrete arm movements occur ubiquitously in everyday life, and there is a debate as to whether these two classes of movements arise from the same or different underlying neural mechanisms. Here we examine interference in a motor-learning paradigm to test whether rhythmic and discrete movements employ at least partially separate neural representations. Subjects were required to make circular movements of their right hand while they were exposed to a velocity-dependent force field that perturbed the circularity of the movement path. The direction of the force-field perturbation reversed at the end of each block of 20 revolutions. When subjects made only rhythmic or only discrete circular movements, interference was observed when switching between the two opposing force fields. However, when subjects alternated between blocks of rhythmic and discrete movements, such that each was uniquely associated with one of the perturbation directions, interference was significantly reduced. Only in this case did subjects learn to corepresent the two opposing perturbations, suggesting that different neural resources were employed for the two movement types. Our results provide further evidence that rhythmic and discrete movements employ at least partially separate control mechanisms in the motor system. PMID:21273324

Enabling reliability assessments of pre-commercial perovskite photovoltaics with lessons learned from industrial standards

NASA Astrophysics Data System (ADS)

Snaith, Henry J.; Hacke, Peter

2018-06-01

Photovoltaic modules are expected to operate in the field for more than 25 years, so reliability assessment is critical for the commercialization of new photovoltaic technologies. In early development stages, understanding and addressing the device degradation mechanisms are the priorities. However, any technology targeting large-scale deployment must eventually pass industry-standard qualification tests and undergo reliability testing to validate the module lifetime. In this Perspective, we review the methodologies used to assess the reliability of established photovoltaics technologies and to develop standardized qualification tests. We present the stress factors and stress levels for degradation mechanisms currently identified in pre-commercial perovskite devices, along with engineering concepts for mitigation of those degradation modes. Recommendations for complete and transparent reporting of stability tests are given, to facilitate future inter-laboratory comparisons and to further the understanding of field-relevant degradation mechanisms, which will benefit the development of accelerated stress tests.

Deep convolutional neural network based antenna selection in multiple-input multiple-output system

NASA Astrophysics Data System (ADS)

Cai, Jiaxin; Li, Yan; Hu, Ying

2018-03-01

Antenna selection of wireless communication system has attracted increasing attention due to the challenge of keeping a balance between communication performance and computational complexity in large-scale Multiple-Input MultipleOutput antenna systems. Recently, deep learning based methods have achieved promising performance for large-scale data processing and analysis in many application fields. This paper is the first attempt to introduce the deep learning technique into the field of Multiple-Input Multiple-Output antenna selection in wireless communications. First, the label of attenuation coefficients channel matrix is generated by minimizing the key performance indicator of training antenna systems. Then, a deep convolutional neural network that explicitly exploits the massive latent cues of attenuation coefficients is learned on the training antenna systems. Finally, we use the adopted deep convolutional neural network to classify the channel matrix labels of test antennas and select the optimal antenna subset. Simulation experimental results demonstrate that our method can achieve better performance than the state-of-the-art baselines for data-driven based wireless antenna selection.

Infinite hidden conditional random fields for human behavior analysis.

PubMed

Bousmalis, Konstantinos; Zafeiriou, Stefanos; Morency, Louis-Philippe; Pantic, Maja

2013-01-01

Hidden conditional random fields (HCRFs) are discriminative latent variable models that have been shown to successfully learn the hidden structure of a given classification problem (provided an appropriate validation of the number of hidden states). In this brief, we present the infinite HCRF (iHCRF), which is a nonparametric model based on hierarchical Dirichlet processes and is capable of automatically learning the optimal number of hidden states for a classification task. We show how we learn the model hyperparameters with an effective Markov-chain Monte Carlo sampling technique, and we explain the process that underlines our iHCRF model with the Restaurant Franchise Rating Agencies analogy. We show that the iHCRF is able to converge to a correct number of represented hidden states, and outperforms the best finite HCRFs--chosen via cross-validation--for the difficult tasks of recognizing instances of agreement, disagreement, and pain. Moreover, the iHCRF manages to achieve this performance in significantly less total training, validation, and testing time.

Large Field Photogrammetry Techniques in Aircraft and Spacecraft Impact Testing

NASA Technical Reports Server (NTRS)

Littell, Justin D.

2010-01-01

The Landing and Impact Research Facility (LandIR) at NASA Langley Research Center is a 240 ft. high A-frame structure which is used for full-scale crash testing of aircraft and rotorcraft vehicles. Because the LandIR provides a unique capability to introduce impact velocities in the forward and vertical directions, it is also serving as the facility for landing tests on full-scale and sub-scale Orion spacecraft mass simulators. Recently, a three-dimensional photogrammetry system was acquired to assist with the gathering of vehicle flight data before, throughout and after the impact. This data provides the basis for the post-test analysis and data reduction. Experimental setups for pendulum swing tests on vehicles having both forward and vertical velocities can extend to 50 x 50 x 50 foot cubes, while weather, vehicle geometry, and other constraints make each experimental setup unique to each test. This paper will discuss the specific calibration techniques for large fields of views, camera and lens selection, data processing, as well as best practice techniques learned from using the large field of view photogrammetry on a multitude of crash and landing test scenarios unique to the LandIR.

A machine learning approach to the accurate prediction of monitor units for a compact proton machine.

PubMed

Sun, Baozhou; Lam, Dao; Yang, Deshan; Grantham, Kevin; Zhang, Tiezhi; Mutic, Sasa; Zhao, Tianyu

2018-05-01

Clinical treatment planning systems for proton therapy currently do not calculate monitor units (MUs) in passive scatter proton therapy due to the complexity of the beam delivery systems. Physical phantom measurements are commonly employed to determine the field-specific output factors (OFs) but are often subject to limited machine time, measurement uncertainties and intensive labor. In this study, a machine learning-based approach was developed to predict output (cGy/MU) and derive MUs, incorporating the dependencies on gantry angle and field size for a single-room proton therapy system. The goal of this study was to develop a secondary check tool for OF measurements and eventually eliminate patient-specific OF measurements. The OFs of 1754 fields previously measured in a water phantom with calibrated ionization chambers and electrometers for patient-specific fields with various range and modulation width combinations for 23 options were included in this study. The training data sets for machine learning models in three different methods (Random Forest, XGBoost and Cubist) included 1431 (~81%) OFs. Ten-fold cross-validation was used to prevent "overfitting" and to validate each model. The remaining 323 (~19%) OFs were used to test the trained models. The difference between the measured and predicted values from machine learning models was analyzed. Model prediction accuracy was also compared with that of the semi-empirical model developed by Kooy (Phys. Med. Biol. 50, 2005). Additionally, gantry angle dependence of OFs was measured for three groups of options categorized on the selection of the second scatters. Field size dependence of OFs was investigated for the measurements with and without patient-specific apertures. All three machine learning methods showed higher accuracy than the semi-empirical model which shows considerably large discrepancy of up to 7.7% for the treatment fields with full range and full modulation width. The Cubist-based solution outperformed all other models (P < 0.001) with the mean absolute discrepancy of 0.62% and maximum discrepancy of 3.17% between the measured and predicted OFs. The OFs showed a small dependence on gantry angle for small and deep options while they were constant for large options. The OF decreased by 3%-4% as the field radius was reduced to 2.5 cm. Machine learning methods can be used to predict OF for double-scatter proton machines with greater prediction accuracy than the most popular semi-empirical prediction model. By incorporating the gantry angle dependence and field size dependence, the machine learning-based methods can be used for a sanity check of OF measurements and bears the potential to eliminate the time-consuming patient-specific OF measurements. © 2018 American Association of Physicists in Medicine.

A Novel Gravity Compensation Method for High Precision Free-INS Based on “Extreme Learning Machine”

PubMed Central

Zhou, Xiao; Yang, Gongliu; Cai, Qingzhong; Wang, Jing

2016-01-01

In recent years, with the emergency of high precision inertial sensors (accelerometers and gyros), gravity compensation has become a major source influencing the navigation accuracy in inertial navigation systems (INS), especially for high-precision INS. This paper presents preliminary results concerning the effect of gravity disturbance on INS. Meanwhile, this paper proposes a novel gravity compensation method for high-precision INS, which estimates the gravity disturbance on the track using the extreme learning machine (ELM) method based on measured gravity data on the geoid and processes the gravity disturbance to the height where INS has an upward continuation, then compensates the obtained gravity disturbance into the error equations of INS to restrain the INS error propagation. The estimation accuracy of the gravity disturbance data is verified by numerical tests. The root mean square error (RMSE) of the ELM estimation method can be improved by 23% and 44% compared with the bilinear interpolation method in plain and mountain areas, respectively. To further validate the proposed gravity compensation method, field experiments with an experimental vehicle were carried out in two regions. Test 1 was carried out in a plain area and Test 2 in a mountain area. The field experiment results also prove that the proposed gravity compensation method can significantly improve the positioning accuracy. During the 2-h field experiments, the positioning accuracy can be improved by 13% and 29% respectively, in Tests 1 and 2, when the navigation scheme is compensated by the proposed gravity compensation method. PMID:27916856

Word learning and the cerebral hemispheres: from serial to parallel processing of written words

PubMed Central

Ellis, Andrew W.; Ferreira, Roberto; Cathles-Hagan, Polly; Holt, Kathryn; Jarvis, Lisa; Barca, Laura

2009-01-01

Reading familiar words differs from reading unfamiliar non-words in two ways. First, word reading is faster and more accurate than reading of unfamiliar non-words. Second, effects of letter length are reduced for words, particularly when they are presented in the right visual field in familiar formats. Two experiments are reported in which right-handed participants read aloud non-words presented briefly in their left and right visual fields before and after training on those items. The non-words were interleaved with familiar words in the naming tests. Before training, naming was slow and error prone, with marked effects of length in both visual fields. After training, fewer errors were made, naming was faster, and the effect of length was much reduced in the right visual field compared with the left. We propose that word learning creates orthographic word forms in the mid-fusiform gyrus of the left cerebral hemisphere. Those word forms allow words to access their phonological and semantic representations on a lexical basis. But orthographic word forms also interact with more posterior letter recognition systems in the middle/inferior occipital gyri, inducing more parallel processing of right visual field words than is possible for any left visual field stimulus, or for unfamiliar non-words presented in the right visual field. PMID:19933140

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

ERIC Educational Resources Information Center

Hsieh, Sheng-Wen; Wu, Min-Ping

2013-01-01

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

Evolution of Evaluation and Assessment in Diverse Audiences in the Digital Age

NASA Astrophysics Data System (ADS)

Eriksson, S. C.

2015-12-01

Over the past decades, researchers have learned more about how people think and act and about the social and political aspects of teaching and learning. This understanding has brought changes in researchers' and practitioners' interactions with diverse groups and individuals. This paper addresses evaluation, a process that measures the degree to which learning and project goals are met and factors contributing to or hindering outcomes. Parallels are drawn to learning assessment. The concepts of inclusion, participation, and constructivism (Mertens, 1999; Mertens and Hopson, 2006) now drive best evaluation practices for projects with persons with disabilities (AEA, 2011). This is also true in cases of other people who have been marginalized in STEM fields, e.g. women and underrepresented groups. Inclusion of these stakeholders has important implications for the validity of an evaluation, including the accuracy of results (Jacobson et al, 2012; Gill, 1999; Lee, 1999). The American Indian Higher Education Consortium's framework for indigenous groups incorporates their values and goals into evaluation design and implementation. It is feasible to include participant input in designing the questions and methods of obtaining data, ensuring that issues of access, opportunity, and power (Shuffelbeam, 2001) are taken into consideration. Geoscience projects with u-learning and m-learning provide opportunities to test these theoretical models in innovative programs such as: field work for students with physical disability; underrepresented minority, secondary students using mobile devices in contextualized learning in informal settings; and graduate students using digital maps to enhance traditional field work. This study compares program evaluation methodology of tradition learning with that of programs for diverse groups of students using digital technology. Ref: Mertens doi:10.1177/109821409902000102; Mertens and Hopson DOI: 10.1002/ev.177; AEA http://www.eval.org/p/cm/ld/fid=92; Jacobson et al DOI 10.1177/1098214012461558; Gill DOI:10.1016/S1098-2140(99)00018-1; Lee DOI: 10.1177/109821409902000210; Shuffelbeam ISBN: 978-0-7879-5755-1

Spatial and Angular Resolution Enhancement of Light Fields Using Convolutional Neural Networks

NASA Astrophysics Data System (ADS)

Gul, M. Shahzeb Khan; Gunturk, Bahadir K.

2018-05-01

Light field imaging extends the traditional photography by capturing both spatial and angular distribution of light, which enables new capabilities, including post-capture refocusing, post-capture aperture control, and depth estimation from a single shot. Micro-lens array (MLA) based light field cameras offer a cost-effective approach to capture light field. A major drawback of MLA based light field cameras is low spatial resolution, which is due to the fact that a single image sensor is shared to capture both spatial and angular information. In this paper, we present a learning based light field enhancement approach. Both spatial and angular resolution of captured light field is enhanced using convolutional neural networks. The proposed method is tested with real light field data captured with a Lytro light field camera, clearly demonstrating spatial and angular resolution improvement.

Spatial and Angular Resolution Enhancement of Light Fields Using Convolutional Neural Networks.

PubMed

Gul, M Shahzeb Khan; Gunturk, Bahadir K

2018-05-01

Light field imaging extends the traditional photography by capturing both spatial and angular distribution of light, which enables new capabilities, including post-capture refocusing, post-capture aperture control, and depth estimation from a single shot. Micro-lens array (MLA) based light field cameras offer a cost-effective approach to capture light field. A major drawback of MLA based light field cameras is low spatial resolution, which is due to the fact that a single image sensor is shared to capture both spatial and angular information. In this paper, we present a learning based light field enhancement approach. Both spatial and angular resolution of captured light field is enhanced using convolutional neural networks. The proposed method is tested with real light field data captured with a Lytro light field camera, clearly demonstrating spatial and angular resolution improvement.

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.…

Experimental evidence for action imitation in killer whales (Orcinus orca).

PubMed

Abramson, José Z; Hernández-Lloreda, Victoria; Call, Josep; Colmenares, Fernando

2013-01-01

Comparative experimental studies of imitative learning have focused mainly on primates and birds. However, cetaceans are promising candidates to display imitative learning as they have evolved in socioecological settings that have selected for large brains, complex sociality, and coordinated predatory tactics. Here we tested imitative learning in killer whales, Orcinus orca. We used a 'do-as-other-does' paradigm in which 3 subjects witnessed a conspecific demonstrator's performance that included 15 familiar and 4 novel behaviours. The three subjects (1) learned the copy command signal 'Do that' very quickly, that is, 20 trials on average; (2) copied 100 % of the demonstrator's familiar and novel actions; (3) achieved full matches in the first attempt for 8-13 familiar behaviours (out of 15) and for the 2 novel behaviours (out of 2) in one subject; and (4) took no longer than 8 trials to accurately copy any familiar behaviour, and no longer than 16 trials to copy any novel behaviour. This study provides experimental evidence for body imitation, including production imitation, in killer whales that is comparable to that observed in dolphins tested under similar conditions. These findings suggest that imitative learning may underpin some of the group-specific traditions reported in killer whales in the field.

The effect of selected "desirable difficulties" on the ability to recall anatomy information.

PubMed

Dobson, John L; Linderholm, Tracy

2015-01-01

"Desirable difficulties" is a theory from cognitive science used to promote learning in a variety of contexts. The basic premise is that creating a cognitively challenging environment at the learning acquisition phase, by actively engaging learners in the retrieval of to-be-learned materials, promotes long-term retention. In this study, the degree of desirable difficulties was varied to identify how cognitively challenging the learning acquisition phase must be to benefit university-level students' learning of anatomy concepts. This is important to investigate as applied studies of desirable difficulties are less frequent than laboratory-based studies and the implementation of this principle may need to be tailored to the specific field of study, such as anatomy. As such, a read-read-read-read (R-R-R-R) condition was compared to read-generate-read-generate (R-G-R-G) and read-test-read-test (R-T-R-T) conditions. The three conditions varied in terms of how effortful the retrieval task was during the learning acquisition phase. R-R-R-R required little effort because participants passively read the materials four times. R-G-R-G required some effort to generate a response as participants completed a word fragment task during the learning acquisition phase. R-T-R-T was thought to be most demanding as participants performed a free recall task twice during the learning phase. With regard to the absolute amount of anatomy information recalled, the R-T-R-T condition was superior at both immediate and delayed (one week) assessment points. Thus, instructors and learners of anatomy would benefit from embedding more free recall components, or self-testing, into university-level course work or study practices. © 2014 American Association of Anatomists.

Duration-dependent effect of exposure to static electric field on learning and memory ability in mice.

PubMed

Xu, Yaqian; Gu, Xiaoyu; Di, Guoqing

2018-06-07

With the rapid development of ultra-high-voltage direct-current (UHVDC) transmission, the strength of environmental static electric field (SEF) around UHVDC transmission lines increased substantially, which has aroused widely public attention on the potential health effects of SEF. In this study, the effect of SEF exposure on learning and memory ability was investigated. Institute of Cancer Research mice were exposed to 56.3 kV/m SEF for a short term (7 days) or long term (49 days). Behaviors in the Morris water maze (MWM) test, hippocampal neurotransmitter contents, and oxidative stress indicators were examined. Results showed that short-term SEF exposure significantly prolonged escape latency and decreased the number of platform-site crossovers, as well as decreased the time spent in the target quadrant in the MWM test. Meanwhile, serotonin level and the ratio of glutamate level to γ-aminobutyric acid level changed significantly. Besides, malondialdehyde content and glutathione peroxidase activity increased significantly, while superoxide dismutase activity decreased significantly. After long-term SEF exposure, all indices above showed no significant differences between the SEF and sham exposure groups. These data indicated that short-term exposure to 56.3 kV/m SEF could cause abnormal neurotransmitter levels and oxidative stress in the hippocampus, which led to the decline in learning and memory ability. Under the condition of long-term exposure, the SEF-induced disturbances in neurotransmitter contents and redox balance were offset by the compensatory responses of mice, and thus, the learning and memory ability returned to normal level. The temporary and reversible decline in learning and memory ability was only a common biological effect of SEF rather than a health hazard.

Different propagation speeds of recalled sequences in plastic spiking neural networks

NASA Astrophysics Data System (ADS)

Huang, Xuhui; Zheng, Zhigang; Hu, Gang; Wu, Si; Rasch, Malte J.

2015-03-01

Neural networks can generate spatiotemporal patterns of spike activity. Sequential activity learning and retrieval have been observed in many brain areas, and e.g. is crucial for coding of episodic memory in the hippocampus or generating temporal patterns during song production in birds. In a recent study, a sequential activity pattern was directly entrained onto the neural activity of the primary visual cortex (V1) of rats and subsequently successfully recalled by a local and transient trigger. It was observed that the speed of activity propagation in coordinates of the retinotopically organized neural tissue was constant during retrieval regardless how the speed of light stimulation sweeping across the visual field during training was varied. It is well known that spike-timing dependent plasticity (STDP) is a potential mechanism for embedding temporal sequences into neural network activity. How training and retrieval speeds relate to each other and how network and learning parameters influence retrieval speeds, however, is not well described. We here theoretically analyze sequential activity learning and retrieval in a recurrent neural network with realistic synaptic short-term dynamics and STDP. Testing multiple STDP rules, we confirm that sequence learning can be achieved by STDP. However, we found that a multiplicative nearest-neighbor (NN) weight update rule generated weight distributions and recall activities that best matched the experiments in V1. Using network simulations and mean-field analysis, we further investigated the learning mechanisms and the influence of network parameters on recall speeds. Our analysis suggests that a multiplicative STDP rule with dominant NN spike interaction might be implemented in V1 since recall speed was almost constant in an NMDA-dominant regime. Interestingly, in an AMPA-dominant regime, neural circuits might exhibit recall speeds that instead follow the change in stimulus speeds. This prediction could be tested in experiments.

Deep Learning Based Solar Flare Forecasting Model. I. Results for Line-of-sight Magnetograms

NASA Astrophysics Data System (ADS)

Huang, Xin; Wang, Huaning; Xu, Long; Liu, Jinfu; Li, Rong; Dai, Xinghua

2018-03-01

Solar flares originate from the release of the energy stored in the magnetic field of solar active regions, the triggering mechanism for these flares, however, remains unknown. For this reason, the conventional solar flare forecast is essentially based on the statistic relationship between solar flares and measures extracted from observational data. In the current work, the deep learning method is applied to set up the solar flare forecasting model, in which forecasting patterns can be learned from line-of-sight magnetograms of solar active regions. In order to obtain a large amount of observational data to train the forecasting model and test its performance, a data set is created from line-of-sight magnetogarms of active regions observed by SOHO/MDI and SDO/HMI from 1996 April to 2015 October and corresponding soft X-ray solar flares observed by GOES. The testing results of the forecasting model indicate that (1) the forecasting patterns can be automatically reached with the MDI data and they can also be applied to the HMI data; furthermore, these forecasting patterns are robust to the noise in the observational data; (2) the performance of the deep learning forecasting model is not sensitive to the given forecasting periods (6, 12, 24, or 48 hr); (3) the performance of the proposed forecasting model is comparable to that of the state-of-the-art flare forecasting models, even if the duration of the total magnetograms continuously spans 19.5 years. Case analyses demonstrate that the deep learning based solar flare forecasting model pays attention to areas with the magnetic polarity-inversion line or the strong magnetic field in magnetograms of active regions.

Understanding groundwater - students' pre-conceptions and conceptual change by means of a theory-guided multimedia learning program

NASA Astrophysics Data System (ADS)

Unterbruner, Ulrike; Hilberg, Sylke; Schiffl, Iris

2016-06-01

Education on the subject of groundwater is crucial for sustainability. Nevertheless, international studies with students across different age groups have shown that the basic hydrogeological concept of groundwater defined as water within porous and permeable rocks is not an established everyday notion. Drawing from international research, a multimedia learning program Zwischen Regenwolke und Wasserhahn (between the rain cloud and the tap) was developed, which incorporates specific insights from the fields of conceptual change research, multimedia research, and the model of educational reconstruction. The effectiveness of the learning program was ascertained by means of two studies with Austrian seventh grade pupils as well as teacher-training students from the fields of biology and geography in order to ascertain the effectiveness of the learning program. Using a quasi-experimental research design, the participants' conceptions and knowledge of groundwater were determined in a pre- and post-test. The pupils and students greatly benefitted from working through the learning software independently. Their knowledge of groundwater increased significantly compared to the control group and there was a highly significant increase in the number of scientifically correct notions of groundwater. The acceptance of the program was also generally very high. The results indicate that theory-guided multimedia learning programs can play an important role in the transfer of research results to classroom settings, especially in science education.

Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course

PubMed Central

Soluk, Lauren; Buddle, Christopher M.

2015-01-01

Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education. PMID:26594328

Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course.

PubMed

Soluk, Lauren; Buddle, Christopher M

2015-01-01

Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education.

Understanding groundwater - students' pre-conceptions and conceptual change by a theory-guided multimedia learning program

NASA Astrophysics Data System (ADS)

Unterbruner, U.; Hilberg, S.; Schiffl, I.

2015-11-01

Groundwater is a crucial topic in education for sustainable development. Nevertheless, international studies with students of different ages have shown that the basic hydrogeological concept of groundwater defined as water within porous and permeable rocks is not an established everyday notion. Building upon international research a multimedia learning program ("Between the raincloud and the tap") was developed. Insights from the fields of conceptual change research, multimedia research, and the Model of Educational Reconstruction were specifically implemented. Two studies were conducted with Austrian pupils (7th grade) and teacher training students from the fields of biology and geography in order to ascertain the effectiveness of the learning program. Using a quasi-experimental research design, the participants' conceptions and knowledge regarding groundwater were determined in a pre- and post-test. The pupils and students greatly profited from independently working through the learning software. Their knowledge of groundwater increased significantly compared to the control group and there was a highly significant increase in the number of scientifically correct notions of groundwater. The acceptance of the program was also generally very high. The results speak for the fact that theory-guided multimedia learning programs can play an important role in the transfer of research results into the classroom, particularly in science education.

Transport and attenuation of carboxylate-modified latex microspheres in fractured rock laboratory and field tracer tests

USGS Publications Warehouse

Becker, M.W.; Reimus, P.W.; Vilks, P.

1999-01-01

Understanding colloid transport in ground water is essential to assessing the migration of colloid-size contaminants, the facilitation of dissolved contaminant transport by colloids, in situ bioremediation, and the health risks of pathogen contamination in drinking water wells. Much has been learned through laboratory and field-scale colloid tracer tests, but progress has been hampered by a lack of consistent tracer testing methodology at different scales and fluid velocities. This paper presents laboratory and field tracer tests in fractured rock that use the same type of colloid tracer over an almost three orders-of-magnitude range in scale and fluid velocity. Fluorescently-dyed carboxylate-modified latex (CML) microspheres (0.19 to 0.98 ??m diameter) were used as tracers in (1) a naturally fractured tuff sample, (2) a large block of naturally fractured granite, (3) a fractured granite field site, and (4) another fractured granite/schist field site. In all cases, the mean transport time of the microspheres was shorter than the solutes, regardless of detection limit. In all but the smallest scale test, only a fraction of the injected microsphere mass was recovered, with the smaller microspheres being recovered to a greater extent than the larger microspheres. Using existing theory, we hypothesize that the observed microsphere early arrival was due to volume exclusion and attenuation was due to aggregation and/or settling during transport. In most tests, microspheres were detected using flow cytometry, which proved to be an excellent method of analysis. CML microspheres appear to be useful tracers for fractured rock in forced gradient and short-term natural gradient tests, but longer residence times may result in small microsphere recoveries.Understanding colloid transport in ground water is essential to assessing the migration of colloid-size contaminants, the facilitation of dissolved contaminant transport by colloids, in situ bioremediation, and the health risks of pathogen contamination in drinking water wells. Much has been learned through laboratory and field-scale colloid tracer tests, but progress has been hampered by a lack of consistent tracer testing methodology at different scales and fluid velocities. This paper presents laboratory and field tracer tests in fractured rock that use the same type of colloid tracer over an almost three orders-of-magnitude range in scale and fluid velocity. Fluorescently-dyed carboxylate-modified latex (CML) microspheres (0.19 to 0.98 ??m diameter) were used as tracers in (1) a naturally fractured tuff sample, (2) a large block of naturally fractured granite, (3) a fractured granite field site, and (4) another fractured granite/schist field site. In all cases, the mean transport time of the microspheres was shorter than the solutes, regardless of detection limit. In all but the smallest scale test, only a fraction of the injected microsphere mass was recovered, with the smaller microspheres being recovered to a greater extent than the larger microspheres. Using existing theory, we hypothesize that the observed microsphere early arrival was due to volume exclusion and attenuation was due to aggregation and/or settling during transport. In most tests, microspheres were detected using flow cytometry, which proved to be an excellent method of analysis. CML microspheres appear to be useful tracers for fractured rock in forced gradient and short-term natural gradient tests, but longer residence times may result in small microsphere recoveries.

Application of scl - pbl method to increase quality learning of industrial statistics course in department of industrial engineering pancasila university

NASA Astrophysics Data System (ADS)

Darmawan, M.; Hidayah, N. Y.

2017-12-01

Currently, there has been a change of new paradigm in the learning model in college, ie from Teacher Centered Learning (TCL) model to Student Centered Learing (SCL). It is generally assumed that the SCL model is better than the TCL model. The Courses of 2nd Industrial Statistics in the Department Industrial Engineering Pancasila University is the subject that belongs to the Basic Engineering group. So far, the applied learning model refers more to the TCL model, and field facts show that the learning outcomes are less satisfactory. Of the three consecutive semesters, ie even semester 2013/2014, 2014/2015, and 2015/2016 obtained grade average is equal to 56.0; 61.1, and 60.5. In the even semester of 2016/2017, Classroom Action Research (CAR) is conducted for this course through the implementation of SCL model with Problem Based Learning (PBL) methods. The hypothesis proposed is that the SCL-PBL model will be able to improve the final grade of the course. The results shows that the average grade of the course can be increased to 73.27. This value was then tested using the ANOVA and the test results concluded that the average grade was significantly different from the average grade value in the previous three semesters.

Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement

PubMed Central

Ebert-May, Diane

2010-01-01

We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compared with seniors who completed the original curriculum. Also as seniors, students who completed the revised curriculum scored higher on the standardized Biology Field Test. Our results showed that an intense inquiry-based learner-centered learning experience early in the biology curriculum was associated with long-term improvements in learning. We propose that students learned to learn science in the new courses which, in turn, influenced their learning in subsequent courses. Studies that determine causal effects of learner-centered inquiry-based approaches, rather than correlative relationships, are needed to test our proposed explanation. PMID:21123693

Genome scale engineering techniques for metabolic engineering.

PubMed

Liu, Rongming; Bassalo, Marcelo C; Zeitoun, Ramsey I; Gill, Ryan T

2015-11-01

Metabolic engineering has expanded from a focus on designs requiring a small number of genetic modifications to increasingly complex designs driven by advances in genome-scale engineering technologies. Metabolic engineering has been generally defined by the use of iterative cycles of rational genome modifications, strain analysis and characterization, and a synthesis step that fuels additional hypothesis generation. This cycle mirrors the Design-Build-Test-Learn cycle followed throughout various engineering fields that has recently become a defining aspect of synthetic biology. This review will attempt to summarize recent genome-scale design, build, test, and learn technologies and relate their use to a range of metabolic engineering applications. Copyright © 2015 International Metabolic Engineering Society. Published by Elsevier Inc. All rights reserved.

Consumption of fig fruits grown in Oman can improve memory, anxiety, and learning skills in a transgenic mice model of Alzheimer's disease.

PubMed

Subash, Selvaraju; Essa, Musthafa Mohamed; Braidy, Nady; Al-Jabri, Ahood; Vaishnav, Ragini; Al-Adawi, Samir; Al-Asmi, Abdullah; Guillemin, Gilles J

2016-12-01

Alzheimer disease (AD) is one of the most common forms of dementia in the elderly. Several reports have suggested neurotoxic effects of amyloid beta protein (Aβ) and role of oxidative stress in AD. Figs are rich in fiber, copper, iron, manganese, magnesium, potassium, calcium, vitamin K, and are a good source of proanthocyanidins and quercetin which demonstrate potent antioxidant properties. We studied the effect of dietary supplementation with 4% figs grown in Oman on the memory, anxiety, and learning skills in APPsw/Tg2576 (Tg mice) mice model for AD. We assessed spatial memory and learning ability, psychomotor coordination, and anxiety-related behavior in Tg and wild-type mice at the age of 4 months and after 15 months using the Morris water maze test, rota-rod test, elevated plus maze test, and open-field test. Tg mice that were fed a control diet without figs showed significant memory deficits, increased anxiety-related behavior, and severe impairment in spatial, position discrimination learning ability, and motor coordination compared to the wild-type control mice on the same diet, and Tg mice fed on 4% fig diet supplementation for 15 months. Our results suggest that dietary supplementation of figs may be useful for the improvement of cognitive and behavioral deficits in AD.

Bypassing the Kohn-Sham equations with machine learning.

PubMed

Brockherde, Felix; Vogt, Leslie; Li, Li; Tuckerman, Mark E; Burke, Kieron; Müller, Klaus-Robert

2017-10-11

Last year, at least 30,000 scientific papers used the Kohn-Sham scheme of density functional theory to solve electronic structure problems in a wide variety of scientific fields. Machine learning holds the promise of learning the energy functional via examples, bypassing the need to solve the Kohn-Sham equations. This should yield substantial savings in computer time, allowing larger systems and/or longer time-scales to be tackled, but attempts to machine-learn this functional have been limited by the need to find its derivative. The present work overcomes this difficulty by directly learning the density-potential and energy-density maps for test systems and various molecules. We perform the first molecular dynamics simulation with a machine-learned density functional on malonaldehyde and are able to capture the intramolecular proton transfer process. Learning density models now allows the construction of accurate density functionals for realistic molecular systems.Machine learning allows electronic structure calculations to access larger system sizes and, in dynamical simulations, longer time scales. Here, the authors perform such a simulation using a machine-learned density functional that avoids direct solution of the Kohn-Sham equations.

Comparison of Electronic Learning Versus Lecture-based Learning in Improving Emergency Medicine Residents' Knowledge About Mild Induced Hypothermia After Cardiac Arrest.

PubMed

Soleimanpour, Maryam; Rahmani, Farzad; Naghizadeh Golzari, Mehrad; Ala, Alireza; Morteza Bagi, Hamid Reza; Mehdizadeh Esfanjani, Robab; Soleimanpour, Hassan

2017-08-01

The process of medical education depends on several issues such as training materials, students, professors, educational fields, and the applied technologies. The current study aimed at comparing the impacts of e-learning and lecture-based learning of mild induced hypothermia (MIH) after cardiac arrest on the increase of knowledge among emergency medicine residents. In a pre- and post-intervention study, MIH after cardiac arrest was taught to 44 emergency medicine residents. Residents were randomly divided into 2 groups. The first group included 21 participants (lecture-based learning) and the second had 23 participants (e-learning). A 19-item questionnaire with approved validity and reliability was employed as the pretest and posttest. Then, data were analyzed with SPSS software version 17.0. There was no statistically significant difference in terms of the learning method between the test scores of the 2 groups (P = 0.977). E-learning and lecture-based learning methods was effective in augmentation of residents of emergency medicine knowledge about MIH after cardiac arrest; nevertheless, there was no significant difference between these mentioned methods.

Gender differences in landmark learning for virtual navigation: the role of distance to a goal.

PubMed

Chamizo, V D; Artigas, A A; Sansa, J; Banterla, F

2011-09-01

We used a new virtual program in two experiments to prepare subjects to perform the Morris water task (www.nesplora.com). The subjects were Psychology students; they were trained to locate a safe platform amidst the presence of four pinpoint landmarks spaced around the edge of the pool (i.e., two landmarks relatively near the platform and two landmarks relatively distant away from it). At the end of the training phase, we administered one test trial without the platform and recorded the amount of time that the students had spent in the platform quadrant. In Experiment 1, we conducted the test trial in the presence of one or two of the distant landmarks. When only one landmark was present during testing, performance fell to chance. However, the men outperformed the women when the two distant landmarks were both present. Experiment 2 replicated the previous results and extended it by showing that no sex differences exist when the searching process is based on the near landmarks. Both the men and the women had similarly good performances when the landmarks were present both individually and together. When present together, an addition effect was found. Far landmark tests favor configural learning processes, whereas near landmark tests favor elemental learning. Our findings suggest that other factors in addition to the use of directional cues can underlie the sex differences in the spatial learning process. Thus, we expand upon previous research in the field. Copyright © 2011 Elsevier B.V. All rights reserved.

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial

PubMed Central

Chao, Yi-Ping; Huang, Chung-Guei; Fang, Ji-Tseng; Wang, Shu-Ling; Chuang, Cheng-Keng; Kang, Chung-Jan; Hsin, Li-Jen; Lin, Wan-Ni; Fang, Tuan-Jen; Li, Hsueh-Yu

2018-01-01

Background Electronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown. Objective The aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders. Methods This randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction. Results All of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50%, interquartile range [IQR]=17%-80%, P<.001) and competence (median 13%, IQR=0%-33%, P=.006). There were no significant differences in knowledge gain (40%, IQR=13%-76% vs 60%, IQR=20%-100%, P=.42) and competence gain (0%, IQR= −21% to 38% vs 25%, IQR=0%-33%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman’s two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P<.001) and satisfaction (both adjusted P<.001). Conclusions Mobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles. Trial Registration Clinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV) PMID:29439943

Data-driven advice for applying machine learning to bioinformatics problems

PubMed Central

Olson, Randal S.; La Cava, William; Mustahsan, Zairah; Varik, Akshay; Moore, Jason H.

2017-01-01

As the bioinformatics field grows, it must keep pace not only with new data but with new algorithms. Here we contribute a thorough analysis of 13 state-of-the-art, commonly used machine learning algorithms on a set of 165 publicly available classification problems in order to provide data-driven algorithm recommendations to current researchers. We present a number of statistical and visual comparisons of algorithm performance and quantify the effect of model selection and algorithm tuning for each algorithm and dataset. The analysis culminates in the recommendation of five algorithms with hyperparameters that maximize classifier performance across the tested problems, as well as general guidelines for applying machine learning to supervised classification problems. PMID:29218881

The Biochemistry of Memory: The Twenty-Six Year Journey of a ‘New and Specific Hypothesis’

PubMed Central

Baudry, Michel; Bi, Xiaoning; Gall, Christine; Lynch, Gary

2010-01-01

This Special Issue of Neurobiology of Learning and Memory dedicated to Dr. Richard Thompson to celebrate his 80th birthday and his numerous contributions to the field of learning and memory gave us the opportunity to revisit the hypothesis we proposed more than 25 years ago regarding the biochemistry of learning and memory. This review summarizes our early 1980s hypothesis and then describes how it was tested and modified over the years following its introduction. We then discuss the current status of the hypothesis and provide some examples of how it has led to unexpected insights into the memory problems that accompany a broad range of neuropsychiatric disorders. PMID:21134478

E-learning for assistive technology professionals--a review of the TELEMATE project.

PubMed

Turner-Smith, Alan; Devlin, Aisling

2005-09-01

The Telematic Multidisciplinary Assistive Technology Education project (TELEMATE) was conducted during 1998-2001 by a consortium of seven European organisations involved in rehabilitation engineering and education. Assistive technology professionals work in a rapidly developing field but are few in number and widely dispersed, therefore, electronic delivery of their education is particularly advantageous. TELEMATE took existing concepts and standards in education to create and test an e-learning framework. As well as providing an appropriate learning environment, the aim was to share teaching resources and encourage a sound and consistent understanding of assistive technology across the European Union. This paper explores work carried out and the subsequent outcomes of the project.

Evaluating the Effectiveness of Physlet-Based Materials in Supporting Conceptual Learning About Electricity

NASA Astrophysics Data System (ADS)

Ülen, Simon; Gerlič, Ivan; Slavinec, Mitja; Repnik, Robert

2017-04-01

To provide a good understanding of many abstract concepts in the field of electricity above that of their students is often a major challenge for secondary school teachers. Many educational researchers promote conceptual learning as a teaching approach that can help teachers to achieve this goal. In this paper, we present Physlet-based materials for supporting conceptual learning about electricity. To conduct research into the effectiveness of these materials, we designed two different physics courses: one group of students, the experimental group, was taught using Physlet-based materials and the second group of students, the control group, was taught using expository instruction without using Physlets. After completion of the teaching, we assessed students' thinking skills and analysed the materials with an independent t test, multiple regression analyses and one-way analysis of covariance. The test scores were significantly higher in the experimental group than in the control group ( p < 0.05). The results of this study confirmed the effectiveness of conceptual learning about electricity with the help of Physlet-based materials.

Design and Field Test of a WSN Platform Prototype for Long-Term Environmental Monitoring

PubMed Central

Lazarescu, Mihai T.

2015-01-01

Long-term wildfire monitoring using distributed in situ temperature sensors is an accurate, yet demanding environmental monitoring application, which requires long-life, low-maintenance, low-cost sensors and a simple, fast, error-proof deployment procedure. We present in this paper the most important design considerations and optimizations of all elements of a low-cost WSN platform prototype for long-term, low-maintenance pervasive wildfire monitoring, its preparation for a nearly three-month field test, the analysis of the causes of failure during the test and the lessons learned for platform improvement. The main components of the total cost of the platform (nodes, deployment and maintenance) are carefully analyzed and optimized for this application. The gateways are designed to operate with resources that are generally used for sensor nodes, while the requirements and cost of the sensor nodes are significantly lower. We define and test in simulation and in the field experiment a simple, but effective communication protocol for this application. It helps to lower the cost of the nodes and field deployment procedure, while extending the theoretical lifetime of the sensor nodes to over 16 years on a single 1 Ah lithium battery. PMID:25912349

Artificial Intelligence approaches in hematopoietic cell transplant: A review of the current status and future directions.

PubMed

Muhsen, Ibrahim N; ElHassan, Tusneem; Hashmi, Shahrukh K

2018-06-08

Currently, the evidence-based literature on healthcare is expanding exponentially. The opportunities provided by the advancement in artificial intelligence (AI) tools i.e. machine learning are appealing in tackling many of the current healthcare challenges. Thus, AI integration is expanding in most fields of healthcare, including the field of hematology. This study aims to review the current applications of AI in the field hematopoietic cell transplant (HCT). Literature search was done involving the following databases: Ovid-Medline including in-Process and Other Non-Indexed Citations and google scholar. The abstracts of the following professional societies: American Society of Haematology (ASH), American Society for Blood and Marrow Transplantation (ASBMT) and European Society for Blood and Marrow Transplantation (EBMT) were also screened. Literature review showed that the integration of AI in the field of HCT has grown remarkably in the last decade and confers promising avenues in diagnosis and prognosis within HCT populations targeting both pre and post-transplant challenges. Studies on AI integration in HCT have many limitations that include poorly tested algorithms, lack of generalizability and limited use of different AI tools. Machine learning techniques in HCT is an intense area of research that needs a lot of development and needs extensive support from hematology and HCT societies / organizations globally since we believe that this would be the future practice paradigm. Key words: Artificial intelligence, machine learning, hematopoietic cell transplant.

Tracking reflective practice-based learning by medical students during an ambulatory clerkship.

PubMed

Thomas, Patricia A; Goldberg, Harry

2007-11-01

To explore the use of web and palm digital assistant (PDA)-based patient logs to facilitate reflective learning in an ambulatory medicine clerkship. Thematic analysis of convenience sample of three successive rotations of medical students' patient log entries. Johns Hopkins University School of Medicine. MS3 and MS4 students rotating through a required block ambulatory medicine clerkship. Students are required to enter patient encounters into a web-based log system during the clerkship. Patient-linked entries included an open text field entitled, "Learning Need." Students were encouraged to use this field to enter goals for future study or teaching points related to the encounter. The logs of 59 students were examined. These students entered 3,051 patient encounters, and 51 students entered 1,347 learning need entries (44.1% of encounters). The use of the "Learning Need" field was not correlated with MS year, gender or end-of-clerkship knowledge test performance. There were strong correlations between the use of diagnostic thinking comments and observations of therapeutic relationships (Pearson's r=.42, p<0.001), and between diagnostic thinking and primary interpretation skills (Pearson's r=.60, p<0.001), but not between diagnostic thinking and factual knowledge (Pearson's r =.10, p=.46). We found that when clerkship students were cued to reflect on each patient encounter with the electronic log system, student entries grouped into categories that suggested different levels of reflective thinking. Future efforts should explore the use of such entries to encourage and track habits of reflective practice in the clinical curriculum.

Perception Evolution Network Based on Cognition Deepening Model--Adapting to the Emergence of New Sensory Receptor.

PubMed

Xing, Youlu; Shen, Furao; Zhao, Jinxi

2016-03-01

The proposed perception evolution network (PEN) is a biologically inspired neural network model for unsupervised learning and online incremental learning. It is able to automatically learn suitable prototypes from learning data in an incremental way, and it does not require the predefined prototype number or the predefined similarity threshold. Meanwhile, being more advanced than the existing unsupervised neural network model, PEN permits the emergence of a new dimension of perception in the perception field of the network. When a new dimension of perception is introduced, PEN is able to integrate the new dimensional sensory inputs with the learned prototypes, i.e., the prototypes are mapped to a high-dimensional space, which consists of both the original dimension and the new dimension of the sensory inputs. In the experiment, artificial data and real-world data are used to test the proposed PEN, and the results show that PEN can work effectively.

The effect of EarthPulse on learning of declarative knowledge

NASA Astrophysics Data System (ADS)

McKinney, Heather E.

The purpose of this double-blind, bio-medical research study was to investigate the effect of EarthPulse, a brainwave entrainment and pulsed electromagnetic field (PEMF) device, on learning of declarative knowledge. Currently, PEMF research explores physiological and psychological effects but a gap exists in the potential effects of PEMF on learning. The study explored whether a relationship existed between receiving a thirty minute EarthPulse treatment on the "Entrain Up" setting and learning of declarative knowledge; whether the relationship remained over time; whether EarthPulse had an effect on sleep; and whether EarthPulse had an effect on attrition. Ninety-eight, randomly assigned, undergraduate students participated in this double-blind, experimental design study, of which 87 remained after attrition. After receiving a thirty minute EarthPulse or placebo treatment, experimental and control groups read identical passages and completed identical instruments to test learning and retention of declarative knowledge. Participants completed the same test in two intervals: an immediate (learning) and delayed (retention) posttest. Assumptions for normality and reliability were met. One-way ANOVA revealed no statistically significant effects on learning or retention at the 0.05 level. However, Chi square analysis revealed those who received the EarthPulse treatment were significantly less likely to fall asleep than those who received the control treatment (p=0.022) and very closely approached significance for attrition (p=0.051).

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…

Field trip method as an effort to reveal student environmental literacy on biodiversity issue and context

NASA Astrophysics Data System (ADS)

Rijal, M.; Saefudin; Amprasto

2018-05-01

Field trip method through investigation of local biodiversity cases can give educational experiences for students. This learning activity was efforts to reveal students environmental literacy on biodiversity. The aim of study were (1) to describe the activities of students get information about the biodiversity issue and its context through field trip, (2) to describe the students findings during field trip, and (3) to reveal students environmental literacy based on pre test and post test. The research method used weak-experiment and involved 34 participants at senior high school students in Bandung-Indonesia. The research instruments for collecting data were environmental literacy test, observation sheets and questionnaire sheets for students. The analysis of data was quantitative descriptive. The results show that more than 79% of the students gave positive view for each field trip activity, i.e students activity during work (97%-100%); students activity during gather information (79%- 100%); students activity during exchange information with friend (82%-100%); and students interested to Biodiversity after field trip activity (85%-100%). Students gain knowledge about the diversity of animal vertebrate and its characteristics, the status and condition of animals, and the source of animal with the cases of animal diversity. The students environmental literacy tends to be moderate level based on test. Meanwhile, the average of the attitudes and action greater than the components of knowledge and cognitive skills.

Stingless bees (Scaptotrigona pectoralis) learn foreign trail pheromones and use them to find food.

PubMed

Reichle, Christian; Aguilar, Ingrid; Ayasse, Manfred; Jarau, Stefan

2011-03-01

Foragers of several species of stingless bees (Hymenoptera, Apidae and Meliponini) deposit pheromone marks in the vegetation to guide nestmates to new food sources. These pheromones are produced in the labial glands and are nest and species specific. Thus, an important question is how recruited foragers recognize their nestmates' pheromone in the field. We tested whether naïve workers learn a specific trail pheromone composition while being recruited by nestmates inside the hive in the species Scaptotrigona pectoralis. We installed artificial scent trails branching off from trails deposited by recruiting foragers and registered whether newly recruited bees follow these trails. The artificial trails were baited with trail pheromones of workers collected from foreign S. pectoralis colonies. When the same foreign trail pheromone was presented inside the experimental hives while recruitment took place a significant higher number of bees followed the artificial trails than in experiments without intranidal presentation. Our results demonstrate that recruits of S. pectoralis can learn the composition of specific trail pheromone bouquets inside the nest and subsequently follow this pheromone in the field. We, therefore, suggest that trail pheromone recognition in S. pectoralis is based on a flexible learning process rather than being a genetically fixed behaviour.

Geoscience Education Research: The Role of Collaborations with Education Researchers and Cognitive Scientists

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Mogk, D. W.; Kastens, K. A.; Tikoff, B.; Shipley, T. F.; Ormand, C. J.; Mcconnell, D. A.

2011-12-01

Geoscience Education Research aims to improve geoscience teaching and learning by understanding clearly the characteristics of geoscience expertise, the path from novice to expert, and the educational practices that can speed students along this path. In addition to expertise in geoscience and education, this research requires an understanding of learning -the domain of cognitive scientists. Beginning in 2002, a series of workshops and events focused on bringing together geoscientists, education researchers, and cognitive scientists to facilitate productive geoscience education research collaborations. These activities produced reports, papers, books, websites and a blog developing a research agenda for geoscience education research at a variety of scales: articulating the nature of geoscience expertise, and the overall importance of observation and a systems approach; focusing attention on geologic time, spatial skills, field work, and complex systems; and identifying key research questions in areas where new technology is changing methods in geoscience research and education. Cognitive scientists and education researchers played critical roles in developing this agenda. Where geoscientists ask questions that spring from their rich understanding of the discipline, cognitive scientists and education researchers ask questions from their experience with teaching and learning in a wide variety of disciplines and settings. These interactions tend to crystallize the questions of highest importance in addressing challenges of geoscience learning and to identify productive targets for collaborative research. Further, they serve as effective mechanisms for bringing research techniques and results from other fields into geoscience education. Working productively at the intersection of these fields requires teams of cognitive scientists, geoscientists, and education reserachers who share enough knowledge of all three domains to have a common articulation of the research problem, to make collaborative decisions, and to collectively problem solve. The development of this shared understanding is a primary result of the past decade of work. It has been developed through geoscience hosted events like the On the Cutting Edge emerging theme workshops and the Synthesis of Research on Thinking and Learning in the Geosciences project, complementary events in cognitive science and education that include geoscientists like the Gordon Conferences on Visualization in Science & Education or the Spatial Cognition conference series, and the interactions within and among geoscience education research projects like the Spatial Intelligence and Learning Center, the GARNET project, and many others. With this common ground in place, effective collaborations that bring together deep knowledge of psychology and brain function, of educational design and testing, and of time tested learning goals, teaching methods, and measures of success can flourish. A strong and accelerating research field has emerged that spans from work on basic cognitive skills important in geoscience, to studies of specific teaching strategies.

Learning to Read and Write the Drafting Way. Field Test Copy.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Div. of Vocational Education.

This volume comprises instructional techniques that are designed for use with drafting students who demonstrate a need for additional instruction in the areas of reading, writing, math, and verbal and visual communication. Included in the guide are the following teacher-developed instructional techniques: a drafting crossword puzzle, tool bingo, a…

Implementing Evidence-Based Programs: Lessons Learned from the Field

ERIC Educational Resources Information Center

Powers, Jane; Maley, Mary; Purington, Amanda; Schantz, Karen; Dotterweich, Jutta

2015-01-01

Evidence-based programs (EBPs) are used in many health promotion efforts to ensure that the intended positive behavioral and health outcomes will be achieved. However, because EBPs are developed and tested in research settings, the contextual elements of real world implementation play an important role in their successful delivery in communities.…

Vocabulary Learning Strategies from the Bottom-Up: A Grounded Theory

ERIC Educational Resources Information Center

Ostovar-Namaghi, Seyyed Ali; Malekpur, Akram

2015-01-01

Lots of studies have tried to test the effect of strategy training on vocabulary development. However, instead of trying to uncover the strategies that learners actually use, they have tried to expose learners to a list of strategies supported by theories. Although these theory-driven studies have provided the field with significant and…

Using Oral Exams to Assess Communication Skills in Business Courses

ERIC Educational Resources Information Center

Burke-Smalley, Lisa A.

2014-01-01

Business, like many other fields in higher education, continues to rely largely on conventional testing methods for assessing student learning. In the current article, another evaluation approach--the oral exam--is examined as a means for building and evaluating the professional communication and oral dialogue skills needed and utilized by…

Teaching Hearing-Impaired Children in Iraq Using a New Teaching Method.

ERIC Educational Resources Information Center

Harris, N. D. C.; Mustafa, N.

1986-01-01

Describes a field test and results of a new didactic teaching method involving resource-based learning to teach various aspects of mathematics and science (fractions, magnetism, planets) to elementary aged hearing impaired student in Iraq. The dramatic improvements in language for learners is described and implications of the methods are…

Discovery Curriculum: For Use with Middle Grade Students in or out of the Classroom.

ERIC Educational Resources Information Center

Wickless, Mimi

This teaching guide contains the Discovery Curriculum which was extensively field tested at The National Arbor Day Foundation's Discovery Camp. The Discovery Curriculum is designed to promote wise environmental stewardship through relevant, active learning opportunities. Goals for each participant include: (1) be aware of and able to cite examples…

Some Aspects of Grading Java Code Submissions in MOOCs

ERIC Educational Resources Information Center

Király, Sándor; Nehéz, Károly; Hornyák, Olivér

2017-01-01

Recently, massive open online courses (MOOCs) have been offering a new online approach in the field of distance learning and online education. A typical MOOC course consists of video lectures, reading material and easily accessible tests for students. For a computer programming course, it is important to provide interactive, dynamic, online coding…

Weatherization and Intergovernmental Program - Portal to New Jobs in Home Weatherization (Green Jobs)

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

2010-04-01

Expanding training opportunities in the weatherization of buildings will accelerate learning and provide a direct path for many Americans to find jobs in the clean energy field. The National Weatherization Training Portal (NWTP), which is now in the final stages of testing, features multi-media, interactive, self-paced training modules.

Measurement Invariance: A Foundational Principle for Quantitative Theory Building

ERIC Educational Resources Information Center

Nimon, Kim; Reio, Thomas G., Jr.

2011-01-01

This article describes why measurement invariance is a critical issue to quantitative theory building within the field of human resource development. Readers will learn what measurement invariance is and how to test for its presence using techniques that are accessible to applied researchers. Using data from a LibQUAL+[TM] study of user…

The Dynamics of Cognitive Performance: What Has Been Learnt from Empirical Research in Science Education

ERIC Educational Resources Information Center

Stamovlasis, Dimitrios

2017-01-01

This paper discusses investigations in science education addressing the nonlinear dynamical hypothesis. Learning science is a suitable field for applying interdisciplinary research and predominately for testing psychological theories. It was demonstrated that in this area the paradigm of complexity and nonlinear dynamics have offered theoretical…

World of Work. First Year Report, 1971-1972.

ERIC Educational Resources Information Center

Mount Pleasant Public Schools, MI.

Prepared during the first year of a 3-year pilot program, this working draft of a resource guide represents efforts to develop and field test resource units for career education, Grades 1-6. The units, which include objectives and learning activities, are clustered as follows: (1) Distribution and Marketing, (2) Agriculture-Natural Resources, (3)…

A Model for Linking Vocational Education and Industry.

ERIC Educational Resources Information Center

Thomas, Hollie B.

A developmental research activity was undertaken to create and field test a systematic process designed to assist vocational educators to form linkages with business and industry. The literature was synthesized to ascertain what has been learned about the linkage process and coordination theory and has served as a basis for writing a manual for…

Using Video Games to Understand Thermoregulation

ERIC Educational Resources Information Center

Dibley, Jeremiah; Parish, Jamie

2007-01-01

Funded by the U.S. Department of Education, a research project was conducted to evaluate the effectiveness of video games as inquiry-based learning experiences for the science classroom. As a result, the video game, "Creature Control: The Quest for Homeostasis" was developed and field-tested in select middle schools in the United States.…

E-learning in orthopedic surgery training: A systematic review.

PubMed

Tarpada, Sandip P; Morris, Matthew T; Burton, Denver A

2016-12-01

E-learning is the use of internet-based resources in education. In the field of surgical education, this definition includes the use of virtual patient cases, digital modeling, online tutorials, as well as video recordings of surgical procedures and lectures. In recent years, e-learning has increasingly been considered a viable alternative to traditional teaching within a number of surgical fields. Here we present (1) a systematic review of literature assessing the efficacy of e-learning modules for orthopedic education and (2) a discussion of their relevance. A systematic search of PubMed, Embase, Web of Science, and the Cochrane Library was conducted according to the guidelines defined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement (PRISMA). The search yielded a total of 255 non-duplicate citations that were screened using predetermined inclusion/exclusion criteria. A total of 9 full text articles met inclusion criteria, which included the use of an objective outcome measure to evaluate an orthopedic e-learning module. Six studies assessed knowledge using a multiple-choice test and 4 assessed skills using a clinical exam. All studies showed positive score improvement pre- to post-intervention, and a majority showed greater score improvement than standard teaching methods in both knowledge (4/6 studies) and clinical skills (3/4 studies). E-learning represents an effective supplement or even alternative to standard teaching techniques within orthopedic education for both medical students and residents. Future work should focus on validating specific e-learning programs using standardized outcome measures and assessing long-term knowledge retention using e-learning platforms.

Collaborative Testing as a Model for Addressing Equity in Student Success in STEM Classes

NASA Astrophysics Data System (ADS)

Dileonardo, C.; James, B. R.

2016-12-01

Introductory Earth science classes at two-year colleges play a critical role as "gateway courses" for underrepresented student populations into undergraduate STEM programs. Students entering college underprepared in math and science typically receive their only exposure to science at the undergraduate level in introductory courses in the Earth and space sciences. In many colleges a huge disparity exists in these classes between success rates amongst students from groups traditionally represented in the STEM fields and those from underrepresented populations. Closing the equity gap in success in these courses is a major focus of many pilot projects nationally. This concern has also led to the adoption of new teaching and learning practices, based on research in learning, in introductory Earth science pedagogy. Models of teaching practices including greater engagement, active learning approaches, and collaborative learning structures seem to help with student achievement in introductory courses. But, whereas these practices might increase overall student success they have not proven to close the equity gap in achievement. De Anza a two-year college in the San Francisco bay area has a long history in the geology department of incorporating and testing teaching practices developed out of research in learning. Collaborative learning has infused every aspect of our learning approaches in the Earth sciences, including laboratory, fieldwork, and test preparation. Though these approaches seemed to have educational benefit the huge equity gap department-wide persisted between targeted and non-targeted populations. Three years ago collaborative testing models were introduced into our geology and meteorology classes. The mechanism included methods for directly comparing collaborative to individual testing. The net result was that targeted populations including African Americans, Latinos, and Filipinos increased steadily at around 3.5% per year from 66% to 73%. The overall success rates of the non-targeted groups remained between 84% and 86%. Preliminary analysis suggests that for disengaged students in the targeted populations the opportunity to collaborate on a portion of the actual test got them more involved in the collaborative process as it offers immediate tangible return on in-class success.

Combining machine learning and ontological data handling for multi-source classification of nature conservation areas

NASA Astrophysics Data System (ADS)

Moran, Niklas; Nieland, Simon; Tintrup gen. Suntrup, Gregor; Kleinschmit, Birgit

2017-02-01

Manual field surveys for nature conservation management are expensive and time-consuming and could be supplemented and streamlined by using Remote Sensing (RS). RS is critical to meet requirements of existing laws such as the EU Habitats Directive (HabDir) and more importantly to meet future challenges. The full potential of RS has yet to be harnessed as different nomenclatures and procedures hinder interoperability, comparison and provenance. Therefore, automated tools are needed to use RS data to produce comparable, empirical data outputs that lend themselves to data discovery and provenance. These issues are addressed by a novel, semi-automatic ontology-based classification method that uses machine learning algorithms and Web Ontology Language (OWL) ontologies that yields traceable, interoperable and observation-based classification outputs. The method was tested on European Union Nature Information System (EUNIS) grasslands in Rheinland-Palatinate, Germany. The developed methodology is a first step in developing observation-based ontologies in the field of nature conservation. The tests show promising results for the determination of the grassland indicators wetness and alkalinity with an overall accuracy of 85% for alkalinity and 76% for wetness.

Colin D. Elliott (1937-2016).

PubMed

Willis, John O; Dumont, Ron

2017-01-01

This article memorializes Colin D. Elliott (1937-2016). For 7 years, in his work as a school psychologist, Elliott studied the ability profiles of children with learning disabilities and the measurement of children's developmental stages. Subsequently, he trained school psychologists for over 20 years at the University of Manchester. In 1983, he made a major, enduring contribution to the field of psychometric assessment in both his home country and the wider field with the publication of the innovative British Ability Scales (BAS). An American version, the Differential Ability Scales (DAS), followed in 1990, and both versions of the test have been widely used and revised several times (BAS 2, BAS 3, and DAS-II). Many of his innovations in those tests have been adopted in other instruments. His other research and many publications focused on individual differences in children's temperament and personality and specific learning difficulties. Elliott moved to the United States in 1992 and was adjunct professor at the Gevirtz Graduate School of Education at the University of California, Santa Barbara. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Mind map learning for advanced engineering study: case study in system dynamics

NASA Astrophysics Data System (ADS)

Woradechjumroen, Denchai

2018-01-01

System Dynamics (SD) is one of the subjects that were use in learning Automatic Control Systems in dynamic and control field. Mathematical modelling and solving skills of students for engineering systems are expecting outcomes of the course which can be further used to efficiently study control systems and mechanical vibration; however, the fundamental of the SD includes strong backgrounds in Dynamics and Differential Equations, which are appropriate to the students in governmental universities that have strong skills in Mathematics and Scientifics. For private universities, students are weak in the above subjects since they obtained high vocational certificate from Technical College or Polytechnic School, which emphasize the learning contents in practice. To enhance their learning for improving their backgrounds, this paper applies mind maps based problem based learning to relate the essential relations of mathematical and physical equations. With the advantages of mind maps, each student is assigned to design individual mind maps for self-leaning development after they attend the class and learn overall picture of each chapter from the class instructor. Four problems based mind maps learning are assigned to each student. Each assignment is evaluated via mid-term and final examinations, which are issued in terms of learning concepts and applications. In the method testing, thirty students are tested and evaluated via student learning backgrounds in the past. The result shows that well-design mind maps can improve learning performance based on outcome evaluation. Especially, mind maps can reduce time-consuming and reviewing for Mathematics and Physics in SD significantly.

Machine Learning Classification of Heterogeneous Fields to Estimate Physical Responses

NASA Astrophysics Data System (ADS)

McKenna, S. A.; Akhriev, A.; Alzate, C.; Zhuk, S.

2017-12-01

The promise of machine learning to enhance physics-based simulation is examined here using the transient pressure response to a pumping well in a heterogeneous aquifer. 10,000 random fields of log10 hydraulic conductivity (K) are created and conditioned on a single K measurement at the pumping well. Each K-field is used as input to a forward simulation of drawdown (pressure decline). The differential equations governing groundwater flow to the well serve as a non-linear transform of the input K-field to an output drawdown field. The results are stored and the data set is split into training and testing sets for classification. A Euclidean distance measure between any two fields is calculated and the resulting distances between all pairs of fields define a similarity matrix. Similarity matrices are calculated for both input K-fields and the resulting drawdown fields at the end of the simulation. The similarity matrices are then used as input to spectral clustering to determine groupings of similar input and output fields. Additionally, the similarity matrix is used as input to multi-dimensional scaling to visualize the clustering of fields in lower dimensional spaces. We examine the ability to cluster both input K-fields and output drawdown fields separately with the goal of identifying K-fields that create similar drawdowns and, conversely, given a set of simulated drawdown fields, identify meaningful clusters of input K-fields. Feature extraction based on statistical parametric mapping provides insight into what features of the fields drive the classification results. The final goal is to successfully classify input K-fields into the correct output class, and also, given an output drawdown field, be able to infer the correct class of input field that created it.

Learning curve evaluation using cumulative summation analysis-a clinical example of pediatric robot-assisted laparoscopic pyeloplasty.

PubMed

Cundy, Thomas P; Gattas, Nicholas E; White, Alan D; Najmaldin, Azad S

2015-08-01

The cumulative summation (CUSUM) method for learning curve analysis remains under-utilized in the surgical literature in general, and is described in only a small number of publications within the field of pediatric surgery. This study introduces the CUSUM analysis technique and applies it to evaluate the learning curve for pediatric robot-assisted laparoscopic pyeloplasty (RP). Clinical data were prospectively recorded for consecutive pediatric RP cases performed by a single-surgeon. CUSUM charts and tests were generated for set-up time, docking time, console time, operating time, total operating room time, and postoperative complications. Conversions and avoidable operating room delay were separately evaluated with respect to case experience. Comparisons between case experience and time-based outcomes were assessed using the Student's t-test and ANOVA for bi-phasic and multi-phasic learning curves respectively. Comparison between case experience and complication frequency was assessed using the Kruskal-Wallis test. A total of 90 RP cases were evaluated. The learning curve transitioned beyond the learning phase at cases 10, 15, 42, 57, and 58 for set-up time, docking time, console time, operating time, and total operating room time respectively. All comparisons of mean operating times between the learning phase and subsequent phases were statistically significant (P=<0.001-0.01). No significant difference was observed between case experience and frequency of post-operative complications (P=0.125), although the CUSUM chart demonstrated a directional change in slope for the last 12 cases in which there were high proportions of re-do cases and patients <6 months of age. The CUSUM method has a valuable role for learning curve evaluation and outcome quality monitoring. In applying this statistical technique to the largest reported single surgeon series of pediatric RP, we demonstrate numerous distinctly shaped learning curves and well-defined learning phase transition points. Copyright © 2015 Elsevier Inc. All rights reserved.

Students' performance in accounting: differential effect of field dependence-independence as a learning style.

PubMed

Bernardi, Richard A

2003-08-01

This study examined the differential moderating effects associated with field dependence-independence and perceptions of stress on students' performance after controlling for SAT Mathematics and Verbal scores as well as students' actual effort on homework. The average performance of 178 third-year accounting majors over three examinations was used to evaluate their understanding of financial accounting. The students also took the Group Embedded Figures Test. While the data indicate that the most significant variables were students' effort, SAT Verbal scores, and their perceptions of stress, these variables were differentially associated with students' performance depending upon whether the student was classified as a field-independent or field-dependent learner.

Geological field study for science education on Elementary and Junior high school student, in Shimane prefecture, Japan

NASA Astrophysics Data System (ADS)

Matsumoto, I.

2011-12-01

The importance of learning at field has been increasing in the elementary and the junior high school in Japan. And, an environmental education is one of the important subjects even in the school education, too. It was important, as for science education, understanding with actual feeling and learning were specified as for the Teaching outlines (the Japanese Ministry of Education, Culture, Sports, Science and Technology) of the new science textbook of the elementary and the junior high school as well. However, It is a little actual situation that there is in an opportunity for the field learning enforced in the school lesson by the investigation of JST (Japan Science and Tecnology Agency). This tendency is strong as much as school of the city and that circumference. I have this cause think that there are a few suitable places for learning to observe geological and biological field near school. In addition, below two is pointed out as a big problem to obstruct the execution of field learning. 1) A natural experience isn't being done sufficient as much as a teacher can teach to the student. 2) It doesn't have the confidence that a teacher teaches a student geology and biology at the field. I introduce the practical example of geological field learning at the public elementary school of the Shimane prefecture by this research. Though it is the place where nature is comparatively rich even in Japan, it can't be said that field learning is popular in Shimane prefecture. A school teacher has to learning experience at field, and he must settle confidence to guide a student at the field. A specialist in the university and the museum must support continuous learning for that to the school teacher.

Glaucomatous patterns in Frequency Doubling Technology (FDT) perimetry data identified by unsupervised machine learning classifiers.

PubMed

Bowd, Christopher; Weinreb, Robert N; Balasubramanian, Madhusudhanan; Lee, Intae; Jang, Giljin; Yousefi, Siamak; Zangwill, Linda M; Medeiros, Felipe A; Girkin, Christopher A; Liebmann, Jeffrey M; Goldbaum, Michael H

2014-01-01

The variational Bayesian independent component analysis-mixture model (VIM), an unsupervised machine-learning classifier, was used to automatically separate Matrix Frequency Doubling Technology (FDT) perimetry data into clusters of healthy and glaucomatous eyes, and to identify axes representing statistically independent patterns of defect in the glaucoma clusters. FDT measurements were obtained from 1,190 eyes with normal FDT results and 786 eyes with abnormal FDT results from the UCSD-based Diagnostic Innovations in Glaucoma Study (DIGS) and African Descent and Glaucoma Evaluation Study (ADAGES). For all eyes, VIM input was 52 threshold test points from the 24-2 test pattern, plus age. FDT mean deviation was -1.00 dB (S.D. = 2.80 dB) and -5.57 dB (S.D. = 5.09 dB) in FDT-normal eyes and FDT-abnormal eyes, respectively (p<0.001). VIM identified meaningful clusters of FDT data and positioned a set of statistically independent axes through the mean of each cluster. The optimal VIM model separated the FDT fields into 3 clusters. Cluster N contained primarily normal fields (1109/1190, specificity 93.1%) and clusters G1 and G2 combined, contained primarily abnormal fields (651/786, sensitivity 82.8%). For clusters G1 and G2 the optimal number of axes were 2 and 5, respectively. Patterns automatically generated along axes within the glaucoma clusters were similar to those known to be indicative of glaucoma. Fields located farther from the normal mean on each glaucoma axis showed increasing field defect severity. VIM successfully separated FDT fields from healthy and glaucoma eyes without a priori information about class membership, and identified familiar glaucomatous patterns of loss.

Learning by Employing Educational Multimedia in Field-Dependent and Field-Independent Cognitive Styles

ERIC Educational Resources Information Center

Karamaerouz, Mohamad Javad; Abdi, Ali; Laei, Soosan

2013-01-01

Cognitive learning styles are relatively fixed procedures using which individuals receive, process and organize information. This paper aims to examine academic achievement in English for both field dependence and field independence learning styles using educational multimedia. The sample of the study consisted of 40 second-grade female students…

Interpreting Medical Information Using Machine Learning and Individual Conditional Expectation.

PubMed

Nohara, Yasunobu; Wakata, Yoshifumi; Nakashima, Naoki

2015-01-01

Recently, machine-learning techniques have spread many fields. However, machine-learning is still not popular in medical research field due to difficulty of interpreting. In this paper, we introduce a method of interpreting medical information using machine learning technique. The method gave new explanation of partial dependence plot and individual conditional expectation plot from medical research field.

Field of Study, Learning Styles, and Language Learning Strategies of University Students: Are There Any Relations?

ERIC Educational Resources Information Center

Sahragard, Rahman; Khajavi, Yaser; Abbasian, Reza

2016-01-01

The present study aimed to investigate the possible relationships between field of study, learning style preferences, and language learning strategies among university students majoring in the fields of arts and humanities, science, engineering, social sciences, and English as a foreign language. To this end, 376 university students completed the…

How Does the Linguistic Distance Between Spoken and Standard Language in Arabic Affect Recall and Recognition Performances During Verbal Memory Examination.

PubMed

Taha, Haitham

2017-06-01

The current research examined how Arabic diglossia affects verbal learning memory. Thirty native Arab college students were tested using auditory verbal memory test that was adapted according to the Rey Auditory Verbal Learning Test and developed in three versions: Pure spoken language version (SL), pure standard language version (SA), and phonologically similar version (PS). The result showed that for immediate free-recall, the performances were better for the SL and the PS conditions compared to the SA one. However, for the parts of delayed recall and recognition, the results did not reveal any significant consistent effect of diglossia. Accordingly, it was suggested that diglossia has a significant effect on the storage and short term memory functions but not on long term memory functions. The results were discussed in light of different approaches in the field of bilingual memory.

Enhancement of problem solving ability of high school students through learning with real engagement in active problem solving (REAPS) model on the concept of heat transfer

NASA Astrophysics Data System (ADS)

Yulindar, A.; Setiawan, A.; Liliawati, W.

2018-05-01

This study aims to influence the enhancement of problem solving ability before and after learning using Real Engagement in Active Problem Solving (REAPS) model on the concept of heat transfer. The research method used is quantitative method with 35 high school students in Pontianak as sample. The result of problem solving ability of students is obtained through the test in the form of 3 description questions. The instrument has tested the validity by the expert judgment and field testing that obtained the validity value of 0.84. Based on data analysis, the value of N-Gain is 0.43 and the enhancement of students’ problem solving ability is in medium category. This was caused of students who are less accurate in calculating the results of answers and they also have limited time in doing the questions given.

Crystalline-silicon reliability lessons for thin-film modules

NASA Technical Reports Server (NTRS)

Ross, Ronald G., Jr.

1985-01-01

Key reliability and engineering lessons learned from the 10-year history of the Jet Propulsion Laboratory's Flat-Plate Solar Array Project are presented and analyzed. Particular emphasis is placed on lessons applicable to the evolving new thin-film cell and module technologies and the organizations involved with these technologies. The user-specific demand for reliability is a strong function of the application, its location, and its expected duration. Lessons relative to effective means of specifying reliability are described, and commonly used test requirements are assessed from the standpoint of which are the most troublesome to pass, and which correlate best with field experience. Module design lessons are also summarized, including the significance of the most frequently encountered failure mechanisms and the role of encapsulant and cell reliability in determining module reliability. Lessons pertaining to research, design, and test approaches include the historical role and usefulness of qualification tests and field tests.

PV Reliability Development Lessons from JPL's Flat Plate Solar Array Project

NASA Technical Reports Server (NTRS)

Ross, Ronald G., Jr.

2013-01-01

Key reliability and engineering lessons learned from the 20-year history of the Jet Propulsion Laboratory's Flat-Plate Solar Array Project and thin film module reliability research activities are presented and analyzed. Particular emphasis is placed on lessons applicable to evolving new module technologies and the organizations involved with these technologies. The user-specific demand for reliability is a strong function of the application, its location, and its expected duration. Lessons relative to effective means of specifying reliability are described, and commonly used test requirements are assessed from the standpoint of which are the most troublesome to pass, and which correlate best with field experience. Module design lessons are also summarized, including the significance of the most frequently encountered failure mechanisms and the role of encapsulate and cell reliability in determining module reliability. Lessons pertaining to research, design, and test approaches include the historical role and usefulness of qualification tests and field tests.

Innovative Air Conditioning and Climate Control

NASA Technical Reports Server (NTRS)

Graf, John

2015-01-01

NASA needed to develop a desiccant wheel based humidity removal system to enable the long term testing of the Orion CO2 scrubber on the International Space Station. In the course of developing that system, we learned three things that are relevant to energy efficient air conditioning of office towers. NASA developed a conceptual design for a humidity removal system for an office tower environment. We are looking for interested partners to prototype and field test this concept.

The use of astronomy questions as an instrument to detect student's misconceptions regarding physics concepts at high school level by using CRI (Certainty of Response Index) as identification methods

NASA Astrophysics Data System (ADS)

Utami, D. N.; Wulandari, H. R. T.

2016-11-01

The aim of this research is to detect misconceptions in the concept of physics at high school level by using astronomy questions as a testing instrument. Misconception is defined as a thought or an idea that is different from what has been agreed by experts who are reliable in the field, and it is believed to interfere with the acquisition of new understanding and integration of new knowledge or skills. While lack of concept or knowledge can be corrected with the next instruction and learning, students who have misconceptions have to “unlearn” their misconception before learning a correct one. Therefore, the ability to differentiate between these two things becomes crucial. CRI is one of the methods that can identify efficiently, between misconceptions and lack of knowledge that occur in the students. This research used quantitative- descriptive method with ex-post-facto research approach. An instrument used for the test is astronomy questions that require an understanding of physics concepts to solve the problem. By using astronomy questions, it is expected to raise a better understanding such that a concept can be viewed from various fields of science. Based on test results, misconceptions are found on several topics of physics. This test also revealed that student's ability to analyse a problem is still quite low.

Perinatal asphyxia in the guinea pig leads to morphologic but not neurologic, cognitive, or behavioral changes.

PubMed

Hoeger, Harald; Bubna-Littitz, Herrmann; Engelmann, Mario; Schwerdtner, Ingrid; Schmid, Diethard; Lahoda, Robert; Seidl, Rainer; Lubec, Gert; Lubec, Barbara

2003-07-01

In a recent publication, we described neurodegeneration along with neurotransmitter deficits and impaired differentiation in the guinea pig 3 months following severe perinatal asphyxia (PA). We were therefore interested in the clinical features in terms of neurology, cognitive functions, and behavior. We tested the long-term effects of PA in an animal model, which in the rat are well documented and resemble the clinical situation. Examinations consisted of an observational battery for motor and reflex functions and the acoustic startle response setting. We tested cognitive functions in the multiple T-maze and evaluated behavior using the elevated plus maze and open field studies. No neurologic deficits were observed in the observational battery, including the acoustic startle response. Cognitive functions of memory and learning were not impaired in the multiple T-maze. In the open field and in the elevated plus maze, the system to test anxiety-related behavior, guinea pigs performed well. Our findings of patent neurology, cognitive functions, and behavior do not reflect the prominent morphologic findings of neurodegeneration. This is in agreement with corresponding studies on PA in the rat at the identical time point. We learned from this study that both test systems, although representing the standard in neuroscience, are either not sensitive enough or central nervous system lesions are clinically fully compensated.

Screening Electronic Health Record-Related Patient Safety Reports Using Machine Learning.

PubMed

Marella, William M; Sparnon, Erin; Finley, Edward

2017-03-01

The objective of this study was to develop a semiautomated approach to screening cases that describe hazards associated with the electronic health record (EHR) from a mandatory, population-based patient safety reporting system. Potentially relevant cases were identified through a query of the Pennsylvania Patient Safety Reporting System. A random sample of cases were manually screened for relevance and divided into training, testing, and validation data sets to develop a machine learning model. This model was used to automate screening of remaining potentially relevant cases. Of the 4 algorithms tested, a naive Bayes kernel performed best, with an area under the receiver operating characteristic curve of 0.927 ± 0.023, accuracy of 0.855 ± 0.033, and F score of 0.877 ± 0.027. The machine learning model and text mining approach described here are useful tools for identifying and analyzing adverse event and near-miss reports. Although reporting systems are beginning to incorporate structured fields on health information technology and the EHR, these methods can identify related events that reporters classify in other ways. These methods can facilitate analysis of legacy safety reports by retrieving health information technology-related and EHR-related events from databases without fields and controlled values focused on this subject and distinguishing them from reports in which the EHR is mentioned only in passing. Machine learning and text mining are useful additions to the patient safety toolkit and can be used to semiautomate screening and analysis of unstructured text in safety reports from frontline staff.

Functional connectivity between somatosensory and motor brain areas predicts individual differences in motor learning by observing.

PubMed

McGregor, Heather R; Gribble, Paul L

2017-08-01

Action observation can facilitate the acquisition of novel motor skills; however, there is considerable individual variability in the extent to which observation promotes motor learning. Here we tested the hypothesis that individual differences in brain function or structure can predict subsequent observation-related gains in motor learning. Subjects underwent an anatomical MRI scan and resting-state fMRI scans to assess preobservation gray matter volume and preobservation resting-state functional connectivity (FC), respectively. On the following day, subjects observed a video of a tutor adapting her reaches to a novel force field. After observation, subjects performed reaches in a force field as a behavioral assessment of gains in motor learning resulting from observation. We found that individual differences in resting-state FC, but not gray matter volume, predicted postobservation gains in motor learning. Preobservation resting-state FC between left primary somatosensory cortex and bilateral dorsal premotor cortex, primary motor cortex, and primary somatosensory cortex and left superior parietal lobule was positively correlated with behavioral measures of postobservation motor learning. Sensory-motor resting-state FC can thus predict the extent to which observation will promote subsequent motor learning. NEW & NOTEWORTHY We show that individual differences in preobservation brain function can predict subsequent observation-related gains in motor learning. Preobservation resting-state functional connectivity within a sensory-motor network may be used as a biomarker for the extent to which observation promotes motor learning. This kind of information may be useful if observation is to be used as a way to boost neuroplasticity and sensory-motor recovery for patients undergoing rehabilitation for diseases that impair movement such as stroke. Copyright © 2017 the American Physiological Society.

Rats with congenital learned helplessness respond less to sucrose but show no deficits in activity or learning.

PubMed

Vollmayr, Barbara; Bachteler, Daniel; Vengeliene, Valentina; Gass, Peter; Spanagel, Rainer; Henn, Fritz

2004-04-02

Inbred rat strains for congenital learned helplessness (cLH) and for congenital resistance to learned helplessness (cNLH) were investigated as a model to study genetic predisposition to major depression. Congenitally helpless rats respond less to sucrose under a progressive ratio schedule. This is not confounded by locomotor hypoactivity: in contrast, cLH rats show a slight hyperactivity during the first 5 min of an open field test. cLH rats acquire operant responding to sucrose as readily as cNLH rats and exhibit normal memory acquisition and retrieval in the Morris water maze, thus ruling out general learning deficits as the cause of the decreased response to sucrose. Reduced total responses and reduced breaking points for sucrose in the cLH strain argue for anhedonia, which is an analogue to loss of pleasure essential for the diagnosis of major depressive episodes, and thus confirm the validity of congenitally learned helpless rats as a model of major depression.

Nuclear Power Plant Thermocouple Sensor-Fault Detection and Classification Using Deep Learning and Generalized Likelihood Ratio Test

NASA Astrophysics Data System (ADS)

Mandal, Shyamapada; Santhi, B.; Sridhar, S.; Vinolia, K.; Swaminathan, P.

2017-06-01

In this paper, an online fault detection and classification method is proposed for thermocouples used in nuclear power plants. In the proposed method, the fault data are detected by the classification method, which classifies the fault data from the normal data. Deep belief network (DBN), a technique for deep learning, is applied to classify the fault data. The DBN has a multilayer feature extraction scheme, which is highly sensitive to a small variation of data. Since the classification method is unable to detect the faulty sensor; therefore, a technique is proposed to identify the faulty sensor from the fault data. Finally, the composite statistical hypothesis test, namely generalized likelihood ratio test, is applied to compute the fault pattern of the faulty sensor signal based on the magnitude of the fault. The performance of the proposed method is validated by field data obtained from thermocouple sensors of the fast breeder test reactor.

Development and field testing of a mobile chlorine dioxide generation system for the decontamination of buildings contaminated with Bacillus anthracis.

PubMed

Wood, Joseph P; Blair Martin, G

2009-05-30

The numerous buildings that became contaminated with Bacillus anthracis (the bacterium causing the disease anthrax) in 2001, and more recent B. anthracis - related events, point to the need to have effective decontamination technologies for buildings contaminated with biological threat agents. The U.S. Government developed a portable chlorine dioxide (ClO(2)) generation system to decontaminate buildings contaminated with B. anthracis spores, and this so-called mobile decontamination trailer (MDT) prototype was tested through a series of three field trials. The first test of the MDT was conducted at Fort McClellan in Anniston, AL. during October 2004. Four test attempts occurred over two weekends; however, a number of system problems resulted in termination of the activity prior to any ClO(2) introduction into the test building. After making several design enhancements and equipment changes, the MDT was subjected to a second test. During this test, extensive leak checks were made using argon and nitrogen in lieu of chlorine gas; each subsystem was checked for functionality, and the MDT was operated for 24h. This second test demonstrated the MDT flow and control systems functioned satisfactorily, and thus it was decided to proceed to a third, more challenging field trial. In the last field test, ClO(2) was generated and routed directly to the scrubber in a 12-h continuous run. Measurement of ClO(2) levels at the generator outlet showed that the desired production rate was not achieved. Additionally, only one of the two scrubbers performed adequately with regard to maintaining ClO(2) emissions below the limit. Numerous lessons were learned in the field trials of this ClO(2) decontamination technology.

An e-learning application on electrochemotherapy

PubMed Central

Corovic, Selma; Bester, Janez; Miklavcic, Damijan

2009-01-01

Background Electrochemotherapy is an effective approach in local tumour treatment employing locally applied high-voltage electric pulses in combination with chemotherapeutic drugs. In planning and performing electrochemotherapy a multidisciplinary expertise is required and collaboration, knowledge and experience exchange among the experts from different scientific fields such as medicine, biology and biomedical engineering is needed. The objective of this study was to develop an e-learning application in order to provide the educational content on electrochemotherapy and its underlying principles and to support collaboration, knowledge and experience exchange among the experts involved in the research and clinics. Methods The educational content on electrochemotherapy and cell and tissue electroporation was based on previously published studies from molecular dynamics, lipid bilayers, single cell level and simplified tissue models to complex biological tissues and research and clinical results of electrochemotherapy treatment. We used computer graphics such as model-based visualization (i.e. 3D numerical modelling using finite element method) and 3D computer animations and graphical illustrations to facilitate the representation of complex biological and physical aspects in electrochemotherapy. The e-learning application is integrated into an interactive e-learning environment developed at our institution, enabling collaboration and knowledge exchange among the users. We evaluated the designed e-learning application at the International Scientific workshop and postgraduate course (Electroporation Based Technologies and Treatments). The evaluation was carried out by testing the pedagogical efficiency of the presented educational content and by performing the usability study of the application. Results The e-learning content presents three different levels of knowledge on cell and tissue electroporation. In the first part of the e-learning application we explain basic principles of electroporation process. The second part provides educational content about importance of modelling and visualization of local electric field in electroporation-based treatments. In the third part we developed an interactive module for visualization of local electric field distribution in 3D tissue models of cutaneous tumors for different parameters such as voltage applied, distance between electrodes, electrode dimension and shape, tissue geometry and electric conductivity. The pedagogical efficiency assessment showed that the participants improved their level of knowledge. The results of usability evaluation revealed that participants found the application simple to learn, use and navigate. The participants also found the information provided by the application easy to understand. Conclusion The e-learning application we present in this article provides educational material on electrochemotherapy and its underlying principles such as cell and tissue electroporation. The e-learning application is developed to provide an interactive educational content in order to simulate the "hands-on" learning approach about the parameters being important for successful therapy. The e-learning application together with the interactive e-learning environment is available to the users to provide collaborative and flexible learning in order to facilitate knowledge exchange among the experts from different scientific fields that are involved in electrochemotherapy. The modular structure of the application allows for upgrade with new educational content collected from the clinics and research, and can be easily adapted to serve as a collaborative e-learning tool also in other electroporation-based treatments such as gene electrotransfer, gene vaccination, irreversible tissue ablation and transdermal gene and drug delivery. The presented e-learning application provides an easy and rapid approach for information, knowledge and experience exchange among the experts from different scientific fields, which can facilitate development and optimisation of electroporation-based treatments. PMID:19843322

An e-learning application on electrochemotherapy.

PubMed

Corovic, Selma; Bester, Janez; Miklavcic, Damijan

2009-10-20

Electrochemotherapy is an effective approach in local tumour treatment employing locally applied high-voltage electric pulses in combination with chemotherapeutic drugs. In planning and performing electrochemotherapy a multidisciplinary expertise is required and collaboration, knowledge and experience exchange among the experts from different scientific fields such as medicine, biology and biomedical engineering is needed. The objective of this study was to develop an e-learning application in order to provide the educational content on electrochemotherapy and its underlying principles and to support collaboration, knowledge and experience exchange among the experts involved in the research and clinics. The educational content on electrochemotherapy and cell and tissue electroporation was based on previously published studies from molecular dynamics, lipid bilayers, single cell level and simplified tissue models to complex biological tissues and research and clinical results of electrochemotherapy treatment. We used computer graphics such as model-based visualization (i.e. 3D numerical modelling using finite element method) and 3D computer animations and graphical illustrations to facilitate the representation of complex biological and physical aspects in electrochemotherapy. The e-learning application is integrated into an interactive e-learning environment developed at our institution, enabling collaboration and knowledge exchange among the users. We evaluated the designed e-learning application at the International Scientific workshop and postgraduate course (Electroporation Based Technologies and Treatments). The evaluation was carried out by testing the pedagogical efficiency of the presented educational content and by performing the usability study of the application. The e-learning content presents three different levels of knowledge on cell and tissue electroporation. In the first part of the e-learning application we explain basic principles of electroporation process. The second part provides educational content about importance of modelling and visualization of local electric field in electroporation-based treatments. In the third part we developed an interactive module for visualization of local electric field distribution in 3D tissue models of cutaneous tumors for different parameters such as voltage applied, distance between electrodes, electrode dimension and shape, tissue geometry and electric conductivity. The pedagogical efficiency assessment showed that the participants improved their level of knowledge. The results of usability evaluation revealed that participants found the application simple to learn, use and navigate. The participants also found the information provided by the application easy to understand. The e-learning application we present in this article provides educational material on electrochemotherapy and its underlying principles such as cell and tissue electroporation. The e-learning application is developed to provide an interactive educational content in order to simulate the "hands-on" learning approach about the parameters being important for successful therapy. The e-learning application together with the interactive e-learning environment is available to the users to provide collaborative and flexible learning in order to facilitate knowledge exchange among the experts from different scientific fields that are involved in electrochemotherapy. The modular structure of the application allows for upgrade with new educational content collected from the clinics and research, and can be easily adapted to serve as a collaborative e-learning tool also in other electroporation-based treatments such as gene electrotransfer, gene vaccination, irreversible tissue ablation and transdermal gene and drug delivery. The presented e-learning application provides an easy and rapid approach for information, knowledge and experience exchange among the experts from different scientific fields, which can facilitate development and optimisation of electroporation-based treatments.

Utilising reinforcement learning to develop strategies for driving auditory neural implants.

PubMed

Lee, Geoffrey W; Zambetta, Fabio; Li, Xiaodong; Paolini, Antonio G

2016-08-01

In this paper we propose a novel application of reinforcement learning to the area of auditory neural stimulation. We aim to develop a simulation environment which is based off real neurological responses to auditory and electrical stimulation in the cochlear nucleus (CN) and inferior colliculus (IC) of an animal model. Using this simulator we implement closed loop reinforcement learning algorithms to determine which methods are most effective at learning effective acoustic neural stimulation strategies. By recording a comprehensive set of acoustic frequency presentations and neural responses from a set of animals we created a large database of neural responses to acoustic stimulation. Extensive electrical stimulation in the CN and the recording of neural responses in the IC provides a mapping of how the auditory system responds to electrical stimuli. The combined dataset is used as the foundation for the simulator, which is used to implement and test learning algorithms. Reinforcement learning, utilising a modified n-Armed Bandit solution, is implemented to demonstrate the model's function. We show the ability to effectively learn stimulation patterns which mimic the cochlea's ability to covert acoustic frequencies to neural activity. Time taken to learn effective replication using neural stimulation takes less than 20 min under continuous testing. These results show the utility of reinforcement learning in the field of neural stimulation. These results can be coupled with existing sound processing technologies to develop new auditory prosthetics that are adaptable to the recipients current auditory pathway. The same process can theoretically be abstracted to other sensory and motor systems to develop similar electrical replication of neural signals.

Overview of deep learning in medical imaging.

PubMed

Suzuki, Kenji

2017-09-01

The use of machine learning (ML) has been increasing rapidly in the medical imaging field, including computer-aided diagnosis (CAD), radiomics, and medical image analysis. Recently, an ML area called deep learning emerged in the computer vision field and became very popular in many fields. It started from an event in late 2012, when a deep-learning approach based on a convolutional neural network (CNN) won an overwhelming victory in the best-known worldwide computer vision competition, ImageNet Classification. Since then, researchers in virtually all fields, including medical imaging, have started actively participating in the explosively growing field of deep learning. In this paper, the area of deep learning in medical imaging is overviewed, including (1) what was changed in machine learning before and after the introduction of deep learning, (2) what is the source of the power of deep learning, (3) two major deep-learning models: a massive-training artificial neural network (MTANN) and a convolutional neural network (CNN), (4) similarities and differences between the two models, and (5) their applications to medical imaging. This review shows that ML with feature input (or feature-based ML) was dominant before the introduction of deep learning, and that the major and essential difference between ML before and after deep learning is the learning of image data directly without object segmentation or feature extraction; thus, it is the source of the power of deep learning, although the depth of the model is an important attribute. The class of ML with image input (or image-based ML) including deep learning has a long history, but recently gained popularity due to the use of the new terminology, deep learning. There are two major models in this class of ML in medical imaging, MTANN and CNN, which have similarities as well as several differences. In our experience, MTANNs were substantially more efficient in their development, had a higher performance, and required a lesser number of training cases than did CNNs. "Deep learning", or ML with image input, in medical imaging is an explosively growing, promising field. It is expected that ML with image input will be the mainstream area in the field of medical imaging in the next few decades.

Learning, memory and exploratory similarities in genetically identical cloned dogs.

PubMed

Shin, Chi Won; Kim, Geon A; Park, Won Jun; Park, Kwan Yong; Jeon, Jeong Min; Oh, Hyun Ju; Kim, Min Jung; Lee, Byeong Chun

2016-12-30

Somatic cell nuclear transfer allows generation of genetically identical animals using donor cells derived from animals with particular traits. To date, few studies have investigated whether or not these cloned dogs will show identical behavior patterns. To address this question, learning, memory and exploratory patterns were examined using six cloned dogs with identical nuclear genomes. The variance of total incorrect choice number in the Y-maze test among cloned dogs was significantly lower than that of the control dogs. There was also a significant decrease in variance in the level of exploratory activity in the open fields test compared to age-matched control dogs. These results indicate that cloned dogs show similar cognitive and exploratory patterns, suggesting that these behavioral phenotypes are related to the genotypes of the individuals.

Transferring learning to practice with e-learning--experiences in continuing education in the field of ambient assisted living.

PubMed

Illiger, Kristin; Egbert, Nicole; Krückeberg, Jörn; Stiller, Gerald; Kupka, Thomas; Hübner, Ursula; Behrends, Marianne

2014-01-01

The article describes an analysis of the use of e-learning to improve the learning transfer to practice in continuing education. Therefore an e-learning offer has been developed as a part between two attendance periods of a training course in the field of Ambient Assisted Living (AAL). All participants of the course were free to use the e-learning offer. After the end of the e-learning part we compared the e-learning users to the other participants. Using an online questionnaire we explored if there are differences in the activities in the field AAL after the training course. The results show that e-learning is beneficial especially for communication processes. Due to the fact that the possibility to talk about the learning content is an essential factor for the learning transfer, e-learning can improve the learning success.

Complete Learning Disabilities Handbook: Ready-To-Use Strategies & Activities for Teaching Students with Learning Disabilities. New Second Edition.

ERIC Educational Resources Information Center

Harwell, Joan M.

The 16 chapters of this comprehensive guide to teaching students with learning disabilities cover the following topics: (1) an overview of the field of learning disabilities (characteristics, causes, prevalence, prognosis, and resources); (2) research in the field of learning disabilities (how the brain works, how children learn); (3) relevant…

Designing Mobile Learning Environments to Support Teacher-Led Field Trips within Informal Learning Environments

ERIC Educational Resources Information Center

Hawkins, Donald S.

2016-01-01

Mobile devices have become increasingly more visible within classrooms and informal learning spaces. The purpose of this dissertation is to examine the impact of mobile learning (m-learning) tools to support student learning during teacher-led field trips. Specifically, the research questions for this study are: (a) What conditions affect student…

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

NASA Astrophysics Data System (ADS)

Sitton, Jennifer Susan

Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys. Results indicate no differences in average student learning gain based on the activity types tested, although students do rate dissections higher in terms of interest and enthusiasm. Dissections also offer a different type of learning. Therefore, it is suggested that simulations and videos be used as supplements for dissections and not as replacements.

Rapid learning of magnetic compass direction by C57BL/6 mice in a 4-armed 'plus' water maze.

PubMed

Phillips, John B; Youmans, Paul W; Muheim, Rachel; Sloan, Kelly A; Landler, Lukas; Painter, Michael S; Anderson, Christopher R

2013-01-01

Magnetoreception has been demonstrated in all five vertebrate classes. In rodents, nest building experiments have shown the use of magnetic cues by two families of molerats, Siberian hamsters and C57BL/6 mice. However, assays widely used to study rodent spatial cognition (e.g. water maze, radial arm maze) have failed to provide evidence for the use of magnetic cues. Here we show that C57BL/6 mice can learn the magnetic direction of a submerged platform in a 4-armed (plus) water maze. Naïve mice were given two brief training trials. In each trial, a mouse was confined to one arm of the maze with the submerged platform at the outer end in a predetermined alignment relative to magnetic north. Between trials, the training arm and magnetic field were rotated by 180(°) so that the mouse had to swim in the same magnetic direction to reach the submerged platform. The directional preference of each mouse was tested once in one of four magnetic field alignments by releasing it at the center of the maze with access to all four arms. Equal numbers of responses were obtained from mice tested in the four symmetrical magnetic field alignments. Findings show that two training trials are sufficient for mice to learn the magnetic direction of the submerged platform in a plus water maze. The success of these experiments may be explained by: (1) absence of alternative directional cues (2), rotation of magnetic field alignment, and (3) electromagnetic shielding to minimize radio frequency interference that has been shown to interfere with magnetic compass orientation of birds. These findings confirm that mice have a well-developed magnetic compass, and give further impetus to the question of whether epigeic rodents (e.g., mice and rats) have a photoreceptor-based magnetic compass similar to that found in amphibians and migratory birds.

Rapid Learning of Magnetic Compass Direction by C57BL/6 Mice in a 4-Armed ‘Plus’ Water Maze

PubMed Central

Phillips, John B.; Youmans, Paul W.; Muheim, Rachel; Sloan, Kelly A.; Landler, Lukas; Painter, Michael S.; Anderson, Christopher R.

2013-01-01

Magnetoreception has been demonstrated in all five vertebrate classes. In rodents, nest building experiments have shown the use of magnetic cues by two families of molerats, Siberian hamsters and C57BL/6 mice. However, assays widely used to study rodent spatial cognition (e.g. water maze, radial arm maze) have failed to provide evidence for the use of magnetic cues. Here we show that C57BL/6 mice can learn the magnetic direction of a submerged platform in a 4-armed (plus) water maze. Naïve mice were given two brief training trials. In each trial, a mouse was confined to one arm of the maze with the submerged platform at the outer end in a predetermined alignment relative to magnetic north. Between trials, the training arm and magnetic field were rotated by 180° so that the mouse had to swim in the same magnetic direction to reach the submerged platform. The directional preference of each mouse was tested once in one of four magnetic field alignments by releasing it at the center of the maze with access to all four arms. Equal numbers of responses were obtained from mice tested in the four symmetrical magnetic field alignments. Findings show that two training trials are sufficient for mice to learn the magnetic direction of the submerged platform in a plus water maze. The success of these experiments may be explained by: (1) absence of alternative directional cues (2), rotation of magnetic field alignment, and (3) electromagnetic shielding to minimize radio frequency interference that has been shown to interfere with magnetic compass orientation of birds. These findings confirm that mice have a well-developed magnetic compass, and give further impetus to the question of whether epigeic rodents (e.g., mice and rats) have a photoreceptor-based magnetic compass similar to that found in amphibians and migratory birds. PMID:24023673

Comparative Field Tests of Pressurised Rover Prototypes

NASA Astrophysics Data System (ADS)

Mann, G. A.; Wood, N. B.; Clarke, J. D.; Piechochinski, S.; Bamsey, M.; Laing, J. H.

The conceptual designs, interior layouts and operational performances of three pressurised rover prototypes - Aonia, ARES and Everest - were field tested during a recent simulation at the Mars Desert Research Station in Utah. A human factors experiment, in which the same crew of three executed the same simulated science mission in each of the three vehicles, yielded comparative data on the capacity of each vehicle to safely and comfortably carry explorers away from the main base, enter and exit the vehicle in spacesuits, perform science tasks in the field, and manage geological and biological samples. As well as offering recommendations for design improvements for specific vehicles, the results suggest that a conventional Sports Utility Vehicle (SUV) would not be suitable for analog field work; that a pressurised docking tunnel to the main habitat is essential; that better provisions for spacesuit storage are required; and that a crew consisting of one driver/navigator and two field science crew specialists may be optimal. From a field operations viewpoint, a recurring conflict between rover and habitat crews at the time of return to the habitat was observed. An analysis of these incidents leads to proposed refinements of operational protocols, specific crew training for rover returns and again points to the need for a pressurised docking tunnel. Sound field testing, circulating of results, and building the lessons learned into new vehicles is advocated as a way of producing ever higher fidelity rover analogues.

Greenhouse Crop Production; A Student Handbook, Teacher Education Series, Volume 10 Number 3s.

ERIC Educational Resources Information Center

1969

This study guide, developed by the Department of Agricultural Education of The Pennsylvania State University and field-tested by 54 teachers, is for student use in a unit on greenhouse crop production. Learning objectives, key questions, vocabulary terms, subject matter, and references are included for each of these problem areas: (1) Occupational…

A Response to Oivind Varkoy, "Instrumentalism in the Field of Music Education: Are We All Humanists?"

ERIC Educational Resources Information Center

Westerlund, Heidi

2007-01-01

Oivind Varkoy challenges music educators who start their educational work from well-defined learning outcomes and who then test and assess whether students have achieved these predefined ends. He argues that "ends-means-thinking," "assessment-thinking," and "some sort of market-philosophy" all relate to "instrumentalism" in which learners are…

The Effect of Professional Development on Physical Education Instruction in Middle Schools

ERIC Educational Resources Information Center

Sears, Jack V.; Edgington, William D.; Hynes, James W.

2013-01-01

Most teachers want to learn and improve, and physical education teachers are no exception. Although their teaching field is not subject to standardized testing, physical education teachers seek to find support structures and development opportunities from within their schools and districts so that they feel connected and a part of the professional…

Windows into Classrooms: Using ICT to Facilitate Regional, Rural and Remote Practicum and Teacher Professional Learning

ERIC Educational Resources Information Center

Romeo, Geoff; Gronn, Donna; McNamara, Sue; Teo, Yiong Hwee

2012-01-01

The purpose of this study was to field-test several conferencing technologies in regional schools in Victoria to determine whether the technologies are appropriate for the needs of the university supervisor, trainee teachers and supervising teachers with regard to practicum placements. The study also explored the potential of technology for other…

Strategic Reading Groups: Guiding Readers in the Middle Grades

ERIC Educational Resources Information Center

Berne, Jennifer; Degener, Sophie C.

2012-01-01

Strategic grouping can transform reading instruction in the middle grades from a hit-or-miss learning experience to a targeted, responsive one. This book features a practical and field-tested model for small-group differentiated reading instruction in Grades 4-8. Jennifer Berne and Sophie C. Degener offer a clear, detailed discussion of how to…

Beyond Simulation: The Mini-Society Approach to Instruction in Economics and Other Social Sciences.

ERIC Educational Resources Information Center

Kourilsky, Marilyn L.

This publication presents a set of successfully field-tested teaching procedures for helping children in grades 3-6 generate a working economic system in their classroom. The developer believes that children will learn economic concepts through real, as opposed to vicarious, experience by playing active, rather than passive, roles in learning…

Leveling the Learning Field; Near-sidedness: The Circuit to Literacy.

ERIC Educational Resources Information Center

DeYoung, Sandra L.; Monahan, Patrick W.; McCall, Chester H.

This paper describes a series of preliminary and a double blind study on crossed visual laterality and reading difficulties in children. Preliminary studies investigated handedness, eye preference, and ear preference in a total of 196 third and fifth grade students. About 42 percent of the tested students were identified with the Monahan/DeYoung…

Individualized Child-Focused Curriculum: A Differentiated Approach

ERIC Educational Resources Information Center

Gronlund, Gaye

2016-01-01

How do you focus on each individual child in a full classroom? Learn to integrate individualized curriculum into daily practice with this step-­by-­step guide. Even good observers and documenters do not always use these insights to inform their curriculum planning. Using Developmental Studies, a new tool created and successfully field­-tested by…

Effects of Teaching Approach on Problem Solving Ability of Agricultural Education Students with Varying Learning Styles.

ERIC Educational Resources Information Center

Dyer, James E.; Osborne, Edward W.

1996-01-01

One group of Illinois secondary agriculture students was taught using a problem-solving approach (PSA), the other with a subject-matter approach (SMA). A problem-solving posttest and Group Embedded Figures Test showed significantly higher problem-solving ability in the PSA group. Field independent learners in the PSA group significantly increased…

Modeling Data from Collaborative Assessments: Learning in Digital Interactive Social Networks

ERIC Educational Resources Information Center

Wilson, Mark; Gochyyev, Perman; Scalise, Kathleen

2017-01-01

This article summarizes assessment of cognitive skills through collaborative tasks, using field test results from the Assessment and Teaching of 21st Century Skills (ATC21S) project. This project, sponsored by Cisco, Intel, and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and…

Application of Selected Outcomes from PISA and PIAAC Researches to Czech Curriculum and Reading Education

ERIC Educational Resources Information Center

Chudy, Stefan; Vicherková, Dana

2016-01-01

This article deals with problematic fields which influence the level of reading strategies of fifteen to nineteen years old pupils (e.g. selected productive learning activities, work with diverse types of texts and information sources etc.). Moreover, the paper provides information about efficiency testing of pupils in selected reading strategies…

The P.E.A.C.E. Pack: A Computerized Online Assessment of School Bullying

ERIC Educational Resources Information Center

Slee, Phillip T.; Mohyla, Jury

2014-01-01

School bullying is an international problem with harmful outcomes for those involved. This study describes the design and field testing of an innovative computer-based social learning tool for assessing student perceptions of bullying developed for an Australian intervention program called the P.E.A.C.E. Pack. Students rate their peer group…

Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect

ERIC Educational Resources Information Center

Angeli, Charoula; Valanides, Nicos; Polemitou, Eirini; Fraggoulidou, Elena

2014-01-01

The study examined the interaction between field dependence-independence (FD/I) and learning with modeling software and simulations, and their effect on children's performance. Participants were randomly assigned into two groups. Group A first learned with a modeling tool and then with simulations. Group B learned first with simulations and then…

Historical Development of Learning Style Inventories from Dichotomous Cognitive Concepts of Field Dependence and Field Independence to Multi-Dimensional Assessment.

ERIC Educational Resources Information Center

Tamaoka, Katsuo

The historical development of learning style inventories is examined from the dichotomous concepts of cognitive styles to multidimensional assessment. Based on a series of experiments on vertical perception, H. A. Witkin formed the concepts of field-dependent and field-independent cognitive styles. Using the term "learning styles"…

Navy applications experience with small wind power systems

NASA Astrophysics Data System (ADS)

Pal, D.

1985-05-01

This report describes the experience gained and lesson learned from the ongoing field evaluations of seven small, 2-to 20-kW wind energy conversion systems (WECS) at Navy installations located in the Southern California desert, on San Nicolas Island, in California, and in Kaneohe Bay, Hawaii. The field tests show that the WECS's bearings and yaw slip-rings are prone to failure. The failures were attributed to the corrosive environment and poor design practices. Based upon the field tests, it is concluded that a reliable WECS must use a permanent magnet alternator without a gearbox and yaw slip-rings that are driven by a fixed pitch wind turbine rotor. The present state-of-the-art in small WECS technology, including environmental concerns, is reviewed. Also presented is how the technology is advancing to improve reliability and availability for effectively using wind power at Navy bases. The field evaluations are continuing on the small WECS in order to develop operation, maintenance, and reliability data.

Learning of goal-relevant and -irrelevant complex visual sequences in human V1.

PubMed

Rosenthal, Clive R; Mallik, Indira; Caballero-Gaudes, Cesar; Sereno, Martin I; Soto, David

2018-06-12

Learning and memory are supported by a network involving the medial temporal lobe and linked neocortical regions. Emerging evidence indicates that primary visual cortex (i.e., V1) may contribute to recognition memory, but this has been tested only with a single visuospatial sequence as the target memorandum. The present study used functional magnetic resonance imaging to investigate whether human V1 can support the learning of multiple, concurrent complex visual sequences involving discontinous (second-order) associations. Two peripheral, goal-irrelevant but structured sequences of orientated gratings appeared simultaneously in fixed locations of the right and left visual fields alongside a central, goal-relevant sequence that was in the focus of spatial attention. Pseudorandom sequences were introduced at multiple intervals during the presentation of the three structured visual sequences to provide an online measure of sequence-specific knowledge at each retinotopic location. We found that a network involving the precuneus and V1 was involved in learning the structured sequence presented at central fixation, whereas right V1 was modulated by repeated exposure to the concurrent structured sequence presented in the left visual field. The same result was not found in left V1. These results indicate for the first time that human V1 can support the learning of multiple concurrent sequences involving complex discontinuous inter-item associations, even peripheral sequences that are goal-irrelevant. Copyright © 2018. Published by Elsevier Inc.

Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors

PubMed Central

Shoshani, Anat; Slone, Michelle

2017-01-01

Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention condition or a wait-list control condition. In the intervention condition, during one school year, 160 children experienced eight modules of basic concepts in positive psychology that were adapted to the developmental characteristics of young children and were compared to 155 children in demographically similar control classrooms. Children were administered a pre-test and post-test of subjective well-being measures. In addition, children’s mental health and emotional well-being were measured by parental questionnaires. Preschool teachers completed questionnaires concerning children’s learning behaviors. The findings showed significant increases in subjective well-being and positive learning behaviors among the intervention participants, with no significant changes in the control group. The results highlight the potential of positive psychology interventions for increasing subjective well-being and a positive approach to learning at young ages. PMID:29123496

Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors.

PubMed

Shoshani, Anat; Slone, Michelle

2017-01-01

Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children's subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3-6.5 year-olds were randomly assigned to a positive psychology intervention condition or a wait-list control condition. In the intervention condition, during one school year, 160 children experienced eight modules of basic concepts in positive psychology that were adapted to the developmental characteristics of young children and were compared to 155 children in demographically similar control classrooms. Children were administered a pre-test and post-test of subjective well-being measures. In addition, children's mental health and emotional well-being were measured by parental questionnaires. Preschool teachers completed questionnaires concerning children's learning behaviors. The findings showed significant increases in subjective well-being and positive learning behaviors among the intervention participants, with no significant changes in the control group. The results highlight the potential of positive psychology interventions for increasing subjective well-being and a positive approach to learning at young ages.

Synthetic biology routes to bio-artificial intelligence.

PubMed

Nesbeth, Darren N; Zaikin, Alexey; Saka, Yasushi; Romano, M Carmen; Giuraniuc, Claudiu V; Kanakov, Oleg; Laptyeva, Tetyana

2016-11-30

The design of synthetic gene networks (SGNs) has advanced to the extent that novel genetic circuits are now being tested for their ability to recapitulate archetypal learning behaviours first defined in the fields of machine and animal learning. Here, we discuss the biological implementation of a perceptron algorithm for linear classification of input data. An expansion of this biological design that encompasses cellular 'teachers' and 'students' is also examined. We also discuss implementation of Pavlovian associative learning using SGNs and present an example of such a scheme and in silico simulation of its performance. In addition to designed SGNs, we also consider the option to establish conditions in which a population of SGNs can evolve diversity in order to better contend with complex input data. Finally, we compare recent ethical concerns in the field of artificial intelligence (AI) and the future challenges raised by bio-artificial intelligence (BI). © 2016 The Author(s). This is an open access article published by Portland Press Limited on behalf of the Biochemical Society and distributed under the Creative Commons Attribution License 4.0 (CC BY).

Developing Worksheet (LKS) Base on Process Skills in Curriculum 2013 at Elementary School Grade IV,V,VI

NASA Astrophysics Data System (ADS)

Subhan, M.; Oktolita, N.; Kn, M.

2018-04-01

The Lacks of students' skills in the learning process is due to lacks of exercises in the form of LKS. In the curriculum of 2013, there is no LKS as a companion to improve the students' skills. In order to solve those problem, it is necessary to develop LKS based on process skills as a teaching material to improve students' process skills. The purpose of this study is to develop LKS Process Skills based elementary school grade IV, V, VI which is integrated by process skill. The development of LKS can be used to develop the thematic process skills of elementary school students grade IV, V, VI based on curriculum 2013. The expected long-term goal is to produce teaching materials LKS Process Skill based of Thematic learning that is able to develop the process skill of elementary school students grade IV, V, VI. This development research refers to the steps developed by Borg & Gall (1983). The development process is carried out through 10 stages: preliminary research and gathering information, planning, draft development, initial test (limited trial), first product revision, final trial (field trial), product operational revision, Desemination and implementation. The limited subject of the this research is the students of SDN in Dharmasraya grade IV, V, VI. The field trial subjects in the experimental class are the students of SDN Dharmasraya grade IV, V, VI who have implemented the curriculum 2013. The data are collected by using LKS validation sheets, process skill observation sheets, and Thematic learning test (pre-test And post-test). The result of LKS development on the validity score is 81.70 (very valid), on practical score is 83.94 (very practical), and on effectiveness score is 86.67 (very effective). In the trial step the use of LKS using One Group Pretest-Posttest Design research design. The purpose of this trial is to know the effectiveness level of LKS result of development for improving the process skill of students in grade IV, V, and VI of elementary school. The data collection in this research uses the test result sheet of the process skill through pre-test and post-test. Observation results were analyzed with SPSS 16.0 software. The Result of analysis learning process of student skill of Sig value. (2-tailed) (0,000) <α (0.005) then H0 is rejected. There is a significant difference to the development of process skills between students using LKS with students who do not use LKS. It can be concluded that LKS have accuracy, ease and can improve result learn on aspect of skill process of student of grade IV, V and VI elementary school.

Promoting interest and performance in high school science classes.

PubMed

Hulleman, Chris S; Harackiewicz, Judith M

2009-12-04

We tested whether classroom activities that encourage students to connect course materials to their lives will increase student motivation and learning. We hypothesized that this effect will be stronger for students who have low expectations of success. In a randomized field experiment with high school students, we found that a relevance intervention, which encouraged students to make connections between their lives and what they were learning in their science courses, increased interest in science and course grades for students with low success expectations. The results have implications for the development of science curricula and theories of motivation.

What?s Happening to Your DNA Data?: Genetic Testing Services Abound, but Consumers Opting to Use Them Should Be Aware of the Pitfalls.

PubMed

Grifantini, Kristina

2017-01-01

Over the last decade, technology advances in the field of genetics have led to cheaper and more accurate testing. Public interest in personal genetics has grown thanks to media coverage and high-profile stories, such as actress Angelina Jolie's decision to undergo a double mastectomy as a preventative measure against breast cancer when she learned she carries the BRCA1 mutation (relating to breast cancer type 1 susceptibility).

General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

NASA Astrophysics Data System (ADS)

Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter; Angell, Carl

2018-06-01

Because of its abstract nature, Albert Einstein's theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18-19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students' learning from and interaction with the learning environment we analyzed focus group interviews and students' oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.

A web-based portfolio model as the students' final assignment: Dealing with the development of higher education trend

NASA Astrophysics Data System (ADS)

Utanto, Yuli; Widhanarto, Ghanis Putra; Maretta, Yoris Adi

2017-03-01

This study aims to develop a web-based portfolio model. The model developed in this study could reveal the effectiveness of the new model in experiments conducted at research respondents in the department of curriculum and educational technology FIP Unnes. In particular, the further research objectives to be achieved through this development of research, namely: (1) Describing the process of implementing a portfolio in a web-based model; (2) Assessing the effectiveness of web-based portfolio model for the final task, especially in Web-Based Learning courses. This type of research is the development of research Borg and Gall (2008: 589) says "educational research and development (R & D) is a process used to develop and validate educational production". The series of research and development carried out starting with exploration and conceptual studies, followed by testing and evaluation, and also implementation. For the data analysis, the technique used is simple descriptive analysis, analysis of learning completeness, which then followed by prerequisite test for normality and homogeneity to do T - test. Based on the data analysis, it was concluded that: (1) a web-based portfolio model can be applied to learning process in higher education; (2) The effectiveness of web-based portfolio model with field data from the respondents of large group trial participants (field trial), the number of respondents who reached mastery learning (a score of 60 and above) were 24 people (92.3%) in which it indicates that the web-based portfolio model is effective. The conclusion of this study is that a web-based portfolio model is effective. The implications of the research development of this model, the next researcher is expected to be able to use the guideline of the development model based on the research that has already been conducted to be developed on other subjects.

Field Tested Service Oriented Robotic Architecture: Case Study

NASA Technical Reports Server (NTRS)

Flueckiger, Lorenzo; Utz, Hanz

2012-01-01

This paper presents the lessons learned from six years of experiments with planetary rover prototypes running the Service Oriented Robotic Architecture (SORA) developed by the Intelligent Robotics Group (IRG) at NASA Ames Research Center. SORA relies on proven software methods and technologies applied to the robotic world. Based on a Service Oriented Architecture and robust middleware, SORA extends its reach beyond the on-board robot controller and supports the full suite of software tools used during mission scenarios from ground control to remote robotic sites. SORA has been field tested in numerous scenarios of robotic lunar and planetary exploration. The results of these high fidelity experiments are illustrated through concrete examples that have shown the benefits of using SORA as well as its limitations.

The reliability of a VISION COACH task as a measure of psychomotor skills.

PubMed

Xi, Yubin; Rosopa, Patrick J; Mossey, Mary; Crisler, Matthew C; Drouin, Nathalie; Kopera, Kevin; Brooks, Johnell O

2014-10-01

The VISION COACH™ interactive light board is designed to test and enhance participants' psychomotor skills. The primary goal of this study was to examine the test-retest reliability of the Full Field 120 VISION COACH task. One hundred eleven male and 131 female adult participants completed six trials where they responded to 120 randomly distributed lights displayed on the VISION COACH interactive light board. The mean time required for a participant to complete a trial was 101 seconds. Intraclass correlation coefficients, ranging from 0.962 to 0.987 suggest the VISION COACH Full Field 120 task was a reliable task. Cohen's d's of adjacent pairs of trials suggest learning effects did not negatively affect reliability after the third trial.

Implementation of a Multimodal Mobile System for Point-of-Sale Surveillance: Lessons Learned From Case Studies in Washington, DC, and New York City.

PubMed

Cantrell, Jennifer; Ganz, Ollie; Ilakkuvan, Vinu; Tacelosky, Michael; Kreslake, Jennifer; Moon-Howard, Joyce; Aidala, Angela; Vallone, Donna; Anesetti-Rothermel, Andrew; Kirchner, Thomas R

2015-01-01

In tobacco control and other fields, point-of-sale surveillance of the retail environment is critical for understanding industry marketing of products and informing public health practice. Innovations in mobile technology can improve existing, paper-based surveillance methods, yet few studies describe in detail how to operationalize the use of technology in public health surveillance. The aims of this paper are to share implementation strategies and lessons learned from 2 tobacco, point-of-sale surveillance projects to inform and prepare public health researchers and practitioners to implement new mobile technologies in retail point-of-sale surveillance systems. From 2011 to 2013, 2 point-of-sale surveillance pilot projects were conducted in Washington, DC, and New York, New York, to capture information about the tobacco retail environment and test the feasibility of a multimodal mobile data collection system, which included capabilities for audio or video recording data, electronic photographs, electronic location data, and a centralized back-end server and dashboard. We established a preimplementation field testing process for both projects, which involved a series of rapid and iterative tests to inform decisions and establish protocols around key components of the project. Important components of field testing included choosing a mobile phone that met project criteria, establishing an efficient workflow and accessible user interfaces for each component of the system, training and providing technical support to fieldworkers, and developing processes to integrate data from multiple sources into back-end systems that can be utilized in real-time. A well-planned implementation process is critical for successful use and performance of multimodal mobile surveillance systems. Guidelines for implementation include (1) the need to establish and allow time for an iterative testing framework for resolving technical and logistical challenges; (2) developing a streamlined workflow and user-friendly interfaces for data collection; (3) allowing for ongoing communication, feedback, and technology-related skill-building among all staff; and (4) supporting infrastructure for back-end data systems. Although mobile technologies are evolving rapidly, lessons learned from these case studies are essential for ensuring that the many benefits of new mobile systems for rapid point-of-sale surveillance are fully realized.

Implementation of a Multimodal Mobile System for Point-of-Sale Surveillance: Lessons Learned From Case Studies in Washington, DC, and New York City

PubMed Central

Ganz, Ollie; Ilakkuvan, Vinu; Tacelosky, Michael; Kreslake, Jennifer; Moon-Howard, Joyce; Aidala, Angela; Vallone, Donna; Anesetti-Rothermel, Andrew; Kirchner, Thomas R

2015-01-01

Background In tobacco control and other fields, point-of-sale surveillance of the retail environment is critical for understanding industry marketing of products and informing public health practice. Innovations in mobile technology can improve existing, paper-based surveillance methods, yet few studies describe in detail how to operationalize the use of technology in public health surveillance. Objective The aims of this paper are to share implementation strategies and lessons learned from 2 tobacco, point-of-sale surveillance projects to inform and prepare public health researchers and practitioners to implement new mobile technologies in retail point-of-sale surveillance systems. Methods From 2011 to 2013, 2 point-of-sale surveillance pilot projects were conducted in Washington, DC, and New York, New York, to capture information about the tobacco retail environment and test the feasibility of a multimodal mobile data collection system, which included capabilities for audio or video recording data, electronic photographs, electronic location data, and a centralized back-end server and dashboard. We established a preimplementation field testing process for both projects, which involved a series of rapid and iterative tests to inform decisions and establish protocols around key components of the project. Results Important components of field testing included choosing a mobile phone that met project criteria, establishing an efficient workflow and accessible user interfaces for each component of the system, training and providing technical support to fieldworkers, and developing processes to integrate data from multiple sources into back-end systems that can be utilized in real-time. Conclusions A well-planned implementation process is critical for successful use and performance of multimodal mobile surveillance systems. Guidelines for implementation include (1) the need to establish and allow time for an iterative testing framework for resolving technical and logistical challenges; (2) developing a streamlined workflow and user-friendly interfaces for data collection; (3) allowing for ongoing communication, feedback, and technology-related skill-building among all staff; and (4) supporting infrastructure for back-end data systems. Although mobile technologies are evolving rapidly, lessons learned from these case studies are essential for ensuring that the many benefits of new mobile systems for rapid point-of-sale surveillance are fully realized. PMID:27227138

Effects of Field of View and Visual Complexity on Virtual Reality Training Effectiveness for a Visual Scanning Task

DOE PAGES

Ragan, Eric D.; Bowman, Doug A.; Kopper, Regis; ...

2015-02-13

Virtual reality training systems are commonly used in a variety of domains, and it is important to understand how the realism of a training simulation influences training effectiveness. The paper presents a framework for evaluating the effects of virtual reality fidelity based on an analysis of a simulation’s display, interaction, and scenario components. Following this framework, we conducted a controlled experiment to test the effects of fidelity on training effectiveness for a visual scanning task. The experiment varied the levels of field of view and visual realism during a training phase and then evaluated scanning performance with the simulator’s highestmore » level of fidelity. To assess scanning performance, we measured target detection and adherence to a prescribed strategy. The results show that both field of view and visual realism significantly affected target detection during training; higher field of view led to better performance and higher visual realism worsened performance. Additionally, the level of visual realism during training significantly affected learning of the prescribed visual scanning strategy, providing evidence that high visual realism was important for learning the technique. The results also demonstrate that task performance during training was not always a sufficient measure of mastery of an instructed technique. That is, if learning a prescribed strategy or skill is the goal of a training exercise, performance in a simulation may not be an appropriate indicator of effectiveness outside of training—evaluation in a more realistic setting may be necessary.« less

SOLAR FLARE PREDICTION USING SDO/HMI VECTOR MAGNETIC FIELD DATA WITH A MACHINE-LEARNING ALGORITHM

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bobra, M. G.; Couvidat, S., E-mail: couvidat@stanford.edu

2015-01-10

We attempt to forecast M- and X-class solar flares using a machine-learning algorithm, called support vector machine (SVM), and four years of data from the Solar Dynamics Observatory's Helioseismic and Magnetic Imager, the first instrument to continuously map the full-disk photospheric vector magnetic field from space. Most flare forecasting efforts described in the literature use either line-of-sight magnetograms or a relatively small number of ground-based vector magnetograms. This is the first time a large data set of vector magnetograms has been used to forecast solar flares. We build a catalog of flaring and non-flaring active regions sampled from a databasemore » of 2071 active regions, comprised of 1.5 million active region patches of vector magnetic field data, and characterize each active region by 25 parameters. We then train and test the machine-learning algorithm and we estimate its performances using forecast verification metrics with an emphasis on the true skill statistic (TSS). We obtain relatively high TSS scores and overall predictive abilities. We surmise that this is partly due to fine-tuning the SVM for this purpose and also to an advantageous set of features that can only be calculated from vector magnetic field data. We also apply a feature selection algorithm to determine which of our 25 features are useful for discriminating between flaring and non-flaring active regions and conclude that only a handful are needed for good predictive abilities.« less

Metabolomics identifies perturbations in amino acid metabolism in the prefrontal cortex of the learned helplessness rat model of depression.

PubMed

Zhou, Xinyu; Liu, Lanxiang; Zhang, Yuqing; Pu, Juncai; Yang, Lining; Zhou, Chanjuan; Yuan, Shuai; Zhang, Hanping; Xie, Peng

2017-02-20

Major depressive disorder is a serious psychiatric condition associated with high rates of suicide and is a leading cause of health burden worldwide. However, the underlying molecular mechanisms of major depression are still essentially unclear. In our study, a non-targeted gas chromatography-mass spectrometry-based metabolomics approach was used to investigate metabolic changes in the prefrontal cortex of the learned helplessness (LH) rat model of depression. Body-weight measurements and behavioral tests including the active escape test, sucrose preference test, forced swimming test, elevated plus-maze and open field test were used to assess changes in the behavioral spectrum after inescapable footshock stress. Rats in the stress group exhibited significant learned helpless and depression-like behaviors, while without any significant change in anxiety-like behaviors. Using multivariate and univariate statistical analysis, a total of 18 differential metabolites were identified after the footshock stress protocol. Ingenuity Pathways Analysis and MetaboAnalyst were applied for predicted pathways and biological functions analysis. "Amino Acid Metabolism, Molecule Transport, Small Molecule Biochemistry" was the most significantly altered network in the LH model. Amino acid metabolism, particularly glutamate metabolism, cysteine and methionine metabolism, arginine and proline metabolism, was significantly perturbed in the prefrontal cortex of LH rats. Copyright © 2016 IBRO. Published by Elsevier Ltd. All rights reserved.

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial.

PubMed

Lee, Li-Ang; Chao, Yi-Ping; Huang, Chung-Guei; Fang, Ji-Tseng; Wang, Shu-Ling; Chuang, Cheng-Keng; Kang, Chung-Jan; Hsin, Li-Jen; Lin, Wan-Ni; Fang, Tuan-Jen; Li, Hsueh-Yu

2018-02-13

Electronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown. The aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders. This randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction. All of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50%, interquartile range [IQR]=17%-80%, P<.001) and competence (median 13%, IQR=0%-33%, P=.006). There were no significant differences in knowledge gain (40%, IQR=13%-76% vs 60%, IQR=20%-100%, P=.42) and competence gain (0%, IQR= -21% to 38% vs 25%, IQR=0%-33%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman's two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P<.001) and satisfaction (both adjusted P<.001). Mobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles. Clinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV). ©Li-Ang Lee, Yi-Ping Chao, Chung-Guei Huang, Ji-Tseng Fang, Shu-Ling Wang, Cheng-Keng Chuang, Chung-Jan Kang, Li-Jen Hsin, Wan-Ni Lin, Tuan-Jen Fang, Hsueh-Yu Li. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 13.02.2018.

Technology Integration in Science Education: A Study of How Teachers Use Modern Learning Technologies in Biology Classrooms

NASA Astrophysics Data System (ADS)

Gnanakkan, Dionysius Joseph

This multiple case-study investigated how high school biology teachers used modern learning technologies (probes, interactive simulations and animations, animated videos) in their classrooms and why they used the learning technologies. Another objective of the study was to assess whether the use of learning technologies alleviated misconceptions in Biology documented by American Association for the Advancement of Science. The sample consisted of eight teachers: four rural public school teachers, two public selective enrollment school teachers, and two private school teachers. Each teacher was followed for two Units of instruction. Data collected included classroom observations, field notes, student assignments and tests, teacher interviews, and pre-and post-misconception assessments. Paired t-tests were done to analyze the pre-post test data at a significance level of 0.05 and the qualitative data was analyzed using the constant comparative method. Each case study was characterized and then a cross-case analyses was done to find common themes across the different cases. Teachers were found to use the learning technologies as a tool to supplement instruction to visualize abstract processes, collect data, and explore abstract concepts and processes. Teachers were found to situate learning, use scaffolding and questioning and make students work in collaborative groups. The genetics, photosynthesis, and evolution misconceptions were better alleviated than cellular respiration. Student work that was collected demonstrated a superficial understanding of the concepts under discussion even when they had misconceptions. The teachers used the learning technologies in their classrooms for a variety of reasons: visual illustrations, time-saving measure to collect data, best way to collect data, engaging and fun for students and the interactive nature of the visualization tools and models. The study's findings had many implications for research, professional development, teacher education, teaching practice, administrators, and learning technology developers. More detailed research within similar school settings (public, charter, and private) is needed to verify the common findings across the different cases in this study. An implication is that learning technology integration could be modeled with instructional scaffolds and questioning and incorporating higher order thinking tasks. Learning technology developers should consider the collaborative learning groups while developing these technologies.

Helping Hands: Using Augmented Reality to Provide Remote Guidance to Health Professionals.

PubMed

Mather, Carey; Barnett, Tony; Broucek, Vlasti; Saunders, Annette; Grattidge, Darren; Huang, Weidong

2017-01-01

Access to expert practitioners or geographic distance can compound the capacity for appropriate supervision of health professionals in the workplace. Guidance and support of clinicians and students to undertake new or infrequent procedures can be resource intensive. The Helping Hands remote augmented reality system is an innovation to support the development of, and oversee the acquisition of procedural skills through remote learning and teaching supervision while in clinical practice. Helping Hands is a wearable, portable, hands-free, low cost system comprised of two networked laptops, a head-mounted display worn by the recipient and a display screen used remotely by the instructor. Hand hygiene was used as the test procedure as it is a foundation skill learned by all health profession students. The technology supports unmediated remote gesture guidance by augmenting the object with the Helping Hands of a health professional. A laboratory-based study and field trial tested usability and feasibility of the remote guidance system. The study found the Helping Hands system did not compromise learning outcomes. This innovation has the potential to transform remote learning and teaching supervision by enabling health professionals and students opportunities to develop and improve their procedural performance at the workplace.

NASA's Habitat Demonstration Unit (HDU) Pressurized Excursion Module (PEM) In-Field Demonstration at Desert RATS 2010

NASA Technical Reports Server (NTRS)

Tri, Terry O.; Kennedy, Kriss J.; Toups, Larry; Gill, Tracy R.; Howe, A. Scott

2011-01-01

This paper describes the construction, assembly, subsystem integration, transportation, and field testing operations associated with the Habitat Demonstration Unit (HDU) Pressurized Excursion Module (PEM) and discusses lessons learned. In a one-year period beginning summer 2009, a tightly scheduled design-develop-build process was utilized by a small NASA "tiger team" to produce the functional HDU-PEM prototype in time to participate in the 2010 Desert Research and Technology Studies (Desert RATS) field campaign. The process required the coordination of multiple teams, subcontractors, facility management and safety staff. It also required a well-choreographed material handling and transportation process to deliver the finished product from the NASA-Johnson Space Center facilities to the remote Arizona desert locations of the field test. Significant findings of this paper include the team s greater understanding of the HDU-PEM s many integration issues and the in-field training the team acquired which will enable the implementation of the next-generation of improvements and development of high-fidelity field operations in a harsh environment. The Desert RATS analog environment is being promoted by NASA as an efficient means to design, build, and integrate multiple technologies in a mission architecture context, with the eventual goal of evolving the technologies into robust flight hardware systems. The HDU-PEM in-field demonstration at Desert RATS 2010 provided a validation process for the integration team, which has already begun to retool for the 2011 field tests that require an adapted architecture.

a Walk Through Earth's Time

NASA Astrophysics Data System (ADS)

Turrin, B. D.; Turrin, M.

2012-12-01

After "What is this rock?" the most common questions that is asked of Geologists is "How old is this rock/fossil?" For geologists considering ages back to millions of years is routine. Sorting and cataloguing events into temporal sequences is a natural tendency for all humans. In fact, it is an everyday activity for humans, i.e., keeping track of birthdays, anniversaries, appointments, meetings, AGU abstract deadlines etc… However, the time frames that are most familiar to the non scientist (seconds, minutes, hours, days, years) generally extend to only a few decades or at most centuries. Yet the vast length of time covered by Earth's history, 4.56 billion years, greatly exceeds these timeframes and thus is commonly referred to as "Deep Time". This is a challenging concept for most students to comprehend as it involves temporal and abstract thinking, yet it is key to their successful understanding of numerous geologic principles. We have developed an outdoor learning activity for general Introductory Earth Science courses that incorporates several scientific and geologic concepts such as: linear distance or stratigraphic thickness representing time, learning about major events in Earth's history and locating them in a scaled temporal framework, field mapping, abstract thinking, scaling and dimensional analysis, and the principles of radio isotopic dating. The only supplies needed are readily available in local hardware stores i.e. a 300 ft. surveyor's tape marked in feet, and tenths and hundredths of a foot, and the student's own introductory geology textbook. The exercise employs a variety of pedagogical learning modalities, including traditional lecture-based, the use of Art/Drawing, use of Visualization, Collaborative learning, and Kinesthetic and Experiential learning. Initially the students are exposed to the concept of "Deep Time" in a short conventional introductory lecture; this is followed by a 'field day'. Prior to the field exercise, students work with their textbook selecting events is Earth History that they find interesting. Using the textbook and online resources they then draw figures that represent these events. The drawing exercise reinforces the learning by having students visualize (imprinting an image) of these geologic events. Once the students have produced their drawings, the outdoor field exercise follows. Working collaboratively, the students measure and lay out a scaled linear model representing 4.56 billion years of geologic time. They then organize and place their drawings in the proper sequence on the temporal model that they have created. Once all the drawings are in place they are able to visualize the expanse of time in Earth's history. Through comparing results from a pre-test to those from a post-test we can show the gains in student understanding of Deep Time, a concept that is central to many of our geologic understandings.

FPGA implementation of neuro-fuzzy system with improved PSO learning.

PubMed

Karakuzu, Cihan; Karakaya, Fuat; Çavuşlu, Mehmet Ali

2016-07-01

This paper presents the first hardware implementation of neuro-fuzzy system (NFS) with its metaheuristic learning ability on field programmable gate array (FPGA). Metaheuristic learning of NFS for all of its parameters is accomplished by using the improved particle swarm optimization (iPSO). As a second novelty, a new functional approach, which does not require any memory and multiplier usage, is proposed for the Gaussian membership functions of NFS. NFS and its learning using iPSO are implemented on Xilinx Virtex5 xc5vlx110-3ff1153 and efficiency of the proposed implementation tested on two dynamic system identification problems and licence plate detection problem as a practical application. Results indicate that proposed NFS implementation and membership function approximation is as effective as the other approaches available in the literature but requires less hardware resources. Copyright © 2016 Elsevier Ltd. All rights reserved.

Sucrose acceptance, discrimination and proboscis responses of honey bees (Apis mellifera L.) in the field and the laboratory.

PubMed

Mujagic, Samir; Erber, Joachim

2009-04-01

Laboratory studies in honey bees have shown positive correlations between sucrose responsiveness, division of labour and learning. We tested the relationships between sucrose acceptance and discrimination in the field and responsiveness in the laboratory. Based on acceptance in the field three groups of bees were differentiated: (1) bees that accept sucrose concentrations >10%, (2) bees that accept some but not all of the sucrose concentrations <10% and water, and (3) bees that accept water and all offered sucrose concentrations. Sucrose acceptance can be described in a model in which sucrose- and water-dependent responses interact additively. Responsiveness to sucrose was tested in the same bees in the laboratory by measuring the proboscis extension response (PER). The experiments demonstrated that PER responsiveness is lower than acceptance in the field and that it is not possible to infer from the PER measurements in the laboratory those concentrations the respective bees accepted in the field. Discrimination between sucrose concentrations was tested in three groups of free-flying bees collecting low, intermediate or high concentrations of sucrose. The experiments demonstrated that bees can discriminate between concentrations differences down to 0.2 relative log units. There exist only partial correlations between discrimination, acceptance and PER responsiveness.

Mathematical visualization process of junior high school students in solving a contextual problem based on cognitive style

NASA Astrophysics Data System (ADS)

Utomo, Edy Setiyo; Juniati, Dwi; Siswono, Tatag Yuli Eko

2017-08-01

The aim of this research was to describe the mathematical visualization process of Junior High School students in solving contextual problems based on cognitive style. Mathematical visualization process in this research was seen from aspects of image generation, image inspection, image scanning, and image transformation. The research subject was the students in the eighth grade based on GEFT test (Group Embedded Figures Test) adopted from Within to determining the category of cognitive style owned by the students namely field independent or field dependent and communicative. The data collection was through visualization test in contextual problem and interview. The validity was seen through time triangulation. The data analysis referred to the aspect of mathematical visualization through steps of categorization, reduction, discussion, and conclusion. The results showed that field-independent and field-dependent subjects were difference in responding to contextual problems. The field-independent subject presented in the form of 2D and 3D, while the field-dependent subject presented in the form of 3D. Both of the subjects had different perception to see the swimming pool. The field-independent subject saw from the top, while the field-dependent subject from the side. The field-independent subject chose to use partition-object strategy, while the field-dependent subject chose to use general-object strategy. Both the subjects did transformation in an object rotation to get the solution. This research is reference to mathematical curriculum developers of Junior High School in Indonesia. Besides, teacher could develop the students' mathematical visualization by using technology media or software, such as geogebra, portable cabri in learning.

Action Learning and Constructivist Grounded Theory: Powerfully Overlapping Fields of Practice

ERIC Educational Resources Information Center

Rand, Jane

2013-01-01

This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. "Action Learning and Organisation Development: Overlapping Fields of Practice." "Action Learning: Research and Practice" 8 (2): 93-102] article, which…

The effectiveness of argumentation in tutorial dialogues with an Intelligent Tutoring System for genetic risk of breast cancer.

PubMed

Cedillos-Whynott, Elizabeth M; Wolfe, Christopher R; Widmer, Colin L; Brust-Renck, Priscila G; Weil, Audrey; Reyna, Valerie F

2016-09-01

BRCA Gist is an Intelligent Tutoring System that helps women understand issues related to genetic testing and breast cancer risk. In two laboratory experiments and a field experiment with community and web-based samples, an avatar asked 120 participants to produce arguments for and against genetic testing for breast cancer risk. Two raters assessed the number of argumentation elements (claim, reason, backing, etc.) found in response to prompts soliciting arguments for and against genetic testing for breast cancer risk (IRR=.85). When asked to argue for genetic testing, 53.3 % failed to meet the minimum operational definition of making an argument, a claim supported by one or more reasons. When asked to argue against genetic testing, 59.3 % failed to do so. Of those who failed to generate arguments most simply listed disconnected reasons. However, participants who provided arguments against testing (40.7 %) performed significantly higher on a posttest of declarative knowledge. In each study we found positive correlations between the quality of arguments against genetic testing (i.e., number of argumentation elements) and genetic risk categorization scores. Although most interactions did not contain two or more argument elements, when more elements of arguments were included in the argument against genetic testing interaction, participants had greater learning outcomes. Apparently, many participants lack skills in making coherent arguments. These results suggest an association between argumentation ability (knowing how to make complex arguments) and subsequent learning. Better education in developing arguments may be necessary for people to learn from generating arguments within Intelligent Tutoring Systems and other settings.

The effectiveness of argumentation in tutorial dialogues with an Intelligent Tutoring System for genetic risk of breast cancer

PubMed Central

Cedillos-Whynott, Elizabeth M.; Wolfe, Christopher R.; Widmer, Colin L.; Brust-Renck, Priscila G.; Weil, Audrey; Reyna, Valerie F.

2017-01-01

BRCA Gist is an Intelligent Tutoring System that helps women understand issues related to genetic testing and breast cancer risk. In two laboratory experiments and a field experiment with community and web-based samples, an avatar asked 120 participants to produce arguments for and against genetic testing for breast cancer risk. Two raters assessed the number of argumentation elements (claim, reason, backing, etc.) found in response to prompts soliciting arguments for and against genetic testing for breast cancer risk (IRR=.85). When asked to argue for genetic testing, 53.3 % failed to meet the minimum operational definition of making an argument, a claim supported by one or more reasons. When asked to argue against genetic testing, 59.3 % failed to do so. Of those who failed to generate arguments most simply listed disconnected reasons. However, participants who provided arguments against testing (40.7 %) performed significantly higher on a posttest of declarative knowledge. In each study we found positive correlations between the quality of arguments against genetic testing (i.e., number of argumentation elements) and genetic risk categorization scores. Although most interactions did not contain two or more argument elements, when more elements of arguments were included in the argument against genetic testing interaction, participants had greater learning outcomes. Apparently, many participants lack skills in making coherent arguments. These results suggest an association between argumentation ability (knowing how to make complex arguments) and subsequent learning. Better education in developing arguments may be necessary for people to learn from generating arguments within Intelligent Tutoring Systems and other settings. PMID:26511370

Student Learning Networks on Residential Field Courses: Does Size Matter?

ERIC Educational Resources Information Center

Langan, A. Mark; Cullen, W. Rod; Shuker, David M.

2008-01-01

This article describes learner and tutor reports of a learning network that formed during the completion of investigative projects on a residential field course. Staff and students recorded project-related interactions, who they were with and how long they lasted over four phases during the field course. An enquiry based learning format challenged…

A Field-Based Learning Experience for Introductory Level GIS Students

ERIC Educational Resources Information Center

Carlson, Tom

2007-01-01

This article describes a pedagogic foundation for introducing a field-based geographic information systems (GIS) experience to the GIS curriculum at the university level and uses a dual evaluation methodology to monitor student learning and satisfaction. Students learned the basics of field-based global position systems (GPS) and GIS data…

Open the Door, Let's Explore More! Field Trips of Discovery for Young Children.

ERIC Educational Resources Information Center

Redleaf, Rhoda

Designed as a resource for teachers and parents, this guide contains activities to help children in primary grades learn from walks and field trips. Chapter 1, "Experience and Learning," discusses general information about how young children learn and the contribution of field trips to children's perception, language, memory, and logical…

Tanis Bryan: A Pioneer in the Field of Learning Disabilities

ERIC Educational Resources Information Center

Curtis, Mary G.

2016-01-01

Dr. Tanis Bryan graduated from Northwestern University during the beginning of the field of learning disabilities. From this beginning, Tanis has provided invaluable insight into the field through her desire to understand the social dimensions of learning disabilities. The author wishes to thank Tanis for her assistance with this interview.

International distance-learning outreach: the APEC EINet experience.

PubMed

Kimball, A M; Shih, L; Brown, J; Harris, T G; Pautler, N; Jamieson, R W; Bolles, J; Horwitch, C

2003-01-01

The Emerging Infections Network is a mature electronic network that links Public Health professionals in the Asia Pacific through regular e-mail bulletins and an extensive Web site (http://www.apec.org/infectious). Emerging infections is a new area of study; learning materials help foster education. Our objective is to quantify the response of the network to the introduction of distance-learning materials on the Web site. Distance-learning materials, developed by the University of Washington School of Public Health, were field tested and launched on the site. Publicity was carried out prior to the launch of the materials. Access was tracked prospectively using server counts of page downloads. Web access increased substantially during the month after the materials were launched, especially among Asia based computers. The effect was isolated to the distance-learning pages, and not general to the site. This Web site appears to be responsive to the advertisement and to the materials. Prospective Web-site monitoring proved useful. Copyright 2002 Elsevier Science Ireland Ltd.

Effect of urban noise to the acoustical performance of the secondary school’s learning spaces - A case study in Batu Pahat.

NASA Astrophysics Data System (ADS)

Tong, Y. G.; Abu Bakar, H.; Mohd. Sari, K. A.; Ewon, U.; Labeni, M. N.; Fauzan, N. F. A.

2017-11-01

Classrooms and laboratories are important spaces that use for teaching and learning process in the school. Therefore, good acoustical performances of these spaces are essential to ensure the speech or message from the teacher can be delivered to the students effectively and clearly. The aims of this study is to determine the acoustical performance of the teaching and learning spaces in public school that situated near to the traffic roads. The acoustical performance of the classrooms and laboratories at Sekolah Menengah Kebangsaan Convent Batu Pahat was evaluated in this study. The reverberation time and ambient noise of these learning spaces which are the main parameters for classroom design criteria were evaluated. Field measurements were carried out inside six classrooms and four laboratories unoccupied furnished according to the international standards. The acoustical performances of the tested learning spaces were poor where the noise criteria and reverberation times inside the measured classrooms and laboratories were higher than recommended values.

Developing Wave Encyclopaedia based on Scientific Approach

NASA Astrophysics Data System (ADS)

Nurafifah, A.; Budi, A. S.; Siahaan, B. Z.

2017-09-01

Students have many difficulties in understanding to wave propagation. Such difficulties lead to misconceptions also in understanding sound, light, and electromagnetic wave. Meanwhile, students only use the text book as the learning resources. Whereas students need a more varied and interesting learning resources. This study aims to develop a wave encyclopaedia based on scientific approach as the learning resources that tested the feasibility and superiority. The method used is research by design. The steps are (1) analysing learner characteristic, (2) state objective, (3) select media and materials, (4) utilize materials, (5) requires learner participation, (6) evaluation and revision. The wave encyclopaedia is developed by applying the 5 components of a scientific approach that is, observing, questioning, experimenting, associating, and communicating. In this encyclopaedia also includes fun science activities and exciting recommended websites. The encyclopaedia has been validated by material experts, media experts, and learning experts. And then field trials are conducted to assess an impact on use. Overall the development of encyclopaedia based on scientific approach can enhance learning outcomes of students in high school.

Natural image sequences constrain dynamic receptive fields and imply a sparse code.

PubMed

Häusler, Chris; Susemihl, Alex; Nawrot, Martin P

2013-11-06

In their natural environment, animals experience a complex and dynamic visual scenery. Under such natural stimulus conditions, neurons in the visual cortex employ a spatially and temporally sparse code. For the input scenario of natural still images, previous work demonstrated that unsupervised feature learning combined with the constraint of sparse coding can predict physiologically measured receptive fields of simple cells in the primary visual cortex. This convincingly indicated that the mammalian visual system is adapted to the natural spatial input statistics. Here, we extend this approach to the time domain in order to predict dynamic receptive fields that can account for both spatial and temporal sparse activation in biological neurons. We rely on temporal restricted Boltzmann machines and suggest a novel temporal autoencoding training procedure. When tested on a dynamic multi-variate benchmark dataset this method outperformed existing models of this class. Learning features on a large dataset of natural movies allowed us to model spatio-temporal receptive fields for single neurons. They resemble temporally smooth transformations of previously obtained static receptive fields and are thus consistent with existing theories. A neuronal spike response model demonstrates how the dynamic receptive field facilitates temporal and population sparseness. We discuss the potential mechanisms and benefits of a spatially and temporally sparse representation of natural visual input. Copyright © 2013 The Authors. Published by Elsevier B.V. All rights reserved.

The Impact of an Informal Science Program on Students' Science Knowledge and Interest

NASA Astrophysics Data System (ADS)

Zandstra, Anne Maria

In this sequential explanatory mixed methods study, quantitative and qualitative data were used to measure the impact of an informal science program on eleventh grade students' science knowledge and interest. The local GEAR UP project has been working for six years with a cohort of students who were in eleventh and twelfth grade during the time of the study. Participants of this study were 122 eleventh grade students from this cohort. In the first, quantitative phase, state standardized test scores and a modified version of the Test of Science Related Attitudes (TOSRA) were used to measure participants' science knowledge and interest respectively. The findings of the quantitative phase revealed a small but significant correlation between students' attendance at the program elements (in total number of hours) and their science knowledge. In addition, small but significant correlations were found between (1) students' attendance at the mathematics program element and their total interest scores, (2) their mathematics attendance and the career interest subscore, and (3) their total attendance and the normality of scientist subscore. The qualitative data in the second phase consisted of focus group interviews with fourteen of the participants. Results of this phase showed that the majority of the focus group participants agreed that they had learned something from the GEAR UP field trips and half of them thought the field trips had impacted their grades and test scores. Furthermore, a majority of the focus group participants concurred that their experiences in the field trips had increased their interest in science. The purpose of the qualitative phase of this study was to provide explanations for the results of the quantitative phase. Explanations for the correlation between attendance and knowledge were that the field trips covered the same content as the formal science classes and that students learned more because they perceived the field trips as fun and hands-on. The correlations between attendance and interest were explained by the fact that students had the opportunity to see interesting aspects of science and interact with real scientists during the field trips.

Assessment of change in conservation attitudes through zoo education

NASA Astrophysics Data System (ADS)

Randall, Teresa

2011-12-01

This study was conducted at the Oklahoma City Zoo in fall 2010 and subjects were students' ages 14-18 who either participated in a formal conservation education class led by zoo educators or in a field trip in which they were engaged in free-choice learning. Two research questions were: 1) Does a trip to the zoo affect conservation attitudes and 2) does learning experience, free-choice or formal, affect conservation attitudes? A criterion group design was used and the instrument used to measure conservation attitudes was Tool 4 from the Visitor Evaluation Toolbox produced by the Association of Zoos and Aquariums MIRP study (Falk, J., Bronnenkant, K., Vernon, C., & Heimlich, J., 2009). Group one (N=110) engaged in a free-choice (field trip only) experience and group two (N=367) engaged in a formal conservation education class. The survey was administered retrospectively to both groups upon completion of their learning experience at the zoo. Statistical analysis was conducted using SPSS 17.0. A paired sample t-test showed the overall mean within both groups increased in a positive direction from 67.965 (retrospective) to 72.345 (present). With alpha set at .05 the two-tailed probability was <0.001, therefore confirming that the change in conservation attitudes was significant. An independent sample t-test of the change in scores between the groups produced p values of 0.792 and 0.773 and revealed that the change was not significant. Findings did illustrate that a trip to the zoo did positively and significantly affect conservation attitudes among teens and that the type of learning experience did not significantly affect change in conservation attitude scores.

Transactional Distance and Dialogue: An Exploratory Study to Refine the Theoretical Construct of Dialogue in Online Learning

ERIC Educational Resources Information Center

Shearer, Rick L.

2009-01-01

Theory building is complex and ongoing. Theories need to be constantly tested and the underlying constructs explored, as knowledge of a field evolves. This study, which is in support of Moore's (1980, 1993) theory of transactional distance, is exploratory and descriptive, and focuses on one of the key variables in the theory dialogue. As…

Impact of Modifying Activity-Based Instructional Materials for Special Needs Students in Middle School Astronomy

ERIC Educational Resources Information Center

Olsen, Julia K.; Slater, Timothy F.

2009-01-01

Middle school students who have special needs because they are learning disabled require targeted attention in our nation's pursuit of improved science achievement for all students. In early 2006, the Lawrence Hall of Science conducted a national field test of a newly developed GEMS (Great Explorations in Math and Science) space science curriculum…

Investigation of Mathematics Teacher Candidates' Conceptual Structures about "Measurement" through Word Association Test: The Example of Turkey

ERIC Educational Resources Information Center

Erdogan, Ahmet

2017-01-01

The purpose of this research is to determine mathematics teacher candidates' conceptual structures about the concept of "measurement" that is the one of the important learning fields of mathematics. Qualitative research method was used in this study. Participants of this study were 58 mathematics teacher candidates studying in one of the…

Asian Studies Unit One: Asian Man and His Environment, Pilot Program; [And] Asian Studies Unit Two: Cultural Patterns of Asian Man, Field Test.

ERIC Educational Resources Information Center

Chicago Board of Education, IL.

Two units of Asian materials for secondary students comprise this document. The first unit presents a brief history of Asian man and his environment, including geography, climate, ethnic groups, resources, food, and population. Following the historical narrative are community references and various learning experiences and activities which further…

Mapping Our City: Learning To Use Spatial Data in the Middle School Science Classroom.

ERIC Educational Resources Information Center

McWilliams, Harold; Rooney, Paul

Mapping Our City is a two-year project in which middle school teachers and students in Boston explore the uses of Geographic Information Systems (GIS) in project-based science, environmental education, and geography. The project is funded by the National Science Foundation and is being field tested in three Boston middle school science classrooms.…

Online versus in the Classroom: Student Success in a Hands-On Lab Class

ERIC Educational Resources Information Center

Reuter, Ron

2009-01-01

This study compares learning success of online and on-campus students in a general education soil science course with lab and field components. Two terms of students completed standardized pre- and postassessments designed to test knowledge and skills from the lecture and lab content of the course. There was no difference in overall grade or lab…

Thinking, Feeling, Behaving: An Emotional Education Curriculum for Adolescents. Grades 7-12.

ERIC Educational Resources Information Center

Vernon, Ann

Given the many problems that adolescents face, it is imperative that they be taught coping skills. To aid in this effort, a comprehensive curriculum to help youngsters learn positive mental health concepts is presented here. It contains 90 activities which have been field tested. For each pair of grades (7/8, 9/10, 11/12) activities are grouped…

Thinking, Feeling, Behaving: An Emotional Education Curriculum for Children. Grades 1-6.

ERIC Educational Resources Information Center

Vernon, Ann

Given the many problems that children face, it is imperative that they be taught coping skills. To aid in this effort, a comprehensive curriculum to help youngsters learn positive mental health concepts is presented here. It contains 90 activities which have been field tested. For each pair of grades (1/2, 3/4, 5/6) activities are grouped into…

The Effectiveness of Interactive Computer Assisted Modeling in Teaching Study Strategies and Concept Mapping of College Textbook Material.

ERIC Educational Resources Information Center

Mikulecky, Larry

A study evaluated the effectiveness of a series of print materials and interactive computer-guided study programs designed to lead undergraduate students to apply basic textbook reading and concept mapping strategies to the study of science and social science textbooks. Following field testing with 25 learning skills students, 50 freshman biology…

Working in America, Part III. Materials for Using American Issues Forum in the American History Classroom, Topic V.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of General Education Curriculum Development.

The learning module is the third in a series which examines American history in light of industrial development and expansion. Presented in field test condition to allow for feedback from students and teachers, the booklet explores the welfare state and minority employment through presentation of an extensive teacher background section and 10…

Working in America, Part I. Materials for Using American Issues Forum in the American History Classroom, Topic V.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of General Education Curriculum Development.

The learning module is the first in a three part series which examines American history in light of industrial development and expansion. Presented in field test condition to allow for feedback from students and teachers, the booklet explores the American work ethic through presentation of an extensive teacher background section, eight class…

Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts To Educate High School Students about Alcohol

PubMed Central

2015-01-01

We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional development either at a conference-based workshop (NSTA or NCSTA) or via distance learning to learn how to incorporate the APEP modules into their teaching. They field-tested the modules in their classes during the following year. Teacher knowledge of chemistry and biology concepts increased significantly following professional development, and was maintained for at least a year. Their students (n = 14 014) demonstrated significantly higher scores when assessed for knowledge of both basic and advanced chemistry and biology concepts compared to students not using APEP modules in their classes the previous year. Higher scores were achieved as the number of modules used increased. These findings are consistent with our previous studies, demonstrating higher scores in chemistry and biology after students use modules that integrate topics interesting to them, such as drugs (the Pharmacology Education Partnership). PMID:24803686

Behavioral testing of mice exposed to intermediate frequency magnetic fields indicates mild memory impairment.

PubMed

Kumari, Kajal; Koivisto, Hennariikka; Viluksela, Matti; Paldanius, Kaisa M A; Marttinen, Mikael; Hiltunen, Mikko; Naarala, Jonne; Tanila, Heikki; Juutilainen, Jukka

2017-01-01

Human exposure to intermediate frequency magnetic fields (MF) is increasing due to applications like electronic article surveillance systems and induction heating cooking hobs. However, limited data is available on their possible health effects. The present study assessed behavioral and histopathological consequences of exposing mice to 7.5 kHz MF at 12 or 120 μT for 5 weeks. No effects were observed on body weight, spontaneous activity, motor coordination, level of anxiety or aggression. In the Morris swim task, mice in the 120 μT group showed less steep learning curve than the other groups, but did not differ from controls in their search bias in the probe test. The passive avoidance task indicated a clear impairment of memory over 48 h in the 120 μT group. No effects on astroglial activation or neurogenesis were observed in the hippocampus. The mRNA expression of brain-derived neurotrophic factor did not change but expression of the proinflammatory cytokine tumor necrosis factor alpha mRNA was significantly increased in the 120 μT group. These findings suggest that 7.5 kHz MF exposure may lead to mild learning and memory impairment, possibly through an inflammatory reaction in the hippocampus.

Startle stimuli reduce the internal model control in discrete movements.

PubMed

Wright, Zachary A; Rogers, Mark W; MacKinnon, Colum D; Patton, James L

2009-01-01

A well known and major component of movement control is the feedforward component, also known as the internal model. This model predicts and compensates for expected forces seen during a movement, based on recent experience, so that a well-learned task such as reaching to a target can be executed in a smooth straight manner. It has recently been shown that the state of preparation of planned movements can be tested using a startling acoustic stimulus (SAS). SAS, presented 500, 250 or 0 ms before the expected "go" cue resulted in the early release of the movement trajectory associated with the after-effects of the force field training (i.e. the internal model). In a typical motor adaptation experiment with a robot-applied force field, we tested if a SAS stimulus influences the size of after-effects that are typically seen. We found that in all subjects the after-effect magnitudes were significantly reduced when movements were released by SAS, although this effect was not further modulated by the timing of SAS. Reduced after-effects reveal at least partial existence of learned preparatory control, and identify startle effects that could influence performance in tasks such as piloting, teleoperation, and sports.

Dysphagia management in a 3-year dental hygiene education programme in Japan.

PubMed

Sato, Yoko; Miura, Ai; Saito, Atsushi

2005-11-01

This paper reports the development and evaluation of a dysphagia management course taught to the third year dental hygiene students during 2004-2005 as one framework of the new curriculum. The course consisted of lectures by specialists in each field, basic practice and clinical practice at a facility for the elderly. Evaluation of the course showed that improvements were found in students' understanding in certain subjects when compared with that during 2003-2004. Scores on the post-test were statistically significantly higher than those on the pre-test, showing that basic knowledge of the students had been improved. Introductory and follow-up lectures by dental hygiene instructors and appropriate basic practice enhanced the learning process of the students. In the clinical practice, the concept of 'dental hygiene process of care' was incorporated. The dental hygiene process facilitated the students in planning and implementing dental hygiene care that meets the needs of the individual clients. This active learning experience enhanced the students' understanding of dysphagia management. Although further improvements are necessary, this dysphagia management course should help dental hygienists in playing a greater role in the field of oral care and dysphagia rehabilitation.

Hebbian learning of hand-centred representations in a hierarchical neural network model of the primate visual system.

PubMed

Born, Jannis; Galeazzi, Juan M; Stringer, Simon M

2017-01-01

A subset of neurons in the posterior parietal and premotor areas of the primate brain respond to the locations of visual targets in a hand-centred frame of reference. Such hand-centred visual representations are thought to play an important role in visually-guided reaching to target locations in space. In this paper we show how a biologically plausible, Hebbian learning mechanism may account for the development of localized hand-centred representations in a hierarchical neural network model of the primate visual system, VisNet. The hand-centered neurons developed in the model use an invariance learning mechanism known as continuous transformation (CT) learning. In contrast to previous theoretical proposals for the development of hand-centered visual representations, CT learning does not need a memory trace of recent neuronal activity to be incorporated in the synaptic learning rule. Instead, CT learning relies solely on a Hebbian learning rule, which is able to exploit the spatial overlap that naturally occurs between successive images of a hand-object configuration as it is shifted across different retinal locations due to saccades. Our simulations show how individual neurons in the network model can learn to respond selectively to target objects in particular locations with respect to the hand, irrespective of where the hand-object configuration occurs on the retina. The response properties of these hand-centred neurons further generalise to localised receptive fields in the hand-centred space when tested on novel hand-object configurations that have not been explored during training. Indeed, even when the network is trained with target objects presented across a near continuum of locations around the hand during training, the model continues to develop hand-centred neurons with localised receptive fields in hand-centred space. With the help of principal component analysis, we provide the first theoretical framework that explains the behavior of Hebbian learning in VisNet.

Hebbian learning of hand-centred representations in a hierarchical neural network model of the primate visual system

PubMed Central

Born, Jannis; Stringer, Simon M.

2017-01-01

A subset of neurons in the posterior parietal and premotor areas of the primate brain respond to the locations of visual targets in a hand-centred frame of reference. Such hand-centred visual representations are thought to play an important role in visually-guided reaching to target locations in space. In this paper we show how a biologically plausible, Hebbian learning mechanism may account for the development of localized hand-centred representations in a hierarchical neural network model of the primate visual system, VisNet. The hand-centered neurons developed in the model use an invariance learning mechanism known as continuous transformation (CT) learning. In contrast to previous theoretical proposals for the development of hand-centered visual representations, CT learning does not need a memory trace of recent neuronal activity to be incorporated in the synaptic learning rule. Instead, CT learning relies solely on a Hebbian learning rule, which is able to exploit the spatial overlap that naturally occurs between successive images of a hand-object configuration as it is shifted across different retinal locations due to saccades. Our simulations show how individual neurons in the network model can learn to respond selectively to target objects in particular locations with respect to the hand, irrespective of where the hand-object configuration occurs on the retina. The response properties of these hand-centred neurons further generalise to localised receptive fields in the hand-centred space when tested on novel hand-object configurations that have not been explored during training. Indeed, even when the network is trained with target objects presented across a near continuum of locations around the hand during training, the model continues to develop hand-centred neurons with localised receptive fields in hand-centred space. With the help of principal component analysis, we provide the first theoretical framework that explains the behavior of Hebbian learning in VisNet. PMID:28562618

Re-evaluating Traditional Predictors of Incoming Knowledge in Astronomy 101 and Implications for Course Revitalization

NASA Astrophysics Data System (ADS)

Berryhill, K. J.; Slater, T. F.; Slater, S. J.; Harbour, C.; Forrester, J. H.

2016-12-01

A wide range of incoming knowledge is seen in students taking introductory astronomy courses. Using the Test Of Astronomy STandards (TOAST) as a pre-course measure of incoming knowledge, an evaluation was completed to discover any explanation for this variation. It would be reasonable to suggest that this could result from the variety we see in student's motivation, self-efficacy, general scholastic achievement, their high school science experience, or even whether one or more of their parents is in a STEM field. In this re-evaluation, there was no correlation seen between the above and the student's pre-test scores. Instead, the only predictor of pretest scores was student's exposure to astronomy through informal learning opportunities. This leads to important implications for faculty revitalizing their courses to improve student learning.

The novel substituted acylproline-containing dipeptide, GVS-111, promotes the restoration of learning and memory impaired by bilateral frontal lobectomy in rats.

PubMed

Ostrovskaya, R U; Romanova, G A; Trofimov, S S; Gudasheva, T A; Voronina, T A; Halikas, J A; Seredenin, S B

1997-06-01

The present study investigated the potential benefit of the ethyl ester of N-phenylacetylprolylglycine (GVS-111) on the model of bilateral frontal lobectomy (BFL) in rats. The animals in Experiment 1 were trained in an active avoidance task and subsequently underwent BFL. The animals in Experiment 2 were first assessed in an open field and in a passive avoidance test before the BFL was performed. BFL dramatically decreased performance in the active avoidance test, disturbed habituation of horizontal activity in the open field and diminished the latency to enter the dark compartment in the passive avoidance test. GVS-111, administered in a dose of 0.5 mg/kg/day i.p. for 9 days following the operation, was found to improve performance in both active avoidance and passive avoidance and restored habituation of horizontal activity in the lobectomized animals.

Effects of Motion in the Far Peripheral Visual Field on Cognitive Test Performance and Cognitive Load.

PubMed

Bevilacqua, Andy; Paas, Fred; Krigbaum, Genomary

2016-04-01

Cognitive load theory posits that limited attention is in actuality a limitation in working memory resources. The load theory of selective attention and cognitive control sees the interplay between attention and awareness as separate modifying functions that act on working memory. Reconciling the theoretical differences in these two theories has important implications for learning. Thirty-nine adult participants performed a cognitively demanding test, with and without movement in the far peripheral field. Although the results for movement effects on cognitive load in this experiment were not statistically significant, men spent less time on the cognitive test in the peripheral movement condition than in the conditions without peripheral movement. No such difference was found for women. The implications of these results and recommendations for future research that extends the present study are presented. © The Author(s) 2016.

Lack of promoter IV-driven BDNF transcription results in depression-like behavior.

PubMed

Sakata, K; Jin, L; Jha, S

2010-10-01

Transcription of Bdnf is controlled by multiple promoters, in which promoter IV contributes significantly to activity-dependent Bdnf transcription. We have generated promoter IV mutant mice [brain-derived neurotrophic factor (BDNF)-KIV] in which promoter IV-driven expression of BDNF is selectively disrupted by inserting a green fluorescent protein (GFP)-STOP cassette within the Bdnf exon IV locus. BDNF-KIV animals exhibited depression-like behavior as shown by the tail suspension test (TST), sucrose preference test (SPT) and learned helplessness test (LHT). In addition, BDNF-KIV mice showed reduced activity in the open field test (OFT) and reduced food intake in the novelty-suppressed feeding test (NSFT). The mutant mice did not display anxiety-like behavior in the light and dark box test and elevated plus maze tests. Interestingly, the mutant mice showed defective response inhibition in the passive avoidance test (PAT) even though their learning ability was intact when measured with the active avoidance test (AAT). These results suggest that promoter IV-dependent BDNF expression plays a critical role in the control of mood-related behaviors. This is the first study that directly addressed the effects of endogenous promoter-driven expression of BDNF in depression-like behavior. © 2010 The Authors. Genes, Brain and Behavior © 2010 Blackwell Publishing Ltd and International Behavioural and Neural Genetics Society.

Does targeted cognitive training reduce educational disparities in cognitive function among cognitively normal older adults?

PubMed

Clark, Daniel O; Xu, Huiping; Unverzagt, Frederick W; Hendrie, Hugh

2016-07-01

The aim of this study was to investigate educational differences in treatment responses to memory, reasoning, and speed of processing cognitive training relative to no-contact control. Secondary analyses of the Advanced Cognitive Training for Independent and Vital Elderly trial were conducted. Two thousand eight hundred older adults were randomized to memory, reasoning, or speed of processing training or no-contact control. A repeated-measures mixed-effects model was used to investigate immediate post-training and 1-year outcomes with sensitivity analyses out to 10 years. Outcomes were as follows: (1) memory composite of Hopkins Verbal Learning Test, Rey Auditory Verbal Learning Test, and Rivermead Behavioral Memory Test; (2) reasoning composite of letter series, letter sets, and word series; and (3) speed of processing measured using three trials of useful field of view and the digit symbol substitution test. The effects of reasoning and memory training did not differ by educational attainment. The effect of speed of processing training did. Those with fewer than 12 years of education experienced a 50% greater effect on the useful field of view test compared with those with 16 or more years of education. The training advantage for those with fewer than 12 years of education was maintained to 3 years post-training. Older adults with less than a secondary education are at elevated risk of dementia, including Alzheimer's disease. The analyses here indicate that speed of processing training is effective in older adults with low educational attainment. Copyright © 2015 John Wiley & Sons, Ltd.

The Application of Cognitive Diagnostic Approaches via Neural Network Analysis of Serious Educational Games

NASA Astrophysics Data System (ADS)

Lamb, Richard L.

Serious Educational Games (SEGs) have been a topic of increased popularity within the educational realm since the early millennia. SEGs are generalized form of Serious Games to mean games for purposes other than entertainment but, that also specifically include training, educational purpose and pedagogy within their design. This rise in popularity (for SEGs) has occurred at a time when school systems have increased the type, number, and presentations of student achievement tests for decision-making purposes. These tests often task the form of end of course (year) tests and periodic benchmark testing. As the use of these tests, has increased policymakers have suggested their use as a measure for teacher accountability. The change in testing resulted from a push by school districts and policy makers at various component levels for a data-driven decision-making (D3M) approach. With the data-driven decision making approaches by school districts, there has been an increased focus on the measurement and assessment of student content knowledge with little focus on the contributing factors and cognitive attributes within learning that cross multiple-content areas. One-way to increase the focus on these aspects of learning (factors and attributes) that are additional to content learning is through assessments based in cognitive diagnostics. Cognitive diagnostics are a family of methodological approaches in which tasks tie to specific cognitive attributes for analytical purposes. This study explores data derived from computer data logging (n=158,000) in an observational design, using traditional statistical techniques such as clustering (exploratory and confirmatory), item response theory and through data mining techniques such as artificial neural network analysis. From these analyses, a model of student learning emerges illustrating student thinking and learning while engaged in SEG Design. This study seeks to use cognitive diagnostic type approaches to measure student learning while designing science task based SEGs. In addition, the study suggests that it may be possible to use SEGs to provide a means to administer cognitive diagnostic based assessments in real time. Results of this study suggest the confirmation of four families (factors) of traits illustrating a simple factor loading structure. Item response theory (IRT) results illustrate a 2-parameter logistic model (2PLM) fit allowing for parameterization using the IRT-True Score Method (chi2=1.70, df=1, p=0.19). Finally, fit statistics for the artificial neural network suggest the developed model adequately fits the current data set and provides a means to explore cognitive attributes and their effect on task outcomes. This study has developed a justification for combining and developing two distinct areas of research related to student learning. The first is the use of cognitive diagnostic approaches to assess student learning as it relates to the cognitive attributes used during science processing. The second area is an examination and modeling of the relationship between attributes as propagated in an artificial neural network. Results of the study provide for an ANN model of student cognition while designing science based SEGs (r 2=0.73, RMSE= 0.21) at a convergence of 1000 training iterations. The literature presented in this dissertation work integrates work from multiple field areas. Fields represented in this work range from science education, educational psychology, measurement, and computational psychology.

Workshop on Fielded Applications of Machine Learning

DTIC Science & Technology

1994-05-11

This report summaries the talks presented at the Workshop on Fielded Applications of Machine Learning , and draws some initial conclusions about the state of machine learning and its potential for solving real-world problems.

The Preferred Learning Styles of Neurosurgeons, Neurosurgery Residents, and Neurology Residents: Implications in the Neurosurgical Field.

PubMed

Lai, Hung-Yi; Lee, Ching-Yi; Chiu, Angela; Lee, Shih-Tseng

2014-01-01

To delineate the learning style that best defines a successful practitioner in the field of neurosurgery by using a validated learning style inventory. The Kolb Learning Style Inventory, a validated assessment tool, was administered to all practicing neurosurgeons, neurosurgical residents, and neurology residents employed at Chang Gung Memorial Hospital, an institution that provides primary and tertiary clinical care in 3 locations, Linkou, Kaohsiung, and Chiayi. There were 81 participants who entered the study, and all completed the study. Neurosurgeons preferred the assimilating learning style (52%), followed by the diverging learning style (39%). Neurosurgery residents were slightly more evenly distributed across the learning styles; however, they still favored assimilating (32%) and diverging (41%). Neurology residents had the most clearly defined preferred learning style with assimilating (76%) obtaining the large majority and diverging (12%) being a distant second. The assimilating and diverging learning styles are the preferred learning styles among neurosurgeons, neurosurgery residents, and neurology residents. The assimilating learning style typically is the primary learning style for neurosurgeons and neurology residents. Neurosurgical residents start off with a diverging learning style and progress toward an assimilating learning style as they work toward becoming practicing neurosurgeons. The field of neurosurgery has limited opportunities for active experimentation, which may explain why individuals who prefer reflective observation are more likely to succeed in this field. Copyright © 2014 Elsevier Inc. All rights reserved.

Learning style preferences of nursing students at two universities in Iran and Malaysia

PubMed Central

Abdollahimohammad, Abdolghani; Ja’afar, Rogayah

2014-01-01

Purpose: Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners. PMID:25417864

Learning style preferences of nursing students at two universities in Iran and Malaysia.

PubMed

Abdollahimohammad, Abdolghani; Ja'afar, Rogayah

2014-01-01

Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

Increased anxiety but normal fear and safety learning in orexin-deficient mice.

PubMed

Khalil, Radwa; Fendt, Markus

2017-03-01

The loss of orexin neurons in humans leads to the disease narcolepsy, characterized by daytime sleepiness and cataplexy. Recent data suggest that orexin is also involved in emotional processing. The goal of the present study was to evaluate fear and safety learning as well as unconditioned fear (anxiety) in orexin-deficient animals. Orexin-deficient mice are an established animal model used to investigate the neuropathology and potential treatments for narcolepsy. Here, we present novel data showing that orexin-deficient mice express increased anxiety in the open field, light-dark box test and carnivore odor-induced avoidance, but are normal in fear and safety learning. These findings suggest an important role of orexin in brain areas involved in anxiety. Copyright © 2016 Elsevier B.V. All rights reserved.

E-learning for occupational physicians' CME: a study case.

PubMed

Mazzoleni, M Cristina; Rognoni, Carla; Finozzi, Enrico; Gri, Tommaso; Pagani, Marco; Imbriani, Marcello

2011-01-01

The present study reports the results of the evaluation of an e-learning CME course in the field of Occupational Medicine. In particular the following aspects have been investigated: If and how the course contents have met the educational users' needs; The effectiveness of the course in terms of knowledge improvement; Users' behaviour. Attendance data and results of a sample of 1128 attendees have been analyzed via ad hoc developed tools for direct inspection of Moodle CMS database. The results document the effectiveness of the e-learning course, as regards meeting the educational needs of physicians and also the improvement in terms of knowledge and problem solving skill acquisition. Users' behaviour has revealed a certain tendency for passing the tests, more than for pursuing the best possible result. Interaction with the tutor is low.

Using Trained Pixel Classifiers to Select Images of Interest

NASA Technical Reports Server (NTRS)

Mazzoni, D.; Wagstaff, K.; Castano, R.

2004-01-01

We present a machine-learning-based approach to ranking images based on learned priorities. Unlike previous methods for image evaluation, which typically assess the value of each image based on the presence of predetermined specific features, this method involves using two levels of machine-learning classifiers: one level is used to classify each pixel as belonging to one of a group of rather generic classes, and another level is used to rank the images based on these pixel classifications, given some example rankings from a scientist as a guide. Initial results indicate that the technique works well, producing new rankings that match the scientist's rankings significantly better than would be expected by chance. The method is demonstrated for a set of images collected by a Mars field-test rover.

Contributions of the cerebellum and the motor cortex to acquisition and retention of motor memories

PubMed Central

Herzfeld, David J.; Pastor, Damien; Haith, Adrian M.; Rossetti, Yves; Shadmehr, Reza; O’Shea, Jacinta

2014-01-01

We investigated the contributions of the cerebellum and the motor cortex (M1) to acquisition and retention of human motor memories in a force field reaching task. We found that anodal transcranial direct current stimulation (tDCS) of the cerebellum, a technique that is thought to increase neuronal excitability, increased the ability to learn from error and form an internal model of the field, while cathodal cerebellar stimulation reduced this error-dependent learning. In addition, cathodal cerebellar stimulation disrupted the ability to respond to error within a reaching movement, reducing the gain of the sensory-motor feedback loop. By contrast, anodal M1 stimulation had no significant effects on these variables. During sham stimulation, early in training the acquired motor memory exhibited rapid decay in error-clamp trials. With further training the rate of decay decreased, suggesting that with training the motor memory was transformed from a labile to a more stable state. Surprisingly, neither cerebellar nor M1 stimulation altered these decay patterns. Participants returned 24 hours later and were re-tested in error-clamp trials without stimulation. The cerebellar group that had learned the task with cathodal stimulation exhibited significantly impaired retention, and retention was not improved by M1 anodal stimulation. In summary, non-invasive cerebellar stimulation resulted in polarity-dependent up- or down-regulation of error-dependent motor learning. In addition, cathodal cerebellar stimulation during acquisition impaired the ability to retain the motor memory overnight. Thus, in the force field task we found a critical role for the cerebellum in both formation of motor memory and its retention. PMID:24816533

College Students' Motivations for Engaging in International Service-Learning

ERIC Educational Resources Information Center

MacHarg, Brian

2013-01-01

As the fields of service-learning and international education are joined to form the relatively new pedagogy of international service-learning, this hybrid field requires appropriate measuring of its outcomes and motivations. Numerous studies have looked into the various outcomes of service-learning standing alone from an international experience…

Field Trips. Beginnings Workshop.

ERIC Educational Resources Information Center

Cartwright, Sally; Aronson, Susan S.; Stacey, Susan; Winbush, Olga

2001-01-01

Five articles highlight benefits and organization of field trips: (1) "Field Trips Promote Child Learning at Its Best"; (2) "Planning for Maximum Benefit, Minimum Risk"; (3) "Coaching Community Hosts"; (4) "The Story of a Field Trip: Trash and Its Place within Children's Learning and Community"; and (5) "Field Trip Stories and Perspectives" (from…

Open the Door Let's Explore: Neighborhood Field Trips for Young Children.

ERIC Educational Resources Information Center

Redleaf, Rhoda

Designed as a resource for teachers and parents, this guide contains activities to help children from 2 to 8 years old learn from neighborhood walks and field trips. Information is presented on: field trips as an approach to learning, learning processes of children, and techniques to make trips meaningful. Teaching material for each trip includes…

Campus-Based Geographic Learning: A Field Oriented Teaching Scenario

ERIC Educational Resources Information Center

Jennings, Steven A.; Huber, Thomas P.

2003-01-01

The use of field classes and the need for university master planning are presented as a way to enhance learning. This field-oriented, goal-oriented approach to learning is proposed as a general model for university-level geographic education. This approach is presented for physical geography classes, but could also be applied to other subdivisions…

Real and Virtual Experiential Learning on the Mekong: Field Schools, e-Sims and Cultural Challenge

ERIC Educational Resources Information Center

Hirsch, Philip; Lloyd, Kate

2005-01-01

This paper describes two innovative and linked approaches to teaching and student learning in the environmental and development geography of the Mekong region, a region remote from students' normal experiential options. The first approach is field-based learning through Field Schools carried out in Vietnam, Laos and Thailand. The second approach…

A Comparison of Computer-Assisted Instruction and Field-Based Learning for Youth Rangeland Education

ERIC Educational Resources Information Center

Peterson, Jennifer; Launchbaugh, Karen; Pickering, Michael; Hollenhorst, Steven

2006-01-01

Field-based learning experiences are often used to increase the effectiveness of science curricula. However, time and financial limitations in public schools often hinder a teacher's ability to bring their students into the field for learning, despite increased demands to incorporate more science content into their curricula. In addition, federal…

Wolves Are Beautiful and Proud: Science Learning from a School Field Trip

ERIC Educational Resources Information Center

Glick, Marilyn Petty; Samarapungavan, Ala

2008-01-01

This research examines the impact of related classroom activities on fourth grade students' science learning from a school field trip. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises a set of…

Teaching High School Students Machine Learning Algorithms to Analyze Flood Risk Factors in River Deltas

NASA Astrophysics Data System (ADS)

Rose, R.; Aizenman, H.; Mei, E.; Choudhury, N.

2013-12-01

High School students interested in the STEM fields benefit most when actively participating, so I created a series of learning modules on how to analyze complex systems using machine-learning that give automated feedback to students. The automated feedbacks give timely responses that will encourage the students to continue testing and enhancing their programs. I have designed my modules to take the tactical learning approach in conveying the concepts behind correlation, linear regression, and vector distance based classification and clustering. On successful completion of these modules, students will learn how to calculate linear regression, Pearson's correlation, and apply classification and clustering techniques to a dataset. Working on these modules will allow the students to take back to the classroom what they've learned and then apply it to the Earth Science curriculum. During my research this summer, we applied these lessons to analyzing river deltas; we looked at trends in the different variables over time, looked for similarities in NDVI, precipitation, inundation, runoff and discharge, and attempted to predict floods based on the precipitation, waves mean, area of discharge, NDVI, and inundation.

Development and field testing of a smartphone "App" for tinnitus management.

PubMed

Henry, James A; Thielman, Emily; Zaugg, Tara; Kaelin, Christine; Choma, Christie; Chang, Bill; Hahn, Shira; Fuller, Bret

2017-10-01

This study's objective was to develop and test a smartphone app that supports learning and using coping skills for managing tinnitus. The app's content was based on coping skills that are taught as a part of progressive tinnitus management (PTM). The study involved three phases: (1) develop a prototype app and conduct usability testing; (2) conduct two focus groups to obtain initial feedback from individuals representing potential users; and (3) conduct a field study to evaluate the app, with three successive groups of participants. Participants were adults with bothersome tinnitus. For Phase 2, two focus groups were attended by a total of 17 participants. Phase 3 involved three consecutive rounds of participants: five from the focus groups followed by two rounds with 10 participants each who had not seen the app previously. In both the focus groups and field studies, participants responded favourably to the content. Certain features, however, were deemed too complex. Completion of this project resulted in the development and testing of the delivery of PTM coping skills via a smartphone app. This new approach has the potential to improve access to coping skills for those with bothersome tinnitus.

New learning based super-resolution: use of DWT and IGMRF prior.

PubMed

Gajjar, Prakash P; Joshi, Manjunath V

2010-05-01

In this paper, we propose a new learning-based approach for super-resolving an image captured at low spatial resolution. Given the low spatial resolution test image and a database consisting of low and high spatial resolution images, we obtain super-resolution for the test image. We first obtain an initial high-resolution (HR) estimate by learning the high-frequency details from the available database. A new discrete wavelet transform (DWT) based approach is proposed for learning that uses a set of low-resolution (LR) images and their corresponding HR versions. Since the super-resolution is an ill-posed problem, we obtain the final solution using a regularization framework. The LR image is modeled as the aliased and noisy version of the corresponding HR image, and the aliasing matrix entries are estimated using the test image and the initial HR estimate. The prior model for the super-resolved image is chosen as an Inhomogeneous Gaussian Markov random field (IGMRF) and the model parameters are estimated using the same initial HR estimate. A maximum a posteriori (MAP) estimation is used to arrive at the cost function which is minimized using a simple gradient descent approach. We demonstrate the effectiveness of the proposed approach by conducting the experiments on gray scale as well as on color images. The method is compared with the standard interpolation technique and also with existing learning-based approaches. The proposed approach can be used in applications such as wildlife sensor networks, remote surveillance where the memory, the transmission bandwidth, and the camera cost are the main constraints.

How do students navigate and learn from nonlinear science texts: Can metanavigation support promote science learning?

NASA Astrophysics Data System (ADS)

Stylianou, Agni

2003-06-01

Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in order to trade both meaning and structure while reading. The goal of this study was to investigate whether supporting sixth grade students to monitor and regulate their navigation behavior while reading from hypertext would lead to better navigation and learning. Metanavigation support in the form of prompts was provided to groups of students who used a hypertext system called CoMPASS to complete a design challenge. The metanavigation prompts aimed at encouraging students to understand the affordances of the navigational aids in CoMPASS and use them to guide their navigation. The study was conducted in a real classroom setting during the implementation of CoMPASS in sixth grade science classes. Multiple sources of group and individual data were collected and analyzed. Measures included student's individual performance in a pre-science knowledge test, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a reading comprehension test and a concept map test. Process measures included log file information that captured group navigation paths during the use of CoMPASS. The results suggested that providing metanavigation support enabled the groups to make coherent transitions among the text units. Findings also revealed that reading comprehension, presence of metanavigation support and prior domain knowledge significantly predicted students' individual understanding of science. Implications for hypertext design and literacy research fields are discussed.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ragan, Eric D.; Bowman, Doug A.; Kopper, Regis

Virtual reality training systems are commonly used in a variety of domains, and it is important to understand how the realism of a training simulation influences training effectiveness. The paper presents a framework for evaluating the effects of virtual reality fidelity based on an analysis of a simulation’s display, interaction, and scenario components. Following this framework, we conducted a controlled experiment to test the effects of fidelity on training effectiveness for a visual scanning task. The experiment varied the levels of field of view and visual realism during a training phase and then evaluated scanning performance with the simulator’s highestmore » level of fidelity. To assess scanning performance, we measured target detection and adherence to a prescribed strategy. The results show that both field of view and visual realism significantly affected target detection during training; higher field of view led to better performance and higher visual realism worsened performance. Additionally, the level of visual realism during training significantly affected learning of the prescribed visual scanning strategy, providing evidence that high visual realism was important for learning the technique. The results also demonstrate that task performance during training was not always a sufficient measure of mastery of an instructed technique. That is, if learning a prescribed strategy or skill is the goal of a training exercise, performance in a simulation may not be an appropriate indicator of effectiveness outside of training—evaluation in a more realistic setting may be necessary.« less

Synchronous in-field application of life-detection techniques in planetary analog missions

NASA Astrophysics Data System (ADS)

Amador, Elena S.; Cable, Morgan L.; Chaudry, Nosheen; Cullen, Thomas; Gentry, Diana; Jacobsen, Malene B.; Murukesan, Gayathri; Schwieterman, Edward W.; Stevens, Adam H.; Stockton, Amanda; Yin, Chang; Cullen, David C.; Geppert, Wolf

2015-02-01

Field expeditions that simulate the operations of robotic planetary exploration missions at analog sites on Earth can help establish best practices and are therefore a positive contribution to the planetary exploration community. There are many sites in Iceland that possess heritage as planetary exploration analog locations and whose environmental extremes make them suitable for simulating scientific sampling and robotic operations. We conducted a planetary exploration analog mission at two recent lava fields in Iceland, Fimmvörðuháls (2010) and Eldfell (1973), using a specially developed field laboratory. We tested the utility of in-field site sampling down selection and tiered analysis operational capabilities with three life detection and characterization techniques: fluorescence microscopy (FM), adenine-triphosphate (ATP) bioluminescence assay, and quantitative polymerase chain reaction (qPCR) assay. The study made use of multiple cycles of sample collection at multiple distance scales and field laboratory analysis using the synchronous life-detection techniques to heuristically develop the continuing sampling and analysis strategy during the expedition. Here we report the operational lessons learned and provide brief summaries of scientific data. The full scientific data report will follow separately. We found that rapid in-field analysis to determine subsequent sampling decisions is operationally feasible, and that the chosen life detection and characterization techniques are suitable for a terrestrial life-detection field mission. In-field analysis enables the rapid obtainment of scientific data and thus facilitates the collection of the most scientifically relevant samples within a single field expedition, without the need for sample relocation to external laboratories. The operational lessons learned in this study could be applied to future terrestrial field expeditions employing other analytical techniques and to future robotic planetary exploration missions.

Effects of mobile phone radiation (900 MHz radiofrequency) on structure and functions of rat brain.

PubMed

Saikhedkar, Nidhi; Bhatnagar, Maheep; Jain, Ayushi; Sukhwal, Pooja; Sharma, Chhavi; Jaiswal, Neha

2014-12-01

The goals of this study were: (1) to obtain basic information about the effects of long-term use of mobile phones on cytological makeup of the hippocampus in rat brains (2) to evaluate the effects on antioxidant status, and (3) to evaluate the effects on cognitive behavior particularly on learning and memory. Rats (age 30 days, 120 ± 5 g) were exposed to 900 MHz radio waves by means of a mobile hand set for 4 hours per day for 15 days. Effects on anxiety, spatial learning, and memory were studied using the open field test, the elevated plus maze, the Morris water maze (MWM), and the classic maze test. Effects on brain antioxidant status were also studied. Cresyl violet staining was done to assess the neuronal damage. A significant change in behavior, i.e., more anxiety and poor learning was shown by test animals as compared to controls and sham group. A significant change in the level of antioxidant enzymes and non-enzymatic antioxidants, and an increase in lipid peroxidation were observed in the test rats. Histological examination showed neurodegenerative cells in hippocampal sub regions and the cerebral cortex. Thus our findings indicate extensive neurodegeneration on exposure to radio waves. Increased production of reactive oxygen species due to exhaustion of enzymatic and non-enzymatic antioxidants and increased lipid peroxidation indicate extensive neurodegeneration in selective areas of CA1, CA3, DG, and the cerebral cortex. This extensive neuronal damage results in alterations in behavior related to memory and learning.

Transfer of Dynamic Learning Across Postures

PubMed Central

Wolpert, Daniel M.

2009-01-01

When learning a difficult motor task, we often decompose the task so that the control of individual body segments is practiced in isolation. But on re-composition, the combined movements can result in novel and possibly complex internal forces between the body segments that were not experienced (or did not need to be compensated for) during isolated practice. Here we investigate whether dynamics learned in isolation by one part of the body can be used by other parts of the body to immediately predict and compensate for novel forces between body segments. Subjects reached to targets while holding the handle of a robotic, force-generating manipulandum. One group of subjects was initially exposed to the novel robot dynamics while seated and was then tested in a standing position. A second group was tested in the reverse order: standing then sitting. Both groups adapted their arm dynamics to the novel environment, and this movement learning transferred between seated and standing postures and vice versa. Both groups also generated anticipatory postural adjustments when standing and exposed to the force field for several trials. In the group that had learned the dynamics while seated, the appropriate postural adjustments were observed on the very first reach on standing. These results suggest that the CNS can immediately anticipate the effect of learned movement dynamics on a novel whole-body posture. The results support the existence of separate mappings for posture and movement, which encode similar dynamics but can be adapted independently. PMID:19710374

How to Identify E-Learning Trends in Academic Teaching: Methodological Approaches and the Analysis of Scientific Discourses

ERIC Educational Resources Information Center

Fischer, Helge; Heise, Linda; Heinz, Matthias; Moebius, Kathrin; Koehler, Thomas

2015-01-01

Purpose: The purpose of this paper is to introduce methodology and findings of a trend study in the field of e-learning. The overall interest of the study was the analysis of scientific e-learning discourses. What comes next in the field of academic e-learning? Which e-learning trends dominate the discourse at universities? Answering such…

Adult Learning Principles and Their Application to Program Planning.

ERIC Educational Resources Information Center

Brundage, Donald H.; MacKeracher, Dorothy

This report examined adult learning principles which were developed through an analysis and synthesis of the literature in adult education, andragogy, teaching and learning, and other related fields. The report consists of six sections. The first section deals with background assumptions relevant to the field of adult education and adult learning.…

Reconciling Market Requirements and Operations Resources: An Opportunity for Action Learning

ERIC Educational Resources Information Center

Coughlan, Paul; Coghlan, David

2009-01-01

This article brings together the fields of action learning and operations strategy. It presents a case of action learning focused on strategic operations improvement in the extended manufacturing enterprise. As the third article in the set of explorations in this journal within the fields of action learning, operations strategy and collaborative…

The Relationship between the Learning Strategies and Learning Styles in a Hypermedia Environment.

ERIC Educational Resources Information Center

Liu, Min; Reed, W. Michael

Different learning strategies that are used by field-independent (FI) and field-dependent (FD) people in a hypermedia-assisted instructional setting were studied with 63 international college students for whom English was a second language. The treatment was a semantic network-based hypermedia-assisted language-learning environment to help…

Personalized Learning in Wisconsin: FLIGHT Academy. Connect: Making Learning Personal

ERIC Educational Resources Information Center

Taege, Jeffrey; Krauter, Krista; Lees, Jonathan

2015-01-01

This field report is the third in a series produced by the Center on Innovations in Learning's League of Innovators. The series describes, discusses, and analyzes policies and practices that enable personalization in education. Issues of the series will present either issue briefs or, like this one, field reports on lessons learned by…

10 Years of "Adult Learning": Content Analysis of an Academic Journal

ERIC Educational Resources Information Center

Cherrstrom, Catherine A.; Robbins, Stacey E.; Bixby, John

2017-01-01

Academic publications provide insights into a discipline's history, knowledge base, and research norms, and thus analyzing publication activity provides learning about the field of study. To learn more about the field of adult and continuing education, this study used content analysis to examine 10 years of "Adult Learning" from 2006…

Long term treadmill exercise performed to chronic social isolated rats regulate anxiety behavior without improving learning.

PubMed

Cevik, Ozge Selin; Sahin, Leyla; Tamer, Lulufer

2018-05-01

The type and duration of exposure to stress is an important influence on emotional and cognitive functions. Learning is the adaptive response of the central nervous system that occurs in hippocampus which affects from environmental factors like exercise. In this study, we investigated effects of long term treadmill exercise on learning and behavior on chronic social isolated rat. Male Wistar rats (n = 32) randomly assigned into four groups: control, exercised, social isolation, social isolation + exercise during postnatal days (PNDs) 21-34. Social isolation protocol was applied during 14 days by placing rat in a cage one by one. Rats were exercised during 5 days, days were chosen randomly for overall 4 weeks (20, 30, 50, 60 min respectively). Finally, learning performance was evaluated by Morris water maze (MWM). Anxiety behavior was evaluated by Open field and elevated plus maze test. At the end of learning and behavior tests, the rats were decapitated to collect blood samples via intracardiac puncture and corticosterone analysis was performed with ELISA method. Animal weights and water consumption did not change significantly but food intake differed among groups. Corticosterone level did not change between groups. The frequency of entering to the target quadrant increased in exercised rat significantly. However, there was no difference in learning and memory in rats. Treadmill exercise reduced anxiety behavior significantly. Taken together these findings may point out that, long term treadmill exercise did not change learning and memory but reduced anxiety level of rat without changing corticosterone level. Copyright © 2018 Elsevier Inc. All rights reserved.

Looking Backward to Look Forward: Reflections of Past Presidents of the Council for Learning Disabilities

ERIC Educational Resources Information Center

Poch, Apryl L.

2018-01-01

Anniversaries offer a time for reflection, celebration, validation, and sometimes, simply a candid conversation on the current state of a field. In the field of learning disabilities, anniversaries offer a time to consider how far the field has come and just how far is left to go to understand what a learning disability is. Definitional…

Effective educational practice of river learning by using of Hiikawa-river of elementary school, Shimane prefecture, Japan

NASA Astrophysics Data System (ADS)

Tomoyuki, U.; Matsumoto, I.

2012-12-01

The importance of field learning has been increasing at elementary school and junior high school in Japan. However, In Japan, it is little actual situation that there is in an opportunity for the field learning enforced in the school science lesson. This tendency is strong as much as school of the city and that circumference. I think that this cause is that there are few suitable places for educational tool to observe geological field near the school. Children learn about "Function of running water" in Grade 5 of elementary school in Japan. Therefore, In this study, We remark the river called "Hiikawa-river" which flow in Izumo city, Shimane prefecture as the science teaching materials. Hiikawa is the river which flowing through the granitic rock district. Therefore We can observe granitic rock from in the upper stream, midstream, to the down stream. That is, we can observe the function of running water and diameter (size) of granitic boulders. It is mean that Hiikawa is the one of good educational tool for Children to learn the function of running water. Though it is the place where nature is comparatively rich even in Japan, it can't be said that field learning is relatively popular in Shimane prefecture. I think that teacher has to learning experience at field, because teacher should settle confidence to guide to the student at the field. That is, if it is not, you can not teach children with truly important of curriculum view point of natural and field science. In this research, we introduce practice of geological field learning at the public elementary school of the Shimane prefecture by using of Hiikawa as educational tool which children learn about the function of running water in grade 5, elementary school. In addition, we hope that this study contribute to teachers teaching method and to children natural science literacy.

Development and Testing of a Smartphone-Based Cognitive/Neuropsychological Evaluation System for Substance Abusers.

PubMed

Pal, Reshmi; Mendelson, John; Clavier, Odile; Baggott, Mathew J; Coyle, Jeremy; Galloway, Gantt P

2016-01-01

In methamphetamine (MA) users, drug-induced neurocognitive deficits may help to determine treatment, monitor adherence, and predict relapse. To measure these relationships, we developed an iPhone app (Neurophone) to compare lab and field performance of N-Back, Stop Signal, and Stroop tasks that are sensitive to MA-induced deficits. Twenty healthy controls and 16 MA-dependent participants performed the tasks in-lab using a validated computerized platform and the Neurophone before taking the latter home and performing the tasks twice daily for two weeks. N-Back task: there were no clear differences in performance between computer-based vs. phone-based in-lab tests and phone-based in-lab vs. phone-based in-field tests. Stop-Signal task: difference in parameters prevented comparison of computer-based and phone-based versions. There was significant difference in phone performance between field and lab. Stroop task: response time measured by the speech recognition engine lacked precision to yield quantifiable results. There was no learning effect over time. On an average, each participant completed 84.3% of the in-field NBack tasks and 90.4% of the in-field Stop Signal tasks (MA-dependent participants: 74.8% and 84.3%; healthy controls: 91.4% and 95.0%, respectively). Participants rated Neurophone easy to use. Cognitive tasks performed in-field using Neurophone have the potential to yield results comparable to those obtained in a laboratory setting. Tasks need to be modified for use as the app's voice recognition system is not yet adequate for timed tests.

Label-free sensor for automatic identification of erythrocytes using digital in-line holographic microscopy and machine learning.

PubMed

Go, Taesik; Byeon, Hyeokjun; Lee, Sang Joon

2018-04-30

Cell types of erythrocytes should be identified because they are closely related to their functionality and viability. Conventional methods for classifying erythrocytes are time consuming and labor intensive. Therefore, an automatic and accurate erythrocyte classification system is indispensable in healthcare and biomedical fields. In this study, we proposed a new label-free sensor for automatic identification of erythrocyte cell types using a digital in-line holographic microscopy (DIHM) combined with machine learning algorithms. A total of 12 features, including information on intensity distributions, morphological descriptors, and optical focusing characteristics, is quantitatively obtained from numerically reconstructed holographic images. All individual features for discocytes, echinocytes, and spherocytes are statistically different. To improve the performance of cell type identification, we adopted several machine learning algorithms, such as decision tree model, support vector machine, linear discriminant classification, and k-nearest neighbor classification. With the aid of these machine learning algorithms, the extracted features are effectively utilized to distinguish erythrocytes. Among the four tested algorithms, the decision tree model exhibits the best identification performance for the training sets (n = 440, 98.18%) and test sets (n = 190, 97.37%). This proposed methodology, which smartly combined DIHM and machine learning, would be helpful for sensing abnormal erythrocytes and computer-aided diagnosis of hematological diseases in clinic. Copyright © 2017 Elsevier B.V. All rights reserved.

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction.

PubMed

Noroozi, Omid; Mulder, Martin

2017-01-02

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design was used with 203 students who were randomly assigned to groups of three. They were asked to work on the digital module with the aim of exploring various perspectives, and the "pros and cons" on the topic of "Genetically Modified Organisms (GMOs)." The results suggest that the module can be used to foster students' domain-specific knowledge gain and their attitudinal change. Furthermore, the module was evaluated positively in terms of students' motivation and satisfaction with the learning experiences. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):31-39, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

Solar Total Energy Project (STEP) Performance Analysis of High Temperature Energy Storage Subsystem

NASA Technical Reports Server (NTRS)

Moore, D. M.

1984-01-01

The 1982 milestones and lessons learned; performance in 1983; a typical day's operation; collector field performance and thermal losses; and formal testing are highlighted. An initial test that involves characterizing the high temperature storage (hts) subsystem is emphasized. The primary element is on 11,000 gallon storage tank that provides energy to the steam generator during transient solar conditions or extends operating time. Overnight, thermal losses were analyzed. The length of time the system is operated at various levels of cogeneration using stored energy is reviewed.

Pervasive hyperactivity and long-term learning impairments in rats with induced micrencephaly from prenatal exposure to methylazoxymethanol.

PubMed

Vorhees, C V; Fernandez, K; Dumas, R M; Haddad, R K

1984-07-01

Pregnant Long-Evans rats were given a single i.p. injection of 30 mg/kg of methylazoxymethanol (MAM) acetate or saline on day 14 of gestation (vaginal plug = day 0). All litters were reduced to 8 at birth and were reared by their biological dams. Between 49-192 days of age all offspring were examined on open-field, figure-8 (at two different ages), and hole-board tests of activity, as well as passive avoidance and Biel water maze tests of learning (also at two different ages). The MAM offspring showed no increase in mortality, but weighed less than controls, a difference that remained relatively constant throughout the experiment. At 204-215 days of age the MAM offspring were confirmed to be micrencephalic, a known effect of this drug at this dose and exposure period. On all tests of activity the MAM offspring were markedly hyperactive. The female progeny also exhibited a pronounced impairment of normal activity habituation patterns. The MAM males, however, showed a marked impairment of passive avoidance performance, while the females did not. At 2 months of age the MAM offspring also showed a pronounced deficit in learning a water maze. This maze deficit had not abated when tested again at 6 months of age. The MAM induced brain and behavioral abnormalities provide a potentially useful animal model of congenital micrencephaly and associated mental retardation.

In Darwin's Footsteps: An On and Off-Campus Approach to Teaching Evolutionary Theory and Animal Behavior

ERIC Educational Resources Information Center

Gillie, Lynn; Bizub, Anne L.

2012-01-01

The study of evolutionary theory and fieldwork in animal behavior is enriched when students leave the classroom so they may test their abilities to think and act like scientists. This article describes a course on evolutionary theory and animal behavior that blended on campus learning with field experience in the United States and in Ecuador and…

What We've Learned From Doing Usability Testing on OpenURL Resolvers and Federated Search Engines

ERIC Educational Resources Information Center

Cervone, Frank

2005-01-01

OpenURL resolvers and federated search engines are important new services in the library field. For some librarians, these services may seem "old hat" by now, but for the majority these services are still in the early stages of implementation or planning. In many cases, these two services are offered as a seamlessly integrated whole.…

The Bright Side of Emotion in the Classroom: Do Teachers' Behaviors Predict Students' Enjoyment, Hope, and Pride?

ERIC Educational Resources Information Center

Titsworth, Scott; McKenna, Timothy P.; Mazer, Joseph P.; Quinlan, Margaret M.

2013-01-01

Although scholars from various fields now argue that emotion is a critical resource for individuals as they learn and make sense of information, the topic is only just emerging as a sustained area of emphasis for instructional communication scholars. Using a sample of 752 students from three universities, we tested a predictive model exploring how…

Assurance of Learning and the MFT: Closing the Loops with an Online Review

ERIC Educational Resources Information Center

Middleton, Karen L.; Loveland, Karen A.

2014-01-01

The authors describe the four stages of the closing the loop process undertaken by a college of business (COB) over a 6-year period. The COB developed and offered an online, noncredit review course to help students prepare for the Major Field Test in Business (MFT). Early results demonstrated the efficacy of the course as student scores rose from…

Field Studies—Essential Cognitive Foundations for Geoscience Expertise

NASA Astrophysics Data System (ADS)

Goodwin, C.; Mogk, D. W.

2010-12-01

Learning in the field has traditionally been one of the fundamental components of the geoscience curriculum. Field experiences have been attributed to having positive impacts on cognitive, affective, metacognitive, mastery of skills and social components of learning geoscience. The development of geoscience thinking, and of geoscience expertise, encompasses a number of learned behaviors that contribute to the progress of Science and the development of scientists. By getting out into Nature, students necessarily engage active and experiential learning. The open, dynamic, heterogeneous and complex Earth system provides ample opportunities to learn by inquiry and discovery. Learning in this environment requires that students make informed decisions and to think critically about what is important to observe, and what should be excluded in the complex overload of information provided by Nature. Students must learn to employ the full range of cognitive skills that include observation, description, interpretation, analysis and synthesis that lead to “deep learning”. They must be able to integrate and rationalize observations of Nature with modern experimental, analytical, theoretical, and modeling approaches to studying the Earth system, and they must be able to iterate between what is known and what is yet to be discovered. Immersion in the field setting provides students with a sense of spatial and temporal scales of natural phenomena that can not be derived in other learning environments. The field setting provides strong sensory inputs that stimulate cognition and memories that will be available for future application. The field environment also stimulates strong affective responses related to motivation, curiosity, a sense of “ownership” of field projects, and inclusion in shared experiences that carry on throughout professional careers. The nature of field work also contains a strong metacognitive component, as students learn to be aware of what and how they are learning in the field, regulate and modify their activities, and plan for future work.Embodied practice in the field shows students how to explore and interrogate nature, and how to interact and learn from other scientists. Learning geoscience is a social enterprise, requiring a long apprenticeship through which newcomers learn about Nature by working with competent senior practitioners in the settings where relevant nature is systematically studied. Learned social practices include the ability to enhance understanding of natural phenomena by constructing appropriate representations (inscriptions), knowing how to select and use appropriate tools, engaging the accepted community of practice, adopting professional standards and values, and the ability to contribute to geoscience discourse about the complex world. Both tools and the ability to locate perspicuous sites in the environment must be mastered so that representations can be made of structures in the landscape that cannot actually be seen from any single point of view to obtain a holistic and integrated interpretation of Earth history and processes. Sustained development of these cognitive strategies and skills is essential to the professional development of all geoscientists.

Efficient nonparametric n -body force fields from machine learning

NASA Astrophysics Data System (ADS)

Glielmo, Aldo; Zeni, Claudio; De Vita, Alessandro

2018-05-01

We provide a definition and explicit expressions for n -body Gaussian process (GP) kernels, which can learn any interatomic interaction occurring in a physical system, up to n -body contributions, for any value of n . The series is complete, as it can be shown that the "universal approximator" squared exponential kernel can be written as a sum of n -body kernels. These recipes enable the choice of optimally efficient force models for each target system, as confirmed by extensive testing on various materials. We furthermore describe how the n -body kernels can be "mapped" on equivalent representations that provide database-size-independent predictions and are thus crucially more efficient. We explicitly carry out this mapping procedure for the first nontrivial (three-body) kernel of the series, and we show that this reproduces the GP-predicted forces with meV /Å accuracy while being orders of magnitude faster. These results pave the way to using novel force models (here named "M-FFs") that are computationally as fast as their corresponding standard parametrized n -body force fields, while retaining the nonparametric character, the ease of training and validation, and the accuracy of the best recently proposed machine-learning potentials.

Design, Development and Evaluation of a Field Learning Video Blog

ERIC Educational Resources Information Center

Petrovic, Otto

2016-01-01

The research question in this paper is how a Field Learning Video Blog (FLvlog) has to be designed in order to optimize learning processes taking into account changed everyday communication habits of students. The system is designed to meet pedagogical as well as functional requirements for learning in fieldwork settings. The main difference to…

Environmental Learning Using a Problem-Based Approach in the Field: A Case Study of a Hong Kong School

ERIC Educational Resources Information Center

Kwan, Tammy; So, Max

2008-01-01

This study investigated the environmental learning of a group of senior geography students through a problem-based learning (PBL) field programme to see if the goals of education "for" the environment could be accomplished. In the PBL field programme, the students were given a problem statement concerning a real-life scenario of an old…