Application of Learning Hierarchies to Curriculum Change in a Large Urban School System.

ERIC Educational Resources Information Center

Carroll, Rebecca E.; Cook, J. Marvin

The intent of this paper is to recount briefly the management process and the sequence of activities that have let the Baltimore City Public School System to the stage in its curriculum development where the focus is on learning hierarchies as a major tool in the improvement of the teaching/learning process. In the fall of 1973, Baltimore City…

Ego depletion impairs implicit learning.

PubMed

Thompson, Kelsey R; Sanchez, Daniel J; Wesley, Abigail H; Reber, Paul J

2014-01-01

Implicit skill learning occurs incidentally and without conscious awareness of what is learned. However, the rate and effectiveness of learning may still be affected by decreased availability of central processing resources. Dual-task experiments have generally found impairments in implicit learning, however, these studies have also shown that certain characteristics of the secondary task (e.g., timing) can complicate the interpretation of these results. To avoid this problem, the current experiments used a novel method to impose resource constraints prior to engaging in skill learning. Ego depletion theory states that humans possess a limited store of cognitive resources that, when depleted, results in deficits in self-regulation and cognitive control. In a first experiment, we used a standard ego depletion manipulation prior to performance of the Serial Interception Sequence Learning (SISL) task. Depleted participants exhibited poorer test performance than did non-depleted controls, indicating that reducing available executive resources may adversely affect implicit sequence learning, expression of sequence knowledge, or both. In a second experiment, depletion was administered either prior to or after training. Participants who reported higher levels of depletion before or after training again showed less sequence-specific knowledge on the post-training assessment. However, the results did not allow for clear separation of ego depletion effects on learning versus subsequent sequence-specific performance. These results indicate that performance on an implicitly learned sequence can be impaired by a reduction in executive resources, in spite of learning taking place outside of awareness and without conscious intent.

Ego Depletion Impairs Implicit Learning

PubMed Central

Thompson, Kelsey R.; Sanchez, Daniel J.; Wesley, Abigail H.; Reber, Paul J.

2014-01-01

Implicit skill learning occurs incidentally and without conscious awareness of what is learned. However, the rate and effectiveness of learning may still be affected by decreased availability of central processing resources. Dual-task experiments have generally found impairments in implicit learning, however, these studies have also shown that certain characteristics of the secondary task (e.g., timing) can complicate the interpretation of these results. To avoid this problem, the current experiments used a novel method to impose resource constraints prior to engaging in skill learning. Ego depletion theory states that humans possess a limited store of cognitive resources that, when depleted, results in deficits in self-regulation and cognitive control. In a first experiment, we used a standard ego depletion manipulation prior to performance of the Serial Interception Sequence Learning (SISL) task. Depleted participants exhibited poorer test performance than did non-depleted controls, indicating that reducing available executive resources may adversely affect implicit sequence learning, expression of sequence knowledge, or both. In a second experiment, depletion was administered either prior to or after training. Participants who reported higher levels of depletion before or after training again showed less sequence-specific knowledge on the post-training assessment. However, the results did not allow for clear separation of ego depletion effects on learning versus subsequent sequence-specific performance. These results indicate that performance on an implicitly learned sequence can be impaired by a reduction in executive resources, in spite of learning taking place outside of awareness and without conscious intent. PMID:25275517

Event related potentials to digit learning: tracking neurophysiologic changes accompanying recall performance.

PubMed

Jongsma, Marijtje L A; Gerrits, Niels J H M; van Rijn, Clementina M; Quiroga, Rodrigo Quian; Maes, Joseph H R

2012-07-01

The aim of this study was to track recall performance and event-related potentials (ERPs) across multiple trials in a digit-learning task. When a sequence is practiced by repetition, the number of errors typically decreases and a learning curve emerges. Until now, almost all ERP learning and memory research has focused on effects after a single presentation and, therefore, fails to capture the dynamic changes that characterize a learning process. However, the current study used a free-recall task in which a sequence of ten auditory digits was presented repeatedly. Auditory sequences of ten digits were presented in a logical order (control sequences) or in a random order (experimental sequences). Each sequence was presented six times. Participants had to reproduce the sequence after each presentation. EEG recordings were made at the time of the digit presentations. Recall performance for the control sequences was close to asymptote right after the first learning trial, whereas performance for the experimental sequences initially displayed primacy and recency effects. However, these latter effects gradually disappeared over the six repetitions, resulting in near-asymptotic recall performance for all digits. The performance improvement for the middle items of the list was accompanied by an increase in P300 amplitude, implying a close correspondence between this ERP component and the behavioral data. These results, which were discussed in the framework of theories on the functional significance of the P300 amplitude, add to the scarce empirical data on the dynamics of ERP responses in the process of intentional learning. Copyright © 2011 Elsevier B.V. All rights reserved.

Enhanced transformation of incidentally learned knowledge into explicit memory by dopaminergic modulation.

PubMed

Clos, Mareike; Sommer, Tobias; Schneider, Signe L; Rose, Michael

2018-01-01

During incidental learning statistical regularities are extracted from the environment without the intention to learn. Acquired implicit memory of these regularities can affect behavior in the absence of awareness. However, conscious insight in the underlying regularities can also develop during learning. Such emergence of explicit memory is an important learning mechanism that is assumed to involve prediction errors in the striatum and to be dopamine-dependent. Here we directly tested this hypothesis by manipulating dopamine levels during incidental learning in a modified serial reaction time task (SRTT) featuring a hidden regular sequence of motor responses in a placebo-controlled between-group study. Awareness for the sequential regularity was subsequently assessed using cued generation and additionally verified using free recall. The results demonstrated that dopaminergic modulation nearly doubled the amount of explicit sequence knowledge emerged during learning in comparison to the placebo group. This strong effect clearly argues for a causal role of dopamine-dependent processing for the development of awareness for sequential regularities during learning.

The Academy's Contribution to the Impoverishment of America's Textbooks.

ERIC Educational Resources Information Center

Tyson-Bernstein, Harriet

1988-01-01

Builds on the author's book, "A Conspiracy of Good Intentions: America's Textbook Fiasco." Concludes that tenure rules, scholarly hyperspecialization, widespread contempt for "commercial" writing, and lack of ethical standards are obstacles to textbook reform at all education levels. Advocates sequence of learning tasks in each subject discipline.…

Assessing Emergent Readers' Knowledge about Online Reading

ERIC Educational Resources Information Center

Kervin, Lisa; Mantei, Jessica

2016-01-01

The ability to ask questions is essential to learning, reasoning, and understanding. This column introduces a sequence of activities that incorporate the use of digital images and online texts into intentional opportunities for even the youngest learners to work with their teachers and classmates as they wonder, anticipate, explore, and think…

Reversible second-order conditional sequences in incidental sequence learning tasks.

PubMed

Pasquali, Antoine; Cleeremans, Axel; Gaillard, Vinciane

2018-06-01

In sequence learning tasks, participants' sensitivity to the sequential structure of a series of events often overshoots their ability to express relevant knowledge intentionally, as in generation tasks that require participants to produce either the next element of a sequence (inclusion) or a different element (exclusion). Comparing generation performance under inclusion and exclusion conditions makes it possible to assess the respective influences of conscious and unconscious learning. Recently, two main concerns have been expressed concerning such tasks. First, it is often difficult to design control sequences in such a way that they enable clear comparisons with the training material. Second, it is challenging to ask participants to perform appropriately under exclusion instructions, for the requirement to exclude familiar responses often leads them to adopt degenerate strategies (e.g., pushing on the same key all the time), which then need to be specifically singled out as invalid. To overcome both concerns, we introduce reversible second-order conditional (RSOC) sequences and show (a) that they elicit particularly strong transfer effects, (b) that dissociation of implicit and explicit influences becomes possible thanks to the removal of salient transitions in RSOCs, and (c) that exclusion instructions can be greatly simplified without losing sensitivity.

Temporal information processing in short- and long-term memory of patients with schizophrenia.

PubMed

Landgraf, Steffen; Steingen, Joerg; Eppert, Yvonne; Niedermeyer, Ulrich; van der Meer, Elke; Krueger, Frank

2011-01-01

Cognitive deficits of patients with schizophrenia have been largely recognized as core symptoms of the disorder. One neglected factor that contributes to these deficits is the comprehension of time. In the present study, we assessed temporal information processing and manipulation from short- and long-term memory in 34 patients with chronic schizophrenia and 34 matched healthy controls. On the short-term memory temporal-order reconstruction task, an incidental or intentional learning strategy was deployed. Patients showed worse overall performance than healthy controls. The intentional learning strategy led to dissociable performance improvement in both groups. Whereas healthy controls improved on a performance measure (serial organization), patients improved on an error measure (inappropriate semantic clustering) when using the intentional instead of the incidental learning strategy. On the long-term memory script-generation task, routine and non-routine events of everyday activities (e.g., buying groceries) had to be generated in either chronological or inverted temporal order. Patients were slower than controls at generating events in the chronological routine condition only. They also committed more sequencing and boundary errors in the inverted conditions. The number of irrelevant events was higher in patients in the chronological, non-routine condition. These results suggest that patients with schizophrenia imprecisely access temporal information from short- and long-term memory. In short-term memory, processing of temporal information led to a reduction in errors rather than, as was the case in healthy controls, to an improvement in temporal-order recall. When accessing temporal information from long-term memory, patients were slower and committed more sequencing, boundary, and intrusion errors. Together, these results suggest that time information can be accessed and processed only imprecisely by patients who provide evidence for impaired time comprehension. This could contribute to symptomatic cognitive deficits and strategic inefficiency in schizophrenia.

Tracking neural correlates of successful learning over repeated sequence observations

PubMed Central

Steinemann, Natalie A.; Moisello, Clara; Ghilardi, M. Felice; Kelly, Simon P.

2016-01-01

The neural correlates of memory formation in humans have long been investigated by exposing subjects to diverse material and comparing responses to items later remembered to those forgotten. Tasks requiring memorization of sensory sequences afford unique possibilities for linking neural memorization processes to behavior, because, rather than comparing across different items of varying content, each individual item can be examined across the successive learning states of being initially unknown, newly learned, and eventually, fully known. Sequence learning paradigms have not yet been exploited in this way, however. Here, we analyze the event-related potentials of subjects attempting to memorize sequences of visual locations over several blocks of repeated observation, with respect to pre- and post-block recall tests. Over centro-parietal regions, we observed a rapid P300 component superimposed on a broader positivity, which exhibited distinct modulations across learning states that were replicated in two separate experiments. Consistent with its well-known encoding of surprise, the P300 deflection monotonically decreased over blocks as locations became better learned and hence more expected. In contrast, the broader positivity was especially elevated at the point when a given item was newly learned, i.e., started being successfully recalled. These results implicate the Broad Positivity in endogenously-driven, intentional memory formation, whereas the P300, in processing the current stimulus to the degree that it was previously uncertain, indexes the cumulative knowledge thereby gained. The decreasing surprise/P300 effect significantly predicted learning success both across blocks and across subjects. This presents a new, neural-based means to evaluate learning capabilities independent of verbal reports, which could have considerable value in distinguishing genuine learning disabilities from difficulties to communicate the outcomes of learning, or perceptual impairments, in a range of clinical brain disorders. PMID:27155129

Time-course variation of statistics embedded in music: Corpus study on implicit learning and knowledge.

PubMed

Daikoku, Tatsuya

2018-01-01

Learning and knowledge of transitional probability in sequences like music, called statistical learning and knowledge, are considered implicit processes that occur without intention to learn and awareness of what one knows. This implicit statistical knowledge can be alternatively expressed via abstract medium such as musical melody, which suggests this knowledge is reflected in melodies written by a composer. This study investigates how statistics in music vary over a composer's lifetime. Transitional probabilities of highest-pitch sequences in Ludwig van Beethoven's Piano Sonata were calculated based on different hierarchical Markov models. Each interval pattern was ordered based on the sonata opus number. The transitional probabilities of sequential patterns that are musical universal in music gradually decreased, suggesting that time-course variations of statistics in music reflect time-course variations of a composer's statistical knowledge. This study sheds new light on novel methodologies that may be able to evaluate the time-course variation of composer's implicit knowledge using musical scores.

Intentionality to Learn, in an Academic Domain

ERIC Educational Resources Information Center

Kulikowich, Jonna M.; Alexander, Patricia A.

2010-01-01

Research Findings: All human activity, beyond the simplest of reflexes or biological reactions, is a manifestation of intentions. When those intentions are directed toward changes in one's understanding or performance, they can be labeled "intentionality to learn". In this article, we overview particular premises about intentionality to learn and…

The Impact of Individual Differences on E-Learning System Behavioral Intention

NASA Astrophysics Data System (ADS)

Liao, Peiwen; Yu, Chien; Yi, Chincheh

This study investigated the impact of contingent variables on the relationship between four predictors and employees' behavioral intention with e-learning. Seven hundred and twenty-two employees in online training and education were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and behavioral intention with e-learning systems. The results of analysis showed that three contingent variables, gender, job title and industry, significantly influenced the perceptions of predictors and employees' behavioral intention with the e-learning system. This study also found a statistically significant moderating effect of two contingent variables, gender, job title and industry, on the relationship between predictors and e-learning system behavioral intention. The results suggest that a serious consideration of contingent variables is crucial for improving e-learning system behavioral intention. The implications of these results for the management of e-learning systems are discussed.

Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task.

PubMed

Geiger, Alexander; Cleeremans, Axel; Bente, Gary; Vogeley, Kai

2018-01-01

Learning is a central ability for human development. Many skills we learn, such as language, are learned through observation or imitation in social contexts. Likewise, many skills are learned implicitly, that is, without an explicit intent to learn and without full awareness of the acquired knowledge. Here, we asked whether performance in a motor learning task is modulated by social vs. object cues of varying validity. To address this question, we asked participants to carry out a serial reaction time (SRT) task in which, on each trial, people have to respond as fast and as accurately as possible to the appearance of a stimulus at one of four possible locations. Unbeknownst to participants, the sequence of successive locations was sequentially structured, so that knowledge of the sequence facilitates anticipation of the next stimulus and hence faster motor responses. Crucially, each trial also contained a cue pointing to the next stimulus location. Participants could thus learn based on the cue, or on learning about the sequence of successive locations, or on a combination of both. Results show an interaction between cue type and cue validity for the motor responses: social cues (vs. object cues) led to faster responses in the low validity (LV) condition only. Concerning the extent to which learning was implicit, results show that in the cued blocks only, the highly valid social cue led to implicit learning. In the uncued blocks, participants showed no implicit learning in the highly valid social cue condition, but did in all other combinations of stimulus type and cueing validity. In conclusion, our results suggest that implicit learning is context-dependent and can be influenced by the cue type, e.g., social and object cues.

The Effects of Online Interactions on the Relationship between Learning-Related Anxiety and Intention to Persist among E-Learning Students with Visual Impairment

ERIC Educational Resources Information Center

Oh, Yunjin; Lee, Soon Min

2016-01-01

This study explored whether learning-related anxiety would negatively affect intention to persist with e-learning among students with visual impairment, and examined the roles of three online interactions in the relationship between learning-related anxiety and intention to persist with e-learning. For this study, a convenience sample of…

White Matter Microstructural Correlates of Superior Long-term Skill Gained Implicitly under Randomized Practice

PubMed Central

Song, Sunbin; Sharma, Nikhil; Buch, Ethan R.

2012-01-01

We value skills we have learned intentionally, but equally important are skills acquired incidentally without ability to describe how or what is learned, referred to as implicit. Randomized practice schedules are superior to grouped schedules for long-term skill gained intentionally, but its relevance for implicit learning is not known. In a parallel design, we studied healthy subjects who learned a motor sequence implicitly under randomized or grouped practice schedule and obtained diffusion-weighted images to identify white matter microstructural correlates of long-term skill. Randomized practice led to superior long-term skill compared with grouped practice. Whole-brain analyses relating interindividual variability in fractional anisotropy (FA) to long-term skill demonstrated that 1) skill in randomized learners correlated with FA within the corticostriatal tract connecting left sensorimotor cortex to posterior putamen, while 2) skill in grouped learners correlated with FA within the right forceps minor connecting homologous regions of the prefrontal cortex (PFC) and the corticostriatal tract connecting lateral PFC to anterior putamen. These results demonstrate first that randomized practice schedules improve long-term implicit skill more than grouped practice schedules and, second, that the superior skill acquired through randomized practice can be related to white matter microstructure in the sensorimotor corticostriatal network. PMID:21914632

Exploring the role of curriculum materials to support teachers in science education reform

NASA Astrophysics Data System (ADS)

Schneider, Rebecca M.

2001-07-01

For curriculum materials to succeed in promoting large-scale science education reform, teacher learning must be supported. Materials were designed to reflect desired reforms and to be educative by including detailed lesson descriptions that addressed necessary content, pedagogy, and pedagogical content knowledge for teachers. The goal of this research was to describe how such materials contributed to classroom practices. As part of an urban systemic reform effort, four middle school teachers' initial enactment of an inquiry-based science unit on force and motion were videotaped. Enactments focused on five lesson sequences containing experiences with phenomena, investigation, technology use, or artifact development. Each sequence spanned three to five days across the 10-week unit. For each lesson sequence, intended and actual enactment were compared using ratings of (1) accuracy and completeness of science ideas presented, (2) amount student learning opportunities, similarity of learning opportunities with those intended, and quality of adaptations , and (3) amount of instructional supports offered, appropriateness of instructional supports and source of ideas for instructional supports. Ratings indicated two teachers' enactments were consistent with intentions and two teachers' enactments were not. The first two were in school contexts supportive of the reform. They purposefully used the materials to guide enactment, which tended to be consistent with standards-based reform. They provided students opportunities to use technology tools, design investigations, and discuss ideas. However, enactment ratings were less reflective of curriculum intent when challenges were greatest, such as when teachers attempted to present challenging science ideas, respond to students' ideas, structure investigations, guide small-group discussions, or make adaptations. Moreover, enactment ratings were less consistent in parts of lessons where materials did not include lesson specific educative supports for teachers. Overall, findings indicate curriculum materials that include detailed descriptions of lessons accompanied by educative features can help teachers with enactment. Therefore, design principles to improve materials to support teachers in reform are suggested. However, results also demonstrate materials alone are not sufficient to create intended enactments; reform efforts must include professional development in content and pedagogy and efforts to create systemic change in context and policy to support teacher learning and classroom enactment.

Pre-Service Teachers' Intention to Adopt Mobile Learning: A Motivational Model

ERIC Educational Resources Information Center

Baydas, Ozlem; Yilmaz, Rabia M.

2018-01-01

This study proposes a model for determining preservice teachers' intentions to adopt mobile learning from a motivational perspective. Data were collected from 276 preservice teachers and analyzed by structural equation modeling. A model capable of explaining 87% of the variance in preservice teachers' intention to adopt mobile learning was…

Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile Learning Continuance Intention (MLCI)

ERIC Educational Resources Information Center

Huang, Rui-Ting; Hsiao, Chia-Hua; Tang, Tzy-Wen; Lien, Tsung-Cheng

2014-01-01

The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously…

Teaching nursing research to undergraduates: a text analysis of instructors' intentions.

PubMed

Porter, Eileen J; Mansour, Tamam B

2003-04-01

Reviews of teaching strategies for undergraduate nursing research have been organized according to (a) the type of learning to be achieved, such as learning by doing, or (b) the specific teaching strategy, such as a poster session. For this text analysis, a new tack was taken to reveal the intentions of undergraduate nursing research instructors for student learning. Giorgi's (1985) descriptive phenomenological method was used to analyze 77 narrative reports of instructors about research teaching strategies. Seven intentions were identified, including desensitizing negative perceptions about research and stimulating collaborative learning about research. The intentions were contrasted in scope and relevance to frameworks organized according to learning goals or teaching techniques. The relevance of the intentions was considered in relation to critical trends influencing nursing education. Copyright 2003 Wiley Periodicals, Inc. Res Nurs Health 26:128-142, 2003

Intentional learning: A concept analysis.

PubMed

Mollman, Sarah; Candela, Lori

2018-01-01

To use a concept analysis to determine a clear definition of the term "intentional learning" for use in nursing. The term intentional learning has been used for years in educational, business, and even nursing literature. It has been used to denote processes leading to higher order thinking and the ability to use knowledge in new situations; both of which are important skills to develop in nursing students. But the lack of a common, accepted definition of the term makes it difficult for nurse educators to base instruction and learning experiences on or to evaluate its overall effectiveness in educating students for diverse, fast-paced clinical practices. A concept analysis following the eight-step method developed by Walker and Avant (2011). Empirical and descriptive literature.  Five defining attributes were identified: (1) self-efficacy for learning, (2) active, effortful, and engaged learning, (3) mastery of goals where learning is the goal, (4) self-directed learning, and (5) self-regulation of learning. Through this concept analysis, nursing will have a clear definition of intentional learning. This will enable nurse educators to generate, evaluate, and test learning experiences that promote further development of intentional learning in nursing students. Nurses in practice will also be able to evaluate if the stated benefits are demonstrated and how this impacts patient care and outcomes. © 2017 Wiley Periodicals, Inc.

Alteration of Influencing Factors of E-Learning Continued Intention for Different Degrees of Online Participation

ERIC Educational Resources Information Center

Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Chiu, Yi-Chun

2015-01-01

The purpose of the present study was to investigate the variation of influencing factors of e-learning continuance intention for different degrees of participation and to examine moderating effects of degrees of participation on influencing factors of e-learning continuance intention. Participants included 670 learners from an adult professional…

Emerging Technologies Acceptance in Online Tutorials: Tutors' and Students' Behavior Intentions in Higher Education

ERIC Educational Resources Information Center

Susilo, Adhi

2014-01-01

Tutors' and students' intentions to use emerging technologies (ETs) in e-learning systems in higher education institutions are a central concern of researchers, academicians, and practitioners. However, tutors' and students' intentions to use ETs in e-learning systems in distance learning are relatively low. The goal of the study, developed in…

Typology of engineering mathematics learners in a Singapore polytechnic: a socio-psychological perspective

NASA Astrophysics Data System (ADS)

Khiat, Henry

2012-03-01

This study aims to understand how engineering mathematics students form intentions in mathematics learning from a socio-psychological perspective. A grounded theory approach was adopted and 21 engineering students and six tutors participated in the study. The main findings in this study show that a student's intention in engineering mathematics learning is made up of a number of sequential components - their critical trigger, internalized significance, aim and perceived intention-related consequences in engineering mathematics learning. Accordingly, the participants may be broadly classified into five types of learners: idealistic learners, competitive learners, pragmatic learners, fatalistic learners and dissonant learners according to their intentions in engineering mathematics learning.

Task Demands in OSCEs Influence Learning Strategies.

PubMed

Lafleur, Alexandre; Laflamme, Jonathan; Leppink, Jimmie; Côté, Luc

2017-01-01

Models on pre-assessment learning effects confirmed that task demands stand out among the factors assessors can modify in an assessment to influence learning. However, little is known about which tasks in objective structured clinical examinations (OSCEs) improve students' cognitive and metacognitive processes. Research is needed to support OSCE designs that benefit students' metacognitive strategies when they are studying, reinforcing a hypothesis-driven approach. With that intent, hypothesis-driven physical examination (HDPE) assessments ask students to elicit and interpret findings of the physical exam to reach a diagnosis ("Examine this patient with a painful shoulder to reach a diagnosis"). When studying for HDPE, students will dedicate more time to hypothesis-driven discussions and practice than when studying for a part-task OSCE ("Perform the shoulder exam"). It is expected that the whole-task nature of HDPE will lead to a hypothesis-oriented use of the learning resources, a frequent use of adjustment strategies, and persistence with learning. In a mixed-methods study, 40 medical students were randomly paired and filmed while studying together for two hypothetical OSCE stations. Each 25-min study period began with video cues asking to study for either a part-task OSCE or an HDPE. In a crossover design, sequences were randomized for OSCEs and contents (shoulder or spine). Time-on-task for discussions or practice were categorized as "hypothesis-driven" or "sequence of signs and maneuvers." Content analysis of focus group interviews summarized students' perception of learning resources, adjustment strategies, and persistence with learning. When studying for HDPE, students allocate significantly more time for hypothesis-driven discussions and practice. Students use resources contrasting diagnoses and report persistence with learning. When studying for part-task OSCEs, time-on-task is reversed, spent on rehearsing a sequence of signs and maneuvers. OSCEs with similar contents but different task demands lead to opposite learning strategies regarding how students manage their study time. Measuring pre-assessment effects from a metacognitive perspective provides empirical evidence to redesign assessments for learning.

Connecting intentional learning and cardiac specialty practice: The experiences of bachelor of science in nursing students.

PubMed

Rush, Kathy L; Wilson, Ryan; Costigan, Jeannine; Bannerman, Maggie; Donnelly, Sarah

2016-09-01

Internationally pre-registration education programs have ranged from entirely specialist to entirely generalist with varying degrees of specialty preparation in between. Students in generalist programs with specialty practice options may benefit from novel pedagogical approaches, such as intentional learning, to ease the transition from generalist to specialist practice. The purpose of this qualitative descriptive study was to understand undergraduate students' experiences of intentional learning in a 4-week consolidated cardiac specialty practicum. Eight students (7 females, 1 male) participated in a combination of weekly Blackboard discussions and an end-of-practicum focus group and completed a competency self-rating. Students had marred expectations about the integration of intentional learning in their specialty practice experience. They reflected advantages and disadvantages of both intentional and total patient care learning models but worked with their instructor to find the right balance that maximized learning. Students identified features that maximized intentional learning including open-ended questions, using learning versus workspaces, receiving feedback, and integrating peer interaction. Despite advancing their confidence and competence in specialty practice students remained anxious about their ability to assume the role of the graduate nurse in a years' time. Preparing a generalist nurse for the workforce needs to be balanced with meeting students' needs and increasing professional demands for specialty experiences in undergraduate nurse education programs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Using Mobile Learning: Determinates Impacting Behavioral Intention

ERIC Educational Resources Information Center

Lowenthal, Jeffrey N.

2010-01-01

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

e-Learning Continuance Intention: Moderating Effects of User e-Learning Experience

ERIC Educational Resources Information Center

Lin, Kan-Min

2011-01-01

This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The…

Predicting Girls' Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors.

ERIC Educational Resources Information Center

Norwich, Brahm

1994-01-01

Reports on a study of 70 secondary female students in mathematics classes over a period of 7 weeks. Finds that self-efficacy was the best predictor of learning intentions. Recommends further research on the relationships between perceived learning environment, self-efficacy, and learning intentions. (CFR)

Statistical learning of action: the role of conditional probability.

PubMed

Meyer, Meredith; Baldwin, Dare

2011-12-01

Identification of distinct units within a continuous flow of human action is fundamental to action processing. Such segmentation may rest in part on statistical learning. In a series of four experiments, we examined what types of statistics people can use to segment a continuous stream involving many brief, goal-directed action elements. The results of Experiment 1 showed no evidence for sensitivity to conditional probability, whereas Experiment 2 displayed learning based on joint probability. In Experiment 3, we demonstrated that additional exposure to the input failed to engender sensitivity to conditional probability. However, the results of Experiment 4 showed that a subset of adults-namely, those more successful at identifying actions that had been seen more frequently than comparison sequences-were also successful at learning conditional-probability statistics. These experiments help to clarify the mechanisms subserving processing of intentional action, and they highlight important differences from, as well as similarities to, prior studies of statistical learning in other domains, including language.

Is an attention-based associative account of adjacent and nonadjacent dependency learning valid?

PubMed

Pacton, Sébastien; Sobaco, Amélie; Perruchet, Pierre

2015-05-01

Pacton and Perruchet (2008) reported that participants who were asked to process adjacent elements located within a sequence of digits learned adjacent dependencies but did not learn nonadjacent dependencies and conversely, participants who were asked to process nonadjacent digits learned nonadjacent dependencies but did not learn adjacent dependencies. In the present study, we showed that when participants were simply asked to read aloud the same sequences of digits, a task demand that did not require the intentional processing of specific elements as in standard statistical learning tasks, only adjacent dependencies were learned. The very same pattern was observed when digits were replaced by syllables. These results show that the perfect symmetry found in Pacton and Perruchet was not due to the fact that the processing of digits is less sensitive to their distance than the processing of syllables, tones, or visual shapes used in most statistical learning tasks. Moreover, the present results, completed with a reanalysis of the data collected in Pacton and Perruchet (2008), demonstrate that participants are highly sensitive to violations involving the spacing between paired elements. Overall, these results are consistent with the Pacton and Perruchet's single-process account of adjacent and nonadjacent dependencies, in which the joint attentional processing of the two events is a necessary and sufficient condition for learning the relation between them, irrespective of their distance. However, this account should be completed to encompass the notion that the presence or absence of an intermediate event is an intrinsic component of the representation of an association. Copyright © 2015 Elsevier B.V. All rights reserved.

Event-related potentials and recognition memory for pictures and words: the effects of intentional and incidental learning.

PubMed

Noldy, N E; Stelmack, R M; Campbell, K B

1990-07-01

Event-related potentials were recorded under conditions of intentional or incidental learning of pictures and words, and during the subsequent recognition memory test for these stimuli. Intentionally learned pictures were remembered better than incidentally learned pictures and intentionally learned words, which, in turn, were remembered better than incidentally learned words. In comparison to pictures that were ignored, the pictures that were attended were characterized by greater positive amplitude frontally at 250 ms and centro-parietally at 350 ms and by greater negativity at 450 ms at parietal and occipital sites. There were no effects of attention on the waveforms elicited by words. These results support the view that processing becomes automatic for words, whereas the processing of pictures involves additional effort or allocation of attentional resources. The N450 amplitude was greater for words than for pictures during both acquisition (intentional items) and recognition phases (hit and correct rejection categories for intentional items, hit category for incidental items). Because pictures are better remembered than words, the greater late positive wave (600 ms) elicited by the pictures than the words during the acquisition phase is also consistent with the association between P300 and better memory that has been reported.

Using speakers' referential intentions to model early cross-situational word learning.

PubMed

Frank, Michael C; Goodman, Noah D; Tenenbaum, Joshua B

2009-05-01

Word learning is a "chicken and egg" problem. If a child could understand speakers' utterances, it would be easy to learn the meanings of individual words, and once a child knows what many words mean, it is easy to infer speakers' intended meanings. To the beginning learner, however, both individual word meanings and speakers' intentions are unknown. We describe a computational model of word learning that solves these two inference problems in parallel, rather than relying exclusively on either the inferred meanings of utterances or cross-situational word-meaning associations. We tested our model using annotated corpus data and found that it inferred pairings between words and object concepts with higher precision than comparison models. Moreover, as the result of making probabilistic inferences about speakers' intentions, our model explains a variety of behavioral phenomena described in the word-learning literature. These phenomena include mutual exclusivity, one-trial learning, cross-situational learning, the role of words in object individuation, and the use of inferred intentions to disambiguate reference.

Alphanumeric and Graphic Facilitation Effects: Instructional Strategies To Improve Intentional Learning Outcomes.

ERIC Educational Resources Information Center

Wagner, Ellen D.

Two assessment endeavors were undertaken to determine the relative impact of alphanumeric and graphic instructional mediators upon intentional and incidental learning outcomes in applied instructional contexts. The intent of these investigations was to determine the feasibility of embedding strategic organizational cues within instruction to…

Explaining University Students' Effective Use of E-Learning Platforms

ERIC Educational Resources Information Center

Moreno, Valter; Cavazotte, Flavia; Alves, Isabela

2017-01-01

Students' success in e-learning programs depends on how they adopt and embed technology into their learning activities. Drawing on the Technology Acceptance Model, we propose a framework to explain students' intention to use e-learning platforms effectively, that is, their intention to fully exploit system's functionalities in leaning processes,…

Informal Learning Spaces and Their Impact on Learning in Higher Education: Framing New Narratives of Participation

ERIC Educational Resources Information Center

Deed, Craig; Alterator, Scott

2017-01-01

Evaluating informal learning spaces in higher education institutions needs to respond to the complex conceptual orientation underpinning their intention and design. This article outlines a model of participatory analysis that accounts for the conceptual complexity, lived experience and broad intentions of informal learning space. Further, the…

Learning Intentions and Success Criteria: Learners' and Teachers' Views

ERIC Educational Resources Information Center

Crichton, Hazel; McDaid, Ann

2016-01-01

It is generally accepted that Assessment for Learning (AfL) strategies are effective in teaching and learning. Approaches within this framework include the use of formative feedback, self and peer assessment and setting and discussion of learning intentions (LIs) and success criteria (SC). There has been a great deal of research into AfL…

Science of Materials: A Case Study of Intentional Teaching in the Early Years

ERIC Educational Resources Information Center

Hackling, Mark; Barratt-Pugh, Caroline

2012-01-01

Australia's Early Years Learning Framework and leading international researchers argue for more intentional and purposeful teaching of science in the early years. This case study of exemplary practice illustrates intentional teaching of science materials which opened-up learning opportunities in literacy and number. Student-led hands-on…

The effects of divided attention on encoding processes under incidental and intentional learning instructions: underlying mechanisms?

PubMed

Naveh-Benjamin, Moshe; Guez, Jonathan; Hara, Yoko; Brubaker, Matthew S; Lowenschuss-Erlich, Iris

2014-01-01

Divided attention (DA) at encoding has been shown to significantly disrupt later memory for the studied information. However, what type of processing gets disrupted during DA remains unresolved. In this study, we assessed the degree to which strategic effortful processes are affected under DA by comparing the effects of DA at encoding under intentional and pure incidental learning instructions. In three experiments, participants studied list of words or word pairs under either full or divided attention. Results of three experiments, which used different methodologies, converged to show that the effects of DA at encoding reduce memory performance to the same degree under incidental and intentional learning. Secondary task performance indicated that encoding under intentional learning instructions was more effortful than under incidental learning instructions. In addition, the results indicated enhanced attention to the initial appearance of the words under both types of learning instructions. Results are interpreted to imply that other processes, rather than only strategic effortful ones, might be affected by DA at encoding.

An Empirical Study on Behavioural Intention to Reuse E-Learning Systems in Rural China

ERIC Educational Resources Information Center

Li, Yan; Duan, Yanqing; Fu, Zetian; Alford, Philip

2012-01-01

The learner's acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China,…

The Influence of Perceived Convenience and Curiosity on Continuance Intention in Mobile English Learning for High School Students Using PDAs

ERIC Educational Resources Information Center

Chang, Chi-Cheng; Tseng, Kuo-Hung; Liang, Chaoyun; Yan, Chi-Fang

2013-01-01

Mobile learning aims to utilise communication devices such as mobile devices and wireless connection in combination with e-learning systems, allowing learners to experience convenient, instant and suitable learning at unrestricted time and place. Participants were 125 Taiwanese senior high school students, whose continuance intention was examined…

Mixed-Handedness Advantages in Episodic Memory Obtained under Conditions of Intentional Learning Extend to Incidental Learning

ERIC Educational Resources Information Center

Christman, Stephen D.; Butler, Michael

2011-01-01

The existence of handedness differences in the retrieval of episodic memories is well-documented, but virtually all have been obtained under conditions of intentional learning. Two experiments are reported that extend the presence of such handedness differences to memory retrieval under conditions of incidental learning. Experiment 1 used Craik…

Antecedents of Continued Usage Intentions of Web-Based Learning Management System in Tanzania

ERIC Educational Resources Information Center

Lwoga, Edda Tandi; Komba, Mercy

2015-01-01

Purpose: The purpose of this paper is to examine factors that predict students' continued usage intention of web-based learning management systems (LMS) in Tanzania, with a specific focus on the School of Business of Mzumbe University. Specifically, the study investigated major predictors of actual usage and continued usage intentions of…

Authentic Learning Exercises as a Means to Influence Preservice Teachers' Technology Integration Self-Efficacy and Intentions to Integrate Technology

ERIC Educational Resources Information Center

Banas, Jennifer R.; York, Cindy S.

2014-01-01

This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to…

Users' Continuance Intention of Virtual Learning Community Services: The Moderating Role of Usage Experience

ERIC Educational Resources Information Center

Zhang, Min; Liu, Yupei; Yan, Weiwei; Zhang, Yan

2017-01-01

Users' continuance intention plays a significant role in the process of information system (IS) service, especially virtual learning community (VLC) services. Following the IS success model and IS post-acceptance model, this study explores the determinants of users' intention to continue using VLCs' service from the perspective of quality,…

Does Entrepreneurship Education in the First Year of Higher Education Develop Entrepreneurial Intentions? The Role of Learning and Inspiration

ERIC Educational Resources Information Center

Nabi, Ghulam; Walmsley, Andreas; Liñán, Francisco; Akhtar, Imran; Neame, Charles

2018-01-01

Drawing on entrepreneurship education (EE) theory, this article examines the role of learning and inspiration in developing students' entrepreneurial intentions in the First Year in Higher Education. This addresses the paucity of research on early university experiences of EE and their influence on entrepreneurial intentions. Using a longitudinal…

What Drives Nurses' Blended e-Learning Continuance Intention?

ERIC Educational Resources Information Center

Cheng, Yung-Ming

2014-01-01

This study's purpose was to synthesize the user network (including subjective norm and network externality), task-technology fit (TTF), and expectation-confirmation model (ECM) to explain nurses' intention to continue using the blended electronic learning (e-learning) system within medical institutions. A total of 450 questionnaires were…

Concurrent Movement Impairs Incidental but Not Intentional Statistical Learning

ERIC Educational Resources Information Center

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

2015-01-01

The effect of concurrent movement on incidental versus intentional statistical learning was examined in two experiments. In Experiment 1, participants learned the statistical regularities embedded within familiarization stimuli implicitly, whereas in Experiment 2 they were made aware of the embedded regularities and were instructed explicitly to…

Teaching on Purpose: A Collegium Community Model for Supporting Intentional Teaching

ERIC Educational Resources Information Center

Robinson, Jennifer Meta; Kearns, Katherine Dowell; Gresalfi, Melissa; Sievert, April K.; Christensen, Tyler Booth

2015-01-01

The "collegium" learning community teaches mid-career graduate students intentionally to prepare for and create learning opportunities for their undergraduate students, what the authors call "teaching on purpose." The design addresses the lack of alignment between research on learning and preparation of faculty for teaching,…

Strategies and Performance in Intentional L2 Vocabulary Learning

ERIC Educational Resources Information Center

Barcroft, Joe

2009-01-01

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

Intentional Vocabulary Learning Using Digital Flashcards

ERIC Educational Resources Information Center

Hung, Hsiu-Ting

2015-01-01

As an attempt to follow through on the claims made by proponents of intentional vocabulary learning, the present study set out to examine whether and how digital flashcards can be incorporated into a university course to promote the vocabulary learning of English language learners. The overall research findings underscore the value of learning…

Employees' Willingness to Participate in Work-Related Learning: A Multilevel Analysis of Employees' Learning Intentions

ERIC Educational Resources Information Center

Kyndt, Eva; Onghena, Patrick; Smet, Kelly; Dochy, Filip

2014-01-01

The current study focuses on employees' learning intentions, or the willingness to undertake formal work-related learning. This cross-sectional survey study included a sample of 1,243 employees that are nested within 21 organisations. The results of the multilevel analysis show that self-directedness in career processes, time management,…

Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning

ERIC Educational Resources Information Center

Summey, Terri Pedersen; Kane, Cynthia Akers

2017-01-01

The concept of embedded librarians is a way for academic librarians to be intentionally and strategically inserted in the learning and teaching process through a variety of initiatives. In a mid-size university, in order to better address the research and curricular needs of students and faculty members, librarians became more intentional about…

Does Successful Use of Digital Learning Materials Predict Teachers' Intention to Use Them Again in the Future?

ERIC Educational Resources Information Center

Kreijns, Karel; Vermeulen, Marjan; van Buuren, Hans; Van Acker, Frederik

2017-01-01

Do perceptions of success in using digital learning materials (DLMs) "regularly" (i.e., several times a week) strengthen (or weaken) teachers' behavioural intentions to use DLMs again? And which psychological factors have a relationship with the intention to use DLMs again? These questions are important in light of stimulating teachers'…

Campbell's monkeys concatenate vocalizations into context-specific call sequences

PubMed Central

Ouattara, Karim; Lemasson, Alban; Zuberbühler, Klaus

2009-01-01

Primate vocal behavior is often considered irrelevant in modeling human language evolution, mainly because of the caller's limited vocal control and apparent lack of intentional signaling. Here, we present the results of a long-term study on Campbell's monkeys, which has revealed an unrivaled degree of vocal complexity. Adult males produced six different loud call types, which they combined into various sequences in highly context-specific ways. We found stereotyped sequences that were strongly associated with cohesion and travel, falling trees, neighboring groups, nonpredatory animals, unspecific predatory threat, and specific predator classes. Within the responses to predators, we found that crowned eagles triggered four and leopards three different sequences, depending on how the caller learned about their presence. Callers followed a number of principles when concatenating sequences, such as nonrandom transition probabilities of call types, addition of specific calls into an existing sequence to form a different one, or recombination of two sequences to form a third one. We conclude that these primates have overcome some of the constraints of limited vocal control by combinatorial organization. As the different sequences were so tightly linked to specific external events, the Campbell's monkey call system may be the most complex example of ‘proto-syntax’ in animal communication known to date. PMID:20007377

A comparison of automatic and intentional instructions when using the method of vanishing cues in acquired brain injury.

PubMed

Riley, Gerard A; Venn, Paul

2015-01-01

Thirty-four participants with acquired brain injury learned word lists under two forms of vanishing cues - one in which the learning trial instructions encouraged intentional retrieval (i.e., explicit memory) and one in which they encouraged automatic retrieval (which encompasses implicit memory). The automatic instructions represented a novel approach in which the cooperation of participants was actively sought to avoid intentional retrieval. Intentional instructions resulted in fewer errors during the learning trials and better performance on immediate and delayed retrieval tests. The advantage of intentional over automatic instructions was generally less for those who had more severe memory and/or executive impairments. Most participants performed better under intentional instructions on both the immediate and the delayed tests. Although those who were more severely impaired in both memory and executive function also did better with intentional instructions on the immediate retrieval test, they were significantly more likely to show an advantage for automatic instructions on the delayed test. It is suggested that this pattern of results may reflect impairments in the consolidation of intentional memories in this group. When using vanishing cues, automatic instructions may be better for those with severe consolidation impairments, but otherwise intentional instructions may be better.

Changes in self-reported driving intentions and attitudes while learning to drive in Great Britain.

PubMed

Helman, S; Kinnear, N A D; McKenna, F P; Allsop, R E; Horswill, M S

2013-10-01

Novice drivers are overrepresented in traffic collisions, especially in their first year of solo driving. It is widely accepted that some driving behaviours (such as speeding and thrill-seeking) increase risk in this group. Increasingly research is suggesting that attitudes and behavioural intentions held in the pre-driver and learning stage are important in determining later driver behaviour in solo driving. In this study we examine changes in several self-reported attitudes and behavioural intentions across the learning stage in a sample of learner drivers in Great Britain. A sample of 204 learner drivers completed a self-report questionnaire near the beginning of their learning, and then again shortly after they passed their practical driving test. Results showed that self-reported intentions regarding speed choice, perceptions regarding skill level, and intentions regarding thrill-seeking (through driving) became less safe over this time period, while self-reported intentions regarding following distance and overtaking tendency became safer. The results are discussed with reference to models of driver behaviour that focus on task difficulty; it is suggested that the manner in which behind-the-wheel experience relates to the risk measures of interest may be the key determining factor in how these change over the course of learning to drive. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

Modeling Students' Intention to Adopt E-Learning: A Case from Egypt

ERIC Educational Resources Information Center

Abdel-Wahab, Ahmed Gad

2008-01-01

E-learning is becoming increasingly prominent in higher education, with universities increasing provision and more students signing up. This paper examines factors that predict students' intention to adopt e-learning at the Egyptian University of Mansourra. Understanding the nature of these factors may assist Egyptian universities in promoting the…

Adults in the "New" Competence Regime--Acquiring "The Sense of the Game"

ERIC Educational Resources Information Center

Tønseth, Christin

2015-01-01

How can political intentions concerning adult learning be realized when adults seem to have intentions and outcomes that go in many directions? This paper highlights some tensions and discrepancies between adult education policy goals, referred to as promoters for lifelong learning, and adults' outcomes from participation in learning. While some…

Australian Primary Students' Motivation and Learning Intentions for Extra-Curricular Music Programmes

ERIC Educational Resources Information Center

Ng, Clarence

2017-01-01

What are the motivational differences between students who intend to continue their learning in instrumental and choral music programmes and those who intend to discontinue? Using an achievement-goal perspective, this study investigated motivation and learning intentions of Australian students who had engaged in these extra-curricular music…

Tuning: A Guide for Creating Discipline-Specific Frameworks to Foster Meaningful Change

ERIC Educational Resources Information Center

Marshall, David W.

2017-01-01

Tuning, as a methodology, implies a philosophy of curriculum design, pedagogy, and assignment design. It implies that successful study in a discipline depends on intentional construction of learning experiences for students. Intentional construction of learning experiences requires an understanding of the learning goals set forth by faculty for…

The Effect of the Attitude towards E-learning: The Employees' Intention to Use E-Learning in the Workplace

ERIC Educational Resources Information Center

Yoo, Sun Joo; Han, Seung-Hyun

2013-01-01

The purpose of this study is to examine employees' acceptance levels towards e-learning in the workplace. By using "The Unified Theory of Acceptance and Use of Technology" (UTAUT), our model captured the effect of factors influencing employees' intention to use e-learning in the workplace. Data was collected from 261 employees in a food…

Neuronal oscillations reveal the processes underlying intentional compared to incidental learning in children and young adults.

PubMed

Köster, Moritz; Haese, André; Czernochowski, Daniela

2017-01-01

This EEG study investigated the neuronal processes during intentional compared to incidental learning in young adults and two groups of children aged 10 and 7 years. Theta (3-8 Hz) and alpha (10-16 Hz) neuronal oscillations were analyzed to compare encoding processes during an intentional and an incidental encoding task. In all three age groups, both encoding conditions were associated with an increase in event-related theta activity. Encoding-related alpha suppression increased with age. Memory performance was higher in the intentional compared to the incidental task in all age groups. Furthermore, intentional learning was associated with an improved encoding of perceptual features, which were relevant for the retrieval phase. Theta activity increased from incidental to intentional encoding. Specifically, frontal theta increased in all age groups, while parietal theta increased only in adults and older children. In younger children, parietal theta was similarly high in both encoding phases. While alpha suppression may reflect semantic processes during encoding, increased theta activity during intentional encoding may indicate perceptual binding processes, in accordance with the demands of the encoding task. Higher encoding-related alpha suppression in the older age groups, together with age differences in parietal theta activity during incidental learning in young children, is in line with recent theoretical accounts, emphasizing the role of perceptual processes in mnemonic processing in young children, whereas semantic encoding processes continue to mature throughout middle childhood.

Mediating Role of Attitude, Subjective Norm and Perceived Behavioural Control in the Relationships between Their Respective Salient Beliefs and Behavioural Intention to Adopt E-Learning among Instructors in Jordanian Universities

ERIC Educational Resources Information Center

Altawallbeh, Manal; Soon, Fong; Thiam, Wun; Alshourah, Sultan

2015-01-01

The purpose of this study is to examine the factors that determine intention to adopt e-learning in Jordanian universities. Two models of e-learning that are observed among adopting institutions: E-learning as a supplement to traditional classroom mode, and total electronic learning. The respondents in this research have just been introduced to…

Media-Assisted Language Learning for Young Children: Effects of a Word-Learning App on the Vocabulary Acquisition of Two-Year-Olds

ERIC Educational Resources Information Center

Walter-Laager, Catherine; Brandenberg, Kathrin; Tinguely, Luzia; Schwarz, Jürg; Pfiffner, Manfred R.; Moschner, Barbara

2017-01-01

The intervention study investigated the effects of an interactive word-learning app Learning apps are developed to achieve certain aims. In our case, the intention was to enrich the vocabulary acquisition of young children. Many other apps, such as games, are developed mainly for entertainment. The intention of games apps is to hold the attention…

Using Dual-Task Methodology to Dissociate Automatic from Nonautomatic Processes Involved in Artificial Grammar Learning

ERIC Educational Resources Information Center

Hendricks, Michelle A.; Conway, Christopher M.; Kellogg, Ronald T.

2013-01-01

Previous studies have suggested that both automatic and intentional processes contribute to the learning of grammar and fragment knowledge in artificial grammar learning (AGL) tasks. To explore the relative contribution of automatic and intentional processes to knowledge gained in AGL, we utilized dual-task methodology to dissociate automatic and…

Investigating Essential Factors on Students' Perceived Accomplishment and Enjoyment and Intention to Learn in Web Development

ERIC Educational Resources Information Center

Zhang, Yulei; Dang, Yan

2015-01-01

Web development is an important component in the curriculum of computer science and information systems areas. However, it is generally considered difficult to learn among students. In this study,we examined factors that could influence students' perceptions of accomplishment and enjoyment and their intention to learn in the web development…

Third Grade Emergent Bilinguals' Voices and Experiences Learning English Literacies in School: A Post-Intentional Phenomenological Exploration

ERIC Educational Resources Information Center

Bauer, Rebecca Lee

2016-01-01

This study explored the lived experiences of three third grade emergent bilinguals learning English literacies such as speaking, reading, and writing in school using a post-intentional phenomenological approach (Vagle, 2014). Learning what is unfamiliar, especially academics can be challenging for emergent bilinguals. Young elementary children are…

Investigating Students' Perceived Satisfaction, Behavioral Intention, and Effectiveness of E-Learning: A Case Study of the Blackboard System

ERIC Educational Resources Information Center

Liaw, S. S.

2008-01-01

Although the benefits of e-learning have been discussed in various previous studies; it is a critical issue of better understanding the reasons why some learners are dissatisfied with the e-learning experience. Therefore, this research investigates learners' satisfaction, behavioral intentions, and the effectiveness of the Blackboard e-learning…

Effects of Synonym Generation on Incidental and Intentional L2 Vocabulary Learning during Reading

ERIC Educational Resources Information Center

Barcroft, Joe

2009-01-01

This study examined effects of synonym generation on second language (L2) vocabulary learning during reading in both incidental and intentional vocabulary learning contexts. Spanish-speaking adult learners of L2 English (N = 114) at low- and high-intermediate proficiency levels read an English passage containing 10 target words translated in the…

Explaining and Predicting Users' Continuance Intention toward E-Learning: An Extension of the Expectation-Confirmation Model

ERIC Educational Resources Information Center

Lee, Ming-Chi

2010-01-01

Although e-learning has been prompted to various education levels, the intention to continue using such systems is still very low, and the acceptance-discontinuance anomaly phenomenon (i.e., users discontinue using e-learning after initially accepting it) is a common occurrence. This paper synthesizes the expectation-confirmation model (ECM), the…

Assessing Health Care Students' Intentions and Motivations for Learning: The Healthcare Learning and Studying Inventory (HLSI)

ERIC Educational Resources Information Center

Baxter, Lisa; Mattick, Karen; Kuyken, Willem

2013-01-01

Inventories that measure approaches to learning have revealed that certain approaches are associated with better academic performance. However, these inventories were developed primarily with higher education students on non-vocational courses and recent research shows they fail to capture the full range of healthcare students' intentions and…

Social Support as a Neglected E-Learning Motivator Affecting Trainee's Decisions of Continuous Intentions of Usage

ERIC Educational Resources Information Center

Weng, Cathy; Tsai, Chin-Chung; Weng, Apollo

2015-01-01

Drawing from the social influence theory and acknowledging that the others' support within the work context affects employees' learning, values, and behaviours, an alternative framework was proposed to explain employees' learning satisfaction and future intention to participate in e-training programs in the current study. 578 survey data collected…

Organizational Commitment for Knowledge Workers: The Roles of Perceived Organizational Learning Culture, Leader-Member Exchange Quality, and Turnover Intention

ERIC Educational Resources Information Center

Joo, Baek-Kyoo

2010-01-01

This article investigates the impact of perceived organizational learning culture and leader-member exchange (LMX) quality on organizational commitment and eventually on employee turnover intention. Employees exhibited the highest organizational commitment when they perceived a higher learning culture and when they were supervised in a supportive…

The effects of social concern goals on the value of learning and on the intentions of medical students to change their majors

PubMed Central

Park, Soowon; Cho, Seunghee; Lee, Jun-Young

2017-01-01

ABSTRACT Background: In the process of developing a professional medical expertise, goals can become a psychological impetus and act as a source of retaining an individual’s persistency. Therefore, the goals of medical students should be considered when designing a curriculum for health professions. Purpose: The purpose of this study was to examine relative effects of goal categories on the value of learning and intention to change one’s major. Method: Data were obtained from the Korea Education Longitudinal Study, which included 1938 representative Korean college freshmen majoring in medicine, engineering, natural science and humanities. They answered a survey questionnaire about goal categories (i.e., social concern, affiliation, self-growth, leisure, wealth, and fame), the value of learning, and intention to change one's major. Results: For medical students, social concern goals were positively related to the value of learning and negatively related to the intention to change one's major. Social concern goals decreased the intention to change one's major directly, and also indirectly through increased value of learning. Conclusion: Providing context for enhancing medical students’ social concern goals is necessary in a medical training curriculum, not only for the students’ professional development but also for improving society. Abbreviations: GCT: Goal contents theory GPA: Grade point average KELS: Korea education longitudinal study SDLA: Self-directed learning abilities SDT: Self-determination theory PMID:28580860

The effects of social concern goals on the value of learning and on the intentions of medical students to change their majors.

PubMed

Park, Soowon; Cho, Seunghee; Lee, Jun-Young

2017-01-01

In the process of developing a professional medical expertise, goals can become a psychological impetus and act as a source of retaining an individual's persistency. Therefore, the goals of medical students should be considered when designing a curriculum for health professions. The purpose of this study was to examine relative effects of goal categories on the value of learning and intention to change one's major. Data were obtained from the Korea Education Longitudinal Study, which included 1938 representative Korean college freshmen majoring in medicine, engineering, natural science and humanities. They answered a survey questionnaire about goal categories (i.e., social concern, affiliation, self-growth, leisure, wealth, and fame), the value of learning, and intention to change one's major. For medical students, social concern goals were positively related to the value of learning and negatively related to the intention to change one's major. Social concern goals decreased the intention to change one's major directly, and also indirectly through increased value of learning. Providing context for enhancing medical students' social concern goals is necessary in a medical training curriculum, not only for the students' professional development but also for improving society. GCT: Goal contents theory GPA: Grade point average KELS: Korea education longitudinal study SDLA: Self-directed learning abilities SDT: Self-determination theory.

Judgments of Cause and Blame: The Effects of Intentionality and Foreseeability

ERIC Educational Resources Information Center

Lagnado, David A.; Channon, Shelley

2008-01-01

What are the factors that influence everyday attributions of cause and blame? The current studies focus on sequences of events that lead to adverse outcomes, and examine people's cause and blame ratings for key events in these sequences. Experiment 1 manipulated the intentional status of candidate causes and their location in a causal chain.…

Young Children's Development of Scientific Knowledge Through the Combination of Teacher-Guided Play and Child-Guided Play

NASA Astrophysics Data System (ADS)

Sliogeris, Marija; Almeida, Sylvia Christine

2017-09-01

Play-based approaches to science learning allow children to meaningfully draw on their everyday experiences and activities as they explore science concepts in context. Acknowledging the crucial role of the teacher in facilitating science learning through play, the purpose of this qualitative study was to examine how teacher-guided play, in conjunction with child-guided play, supports children's development of science concepts. While previous research on play-based science learning has mainly focused on preschool settings, this study explores the possibilities of play-based approaches to science in primary school contexts. Using a qualitative methodology grounded in the cultural-historical theoretical perspective, children's learning was examined during a science learning sequence that combined teacher-guided and child-guided play. This study revealed that the teacher-guided play explicitly introduced science concepts which children then used and explored in subsequent child-guided play. However, intentional teaching during the child-guided play continued to be important. Play-based approaches to science allowed children to make sense of the science concepts using familiar, everyday knowledge and activities. It became evident that the expectations and values communicated through classroom practices influenced children's learning through play.

The influence of subjective norm on intention to use of learning management system among Malaysian higher education students

NASA Astrophysics Data System (ADS)

Baleghi-Zadeh, Sousan; Ayub, Ahmad Fauzi Mohd; Mahmud, Rosnaini; Daud, Shaffe Mohd

2014-12-01

In recent years, the use of learning management system by universities has been increasingly growing. However, the results of several studies have revealed that students do not fully use the information systems. The present study proposes a model which investigates the influence of three constructs of perceived ease of use, perceived usefulness, and subjective norm on behavior intention to use of learning management system. The sample size was 216 Malaysian undergraduate students. The results of the study revealed that the proposed model accounts for 31.1 % variance of behavior intention to use.

Enactment versus Observation: Item-Specific and Relational Processing in Goal-Directed Action Sequences (and Lists of Single Actions)

PubMed Central

Schult, Janette; von Stülpnagel, Rul; Steffens, Melanie C.

2014-01-01

What are the memory-related consequences of learning actions (such as “apply the patch”) by enactment during study, as compared to action observation? Theories converge in postulating that enactment encoding increases item-specific processing, but not the processing of relational information. Typically, in the laboratory enactment encoding is studied for lists of unrelated single actions in which one action execution has no overarching purpose or relation with other actions. In contrast, real-life actions are usually carried out with the intention to achieve such a purpose. When actions are embedded in action sequences, relational information provides efficient retrieval cues. We contrasted memory for single actions with memory for action sequences in three experiments. We found more reliance on relational processing for action-sequences than single actions. To what degree can this relational information be used after enactment versus after the observation of an actor? We found indicators of superior relational processing after observation than enactment in ordered pair recall (Experiment 1A) and in emerging subjective organization of repeated recall protocols (recall runs 2–3, Experiment 2). An indicator of superior item-specific processing after enactment compared to observation was recognition (Experiment 1B, Experiment 2). Similar net recall suggests that observation can be as good a learning strategy as enactment. We discuss possible reasons why these findings only partly converge with previous research and theorizing. PMID:24927279

Determinants of Intention to Use eLearning Based on the Technology Acceptance Model

ERIC Educational Resources Information Center

Punnoose, Alfie Chacko

2012-01-01

The purpose of this study was to find some of the predominant factors that determine the intention of students to use eLearning in the future. Since eLearning is not just a technology acceptance decision but also involves cognition, this study extended its search beyond the normal technology acceptance variables into variables that could affect…

Beliefs about and Intention to Learn a Foreign Language in Face-to-Face and Online Settings

ERIC Educational Resources Information Center

Alhamami, Munassir

2018-01-01

This mixed-methods study investigates language learners' intention to attend a class and learn a foreign language in face-to-face and online settings using Ajzen's theory of planned behavior (TPB). The data were collected using interviews, questionnaires, and treatments with participants in two groups: a face-to-face language learning (FLL) group…

Preservice Early Childhood Teachers' Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model

ERIC Educational Resources Information Center

Saçkes, Mesut; Trundle, Kathy Cabe

2014-01-01

This study investigated the predictive ability of an intentional learning model in the change of preservice early childhood teachers' conceptual understanding of lunar phases. Fifty-two preservice early childhood teachers who were enrolled in an early childhood science methods course participated in the study. Results indicated that the use…

Investigating the Predictive Power of TAM: A Case Study of CEGEP Students' Intentions to Use Online Learning Technologies

ERIC Educational Resources Information Center

Bazelais, Paul; Doleck, Tenzin; Lemay, David John

2018-01-01

The purpose of this research is to investigate pre-university science "Collège d'enseignement général et professionnel" (CEGEP) students' behavioral intentions towards using online learning technologies. Heretofore, CEGEP students' use of technology has received scant attention, yet online learning technologies are found to play an…

Neural Control of a Tracking Task via Attention-Gated Reinforcement Learning for Brain-Machine Interfaces.

PubMed

Wang, Yiwen; Wang, Fang; Xu, Kai; Zhang, Qiaosheng; Zhang, Shaomin; Zheng, Xiaoxiang

2015-05-01

Reinforcement learning (RL)-based brain machine interfaces (BMIs) enable the user to learn from the environment through interactions to complete the task without desired signals, which is promising for clinical applications. Previous studies exploited Q-learning techniques to discriminate neural states into simple directional actions providing the trial initial timing. However, the movements in BMI applications can be quite complicated, and the action timing explicitly shows the intention when to move. The rich actions and the corresponding neural states form a large state-action space, imposing generalization difficulty on Q-learning. In this paper, we propose to adopt attention-gated reinforcement learning (AGREL) as a new learning scheme for BMIs to adaptively decode high-dimensional neural activities into seven distinct movements (directional moves, holdings and resting) due to the efficient weight-updating. We apply AGREL on neural data recorded from M1 of a monkey to directly predict a seven-action set in a time sequence to reconstruct the trajectory of a center-out task. Compared to Q-learning techniques, AGREL could improve the target acquisition rate to 90.16% in average with faster convergence and more stability to follow neural activity over multiple days, indicating the potential to achieve better online decoding performance for more complicated BMI tasks.

A model of involvement in work-related learning and development activity: the effects of individual, situational, motivational, and age variables.

PubMed

Maurer, Todd J; Weiss, Elizabeth M; Barbeite, Francisco G

2003-08-01

Eight hundred employees from across the U.S. work force participated in a detailed 13-month longitudinal study of involvement in learning and development activities. A new model was posited and tested in which the hypothesized sequence was as follows: worker age --> individual and situational antecedents --> perceived benefits of participation and self-efficacy for development --> attitudes toward development --> intentions to participate --> participation. The results depict a person who is oriented toward employee development as having participated in development activities before, perceiving themselves as possessing qualities needed for learning, having social support for development at work and outside of work, being job involved, having insight into his or her career, and believing in the need for development, in his or her ability to develop skills and to receive intrinsic benefits from participating. Given the aging work force, a detailed treatment of age differences in development is presented. Implications for new ideas in practice and future research are discussed.

From psychological need satisfaction to intentional behavior: testing a motivational sequence in two behavioral contexts.

PubMed

Hagger, Martin S; Chatzisarantis, Nikos L D; Harris, Jemma

2006-02-01

The present study tested a motivational sequence in which global-level psychological need satisfaction from self-determination theory influenced intentions and behavior directly and indirectly through contextual-level motivation and situational-level decision-making constructs from the theory of planned behavior. Two samples of university students (N = 511) completed measures of global-level psychological need satisfaction, contextual-level autonomous motivation, and situational-level attitudes, subjective norms, perceived behavioral control, intentions, and behavior in two behavioral contexts: exercise and dieting. A structural equation model supported the proposed sequence in both samples. The indirect effect was present for exercise behavior, whereas both direct and indirect effects were found for dieting behavior. Findings independently supported the component theories and provided a comprehensive integrated explanation of volitional behavior.

Genomics dataset on unclassified published organism (patent US 7547531).

PubMed

Khan Shawan, Mohammad Mahfuz Ali; Hasan, Md Ashraful; Hossain, Md Mozammel; Hasan, Md Mahmudul; Parvin, Afroza; Akter, Salina; Uddin, Kazi Rasel; Banik, Subrata; Morshed, Mahbubul; Rahman, Md Nazibur; Rahman, S M Badier

2016-12-01

Nucleotide (DNA) sequence analysis provides important clues regarding the characteristics and taxonomic position of an organism. With the intention that, DNA sequence analysis is very crucial to learn about hierarchical classification of that particular organism. This dataset (patent US 7547531) is chosen to simplify all the complex raw data buried in undisclosed DNA sequences which help to open doors for new collaborations. In this data, a total of 48 unidentified DNA sequences from patent US 7547531 were selected and their complete sequences were retrieved from NCBI BioSample database. Quick response (QR) code of those DNA sequences was constructed by DNA BarID tool. QR code is useful for the identification and comparison of isolates with other organisms. AT/GC content of the DNA sequences was determined using ENDMEMO GC Content Calculator, which indicates their stability at different temperature. The highest GC content was observed in GP445188 (62.5%) which was followed by GP445198 (61.8%) and GP445189 (59.44%), while lowest was in GP445178 (24.39%). In addition, New England BioLabs (NEB) database was used to identify cleavage code indicating the 5, 3 and blunt end and enzyme code indicating the methylation site of the DNA sequences was also shown. These data will be helpful for the construction of the organisms' hierarchical classification, determination of their phylogenetic and taxonomic position and revelation of their molecular characteristics.

Explain the Behavior Intention to Use e-Learning Technologies: A Unified Theory of Acceptance and Use of Technology Perspective

ERIC Educational Resources Information Center

Shaqrah, Amin A.

2015-01-01

The purpose of this study is to explain the behavior intention to use e-learning technologies. In order to achieve a better view and validate the study, researcher attempts to give details of how technology acceptance models help Jordanian trainees firms in accepting e-learning technology, and how if applied will result more attention to usage…

The "Intentionality Measurement Instrument" [or "IMI"]: A Comprehensive Psychometric Instrument Based upon the Dual Quadrant Scalar Model of Intentionality That Is Designed to Measure Intent, Motive Type, and Disposition

ERIC Educational Resources Information Center

Osler, James Edward, II

2016-01-01

The overall aim of this paper is to provide an epistemological rational for the measurement of intentionality. The purpose of this narrative is to identify "Intentionality" as an arena of action in the dispositional learning domain can be measured using an "Intentionality Measurement Instrument" [also referred by the acronym…

Associative sequence learning: the role of experience in the development of imitation and the mirror system

PubMed Central

Catmur, Caroline; Walsh, Vincent; Heyes, Cecilia

2009-01-01

A core requirement for imitation is a capacity to solve the correspondence problem; to map observed onto executed actions, even when observation and execution yield sensory inputs in different modalities and coordinate frames. Until recently, it was assumed that the human capacity to solve the correspondence problem is innate. However, it is now becoming apparent that, as predicted by the associative sequence learning model, experience, and especially sensorimotor experience, plays a critical role in the development of imitation. We review evidence from studies of non-human animals, children and adults, focusing on research in cognitive neuroscience that uses training and naturally occurring variations in expertise to examine the role of experience in the formation of the mirror system. The relevance of this research depends on the widely held assumption that the mirror system plays a causal role in generating imitative behaviour. We also report original data supporting this assumption. These data show that theta-burst transcranial magnetic stimulation of the inferior frontal gyrus, a classical mirror system area, disrupts automatic imitation of finger movements. We discuss the implications of the evidence reviewed for the evolution, development and intentional control of imitation. PMID:19620108

From weight management goals to action planning: identification of a logical sequence from goals to actions and underlying determinants.

PubMed

van Genugten, L; van Empelen, P; Oenema, A

2012-08-01

Weight gain prevention (WGP) among adults who are overweight is an important target in the prevention of obesity. However, little is known about the process from WGP as a goal to successful weight-management. The present study aimed to: (i) gain more insight into this process; (ii) identify cognitive predictors of intention for WGP; and (iii) examine WGP as a potential predictor for the intention to change weight-related behaviours [dietary intake (DI) and physical activity (PA)] and specific action planning. In this cross-sectional study, overweight adults [n = 510; body mass index 25-30 kg m(-2); mean (SD) age 48 (9.5) years; 30.8% male] completed an online questionnaire, assessing goal intention for WGP, behavioural intention for DI and PA, planning for change in DI and PA and socio-cognitive correlates. Ordinal regression analyses were used to analyse the data. In 89% of the sample, (parts of) the proposed sequence from goal intention (for WGP), behavioural intention (for DI/PA) and planning (for DI/PA) was observed. Attitude, social norm and perceived control towards WGP, and perceived weight status and risk perception, were associated with intention for WGP. Behaviour-specific perceived control and preferences were more strongly associated with intention to change DI or PA and planning for change than intention for WGP was. Intention for WGP is important in the process toward weight-management because, for most people, intention for WGP precedes behavioural intention, which precedes planning. Intention for WGP is associated with behavioural intention but behaviour-specific factors are the strongest correlates of behavioural intention and planning. © 2012 The Authors. Journal of Human Nutrition and Dietetics © 2012 The British Dietetic Association Ltd.

Mixed-handedness advantages in episodic memory obtained under conditions of intentional learning extend to incidental learning.

PubMed

Christman, Stephen D; Butler, Michael

2011-10-01

The existence of handedness differences in the retrieval of episodic memories is well-documented, but virtually all have been obtained under conditions of intentional learning. Two experiments are reported that extend the presence of such handedness differences to memory retrieval under conditions of incidental learning. Experiment 1 used Craik and Tulving's (1975) classic levels-of-processing paradigm and obtained handedness differences under incidental and intentional conditions of deep processing, but not under conditions of shallow incidental processing. Experiment 2 looked at incidental memory for distracter items from a recognition memory task and again found a mixed-handed advantage. Results are discussed in terms of the relation between interhemispheric interaction, levels of processing, and episodic memory retrieval. Copyright © 2011 Elsevier Inc. All rights reserved.

Using Invitational Learning to Address Writing Competence for Middle School Students with Disabilities

ERIC Educational Resources Information Center

Ornelles, Cecily; Black, Rhonda S.

2012-01-01

This study describes the process of creating an Invitational Learning environment to improve the writing competence of middle school students in two special education classes. Teacher-student interactions were coded according to Purkey and Novak's (1996) Intentionality/Invitation Quadrant with levels corresponding to intentionally disinviting,…

Professional Student Organizations and Experiential Learning Activities: What Drives Student Intentions to Participate?

ERIC Educational Resources Information Center

Munoz, Laura; Miller, Richard; Poole, Sonja Martin

2016-01-01

Experiential learning theory has been referenced as a possible method for attracting and retaining members in student organizations. In a survey, undergraduate students evaluated a variety of organizational features pertaining to their intention to participate in professional student organizations. The study found that students value activities…

Encouraging junior community netball players to learn correct safe landing technique.

PubMed

White, Peta E; Ullah, Shahid; Donaldson, Alex; Otago, Leonie; Saunders, Natalie; Romiti, Maria; Finch, Caroline F

2012-01-01

Behavioural factors and beliefs are important determinants of the adoption of sports injury interventions. This study aimed to understand behavioural factors associated with junior community netball players' intentions to learn correct landing technique during coach-led training sessions, proposed as a means of reducing their risk of lower limb injury. Cross-sectional survey. 287 female players from 58 junior netball teams in the 2007/2008-summer competition completed a 13-item questionnaire developed from the Theory of Planned Behaviour (TPB). This assessed players' attitudes (four items), subjective norms (four), perceived behavioural control (four) and intentions (one) around the safety behaviour of learning correct landing technique at netball training. All items were rated on a seven-point bipolar scale. Cluster-adjusted logistic regression was used to assess which TPB constructs were most associated with strong intentions. Players had positive intentions and attitudes towards learning safe landing technique and perceived positive social pressure from significant others. They also perceived themselves to have considerable control over engaging (or not) in this behaviour. Players' attitudes (p<0.001) and subjective norms (p<0.001), but not perceived behavioural control (p=0.49), were associated with strong intentions to learn correct landing technique at training. Injury prevention implementation strategies aimed at maximising junior players' participation in correct landing training programs should emphasise the benefits of learning correct landing technique (i.e. change attitudes) and involve significant others and role models whom junior players admire (i.e. capitalise on social norms) in the promotion of such programs. Copyright © 2011 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Social cognition and the brain: a meta-analysis.

PubMed

Van Overwalle, Frank

2009-03-01

This meta-analysis explores the location and function of brain areas involved in social cognition, or the capacity to understand people's behavioral intentions, social beliefs, and personality traits. On the basis of over 200 fMRI studies, it tests alternative theoretical proposals that attempt to explain how several brain areas process information relevant for social cognition. The results suggest that inferring temporary states such as goals, intentions, and desires of other people-even when they are false and unjust from our own perspective--strongly engages the temporo-parietal junction (TPJ). Inferring more enduring dispositions of others and the self, or interpersonal norms and scripts, engages the medial prefrontal cortex (mPFC), although temporal states can also activate the mPFC. Other candidate tasks reflecting general-purpose brain processes that may potentially subserve social cognition are briefly reviewed, such as sequence learning, causality detection, emotion processing, and executive functioning (action monitoring, attention, dual task monitoring, episodic memory retrieval), but none of them overlaps uniquely with the regions activated during social cognition. Hence, it appears that social cognition particularly engages the TPJ and mPFC regions. The available evidence is consistent with the role of a TPJ-related mirror system for inferring temporary goals and intentions at a relatively perceptual level of representation, and the mPFC as a module that integrates social information across time and allows reflection and representation of traits and norms, and presumably also of intentionality, at a more abstract cognitive level.

Interest in and reactions to genetic risk information: The role of implicit theories and self-affirmation.

PubMed

Taber, Jennifer M; Klein, William M P; Persky, Susan; Ferrer, Rebecca A; Kaufman, Annette R; Thai, Chan L; Harris, Peter R

2017-10-01

Implicit theories reflect core assumptions about whether human attributes are malleable or fixed: Incremental theorists believe a characteristic is malleable whereas entity theorists believe it is fixed. People with entity theories about health may be less likely to engage in risk-mitigating behavior. Spontaneous self-affirmation (e.g., reflecting on one's values when threatened) may lessen defensiveness and unhealthy behaviors associated with fixed beliefs, and reduce the likelihood of responding to health risk information with fixed beliefs. Across two studies conducted in the US from 2012 to 2015, we investigated how self-affirmation and implicit theories about health and body weight were linked to engagement with genetic risk information. In Study 1, participants in a genome sequencing trial (n = 511) completed cross-sectional assessments of implicit theories, self-affirmation, and intentions to learn, share, and use genetic information. In Study 2, overweight women (n = 197) were randomized to receive genetic or behavioral explanations for weight; participants completed surveys assessing implicit theories, self-affirmation, self-efficacy, motivation, and intentions. Fixed beliefs about weight were infrequently endorsed across studies (10.8-15.2%). In Study 1, participants with stronger fixed theories were less interested in learning and using genetic risk information about medically actionable disease; these associations were weaker among participants higher in self-affirmation. In Study 2, among participants given behavioral explanations for weight, stronger fixed theories about weight were associated with lower motivation and intentions to eat a healthy diet. Among participants given genetic explanations, being higher in self-affirmation was associated with less fixed beliefs. Stronger health-related fixed theories may decrease the likelihood of benefiting from genetic information, but less so for people who self-affirm. Published by Elsevier Ltd.

Continuous Timescale Long-Short Term Memory Neural Network for Human Intent Understanding

PubMed Central

Yu, Zhibin; Moirangthem, Dennis S.; Lee, Minho

2017-01-01

Understanding of human intention by observing a series of human actions has been a challenging task. In order to do so, we need to analyze longer sequences of human actions related with intentions and extract the context from the dynamic features. The multiple timescales recurrent neural network (MTRNN) model, which is believed to be a kind of solution, is a useful tool for recording and regenerating a continuous signal for dynamic tasks. However, the conventional MTRNN suffers from the vanishing gradient problem which renders it impossible to be used for longer sequence understanding. To address this problem, we propose a new model named Continuous Timescale Long-Short Term Memory (CTLSTM) in which we inherit the multiple timescales concept into the Long-Short Term Memory (LSTM) recurrent neural network (RNN) that addresses the vanishing gradient problem. We design an additional recurrent connection in the LSTM cell outputs to produce a time-delay in order to capture the slow context. Our experiments show that the proposed model exhibits better context modeling ability and captures the dynamic features on multiple large dataset classification tasks. The results illustrate that the multiple timescales concept enhances the ability of our model to handle longer sequences related with human intentions and hence proving to be more suitable for complex tasks, such as intention recognition. PMID:28878646

The Impact of Authentic Learning Exercises on Pre-Service Teachers' Motivational Beliefs towards Technology Integration

ERIC Educational Resources Information Center

Banas, Jennifer R.; York, Cindy S.

2014-01-01

A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely…

Exploring Instructors' Technology Readiness, Attitudes and Behavioral Intentions towards E-Learning Technologies in Egypt and United Arab Emirates

ERIC Educational Resources Information Center

El Alfy, Shahira; Gómez, Jorge Marx; Ivanov, Danail

2017-01-01

This paper explores the association between technology readiness, (a meta-construct consisting of optimism, innovativeness, discomfort, and insecurity), attitude, and behavioral intention towards e-learning technologies adoption within an education institution context. The empirical study data is collected at two private universities located in…

Pragmatic Bootstrapping: A Neural Network Model of Vocabulary Acquisition

ERIC Educational Resources Information Center

Caza, Gregory A.; Knott, Alistair

2012-01-01

The social-pragmatic theory of language acquisition proposes that children only become efficient at learning the meanings of words once they acquire the ability to understand the intentions of other agents, in particular the intention to communicate (Akhtar & Tomasello, 2000). In this paper we present a neural network model of word learning which…

Intentions and Actions in Molecular Self-Assembly: Perspectives on Students' Language Use

ERIC Educational Resources Information Center

Höst, Gunnar E.; Anward, Jan

2017-01-01

Learning to talk science is an important aspect of learning to do science. Given that scientists' language frequently includes intentions and purposes in explanations of unobservable objects and events, teachers must interpret whether learners' use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology.…

The Role of Organizational Learning Culture and Psychological Empowerment in Reducing Turnover Intention and Enhancing Citizenship Behavior

ERIC Educational Resources Information Center

Islam, Talat; Khan, Mubbsher Munawar; Bukhari, Fida Hussain

2016-01-01

Purpose: The purpose of this paper is to examine the association among organizational learning culture (OLC), psychological empowerment (PE), affective commitment (AC), organizational citizenship behavior and turnover intention. Design/Methodology/Approach: This study was undertaken via a questionnaire conducted among Malay-Chinese working in…

Humor and preschoolers' trust: Sensitivity to changing intentions.

PubMed

Hoicka, Elena; Butcher, Jessica; Malla, Felicity; Harris, Paul L

2017-02-01

This research demonstrates that preschoolers (a) avoid trusting informants with humorous intentions when learning novel information and (b) flexibly consider current intentions rather than initial intentions when determining who to trust. In Study 1 (N=61), 3- and 4-year-olds based their trust on intentions or intentional cues alone, trusting a sincere informant over a joker, even when no prior accuracy or inaccuracy was displayed. In Study 2 (N=32), 3- and 4-year-olds flexibly based their trust on the informants' current intentions or intentional cues rather than their initial ones. Children trusted a sincere informant, who originally joked, over a joker, who was originally sincere. In Study 3 (N=89), 3-, 4-, and 5-year-olds tracked changing intentions, and not just intentional cues, in determining who to trust. Children trusted an informant who joked during training trials but was sincere during test trials over an informant who was ignorant during training trials and was sincere during test trials. However, if the ignorant informant became knowledgeable and the joker continued to joke, the pattern reversed. This is the first study to show that preschoolers consider intentions to joke when learning information. This is also the first study to show that preschoolers do not see trust as stable but rather see it as a function of changing intentions. Copyright © 2016 Elsevier Inc. All rights reserved.

Exploring nursing e-learning systems success based on information system success model.

PubMed

Chang, Hui-Chuan; Liu, Chung-Feng; Hwang, Hsin-Ginn

2011-12-01

E-learning is thought of as an innovative approach to enhance nurses' care service knowledge. Extensive research has provided rich information toward system development, courses design, and nurses' satisfaction with an e-learning system. However, a comprehensive view in understanding nursing e-learning system success is an important but less focused-on topic. The purpose of this research was to explore net benefits of nursing e-learning systems based on the updated DeLone and McLean's Information System Success Model. The study used a self-administered questionnaire to collected 208 valid nurses' responses from 21 of Taiwan's medium- and large-scale hospitals that have implemented nursing e-learning systems. The result confirms that the model is sufficient to explore the nurses' use of e-learning systems in terms of intention to use, user satisfaction, and net benefits. However, while the three exogenous quality factors (system quality, information quality, and service quality) were all found to be critical factors affecting user satisfaction, only information quality showed a direct effect on the intention to use. This study provides useful insights for evaluating nursing e-learning system qualities as well as an understanding of nurses' intentions and satisfaction related to performance benefits.

The Effects of Hypertext Gloss on Comprehension and Vocabulary Retention under Incidental and Intentional Learning Conditions

ERIC Educational Resources Information Center

Zandieh, Zeinab; Jafarigohar, Manoochehr

2012-01-01

The present study investigated comprehension, immediate and delayed vocabulary retention under incidental and intentional learning conditions via computer mediated hypertext gloss. One hundred and eighty four (N = 184) intermediate students of English as a foreign language at an English school participated in the study. They were randomly assigned…

The Legislative Purposes and Intent of the Common Levy in Nebraska's Learning Community

ERIC Educational Resources Information Center

Blomstedt, Matthew L.

2013-01-01

The purpose of this historical study was to establish the purposes and intent of the common levy in Nebraska's learning community. The development of this unique regional educational structure consisting of eleven school districts in the Omaha, Nebraska metropolitan area is central to the study. The research detailed the context of the decisions…

Exploring the Factors Affecting Learners' Continuance Intention of MOOCs for Online Collaborative Learning: An Extended ECM Perspective

ERIC Educational Resources Information Center

Junjie, Zhou

2017-01-01

The purpose of this paper was to investigate what factors influence learners' continuance intention in massive open online courses (MOOCs) for online collaborative learning. An extended expectation confirmation model (ECM) was adopted as the theoretical foundation. A total of 435 valid samples were collected in mainland China and structural…

Students' Use of Evaluative Constructivism: Comparative Degrees of Intentional Learning

ERIC Educational Resources Information Center

Conner, Lindsey Norma

2014-01-01

"Evaluative constructivism" is used to describe how students derived learning intentions and made choices about what they would do during a unit of work in a final-year high school biology class, as they conducted an inquiry into the social and ethical issues associated with cancer. The context of the study, theoretical background and…

Perceptions from Athletic Training Students Involved in an Intentional Peer-Assisted Learning Pedagogy

ERIC Educational Resources Information Center

Bates, Dana K.

2016-01-01

Context: Peer-assisted learning (PAL) has been shown to benefit students across educational levels. Current research has investigated perceptions of PAL, postgraduate impact, as well as prevalence. This study investigated athletic training students' perceptions of an intentional PAL pedagogy on both the peer-student and peer-tutor. In this study,…

Intentional Language and the Power of Metaphor: Helping Students Build a Learning Community

ERIC Educational Resources Information Center

Pate, Joseph A.; Johnson, Corey W.

2013-01-01

Metaphors are an effective pedagogical tool used within the classroom to enhance and facilitate learning and growth. This article draws attention to the intentional, and sometimes even unintentional, use of metaphors with regard to what metaphors open up and afford, and how metaphors are created or formed. Specific examples of metaphors are…

Adding Innovation Diffusion Theory to the Technology Acceptance Model: Supporting Employees' Intentions to Use E-Learning Systems

ERIC Educational Resources Information Center

Lee, Yi-Hsuan; Hsieh, Yi-Chuan; Hsu, Chia-Ning

2011-01-01

This study intends to investigate factors affecting business employees' behavioral intentions to use the e-learning system. Combining the innovation diffusion theory (IDT) with the technology acceptance model (TAM), the present study proposes an extended technology acceptance model. The proposed model was tested with data collected from 552…

Bricks or Clicks? Predicting Student Intentions in a Blended Learning Buffet

ERIC Educational Resources Information Center

Hood, Michelle

2013-01-01

This study examined predictors of students' intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course ("N" = 113; 84% female). Students were aged 18 to 51 years ("M" = 23.16; "SD"= 6.80). Practical and technological…

Making Connections: Intentional Teaching for Integrative Learning

ERIC Educational Resources Information Center

Higgs, Bettie, Ed.; Kilcommins, Shane, Ed.; Ryan, Tony, Ed.

2010-01-01

In this volume the authors document examples of programmes/courses/activities that are designed intentionally to build students' capacity to be integrative thinkers and learners. In doing so they try to analyse and name the learning that is taking place, and so make it visible to the reader. The work is intended as a resource for all those…

Intentional Process for Intentional Space: Higher Education Classroom Spaces for Learning

ERIC Educational Resources Information Center

Olsen, Taimi; Guffey, Stanley

2016-01-01

This chapter addresses the confluence of theory and practice in developing and using "flexible" classrooms for student learning. A large classroom building renovation will be described, in terms of how collaboration and co-creation of value led to early success of the renovated space. Co-creation of value for staff and faculty can help…

Benefits, barriers, and intentions/desires of nurses related to distance learning in rural island communities.

PubMed

Kataoka-Yahiro, Merle R; Richardson, Karol; Mobley, Joseph

2011-03-01

This study assessed distance learning needs among nurses on the Neighbor Islands in Hawaii. An exploratory study was conducted using a descriptive qualitative design. Of the 37 nurses who completed the study, 7 were nurse administrators and 30 were staff nurses. There were 18 focus groups of nurses recruited from six public hospitals on the Neighbor Islands. Three major themes related to distance learning emerged in this study: benefits, barriers, and intentions/desires. Each major theme had several linkages to categories and subcategories. Overall findings were as follows: (1) cost was mentioned more often in three major thematic areas (benefit, barriers, and intentions/desires); (2) the need to revisit and address current curriculum approaches and practices in distance learning programs was identified; and (3) strong recommendations were made for programs and organizational support for distance learning in hospital settings. These findings have implications for nursing research, education, and practice. Copyright 2011, SLACK Incorporated.

Blended Learning as Transformational Institutional Learning

ERIC Educational Resources Information Center

VanDerLinden, Kim

2014-01-01

This chapter reviews institutional approaches to blended learning and the ways in which institutions support faculty in the intentional redesign of courses to produce optimal learning. The chapter positions blended learning as a strategic opportunity to engage in organizational learning.

Exploring the Relationship between Intention to Use Mobile Phone as a Visualization Tool and Regulation of Cognition

ERIC Educational Resources Information Center

Lee, Chwee Beng

2013-01-01

The use of computers for learning is often a complex issue which involves cognitive and metacognitive concerns. This gives rise to our interest in examining the intention to use technology with relation to regulation of cognition. The use of technology for learning would necessarily require learners to exercise a certain level of regulation over…

Using an Intention/Reflection Practice to Focus Students towards Future Professions in a Short-Term International Travel Experience

ERIC Educational Resources Information Center

Fierke, Kerry K.; Lepp, Gardner A.; Bastianelli, Karen; Vogelsang, Lisa; Tornabene, Ladona

2016-01-01

The article describes a student-centered approach to generating meaningful learning outcomes in a short-term study abroad program. A practice named Intention/Reflection (I/R) was used to help students to identify, articulate, and reflect upon learning objectives that were personally meaningful, within the broader framework of the intended outcomes…

A Proposed Framework to Understand the Intrinsic Motivation Factors on University Students' Behavioral Intention to Use a Mobile Application for Learning

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Keyes, Christopher J.

2017-01-01

Aim/Purpose: By integrating a motivational perspective into the Technology Acceptance Model, the goal of this study is to empirically test the causal relationship of intrinsic motivational factors on students' behavioral intention to use (BIU) a mobile application for learning. Background: Although the Technology Acceptance Model is a significant…

Communicative Intentions of Child-Directed Speech in Three Different Learning Environments: Observations from the Netherlands, and Rural and Urban Mozambique

ERIC Educational Resources Information Center

Vogt, Paul; Mastin, J. Douglas; Schots, Diede M. A.

2015-01-01

This article compares the communicative intentions observed in the speech addressed to children of 1;1 and 1;6 years old from three cultural communities: the Netherlands, rural Mozambique, and urban Mozambique. These communities represent two prototypical learning environments and a third hybrid: Western, urban, middle-class families; non-Western,…

Exploring the Factors That Affect the Intention to Use Collaborative Technologies: The Differing Perspectives of Sequential/Global Learners

ERIC Educational Resources Information Center

Huang, Yong-Ming

2015-01-01

The use of collaborative technologies in learning has received considerable attention in recent years, but few studies to date have examined the factors that affect sequential and global learners' intention to use such technologies. Previous studies have shown that the learners of different learning styles have different needs for educational…

Multimodal sequence learning.

PubMed

Kemény, Ferenc; Meier, Beat

2016-02-01

While sequence learning research models complex phenomena, previous studies have mostly focused on unimodal sequences. The goal of the current experiment is to put implicit sequence learning into a multimodal context: to test whether it can operate across different modalities. We used the Task Sequence Learning paradigm to test whether sequence learning varies across modalities, and whether participants are able to learn multimodal sequences. Our results show that implicit sequence learning is very similar regardless of the source modality. However, the presence of correlated task and response sequences was required for learning to take place. The experiment provides new evidence for implicit sequence learning of abstract conceptual representations. In general, the results suggest that correlated sequences are necessary for implicit sequence learning to occur. Moreover, they show that elements from different modalities can be automatically integrated into one unitary multimodal sequence. Copyright © 2015 Elsevier B.V. All rights reserved.

Probabilistic Motor Sequence Yields Greater Offline and Less Online Learning than Fixed Sequence

PubMed Central

Du, Yue; Prashad, Shikha; Schoenbrun, Ilana; Clark, Jane E.

2016-01-01

It is well acknowledged that motor sequences can be learned quickly through online learning. Subsequently, the initial acquisition of a motor sequence is boosted or consolidated by offline learning. However, little is known whether offline learning can drive the fast learning of motor sequences (i.e., initial sequence learning in the first training session). To examine offline learning in the fast learning stage, we asked four groups of young adults to perform the serial reaction time (SRT) task with either a fixed or probabilistic sequence and with or without preliminary knowledge (PK) of the presence of a sequence. The sequence and PK were manipulated to emphasize either procedural (probabilistic sequence; no preliminary knowledge (NPK)) or declarative (fixed sequence; with PK) memory that were found to either facilitate or inhibit offline learning. In the SRT task, there were six learning blocks with a 2 min break between each consecutive block. Throughout the session, stimuli followed the same fixed or probabilistic pattern except in Block 5, in which stimuli appeared in a random order. We found that PK facilitated the learning of a fixed sequence, but not a probabilistic sequence. In addition to overall learning measured by the mean reaction time (RT), we examined the progressive changes in RT within and between blocks (i.e., online and offline learning, respectively). It was found that the two groups who performed the fixed sequence, regardless of PK, showed greater online learning than the other two groups who performed the probabilistic sequence. The groups who performed the probabilistic sequence, regardless of PK, did not display online learning, as indicated by a decline in performance within the learning blocks. However, they did demonstrate remarkably greater offline improvement in RT, which suggests that they are learning the probabilistic sequence offline. These results suggest that in the SRT task, the fast acquisition of a motor sequence is driven by concurrent online and offline learning. In addition, as the acquisition of a probabilistic sequence requires greater procedural memory compared to the acquisition of a fixed sequence, our results suggest that offline learning is more likely to take place in a procedural sequence learning task. PMID:26973502

Probabilistic Motor Sequence Yields Greater Offline and Less Online Learning than Fixed Sequence.

PubMed

Du, Yue; Prashad, Shikha; Schoenbrun, Ilana; Clark, Jane E

2016-01-01

It is well acknowledged that motor sequences can be learned quickly through online learning. Subsequently, the initial acquisition of a motor sequence is boosted or consolidated by offline learning. However, little is known whether offline learning can drive the fast learning of motor sequences (i.e., initial sequence learning in the first training session). To examine offline learning in the fast learning stage, we asked four groups of young adults to perform the serial reaction time (SRT) task with either a fixed or probabilistic sequence and with or without preliminary knowledge (PK) of the presence of a sequence. The sequence and PK were manipulated to emphasize either procedural (probabilistic sequence; no preliminary knowledge (NPK)) or declarative (fixed sequence; with PK) memory that were found to either facilitate or inhibit offline learning. In the SRT task, there were six learning blocks with a 2 min break between each consecutive block. Throughout the session, stimuli followed the same fixed or probabilistic pattern except in Block 5, in which stimuli appeared in a random order. We found that PK facilitated the learning of a fixed sequence, but not a probabilistic sequence. In addition to overall learning measured by the mean reaction time (RT), we examined the progressive changes in RT within and between blocks (i.e., online and offline learning, respectively). It was found that the two groups who performed the fixed sequence, regardless of PK, showed greater online learning than the other two groups who performed the probabilistic sequence. The groups who performed the probabilistic sequence, regardless of PK, did not display online learning, as indicated by a decline in performance within the learning blocks. However, they did demonstrate remarkably greater offline improvement in RT, which suggests that they are learning the probabilistic sequence offline. These results suggest that in the SRT task, the fast acquisition of a motor sequence is driven by concurrent online and offline learning. In addition, as the acquisition of a probabilistic sequence requires greater procedural memory compared to the acquisition of a fixed sequence, our results suggest that offline learning is more likely to take place in a procedural sequence learning task.

In the Valley of the Giants: Cultivating Intentionality and Integration

ERIC Educational Resources Information Center

Carey, Miriam

2012-01-01

This study examines the cultivation of intentionality and integration in a foundation level General Education class: Communities and Societies. Three research tasks were set within the context of a grounded theoretical approach: codification of indicators for both intentionality and integration, and an examination of student learning logs.…

Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan.

PubMed

Chen, Hong-Ren; Tseng, Hsiao-Fen

2012-08-01

Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's perspective in the acceptance of using web-based e-learning systems for in-service education. We distributed questionnaires to 402 junior high school teachers in central Taiwan. This study used the Technology Acceptance Model (TAM) as our theoretical foundation and employed the Structure Equation Model (SEM) to examine factors that influenced intentions to use in-service training conducted through web-based e-learning. The results showed that motivation to use and Internet self-efficacy were significantly positively associated with behavioral intentions regarding the use of web-based e-learning for in-service training through the factors of perceived usefulness and perceived ease of use. The factor of computer anxiety had a significantly negative effect on behavioral intentions toward web-based e-learning in-service training through the factor of perceived ease of use. Perceived usefulness and motivation to use were the primary reasons for the acceptance by junior high school teachers of web-based e-learning systems for in-service training. Copyright © 2011 Elsevier Ltd. All rights reserved.

Operating characteristics of the implicit learning system supporting serial interception sequence learning.

PubMed

Sanchez, Daniel J; Reber, Paul J

2012-04-01

The memory system that supports implicit perceptual-motor sequence learning relies on brain regions that operate separately from the explicit, medial temporal lobe memory system. The implicit learning system therefore likely has distinct operating characteristics and information processing constraints. To attempt to identify the limits of the implicit sequence learning mechanism, participants performed the serial interception sequence learning (SISL) task with covertly embedded repeating sequences that were much longer than most previous studies: ranging from 30 to 60 (Experiment 1) and 60 to 90 (Experiment 2) items in length. Robust sequence-specific learning was observed for sequences up to 80 items in length, extending the known capacity of implicit sequence learning. In Experiment 3, 12-item repeating sequences were embedded among increasing amounts of irrelevant nonrepeating sequences (from 20 to 80% of training trials). Despite high levels of irrelevant trials, learning occurred across conditions. A comparison of learning rates across all three experiments found a surprising degree of constancy in the rate of learning regardless of sequence length or embedded noise. Sequence learning appears to be constant with the logarithm of the number of sequence repetitions practiced during training. The consistency in learning rate across experiments and conditions implies that the mechanisms supporting implicit sequence learning are not capacity-constrained by very long sequences nor adversely affected by high rates of irrelevant sequences during training.

Judgments of cause and blame: the effects of intentionality and foreseeability.

PubMed

Lagnado, David A; Channon, Shelley

2008-09-01

What are the factors that influence everyday attributions of cause and blame? The current studies focus on sequences of events that lead to adverse outcomes, and examine people's cause and blame ratings for key events in these sequences. Experiment 1 manipulated the intentional status of candidate causes and their location in a causal chain. Participants rated intentional actions as more causal, and more blameworthy, than unintentional actions or physical events. There was also an overall effect of location, with later events assigned higher ratings than earlier events. Experiment 2 manipulated both intentionality and foreseeability. The preference for intentional actions was replicated, and there was a strong influence of foreseeability: actions were rated as more causal and more blameworthy when they were highly foreseeable. These findings are interpreted within two prominent theories of blame, [Shaver, K. G. (1985). The attribution of blame: Causality, responsibility, and blameworthiness. New York: Springer-Verlag] and [Alicke, M. D. (2000). Culpable control and the psychology of blame. Psychological Bulletin, 126, 556-574]. Overall, it is argued that the data are more consistent with Alicke's model of culpable control.

Does the acceptance of hybrid learning affect learning approaches in France?

PubMed

Marco, Lionel Di; Venot, Alain; Gillois, Pierre

2017-01-01

Acceptance of a learning technology affects students' intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students' way of learning. We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions). Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (r s = 0.42, P= 0.03). Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students' time utilization, which explains their neutral intention to use the system.

Does the acceptance of hybrid learning affect learning approaches in France?

PubMed Central

2017-01-01

Purpose Acceptance of a learning technology affects students’ intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students’ way of learning. Methods We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions). Results Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (rs= 0.42, P= 0.03). Conclusion Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students’ time utilization, which explains their neutral intention to use the system. PMID:29051406

Applicability of the theory of planned behavior in explaining the general practitioners eLearning use in continuing medical education.

PubMed

Hadadgar, Arash; Changiz, Tahereh; Masiello, Italo; Dehghani, Zahra; Mirshahzadeh, Nahidossadat; Zary, Nabil

2016-08-22

General practitioners (GP) update their knowledge and skills by participating in continuing medical education (CME) programs either in a traditional or an e-Learning format. GPs' beliefs about electronic format of CME have been studied but without an explicit theoretical framework which makes the findings difficult to interpret. In other health disciplines, researchers used theory of planned behavior (TPB) to predict user's behavior. In this study, an instrument was developed to investigate GPs' intention to use e-Learning in CME based on TPB. The goodness of fit of TPB was measured using confirmatory factor analysis and the relationship between latent variables was assessed using structural equation modeling. A total of 148 GPs participated in the study. Most of the items in the questionnaire related well to the TPB theoretical constructs, and the model had good fitness. The perceived behavioral control and attitudinal constructs were included, and the subjective norms construct was excluded from the structural model. The developed questionnaire could explain 66 % of the GPs' intention variance. The TPB could be used as a model to construct instruments that investigate GPs' intention to participate in e-Learning programs in CME. The findings from the study will encourage CME managers and researchers to explore the developed instrument as a mean to explain and improve the GPs' intentions to use eLearning in CME.

The Impacts of Workplace Advantage, Learning Intentions, and Technology Skills on the Use of Information Technology-Assisted Instruction by Early Childhood Pre-Service Teachers

ERIC Educational Resources Information Center

Chen, Ru-Si

2015-01-01

The practical value and usefulness of IT-assisted instruction for Taiwanese preschool children are popular topics in academic and practical settings. The purpose of this study was to survey early childhood pre-service teachers' attitudes regarding the workplace advantage of IT-related pedagogy and their learning intentions regarding IT-based…

Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Fichten, Catherine S.; Heiman, Tali; Jorgensen, Mary; Nguyen, Mai Nhu; Havel, Alice; King, Laura; Budd, Jillian; Amsel, Rhonda

2016-01-01

We tested the ability of Ajzen's Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability/attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model's predictors (i.e., attitude, subjective norms,…

The Role of Perceived User-Interface Design in Continued Usage Intention of Self-Paced E-Learning Tools

ERIC Educational Resources Information Center

Cho, Vincent; Cheng, T. C. Edwin; Lai, W. M. Jennifer

2009-01-01

While past studies on user-interface design focused on a particular system or application using the experimental approach, we propose a theoretical model to assess the impact of perceived user-interface design (PUID) on continued usage intention (CUI) of self-paced e-learning tools in general. We argue that the impact of PUID is mediated by two…

Statistical learning using real-world scenes: extracting categorical regularities without conscious intent.

PubMed

Brady, Timothy F; Oliva, Aude

2008-07-01

Recent work has shown that observers can parse streams of syllables, tones, or visual shapes and learn statistical regularities in them without conscious intent (e.g., learn that A is always followed by B). Here, we demonstrate that these statistical-learning mechanisms can operate at an abstract, conceptual level. In Experiments 1 and 2, observers incidentally learned which semantic categories of natural scenes covaried (e.g., kitchen scenes were always followed by forest scenes). In Experiments 3 and 4, category learning with images of scenes transferred to words that represented the categories. In each experiment, the category of the scenes was irrelevant to the task. Together, these results suggest that statistical-learning mechanisms can operate at a categorical level, enabling generalization of learned regularities using existing conceptual knowledge. Such mechanisms may guide learning in domains as disparate as the acquisition of causal knowledge and the development of cognitive maps from environmental exploration.

Testing students' e-learning via Facebook through Bayesian structural equation modeling.

PubMed

Salarzadeh Jenatabadi, Hashem; Moghavvemi, Sedigheh; Wan Mohamed Radzi, Che Wan Jasimah Bt; Babashamsi, Parastoo; Arashi, Mohammad

2017-01-01

Learning is an intentional activity, with several factors affecting students' intention to use new learning technology. Researchers have investigated technology acceptance in different contexts by developing various theories/models and testing them by a number of means. Although most theories/models developed have been examined through regression or structural equation modeling, Bayesian analysis offers more accurate data analysis results. To address this gap, the unified theory of acceptance and technology use in the context of e-learning via Facebook are re-examined in this study using Bayesian analysis. The data (S1 Data) were collected from 170 students enrolled in a business statistics course at University of Malaya, Malaysia, and tested with the maximum likelihood and Bayesian approaches. The difference between the two methods' results indicates that performance expectancy and hedonic motivation are the strongest factors influencing the intention to use e-learning via Facebook. The Bayesian estimation model exhibited better data fit than the maximum likelihood estimator model. The results of the Bayesian and maximum likelihood estimator approaches are compared and the reasons for the result discrepancy are deliberated.

Predicting Nurses' Turnover: The Aversive Effects of Decreased Identity, Poor Interpersonal Communication, and Learned Helplessness.

PubMed

Moreland, Jennifer J; Ewoldsen, David R; Albert, Nancy M; Kosicki, Gerald M; Clayton, Margaret F

2015-01-01

Through a social identity theoretical lens, this study examines how nurses' identification with their working small group, unit, or floor, nursing role (e.g., staff ER nurse, nurse practitioner), and nursing profession relate to nurses' interaction involvement, willingness to confront conflict, feelings of learned helplessness, and tenure (employment turnover) intentions. A cross-sectional survey (N = 466) was conducted at a large, quaternary care hospital system. Structural equation modeling uncovered direct and indirect effects between the five primary variables. Findings demonstrate direct relationships between nurse identity (as a latent variable) and interaction involvement, willingness to confront conflict, and tenure intentions. Feelings of learned helplessness are attenuated by increased nurse identity through interaction involvement and willingness to confront conflict. In addition, willingness to confront conflict and learned helplessness mediate the relationship between interaction involvement and nurses' tenure intentions. Theoretical extensions include indirect links between nurse identity and learned helplessness via interaction involvement and willingness to confront conflict. Implications for interpersonal communication theory development, health communication, and the nursing profession are discussed.

Testing students’ e-learning via Facebook through Bayesian structural equation modeling

PubMed Central

Moghavvemi, Sedigheh; Wan Mohamed Radzi, Che Wan Jasimah Bt; Babashamsi, Parastoo; Arashi, Mohammad

2017-01-01

Learning is an intentional activity, with several factors affecting students’ intention to use new learning technology. Researchers have investigated technology acceptance in different contexts by developing various theories/models and testing them by a number of means. Although most theories/models developed have been examined through regression or structural equation modeling, Bayesian analysis offers more accurate data analysis results. To address this gap, the unified theory of acceptance and technology use in the context of e-learning via Facebook are re-examined in this study using Bayesian analysis. The data (S1 Data) were collected from 170 students enrolled in a business statistics course at University of Malaya, Malaysia, and tested with the maximum likelihood and Bayesian approaches. The difference between the two methods’ results indicates that performance expectancy and hedonic motivation are the strongest factors influencing the intention to use e-learning via Facebook. The Bayesian estimation model exhibited better data fit than the maximum likelihood estimator model. The results of the Bayesian and maximum likelihood estimator approaches are compared and the reasons for the result discrepancy are deliberated. PMID:28886019

Exploring the roles of interaction and flow in explaining nurses' e-learning acceptance.

PubMed

Cheng, Yung-Ming

2013-01-01

To provide safe and competent patient care, it is very important that medical institutions should provide nurses with continuing education by using appropriate learning methods. As compared to traditional learning, electronic learning (e-learning) is a more flexible method for nurses' in-service learning. Hence, e-learning is expected to play a pivotal role in providing continuing education for nurses. This study's purpose was to explore the role and relevance of interaction factors, intrinsic motivator (i.e., flow), and extrinsic motivators (i.e., perceived usefulness (PU) and perceived ease of use (PEOU)) in explaining nurses' intention to use the e-learning system. Based on the technology acceptance model (TAM) with the flow theory, this study's research model presents three types of interaction factors, learner-system interaction, instructor-learner interaction, and learner-learner interaction to construct an extended TAM to explore nurses' intention to use the e-learning system. Sample data were gathered from nurses at two regional hospitals in Taiwan. A total of 320 questionnaires were distributed, 254 (79.375%) questionnaires were returned. Consequently, 218 usable questionnaires were analyzed in this study, with a usable response rate of 68.125%. First, confirmatory factor analysis was used to develop the measurement model. Second, to explore the causal relationships among all constructs, the structural model for the research model was tested by using structural equation modeling. First, learner-system interaction, instructor-learner interaction, and learner-learner interaction respectively had significant effects on PU, PEOU, and flow. Next, flow had significant effects on PU and PEOU, and PEOU had a significant effect on PU. Finally, the effects of flow, PU, and PEOU on intention to use were significant. Synthetically speaking, learner-system interaction, instructor-learner interaction, and learner-learner interaction can indirectly make significant impacts on nurses' usage intention of the e-learning system via their extrinsic motivators (i.e., PU and PEOU) and intrinsic motivator (i.e., flow). Copyright © 2012 Elsevier Ltd. All rights reserved.

Nextgen Navy eLearning Tracking

DTIC Science & Technology

2014-12-01

ELEARNING TRACKING by William E. Miller December 2014 Thesis Advisor: Man-Tak Shing Co-Advisor: Arijit Das THIS PAGE INTENTIONALLY LEFT......Navy’s eLearning (NeL) computer-based learning system relies on a Learning Management System (LMS) for content delivery and tracking learning

Beyond agency: sources of knowing and learning in children's science- and technology-related problem solving

NASA Astrophysics Data System (ADS)

Kim, Mijung; Roth, Wolff-Michael

2016-12-01

In (science) education, primacy is given to agency, the human capability to act and, in this, to learn. However, phenomenological philosophers and societal-historical psychologists point out that agency, the purposeful (intentional) engagement with the world, is only the effect of a much more profound capacity: passibility, the capacity to be affected. In this study, we begin with what has been recognized as a fundamental condition of learning: learners cannot intentionally orient to the learning outcome because they inherently do not know it so that that knowledge cannot be the object of intention. In this study, we provide evidence for three empirically grounded assertions: (a) children do not intend new knowledge and understanding, which instead give themselves in and through materials and material configurations; (b) knowing-how is received (as unintended gifts) because our bodies are endowed with passibility, the capability to be affected; and (c) the new knowledge and understanding exists as and in social relation first. We suggest implications for engineering design in science classrooms.

Animation, Incidental Learning, and Continuing Motivation.

ERIC Educational Resources Information Center

Rieber, Lloyd P.

1991-01-01

Effects of animated graphics presentations on incidental learning and the degree to which various computer practice activities contain intrinsically motivating characteristics were studied with 70 fourth graders learning about Newton's laws of motion. Incidental learning occurred without sacrifice of intentional learning. Students were highly…

The role of current affect, anticipated affect and spontaneous self-affirmation in decisions to receive self-threatening genetic risk information.

PubMed

Ferrer, Rebecca A; Taber, Jennifer M; Klein, William M P; Harris, Peter R; Lewis, Katie L; Biesecker, Leslie G

2015-01-01

One reason for not seeking personally threatening information may be negative current and anticipated affective responses. We examined whether current (e.g., worry) and anticipated negative affect predicted intentions to seek sequencing results in the context of an actual genomic sequencing trial (ClinSeq®; n = 545) and whether spontaneous self-affirmation mitigated any (negative) association between affect and intentions. Anticipated affective response negatively predicted intentions to obtain and share results pertaining to both medically actionable and non-actionable disease, whereas current affect was only a marginal predictor. The negative association between anticipated affect and intentions to obtain results pertaining to non-actionable disease was weaker in individuals who were higher in spontaneous self-affirmation. These results have implications for the understanding of current and anticipated affect, self-affirmation and consequential decision-making and contribute to a growing body of evidence on the role of affect in medical decisions.

Network mechanisms of intentional learning

PubMed Central

Hampshire, Adam; Hellyer, Peter J.; Parkin, Beth; Hiebert, Nole; MacDonald, Penny; Owen, Adrian M.; Leech, Robert; Rowe, James

2016-01-01

The ability to learn new tasks rapidly is a prominent characteristic of human behaviour. This ability relies on flexible cognitive systems that adapt in order to encode temporary programs for processing non-automated tasks. Previous functional imaging studies have revealed distinct roles for the lateral frontal cortices (LFCs) and the ventral striatum in intentional learning processes. However, the human LFCs are complex; they house multiple distinct sub-regions, each of which co-activates with a different functional network. It remains unclear how these LFC networks differ in their functions and how they coordinate with each other, and the ventral striatum, to support intentional learning. Here, we apply a suite of fMRI connectivity methods to determine how LFC networks activate and interact at different stages of two novel tasks, in which arbitrary stimulus-response rules are learnt either from explicit instruction or by trial-and-error. We report that the networks activate en masse and in synchrony when novel rules are being learnt from instruction. However, these networks are not homogeneous in their functions; instead, the directed connectivities between them vary asymmetrically across the learning timecourse and they disengage from the task sequentially along a rostro-caudal axis. Furthermore, when negative feedback indicates the need to switch to alternative stimulus–response rules, there is additional input to the LFC networks from the ventral striatum. These results support the hypotheses that LFC networks interact as a hierarchical system during intentional learning and that signals from the ventral striatum have a driving influence on this system when the internal program for processing the task is updated. PMID:26658925

Factors Affecting Intention to Use in Social Networking Sites: An Empirical Study on Thai Society

NASA Astrophysics Data System (ADS)

Jairak, Rath; Sahakhunchai, Napath; Jairak, Kallaya; Praneetpolgrang, Prasong

This research aims to explore the factors that affect the intention to use in Social Networking Sites (SNS). We apply the theory of Technology Acceptance Model (TAM), intrinsic motivation, and trust properties to develop the theoretical framework for SNS users' intention. The results show that the important factors influencing SNS users' intention for general purpose and collaborative learning are task-oriented, pleasure-oriented, and familiarity-based trust. In marketing usage, dispositional trust and pleasure-oriented are two main factors that reflect intention to use in SNS.

Toddlers Use Speech Disfluencies to Predict Speakers' Referential Intentions

ERIC Educational Resources Information Center

Kidd, Celeste; White, Katherine S.; Aslin, Richard N.

2011-01-01

The ability to infer the referential intentions of speakers is a crucial part of learning a language. Previous research has uncovered various contextual and social cues that children may use to do this. Here we provide the first evidence that children also use speech disfluencies to infer speaker intention. Disfluencies (e.g. filled pauses "uh"…

Explaining Electronic Learning Management Systems (ELMS) Continued Usage Intentions among Facilitators in Higher Education Institutions (HEIs) in Tanzania

ERIC Educational Resources Information Center

Muries, Bruckse; Masele, Juma James

2017-01-01

This study sought to explain ELMS continued usage intentions among HEIs in Tanzania. The study was guided by main research question, "What explains ELMS continued usage intentions among facilitators in HEIs in Tanzania?" The study used descriptive cross sectional design administered to 264 respondents drawn from five universities…

Early Career Teachers' Sense of Professional Agency in the Classroom: Associations with Turnover Intentions and Perceived Inadequacy in Teacher-Student Interaction

ERIC Educational Resources Information Center

Heikonen, Lauri; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

2017-01-01

Teachers' capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers' turnover intentions, perceived inadequacy in teacher-student interaction, and sense of professional agency in the classroom. The…

Teachers' Reflective Practice in the Context of Twenty-First Century Learning: Applying Vagle's Five-Component Post-Intentional Plan for Phenomenological Research

ERIC Educational Resources Information Center

Benade, Leon

2016-01-01

Vagle's "post-intentional phenomenological research approach" applies post-structural thinking to intentionality. I apply his five-component research process, reflect on some initial findings of semi-structured interview discussions with 25 participants, and consider a meta-reflection by some participants on those findings. My larger…

Assessing All Dimensions of Learning

ERIC Educational Resources Information Center

Furco, Andrew

2010-01-01

At its most basic level, service learning integrates community service activities with intentional learning components to enhance students' understanding of subject content and to meet identified community needs. Although service learning is similar to other active learning pedagogies--such as project-based, problem-based, inquiry-based, and…

A better sequence-read simulator program for metagenomics.

PubMed

Johnson, Stephen; Trost, Brett; Long, Jeffrey R; Pittet, Vanessa; Kusalik, Anthony

2014-01-01

There are many programs available for generating simulated whole-genome shotgun sequence reads. The data generated by many of these programs follow predefined models, which limits their use to the authors' original intentions. For example, many models assume that read lengths follow a uniform or normal distribution. Other programs generate models from actual sequencing data, but are limited to reads from single-genome studies. To our knowledge, there are no programs that allow a user to generate simulated data following non-parametric read-length distributions and quality profiles based on empirically-derived information from metagenomics sequencing data. We present BEAR (Better Emulation for Artificial Reads), a program that uses a machine-learning approach to generate reads with lengths and quality values that closely match empirically-derived distributions. BEAR can emulate reads from various sequencing platforms, including Illumina, 454, and Ion Torrent. BEAR requires minimal user input, as it automatically determines appropriate parameter settings from user-supplied data. BEAR also uses a unique method for deriving run-specific error rates, and extracts useful statistics from the metagenomic data itself, such as quality-error models. Many existing simulators are specific to a particular sequencing technology; however, BEAR is not restricted in this way. Because of its flexibility, BEAR is particularly useful for emulating the behaviour of technologies like Ion Torrent, for which no dedicated sequencing simulators are currently available. BEAR is also the first metagenomic sequencing simulator program that automates the process of generating abundances, which can be an arduous task. BEAR is useful for evaluating data processing tools in genomics. It has many advantages over existing comparable software, such as generating more realistic reads and being independent of sequencing technology, and has features particularly useful for metagenomics work.

The Effect of a Learning Environment Using an Electronic Health Record (EHR) on Undergraduate Nursing Students' Behaviorial Intention to Use an EHR

ERIC Educational Resources Information Center

Foley, Shawn

2011-01-01

The purpose of this study was to explore the effect of a learning environment using an Electronic Health Record (EHR) on undergraduate nursing students' behavioral intention (BI) to use an EHR. BI is defined by Davis (1989) in the Technology Acceptance Model (TAM) as the degree to which a person has formulated conscious plans to perform or not…

Name and face learning in older adults: effects of level of processing, self-generation, and intention to learn.

PubMed

Troyer, Angela K; Häfliger, Andrea; Cadieux, Mélanie J; Craik, Fergus I M

2006-03-01

Many older adults are interested in strategies to help them learn new names. We examined the learning conditions that provide maximal benefit to name and face learning. In Experiment 1, consistent with levels-of-processing theory, name recall and recognition by 20 younger and 20 older adults was poorest with physical processing, intermediate with phonemic processing, and best with semantic processing. In Experiment 2, name and face learning in 20 younger and 20 older adults was maximized with semantic processing of names and physical processing of faces. Experiment 3 showed a benefit of self-generation and of intentional learning of name-face pairs in 24 older adults. Findings suggest that memory interventions should emphasize processing names semantically, processing faces physically, self-generating this information, and keeping in mind that memory for the names will be needed in the future.

Do you mean me? Communicative intentions recruit the mirror and the mentalizing system

PubMed Central

Becchio, Cristina; Colle, Livia; Bara, Bruno G.; Walter, Henrik

2014-01-01

Being able to comprehend communicative intentions and to recognize whether such intentions are directed toward us or not is extremely important in social interaction. Two brain systems, the mentalizing and the mirror neuron system, have been proposed to underlie intention recognition. However, little is still known about how the systems cooperate within the process of communicative intention understanding and to what degree they respond to self-directed and other-directed stimuli. To investigate the role of the mentalizing and the mirror neuron system, we used functional magnetic resonance imaging with four types of action sequence: communicative and private intentions as well as other-directed and self-directed intentions. Categorical and functional connectivity analyses showed that both systems contribute to the encoding of communicative intentions and that both systems are significantly stronger activated and more strongly coupled in self-directed communicative actions. PMID:23620602

The Social Bayesian Brain: Does Mentalizing Make a Difference When We Learn?

PubMed Central

Devaine, Marie; Hollard, Guillaume; Daunizeau, Jean

2014-01-01

When it comes to interpreting others' behaviour, we almost irrepressibly engage in the attribution of mental states (beliefs, emotions…). Such "mentalizing" can become very sophisticated, eventually endowing us with highly adaptive skills such as convincing, teaching or deceiving. Here, sophistication can be captured in terms of the depth of our recursive beliefs, as in "I think that you think that I think…" In this work, we test whether such sophisticated recursive beliefs subtend learning in the context of social interaction. We asked participants to play repeated games against artificial (Bayesian) mentalizing agents, which differ in their sophistication. Critically, we made people believe either that they were playing against each other, or that they were gambling like in a casino. Although both framings are similarly deceiving, participants win against the artificial (sophisticated) mentalizing agents in the social framing of the task, and lose in the non-social framing. Moreover, we find that participants' choice sequences are best explained by sophisticated mentalizing Bayesian learning models only in the social framing. This study is the first demonstration of the added-value of mentalizing on learning in the context of repeated social interactions. Importantly, our results show that we would not be able to decipher intentional behaviour without a priori attributing mental states to others. PMID:25474637

The Effect of Student Learning Styles, Race and Gender on Learning Outcomes: The Case of Public Goods

ERIC Educational Resources Information Center

Devaraj, Nirupama; Raman, Jaishankar

2014-01-01

We investigate the impact of active learning techniques, specifically experiment based learning, in a Principles of Economics class. Our case study demonstrates that when using pedagogical techniques intended to facilitate active learning, teachers should be intentional about incorporating components of learning that appeal to students with…

The Effects of Organizational Learning Culture and Job Satisfaction on Motivation to Transfer Learning and Turnover Intention

ERIC Educational Resources Information Center

Egan, Toby Marshall; Yang, Baiyin; Bartlett, Kenneth R.

2004-01-01

Although organizational learning theory and practice have been clarified by practitioners and scholars over the past several years, there is much to be explored regarding interactions between organizational learning culture and employee learning and performance outcomes. This study examined the relationship of organizational learning culture, job…

Consolidation of Prospective Memory: Effects of Sleep on Completed and Reinstated Intentions

PubMed Central

Barner, Christine; Seibold, Mitja; Born, Jan; Diekelmann, Susanne

2017-01-01

Sleep has been shown to facilitate the consolidation of prospective memory, which is the ability to execute intended actions at the appropriate time in the future. In a previous study, the sleep benefit for prospective memory was mainly expressed as a preservation of prospective memory performance under divided attention as compared to full attention. Based on evidence that intentions are only remembered as long as they have not been executed yet (cf. ‘Zeigarnik effect’), here we asked whether the enhancement of prospective memory by sleep vanishes if the intention is completed before sleep and whether completed intentions can be reinstated to benefit from sleep again. In Experiment 1, subjects learned cue-associate word pairs in the evening and were prospectively instructed to detect the cue words and to type in the associates in a lexical decision task (serving as ongoing task) 2 h later before a night of sleep or wakefulness. At a second surprise test 2 days later, sleep and wake subjects did not differ in prospective memory performance. Specifically, both sleep and wake groups detected fewer cue words under divided compared to full attention, indicating that sleep does not facilitate the consolidation of completed intentions. Unexpectedly, in Experiment 2, reinstating the intention, by instructing subjects about the second test after completion of the first test, was not sufficient to restore the sleep benefit. However, in Experiment 3, where subjects were instructed about both test sessions immediately after learning, sleep facilitated prospective memory performance at the second test after 2 days, evidenced by comparable cue word detection under divided attention and full attention in sleep participants, whereas wake participants detected fewer cue words under divided relative to full attention. Together, these findings show that for prospective memory to benefit from sleep, (i) the intention has to be active across the sleep period, and (ii) the intention should be induced in temporal proximity to the initial learning session. PMID:28111558

Synthesizing Technology Adoption and Learners' Approaches towards Active Learning in Higher Education

ERIC Educational Resources Information Center

Chan, Kevin; Cheung, George; Wan, Kelvin; Brown, Ian; Luk, Green

2015-01-01

In understanding how active and blended learning approaches with learning technologies engagement in undergraduate education, current research models tend to undermine the effect of learners' variations, particularly regarding their styles and approaches to learning, on intention and use of learning technologies. This study contributes to further…

Effects of External Learning Aids on Learning with Ill-Structured Hypertext.

ERIC Educational Resources Information Center

Astleitner, Hermann

1997-01-01

Describes three experiments with high school and college students concerning learning with ill-structured hypertext; in each study, one different kind of external learning aid (memo pads, learning time, and teaching objectives) was manipulated and examined for its effect on intentional and incidental knowledge acquisition. Findings are discussed…

Evaluating Continuing Nursing Education: A Qualitative Study of Intention to Change Practice and Perceived Barriers to Knowledge Translation.

PubMed

Wellings, Cynthea A; Gendek, Marilyn A; Gallagher, Silvia E

Evaluating the effectiveness of continuing nursing education does not always include behavioral change and patient health outcomes. A qualitative analysis of open-ended evaluation questions from continuing nursing education activities was conducted. The aim was to evaluate learners' intentions to change their practice resulting from their learning and their perceived barriers to implementing practice changes. Results revealed the multiple, interconnected challenges involved in translating new learning into practice.

Surface EMG signals based motion intent recognition using multi-layer ELM

NASA Astrophysics Data System (ADS)

Wang, Jianhui; Qi, Lin; Wang, Xiao

2017-11-01

The upper-limb rehabilitation robot is regard as a useful tool to help patients with hemiplegic to do repetitive exercise. The surface electromyography (sEMG) contains motion information as the electric signals are generated and related to nerve-muscle motion. These sEMG signals, representing human's intentions of active motions, are introduced into the rehabilitation robot system to recognize upper-limb movements. Traditionally, the feature extraction is an indispensable part of drawing significant information from original signals, which is a tedious task requiring rich and related experience. This paper employs a deep learning scheme to extract the internal features of the sEMG signals using an advanced Extreme Learning Machine based auto-encoder (ELMAE). The mathematical information contained in the multi-layer structure of the ELM-AE is used as the high-level representation of the internal features of the sEMG signals, and thus a simple ELM can post-process the extracted features, formulating the entire multi-layer ELM (ML-ELM) algorithm. The method is employed for the sEMG based neural intentions recognition afterwards. The case studies show the adopted deep learning algorithm (ELM-AE) is capable of yielding higher classification accuracy compared to the Principle Component Analysis (PCA) scheme in 5 different types of upper-limb motions. This indicates the effectiveness and the learning capability of the ML-ELM in such motion intent recognition applications.

Motivating people to learn cardiopulmonary resuscitation and use of automated external defibrillators.

PubMed

McDonald, Deborah Dillon; Martin, Deborah; Foley, Diane; Baker, Lee; Hintz, Deborah; Faure, Lauren; Erman, Nancy; Palozie, Jessica; Lundquist, Kathleen; O'Brien, Kara; Prior, Laura; Songco, Narra; Muscillo, Gwyn; Graziani, Denise; Tomczyk, Michael; Price, Sheryl

2010-01-01

The purpose of this study was to test the effect of a motivational message on the intention of laypersons to learn cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) use. A pretest-posttest, double-blind, randomized design was used with 220 community-dwelling adults. Participants were randomly assigned to the treatment group reading the CPR and AED pamphlet emphasizing learning CPR and AED use to save someone they love and the 3-minute window for response time; or to the comparison group reading the identical pamphlet without the 2 motivational statements. Intention to learn CPR and AED use and to look for AEDs in public areas was measured before and after reading the respective pamphlet. No significant difference emerged between the groups for the number of participants planning to learn CPR and AED use. A significant number of participants in both groups increased intention to learn CPR and AED use. Significantly more treatment participants than comparison participants planned to routinely look for AEDs in public areas after reading the pamphlet, however. Teaching critical facts such as the low survival rate for out-of-hospital cardiac arrest might encourage laypersons to learn CPR and AED use. Routinely teaching family members of people at risk for a cardiac arrest about the short window of time in which CPR and AED use must begin and encouraging them to learn about CPR and AEDs to save someone they love may encourage family members to identify the location of AEDs in public places.

Integration of Temporal and Ordinal Information During Serial Interception Sequence Learning

PubMed Central

Gobel, Eric W.; Sanchez, Daniel J.; Reber, Paul J.

2011-01-01

The expression of expert motor skills typically involves learning to perform a precisely timed sequence of movements (e.g., language production, music performance, athletic skills). Research examining incidental sequence learning has previously relied on a perceptually-cued task that gives participants exposure to repeating motor sequences but does not require timing of responses for accuracy. Using a novel perceptual-motor sequence learning task, learning a precisely timed cued sequence of motor actions is shown to occur without explicit instruction. Participants learned a repeating sequence through practice and showed sequence-specific knowledge via a performance decrement when switched to an unfamiliar sequence. In a second experiment, the integration of representation of action order and timing sequence knowledge was examined. When either action order or timing sequence information was selectively disrupted, performance was reduced to levels similar to completely novel sequences. Unlike prior sequence-learning research that has found timing information to be secondary to learning action sequences, when the task demands require accurate action and timing information, an integrated representation of these types of information is acquired. These results provide the first evidence for incidental learning of fully integrated action and timing sequence information in the absence of an independent representation of action order, and suggest that this integrative mechanism may play a material role in the acquisition of complex motor skills. PMID:21417511

Portable Tablets in Science Museum Learning: Options and Obstacles

NASA Astrophysics Data System (ADS)

Gronemann, Sigurd Trolle

2017-06-01

Despite the increasing use of portable tablets in learning, their impact has received little attention in research. In five different projects, this media-ethnographic and design-based analysis of the use of portable tablets as a learning resource in science museums investigates how young people's learning with portable tablets matches the intentions of the museums. By applying media and information literacy (MIL) components as analytical dimensions, a pattern of discrepancies between young people's expectations, their actual learning and the museums' approaches to framing such learning is identified. It is argued that, paradoxically, museums' decisions to innovate by introducing new technologies, such as portable tablets, and new pedagogies to support them conflict with many young people's traditional ideas of museums and learning. The assessment of the implications of museums' integration of portable tablets indicates that in making pedagogical transformations to accommodate new technologies, museums risk opposing didactic intention if pedagogies do not sufficiently attend to young learners' systemic expectations to learning and to their expectations to the digital experience influenced by their leisure use.

Controlling a robot with intention derived from motion.

PubMed

Crick, Christopher; Scassellati, Brian

2010-01-01

We present a novel, sophisticated intention-based control system for a mobile robot built from an extremely inexpensive webcam and radio-controlled toy vehicle. The system visually observes humans participating in various playground games and infers their goals and intentions through analyzing their spatiotemporal activity in relation to itself and each other, and then builds a coherent narrative out of the succession of these intentional states. Starting from zero information about the room, the rules of the games, or even which vehicle it controls, it learns rich relationships between players, their goals and intentions, probing uncertain situations with its own behavior. The robot is able to watch people playing various playground games, learn the roles and rules that apply to specific games, and participate in the play. The narratives it constructs capture essential information about the observed social roles and types of activity. After watching play for a short while, the system is able to participate appropriately in the games. We demonstrate how the system acts appropriately in scenarios such as chasing, follow-the-leader, and variants of tag. Copyright © 2009 Cognitive Science Society, Inc.

Learning the determinants of satisfaction and usage intention of instant messaging.

PubMed

Lin, Chieh-Peng; Huang, Hsiu-Nien; Joe, Sheng-Wuu; Ma, Hwa-Chun

2008-06-01

This study proposes a model for evaluating usage intention toward interactive information technology. The test results reveal that usage intention is influenced directly by satisfaction, perceived ease of use, perceived personalization, and perceived social interaction, while being also influenced indirectly by perceived reliability, perceived instantaneity, perceived ease of use, perceived social image, and perceived social interaction via the mediation of satisfaction.

Social intuition as a form of implicit learning: Sequences of body movements are learned less explicitly than letter sequences

PubMed Central

Norman, Elisabeth; Price, Mark C.

2012-01-01

In the current paper, we first evaluate the suitability of traditional serial reaction time (SRT) and artificial grammar learning (AGL) experiments for measuring implicit learning of social signals. We then report the results of a novel sequence learning task which combines aspects of the SRT and AGL paradigms to meet our suggested criteria for how implicit learning experiments can be adapted to increase their relevance to situations of social intuition. The sequences followed standard finite-state grammars. Sequence learning and consciousness of acquired knowledge were compared between 2 groups of 24 participants viewing either sequences of individually presented letters or sequences of body-posture pictures, which were described as series of yoga movements. Participants in both conditions showed above-chance classification accuracy, indicating that sequence learning had occurred in both stimulus conditions. This shows that sequence learning can still be found when learning procedures reflect the characteristics of social intuition. Rule awareness was measured using trial-by-trial evaluation of decision strategy (Dienes & Scott, 2005; Scott & Dienes, 2008). For letters, sequence classification was best on trials where participants reported responding on the basis of explicit rules or memory, indicating some explicit learning in this condition. For body-posture, classification was not above chance on these types of trial, but instead showed a trend to be best on those trials where participants reported that their responses were based on intuition, familiarity, or random choice, suggesting that learning was more implicit. Results therefore indicate that the use of traditional stimuli in research on sequence learning might underestimate the extent to which learning is implicit in domains such as social learning, contributing to ongoing debate about levels of conscious awareness in implicit learning. PMID:22679467

Inferring on the Intentions of Others by Hierarchical Bayesian Learning

PubMed Central

Diaconescu, Andreea O.; Mathys, Christoph; Weber, Lilian A. E.; Daunizeau, Jean; Kasper, Lars; Lomakina, Ekaterina I.; Fehr, Ernst; Stephan, Klaas E.

2014-01-01

Inferring on others' (potentially time-varying) intentions is a fundamental problem during many social transactions. To investigate the underlying mechanisms, we applied computational modeling to behavioral data from an economic game in which 16 pairs of volunteers (randomly assigned to “player” or “adviser” roles) interacted. The player performed a probabilistic reinforcement learning task, receiving information about a binary lottery from a visual pie chart. The adviser, who received more predictive information, issued an additional recommendation. Critically, the game was structured such that the adviser's incentives to provide helpful or misleading information varied in time. Using a meta-Bayesian modeling framework, we found that the players' behavior was best explained by the deployment of hierarchical learning: they inferred upon the volatility of the advisers' intentions in order to optimize their predictions about the validity of their advice. Beyond learning, volatility estimates also affected the trial-by-trial variability of decisions: participants were more likely to rely on their estimates of advice accuracy for making choices when they believed that the adviser's intentions were presently stable. Finally, our model of the players' inference predicted the players' interpersonal reactivity index (IRI) scores, explicit ratings of the advisers' helpfulness and the advisers' self-reports on their chosen strategy. Overall, our results suggest that humans (i) employ hierarchical generative models to infer on the changing intentions of others, (ii) use volatility estimates to inform decision-making in social interactions, and (iii) integrate estimates of advice accuracy with non-social sources of information. The Bayesian framework presented here can quantify individual differences in these mechanisms from simple behavioral readouts and may prove useful in future clinical studies of maladaptive social cognition. PMID:25187943

Effects of learning duration on implicit transfer.

PubMed

Tanaka, Kanji; Watanabe, Katsumi

2015-10-01

Implicit learning and transfer in sequence acquisition play important roles in daily life. Several previous studies have found that even when participants are not aware that a transfer sequence has been transformed from the learning sequence, they are able to perform the transfer sequence faster and more accurately; this suggests implicit transfer of visuomotor sequences. Here, we investigated whether implicit transfer could be modulated by the number of trials completed in a learning session. Participants learned a sequence through trial and error, known as the m × n task (Hikosaka et al. in J Neurophysiol 74:1652-1661, 1995). In the learning session, participants were required to successfully perform the same sequence 4, 12, 16, or 20 times. In the transfer session, participants then learned one of two other sequences: one where the button configuration Vertically Mirrored the learning sequence, or a randomly generated sequence. Our results show that even when participants did not notice the alternation rule (i.e., vertical mirroring), their total working time was less and their total number of errors was lower in the transfer session compared with those who performed a Random sequence, irrespective of the number of trials completed in the learning session. This result suggests that implicit transfer likely occurs even over a shorter learning duration.

The spacing effect in intentional and incidental free recall by children and adults: Limits on the automaticity hypothesis.

PubMed

Toppino, Thomas C; Fearnow-Kenney, Melodie D; Kiepert, Marissa H; Teremula, Amanda C

2009-04-01

Preschoolers, elementary school children, and college students exhibited a spacing effect in the free recall of pictures when learning was intentional. When learning was incidental and a shallow processing task requiring little semantic processing was used during list presentation, young adults still exhibited a spacing effect, but children consistently failed to do so. Children, however, did manifest a spacing effect in incidental learning when an elaborate semantic processing task was used. These results limit the hypothesis that the spacing effect in free recall occurs automatically and constrain theoretical accounts of why the spacing between repetitions affects recall performance.

Grand Conversations across Texts

ERIC Educational Resources Information Center

Crafton, Linda K., Ed.; Johnson, Nancy J., Ed.

2008-01-01

This issue of "School Talk" brings together the ideas of purposefulness and intertextuality together in a teaching practice called intentional intertextual inquiry. "Making Inquiry Intentional and Intertextual" (Karen Smith, Sarah Diaz, and Silvia Edgerton) discusses the framework that combines inquiry-based learning and intertextuality within…

Informal Learning of Social Workers: A Method of Narrative Inquiry

ERIC Educational Resources Information Center

Gola, Giancarlo

2009-01-01

Purpose: The purpose of this paper is to investigate social workers' processes of informal learning, through their narration of their professional experience, in order to understand how social workers learn. Informal learning is any individual practice or activity that is able to produce continuous learning; it is often non-intentional and…

University Students' Behavioral Intention to Use Mobile Learning: Evaluating the Technology Acceptance Model

ERIC Educational Resources Information Center

Park, Sung Youl; Nam, Min-Woo; Cha, Seung-Bong

2012-01-01

As many Korean universities have recommended the implementation of mobile learning (m-learning) for various reasons, the number of such tertiary learning opportunities has steadily grown. However, little research has investigated the factors affecting university students' adoption and use of m-learning. A sample of 288 Konkuk university students…

The Marriage of Constructivism and Flipped Learning

ERIC Educational Resources Information Center

Chang, Sau Hou

2016-01-01

This report talks about how a constructivist teacher used flipped learning in a college class. To illustrate how to use flipped learning in a constructivist classroom, examples were given with the four pillars of F-L-I-P: Flexible environment, learning culture, intentional content, and professional educator.

The Sequence of Learning Cycle Activities in High School Chemistry.

ERIC Educational Resources Information Center

Abraham, Michael R.; Renner, John W.

1986-01-01

Different learning cycle sequences were investigated to determine factors accounting for success of the cycle, compared learning with conventional instruction, and examined relationships between Piaget's theory and learning cycles. Results show that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge in…

First-order and higher order sequence learning in specific language impairment.

PubMed

Clark, Gillian M; Lum, Jarrad A G

2017-02-01

A core claim of the procedural deficit hypothesis of specific language impairment (SLI) is that the disorder is associated with poor implicit sequence learning. This study investigated whether implicit sequence learning problems in SLI are present for first-order conditional (FOC) and higher order conditional (HOC) sequences. Twenty-five children with SLI and 27 age-matched, nonlanguage-impaired children completed 2 serial reaction time tasks. On 1 version, the sequence to be implicitly learnt comprised a FOC sequence and on the other a HOC sequence. Results showed that the SLI group learned the HOC sequence (η p ² = .285, p = .005) but not the FOC sequence (η p ² = .099, p = .118). The control group learned both sequences (FOC η p ² = .497, HOC η p 2= .465, ps < .001). The SLI group's difficulty learning the FOC sequence is consistent with the procedural deficit hypothesis. However, the study provides new evidence that multiple mechanisms may underpin the learning of FOC and HOC sequences. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Do you mean me? Communicative intentions recruit the mirror and the mentalizing system.

PubMed

Ciaramidaro, Angela; Becchio, Cristina; Colle, Livia; Bara, Bruno G; Walter, Henrik

2014-07-01

Being able to comprehend communicative intentions and to recognize whether such intentions are directed toward us or not is extremely important in social interaction. Two brain systems, the mentalizing and the mirror neuron system, have been proposed to underlie intention recognition. However, little is still known about how the systems cooperate within the process of communicative intention understanding and to what degree they respond to self-directed and other-directed stimuli. To investigate the role of the mentalizing and the mirror neuron system, we used functional magnetic resonance imaging with four types of action sequence: communicative and private intentions as well as other-directed and self-directed intentions. Categorical and functional connectivity analyses showed that both systems contribute to the encoding of communicative intentions and that both systems are significantly stronger activated and more strongly coupled in self-directed communicative actions. © The Author (2013). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

A self-determination approach to the understanding of motivation in physical education.

PubMed

Ntoumanis, N

2001-06-01

It is widely acknowledged that Physical Education (PE) can play a potentially important role in enhancing public health by creating positive attitudes toward exercise and by promoting health-related fitness programmes. However, these initiatives will have limited success if students are not motivated to participate actively in their PE lessons. A sequence of motivational processes, proposed by Vallerand (1997), was tested in this study. The sequence has the form 'social factors-->psychological mediators-->types of motivation-->consequences'. Participants were 424 British students aged 14-16 years from Northwest England. Questionnaires were used to measure cooperative learning, self-referenced improvement, and choice of tasks (social factors), perceived competence, autonomy, and relatedness (psychological mediators), intrinsic motivation, identification, introjection, external regulation, and amotivation (types of motivation), and boredom, effort, and future intention to exercise (consequences). A SEM analysis showed that perceived competence was the major psychological mediator. Intrinsic motivation was related to positive consequences, whereas external regulation and amotivation were predictors of negative consequences. A multisample analysis indicated that the model was largely invariant across gender. The findings underline the importance of perceived competence and intrinsic motivation in compulsory PE.

Learning Transfer and Its Intentionality in Adult and Continuing Education

ERIC Educational Resources Information Center

Foley, Jeffrey M.; Kaiser, Leann M. R.

2013-01-01

Broad (1997) defined learning transfer as the "effective and continuing application by learners--to their performance of jobs or other individual, organizational, or community responsibilities--of knowledge and skills gained in the learning activities" (p. 2). This chapter offers an introduction to learning transfer and the major concepts related…

Linked Learning Communities. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

Linked learning communities in postsecondary education are programs defined by having social and curricular linkages that provide undergraduate students with intentional integration of the themes and concepts that they are learning. The theory behind these programs is that active learning in a community-based setting can improve academic outcomes…

Leading Learning: Science Departments and the Chair

ERIC Educational Resources Information Center

Melville, Wayne; Campbell, Todd; Jones, Doug

2016-01-01

In this article, we have considered the role of the chair in leading the learning necessary for a department to become effective in the teaching and learning of science from a reformed perspective. We conceptualize the phrase "leading learning" to mean the chair's constitution of influence, power, and authority to intentionally impact…

Micro Processes of Learning: Exploring the Interplay between Conceptions, Meanings and Expressions

ERIC Educational Resources Information Center

Anderberg, Elsie; Alvegard, Christer; Svensson, Lennart; Johansson, Thorsten

2009-01-01

The article describes qualitative variation in micro processes of learning, focusing the dynamic interplay between conceptions, expressions and meanings of expressions in students' learning in higher education. The intentional-expressive approach employed is an alternative approach to the function of language use in learning processes. In the…

The effects of humor on memory for non-sensical pictures.

PubMed

Takahashi, Masanobu; Inoue, Tomoyoshi

2009-09-01

Two experiments investigated the effects of humor on memory for non-sensical pictures. Each picture was given three labels that differed in the degree of humor: high, low, and no humor labels. In Experiment 1, the humor of the picture labels was manipulated between participants. Participants were shown 30 pictures for 10s each and were asked to rate the degree of humor of each picture. After the rating task, participants were asked to draw the pictures in an unexpected memory test. Performance in the memory test was best in the high humor label group, followed by the low and the no humor label groups. In Experiment 2, intention to learn (incidental versus intentional encoding tasks) as well as humor label was manipulated between the participants. In the incidental learning condition, the high humor group performed better than the low humor group, but in the intentional learning condition, there was no humor effect. The effects of humor on picture memory were discussed in terms of appraisal processing within a distinctiveness framework.

Technology, Educator Intention, and Relationships in Virtual Learning Spaces: A Qualitative Metasynthesis.

PubMed

Gdanetz, Lorraine M; Hamer, Mika K; Thomas, Eileen; Tarasenko, Lindsey M; Horton-Deutsch, Sara; Jones, Jacqueline

2018-04-01

A main concern that remains with the continued growth of online nursing education programs is the way educator and student relationships can be affected by new technologies. This interpretive study aims to gain an understanding of how technology influences the development of interpersonal relationships between the student and faculty in a virtual learning environment. Using an established structured approach to qualitative metasynthesis, a search was conducted using PubMed, EBSCO, CINAHL, Medline, ProQuest, Ovid Nursing databases, and Google Scholar, focused on caring and relational aspects of online nursing education. Technology alters communication, thereby positioning the intentionality of the educator at the heart of interpersonal relationship development in virtual learning spaces. This interpretive synthesis of prior qualitative research supports the development of a framework for online nursing courses, the need for continuing education of nursing faculty, the value of caring intentions, and enhancement of the educator's technological proficiency. [J Nurs Educ. 2018;57(4):197-202.]. Copyright 2018, SLACK Incorporated.

The Case for Intentionally Interwoven Peer Learning Supports in Gateway-Course Improvement Efforts

ERIC Educational Resources Information Center

Dvorak, Johanna; Tucker, Kathryn

2017-01-01

This chapter describes how peer learning support programs can be used to improve learning and success in gateway courses. It provides examples from two institutions to further illustrate how this promising approach can improve student outcomes.

Statistical learning in social action contexts.

PubMed

Monroy, Claire; Meyer, Marlene; Gerson, Sarah; Hunnius, Sabine

2017-01-01

Sensitivity to the regularities and structure contained within sequential, goal-directed actions is an important building block for generating expectations about the actions we observe. Until now, research on statistical learning for actions has solely focused on individual action sequences, but many actions in daily life involve multiple actors in various interaction contexts. The current study is the first to investigate the role of statistical learning in tracking regularities between actions performed by different actors, and whether the social context characterizing their interaction influences learning. That is, are observers more likely to track regularities across actors if they are perceived as acting jointly as opposed to in parallel? We tested adults and toddlers to explore whether social context guides statistical learning and-if so-whether it does so from early in development. In a between-subjects eye-tracking experiment, participants were primed with a social context cue between two actors who either shared a goal of playing together ('Joint' condition) or stated the intention to act alone ('Parallel' condition). In subsequent videos, the actors performed sequential actions in which, for certain action pairs, the first actor's action reliably predicted the second actor's action. We analyzed predictive eye movements to upcoming actions as a measure of learning, and found that both adults and toddlers learned the statistical regularities across actors when their actions caused an effect. Further, adults with high statistical learning performance were sensitive to social context: those who observed actors with a shared goal were more likely to correctly predict upcoming actions. In contrast, there was no effect of social context in the toddler group, regardless of learning performance. These findings shed light on how adults and toddlers perceive statistical regularities across actors depending on the nature of the observed social situation and the resulting effects.

Statistical learning in social action contexts

PubMed Central

Meyer, Marlene; Gerson, Sarah; Hunnius, Sabine

2017-01-01

Sensitivity to the regularities and structure contained within sequential, goal-directed actions is an important building block for generating expectations about the actions we observe. Until now, research on statistical learning for actions has solely focused on individual action sequences, but many actions in daily life involve multiple actors in various interaction contexts. The current study is the first to investigate the role of statistical learning in tracking regularities between actions performed by different actors, and whether the social context characterizing their interaction influences learning. That is, are observers more likely to track regularities across actors if they are perceived as acting jointly as opposed to in parallel? We tested adults and toddlers to explore whether social context guides statistical learning and—if so—whether it does so from early in development. In a between-subjects eye-tracking experiment, participants were primed with a social context cue between two actors who either shared a goal of playing together (‘Joint’ condition) or stated the intention to act alone (‘Parallel’ condition). In subsequent videos, the actors performed sequential actions in which, for certain action pairs, the first actor’s action reliably predicted the second actor’s action. We analyzed predictive eye movements to upcoming actions as a measure of learning, and found that both adults and toddlers learned the statistical regularities across actors when their actions caused an effect. Further, adults with high statistical learning performance were sensitive to social context: those who observed actors with a shared goal were more likely to correctly predict upcoming actions. In contrast, there was no effect of social context in the toddler group, regardless of learning performance. These findings shed light on how adults and toddlers perceive statistical regularities across actors depending on the nature of the observed social situation and the resulting effects. PMID:28475619

Understanding the Behavioral Intention to Play Austronesian Learning Games: From the Perspectives of Learning Outcome, Service Quality, and Hedonic Value

ERIC Educational Resources Information Center

Hsiao, Kuo-Lun; Huang, Tien-Chi; Chen, Mu-Yen; Chiang, Nien-Ting

2018-01-01

Although ubiquitous learning is a novel and creative teaching approach, two key issues inhibit its success overall: a lack of appropriate learning strategies regarding learning objectives, and ineffective learning tools for receiving knowledge regarding the chosen subjects. To address these issues, we develops and designs a game-based educational…

Implicit perceptual-motor skill learning in mild cognitive impairment and Parkinson's disease.

PubMed

Gobel, Eric W; Blomeke, Kelsey; Zadikoff, Cindy; Simuni, Tanya; Weintraub, Sandra; Reber, Paul J

2013-05-01

Implicit skill learning is hypothesized to depend on nondeclarative memory that operates independent of the medial temporal lobe (MTL) memory system and instead depends on cortico striatal circuits between the basal ganglia and cortical areas supporting motor function and planning. Research with the Serial Reaction Time (SRT) task suggests that patients with memory disorders due to MTL damage exhibit normal implicit sequence learning. However, reports of intact learning rely on observations of no group differences, leading to speculation as to whether implicit sequence learning is fully intact in these patients. Patients with Parkinson's disease (PD) often exhibit impaired sequence learning, but this impairment is not universally observed. Implicit perceptual-motor sequence learning was examined using the Serial Interception Sequence Learning (SISL) task in patients with amnestic Mild Cognitive Impairment (MCI; n = 11) and patients with PD (n = 15). Sequence learning in SISL is resistant to explicit learning and individually adapted task difficulty controls for baseline performance differences. Patients with MCI exhibited robust sequence learning, equivalent to healthy older adults (n = 20), supporting the hypothesis that the MTL does not contribute to learning in this task. In contrast, the majority of patients with PD exhibited no sequence-specific learning in spite of matched overall task performance. Two patients with PD exhibited performance indicative of an explicit compensatory strategy suggesting that impaired implicit learning may lead to greater reliance on explicit memory in some individuals. The differences in learning between patient groups provides strong evidence in favor of implicit sequence learning depending solely on intact basal ganglia function with no contribution from the MTL memory system.

Student Acceptance of Web-Based Learning: A Quantitative Analysis within a Public University in Thailand

ERIC Educational Resources Information Center

Bhrommalee, Panu

2011-01-01

Online learning provides learners with more convenient and flexible ways of learning than does a traditional learning environment. Many Thai universities have implemented online learning for their students despite a lack of knowledge and understanding about students' attitudes toward and behavioral intention to using the system. The purpose of…

Sequence Learning Is Preserved in Individuals with Cerebellar Degeneration when the Movements Are Directly Cued

ERIC Educational Resources Information Center

Spencer, Rebecca M. C.; Ivry, Richard B.

2009-01-01

Cerebellar pathology is associated with impairments on a range of motor learning tasks including sequence learning. However, various lines of evidence are at odds with the idea that the cerebellum plays a central role in the associative processes underlying sequence learning. Behavioral studies indicate that sequence learning, at least with short…

Familia and Comunidad-Based Saberes: Learning in an Indigenous Heritage Community

ERIC Educational Resources Information Center

Urrieta, Luis, Jr.

2013-01-01

This article explores how children and youth learned indigenous heritage "saberes" (knowings) through intent community participation in Nocutzepo, Mexico. The "familia" (family) and "comunidad" (community)-based saberes were valuable for skills acquisition, but most important for learning indigenous forms of…

Implicit Perceptual-Motor Skill Learning in Mild Cognitive Impairment and Parkinson's Disease

PubMed Central

Gobel, Eric W.; Blomeke, Kelsey; Zadikoff, Cindy; Simuni, Tanya; Weintraub, Sandy; Reber, Paul J.

2015-01-01

Objective Implicit skill learning is hypothesized to depend on nondeclarative memory that operates independent of the medial temporal lobe (MTL) memory system and instead depends on cortico-striatal circuits between the basal ganglia and cortical areas supporting motor function and planning. Research with the Serial Reaction Time (SRT) task suggests that patients with memory-disorders due to MTL damage exhibit normal implicit sequence learning. However, reports of intact learning rely on observations of no group differences, leading to speculation whether implicit sequence learning is fully intact in these patients. Patients with Parkinson's Disease (PD) often exhibit impaired sequence learning, but this impairment is not universally observed. Method Implicit perceptual-motor sequence learning was examined using the Serial Interception Sequence Learning (SISL) task in patients with amnestic Mild Cognitive Impairment (MCI; n=11) and patients with PD (n=15). Sequence learning in SISL is resistant to explicit learning and individually adapted task difficulty controls for baseline performance differences. Results Patients with MCI exhibited robust sequence learning, equivalent to healthy older adults (n=20), supporting the hypothesis that the MTL does not contribute to learning in this task. In contrast, the majority of patients with PD exhibited no sequence-specific learning in spite of matched overall task performance. Two patients with PD exhibited performance indicative of an explicit compensatory strategy suggesting that impaired implicit learning may lead to greater reliance on explicit memory in some individuals. Conclusion The differences in learning between patient groups provides strong evidence in favor of implicit sequence learning depending solely on intact basal ganglia function with no contribution from the MTL memory system. PMID:23688213

Playground Exploration: An Opportunity for Incidental Learning of Mechanical Principles

ERIC Educational Resources Information Center

Lyons, Brian

2005-01-01

Play involves unstructured activity that is freely entered into and intrinsically rewarding. When children engage in play there is little intentional learning. There are no lesson plans. There are no daily objectives or specific learning outcomes. Incidental learning can cause relatively permanent changes in the way one thinks; accidental learning…

Adolescents' Declining Motivation to Learn Science: Inevitable or Not?

ERIC Educational Resources Information Center

Vedder-Weiss, Dana; Fortus, David

2011-01-01

There is a growing awareness that science education should center not just on knowledge acquisition but developing the foundation for lifelong learning. However, for intentional learning of science to occur in school, out of school, and after school, there needs to be a motivation to learn science. Prior research had shown that students'…

Beyond Performativity: A Pragmatic Model of Teacher Professional Learning

ERIC Educational Resources Information Center

Lloyd, Margaret; Davis, James P.

2018-01-01

The intent and content of teacher professional learning has changed in recent times to meet the demands of performativity. In this article, we offer and demonstrate a pragmatic way to map teacher professional learning that both meets current demands and secures a place for teacher-led catalytic learning. To achieve this, we position identified…

Gender-Equal Organizations as a Prerequisite for Workplace Learning

ERIC Educational Resources Information Center

Johansson, Kristina; Abrahamsson, Lena

2018-01-01

Purpose: This paper aims to explore how gendering of the learning environment acts to shape the design and outcome of workplace learning. The primary intention is to reflect on the idea of gender-equal organizations as a prerequisite for workplace learning. Design/methodology/approach: A review of literature relating to gender and workplace…

Survey of Learning Experiences and Influence of Learning Style Preferences on User Intentions Regarding MOOCs

ERIC Educational Resources Information Center

Chang, Ray I.; Hung, Yu Hsin; Lin, Chun Fu

2015-01-01

With the rapid development of web techniques, information and communication technology is being increasingly used in curricula, and learning portfolios can be automatically retrieved and maintained as learners interact through e-learning platforms. Further, massive open online courses (MOOCs), which apply such technology to provide open access to…

Electrophysiological Evidence of Heterogeneity in Visual Statistical Learning in Young Children with ASD

ERIC Educational Resources Information Center

Jeste, Shafali S.; Kirkham, Natasha; Senturk, Damla; Hasenstab, Kyle; Sugar, Catherine; Kupelian, Chloe; Baker, Elizabeth; Sanders, Andrew J.; Shimizu, Christina; Norona, Amanda; Paparella, Tanya; Freeman, Stephanny F. N.; Johnson, Scott P.

2015-01-01

Statistical learning is characterized by detection of regularities in one's environment without an awareness or intention to learn, and it may play a critical role in language and social behavior. Accordingly, in this study we investigated the electrophysiological correlates of visual statistical learning in young children with autism…

Productive Use of Collaborative Time. Research into Practice

ERIC Educational Resources Information Center

Williamson, Ronald

2012-01-01

Many schools have embraced the idea of professional learning communities (PLC's). While the term is used to describe many types of collaborative activities, PLC's are most successful when they focus intently on improving student learning. In these communities of learners there is a shared commitment to continually learn and act on that learning in…

When Collaborative Is Not Collaborative: Supporting Student Learning through Self-Surveillance

ERIC Educational Resources Information Center

Kotsopoulos, Donna

2010-01-01

Collaborative learning has been widely endorsed in education. This qualitative research examines instances of collaborative learning during mathematics that were seen to be predominantly non-collaborative despite the pedagogical efforts and intentions of the teacher and the task. In an effort to disrupt the non-collaborative learning, small groups…

Expansive Learning in a Library: Actions, Cycles and Deviations from Instructional Intentions

ERIC Educational Resources Information Center

Engestrom, Yrjo; Rantavuori, Juhana; Kerosuo, Hannele

2013-01-01

The theory of expansive learning has been applied in a large number of studies on workplace learning and organizational change. However, detailed comprehensive analyses of entire developmental interventions based on the theory of expansive learning do not exist. Such a study is needed to examine the empirical usability and methodological rigor…

An Evolutionary Machine Learning Framework for Big Data Sequence Mining

ERIC Educational Resources Information Center

Kamath, Uday Krishna

2014-01-01

Sequence classification is an important problem in many real-world applications. Unlike other machine learning data, there are no "explicit" features or signals in sequence data that can help traditional machine learning algorithms learn and predict from the data. Sequence data exhibits inter-relationships in the elements that are…

Keep Up the Good Work! Age-Moderated Mediation Model on Intention to Retire

PubMed Central

Dordoni, Paola; Van der Heijden, Beatrice; Peters, Pascale; Kraus-Hoogeveen, Sascha; Argentero, Piergiorgio

2017-01-01

In European nations, the aging of the workforce is a major issue which is increasingly addressed both in national and organizational policies in order to sustain older workers' employability and to encourage longer working lives. Particularly older workers' employability can be viewed an important issue as this has the potential to motivate them for their work and change their intention to retire. Based on lifespan development theories and Van der Heijden's ‘employability enhancement model’, this paper develops and tests an age-moderated mediation model (which refers to the processes that we want to test in this model), linking older workers' (55 years old and over) perceptions of job support for learning (job-related factor) and perceptions of negative age stereotypes on productivity (organizational factor), on the one hand, and their intention to retire, on the other hand, via their participation in employability enhancing activities, being the mediator in our model. A total of 2,082 workers aged 55 years and above were included in the analyses. Results revealed that the two proposed relationships between the predictors and intention to retire were mediated by participation in employability enhancing activities, reflecting two mechanisms through which work context affects intention to retire (namely ‘a gain spiral and a loss spiral’). Multi-Group SEM analyses, distinguishing between two age groups (55–60 and 61–65 years old), revealed different paths for the two distinguished groups of older workers. Employability mediated the relationship between perceptions of job support for learning and intention to retire in both age groups, whereas it only mediated the relationship between perceptions of negative age stereotypes and intention to retire in the 55–60 group. From our empirical study, we may conclude that employability is an important factor in the light of older workers' intention to retire. In order to motivate this category of workers to participate in employability enhancing activities and to work longer, negative age stereotypes need to be combated. In addition, creating job support for learning over the lifespan is also an important HR practice to be implemented in nowadays' working life. PMID:29089905

Keep Up the Good Work! Age-Moderated Mediation Model on Intention to Retire.

PubMed

Dordoni, Paola; Van der Heijden, Beatrice; Peters, Pascale; Kraus-Hoogeveen, Sascha; Argentero, Piergiorgio

2017-01-01

In European nations, the aging of the workforce is a major issue which is increasingly addressed both in national and organizational policies in order to sustain older workers' employability and to encourage longer working lives. Particularly older workers' employability can be viewed an important issue as this has the potential to motivate them for their work and change their intention to retire. Based on lifespan development theories and Van der Heijden's 'employability enhancement model', this paper develops and tests an age-moderated mediation model (which refers to the processes that we want to test in this model), linking older workers' (55 years old and over) perceptions of job support for learning (job-related factor) and perceptions of negative age stereotypes on productivity (organizational factor), on the one hand, and their intention to retire, on the other hand, via their participation in employability enhancing activities, being the mediator in our model. A total of 2,082 workers aged 55 years and above were included in the analyses. Results revealed that the two proposed relationships between the predictors and intention to retire were mediated by participation in employability enhancing activities, reflecting two mechanisms through which work context affects intention to retire (namely 'a gain spiral and a loss spiral'). Multi-Group SEM analyses, distinguishing between two age groups (55-60 and 61-65 years old), revealed different paths for the two distinguished groups of older workers. Employability mediated the relationship between perceptions of job support for learning and intention to retire in both age groups, whereas it only mediated the relationship between perceptions of negative age stereotypes and intention to retire in the 55-60 group. From our empirical study, we may conclude that employability is an important factor in the light of older workers' intention to retire. In order to motivate this category of workers to participate in employability enhancing activities and to work longer, negative age stereotypes need to be combated. In addition, creating job support for learning over the lifespan is also an important HR practice to be implemented in nowadays' working life.

Countermeasures to mitigate intentional deaths on railroad rights-of-way : lessons learned and next steps

DOT National Transportation Integrated Search

2014-11-01

Trespassing is the leading cause of rail-related fatalities in the United States. A large proportion of these trespasser fatalities are from intentional acts (i.e., suicides). With a lack of systematic research and evaluation of the countermeasures t...

Construction Students Aid in Hurricane Recovery Efforts

ERIC Educational Resources Information Center

Massiha, G. H.; Houston, Shelton

2010-01-01

According to Jacoby (1996), service-learning, officially defined in 1967, is "a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development." Service-learning combines academic study,…

Business and Industry for Continuous Learning.

ERIC Educational Resources Information Center

Wiswell, Albert K.

1990-01-01

Witting and unwitting contributions to the learning community by business and industry include learning opportunities for employees and nonemployees, involvement in educational partnerships, corporate museums, trade shows and exhibitions, and support for the arts. Although the company intent may be public relations or marketing, making use of…

The One School Roomhouse: An Information and Learning Approach to Curriculum Integration.

ERIC Educational Resources Information Center

McKinney, Earl H., Jr.; Yoos, Charles J., II

1998-01-01

Three undergraduate courses--marketing, strategy, and management information systems--were brought together using a metalanguage of learning common to each domain. The intent was to encourage students to appreciate complexity, take responsibility for learning, work in teams, and communicate effectively. (SK)

An Investigation of the Outcomes of PGY Students' Cognition of and Persistent Behavior in Learning through the Intervention of the Flipped Classroom in Taiwan.

PubMed

Hsu, Sheng-Der; Chen, Cheng-Jueng; Chang, Wei-Kuo; Hu, Yih-Jin

2016-01-01

The Postgraduate Year (PGY) Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students' learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein's (1980) theory of reasoned action and Bandura's self-efficacy to predict and explain the participants' behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students' learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire's related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P < 0.01), followed by attitude (r = 0.365, P < 0.01) and subjective norms (r = 0.360, P < 0.01.) All three showed positive correlations with behavioral intention; among attitude, subjective norms, and self-efficacy, the pairwise correlations also reached significance level. The flipped classroom can indeed change PGY students' the learning behavior from "passive learning" to "active learning."

Action Learning. A Guide for Professional, Management and Educational Development. Second Edition.

ERIC Educational Resources Information Center

McGill, Ian; Beaty, Liz

Action learning is a process of learning and reflection that happens with the support of a group of colleagues ("set") working with real problems with the intention of getting things done. This guide is for those who want to practice action learning. It can be used to introduce the concepts of action learning to others and as a manual…

On the Use of Extended TAM to Assess Students' Acceptance and Intent to Use Third-Generation Learning Management Systems

ERIC Educational Resources Information Center

Ros, Salvador; Hernández, Roberto; Caminero, Agustín; Robles, Antonio; Barbero, Isabel; Maciá, Araceli; Holgado, Francisco Pablo

2015-01-01

Service-oriented e-learning platforms can be considered as a third generation of learning management systems (LMSs). As opposed to the previous generations, consisting of ad hoc solutions and traditional LMS, this new technology contemplates e-learning systems as services that can be integrated into different learning scenarios. This paper shows…

The Development of Intention-Based Moral Judgments in Three- and Four-Year-Old Children.

ERIC Educational Resources Information Center

Moran, James D., III; O'Brien, Gayle

The developmental sequence of preschool children's moral judgments, and their emphasis on intentions versus property damage was investigated. Eight moral judgment stories with drawings were read to twelve 3 1/2- and twelve 4 1/2-year-old children (mean ages = 46.6 and 54.0 months, respectively). The stories included either positive or negative…

Neural correlates of skill acquisition: decreased cortical activity during a serial interception sequence learning task.

PubMed

Gobel, Eric W; Parrish, Todd B; Reber, Paul J

2011-10-15

Learning of complex motor skills requires learning of component movements as well as the sequential structure of their order and timing. Using a Serial Interception Sequence Learning (SISL) task, participants learned a sequence of precisely timed interception responses through training with a repeating sequence. Following initial implicit learning of the repeating sequence, functional MRI data were collected during performance of that known sequence and compared with activity evoked during novel sequences of actions, novel timing patterns, or both. Reduced activity was observed during the practiced sequence in a distributed bilateral network including extrastriate occipital, parietal, and premotor cortical regions. These reductions in evoked activity likely reflect improved efficiency in visuospatial processing, spatio-motor integration, motor planning, and motor execution for the trained sequence, which is likely supported by nondeclarative skill learning. In addition, the practiced sequence evoked increased activity in the left ventral striatum and medial prefrontal cortex, while the posterior cingulate was more active during periods of better performance. Many prior studies of perceptual-motor skill learning have found increased activity in motor areas of the frontal cortex (e.g., motor and premotor cortex, SMA) and striatal areas (e.g., the putamen). The change in activity observed here (i.e., decreased activity across a cortical network) may reflect skill learning that is predominantly expressed through more accurate performance rather than decreased reaction time. Copyright © 2011 Elsevier Inc. All rights reserved.

Neural Correlates of Skill Acquisition: Decreased Cortical Activity During a Serial Interception Sequence Learning Task

PubMed Central

Gobel, Eric W.; Parrish, Todd B.; Reber, Paul J.

2011-01-01

Learning of complex motor skills requires learning of component movements as well as the sequential structure of their order and timing. Using a Serial Interception Sequence Learning (SISL) task, participants learned a sequence of precisely timed interception responses through training with a repeating sequence. Following initial implicit learning of the repeating sequence, functional MRI data were collected during performance of that known sequence and compared with activity evoked during novel sequences of actions, novel timing patterns, or both. Reduced activity was observed during the practiced sequence in a distributed bilateral network including extrastriate occipital, parietal, and premotor cortical regions. These reductions in evoked activity likely reflect improved efficiency in visuospatial processing, spatio-motor integration, motor planning, and motor execution for the trained sequence, which is likely supported by nondeclarative skill learning. In addition, the practiced sequence evoked increased activity in the left ventral striatum and medial prefrontal cortex, while the posterior cingulate was more active during periods of better performance. Many prior studies of perceptual-motor skill learning have found increased activity in motor areas of frontal cortex (e.g., motor and premotor cortex, SMA) and striatal areas (e.g., the putamen). The change in activity observed here (i.e., decreased activity across a cortical network) may reflect skill learning that is predominantly expressed through more accurate performance rather than decreased reaction time. PMID:21771663

Sequence learning in Parkinson's disease: Focusing on action dynamics and the role of dopaminergic medication.

PubMed

Ruitenberg, Marit F L; Duthoo, Wout; Santens, Patrick; Seidler, Rachael D; Notebaert, Wim; Abrahamse, Elger L

2016-12-01

Previous studies on movement sequence learning in Parkinson's disease (PD) have produced mixed results. A possible explanation for the inconsistent findings is that some studies have taken dopaminergic medication into account while others have not. Additionally, in previous studies the response modalities did not allow for an investigation of the action dynamics of sequential movements as they unfold over time. In the current study we investigated sequence learning in PD by specifically considering the role of medication status in a sequence learning task where mouse movements were performed. The focus on mouse movements allowed us to examine the action dynamics of sequential movement in terms of initiation time, movement time, movement accuracy, and velocity. PD patients performed the sequence learning task once on their regular medication, and once after overnight withdrawal from their medication. Results showed that sequence learning as reflected in initiation times was impaired when PD patients performed the task ON medication compared to OFF medication. In contrast, sequence learning as reflected in the accuracy of movement trajectories was enhanced when performing the task ON compared to OFF medication. Our findings suggest that while medication enhances execution processes of movement sequence learning, it may at the same time impair planning processes that precede actual execution. Overall, the current study extends earlier findings on movement sequence learning in PD by differentiating between various components of performance, and further refines previous dopamine overdose effects in sequence learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Investigating the potential of e-Learning in healthcare postgraduate curricula: a structural equation model.

PubMed

Katharaki, Maria; Daskalakis, Stelios; Mantas, John

2010-01-01

The objective of this paper is to assess the future adaptability of e-Learning platforms within postgraduate modules. An ongoing empirical assessment was conducted amongst postgraduate students, based on the Technology Acceptance Model (TAM). The current paper presents the outcomes from the second phase of a survey, involving fifty six participants. Data analysis was performed using a structural equation model, based on partial least squares. Results highlighted the very strong effect of perceived usefulness and perceived ease of use to attitude towards using e-Learning platforms. Consequently, attitude towards use proved to be a very strong predictor of behavioral intention. Perceived usefulness, on the contrary, did not prove to have an effect to behavioral intention. Implications on the potential of using e-Learning platforms are discussed along with limitations and future directions of the study.

Influence of Cognitive Functioning on Age-Related Performance Declines in Visuospatial Sequence Learning.

PubMed

Krüger, Melanie; Hinder, Mark R; Puri, Rohan; Summers, Jeffery J

2017-01-01

Objectives: The aim of this study was to investigate how age-related performance differences in a visuospatial sequence learning task relate to age-related declines in cognitive functioning. Method: Cognitive functioning of 18 younger and 18 older participants was assessed using a standardized test battery. Participants then undertook a perceptual visuospatial sequence learning task. Various relationships between sequence learning and participants' cognitive functioning were examined through correlation and factor analysis. Results: Older participants exhibited significantly lower performance than their younger counterparts in the sequence learning task as well as in multiple cognitive functions. Factor analysis revealed two independent subsets of cognitive functions associated with performance in the sequence learning task, related to either the processing and storage of sequence information (first subset) or problem solving (second subset). Age-related declines were only found for the first subset of cognitive functions, which also explained a significant degree of the performance differences in the sequence learning task between age-groups. Discussion: The results suggest that age-related performance differences in perceptual visuospatial sequence learning can be explained by declines in the ability to process and store sequence information in older adults, while a set of cognitive functions related to problem solving mediates performance differences independent of age.

Academic Factors and Turnover Intention: Impact of Organization Factors

ERIC Educational Resources Information Center

Awang, Amran; Ibrahim, Ima Ilyani; Nor, Mohamad Niza Md; Razali, Mohd Fazly Mohd; Arof, Zakaria Mat; Rahman, Ahmad Redzuan Abdul

2015-01-01

Institutional support and recognition led to less happier and committed academicians. Previous empirical findings justified that intentions to leave an organization has been due to issues in commitment and job performance. The study observes 130 academicians in five Malaysian public higher learning institutions in a cross-sectional data collection…

Good Intentions Pave the Way to Hierarchy: A Retrospective Autoethnographic Approach

ERIC Educational Resources Information Center

Tilley-Lubbs, Gresilda A.

2009-01-01

I explore certain complexities of partnering university students with members of the Mexican and Honduran immigrant community through service-learning. I reveal how my "good intentions" inadvertently created social hierarchy and deficit notions of the community, establishing the students as "haves" and community members as "have-nots." Critically…

Explaining Lower Educated Workers' Training Intentions

ERIC Educational Resources Information Center

Sanders, Jos; Oomens, Shirley; Blonk, Roland W. B.; Hazelzet, Astrid

2011-01-01

Purpose: The purpose of this study is to contribute to the discussion on how to increase lower educated workers' participation in training programs inside and outside the workplace through stimulating intentions with respect to training. Design/methodology/approach: This article is based on data from the Study on Life Long Learning and Employment…

Multi-Structural Relationships among Organizational Culture, Job Autonomy, and CTE Teacher Turnover Intention

ERIC Educational Resources Information Center

Song, Ji Hoon; Martens, Jon; McCharen, Belinda; Ausburn, Lynna J.

2011-01-01

This study investigated structural relationships among the constructs of supportive learning culture, school innovative climate, task-related job autonomy, and teacher turnover intention in career and technical education. The study applied organizational concepts to a problem typically approached from the perspective of teacher characteristics and…

Children's Intent Participation in a Pediatric Community of Practice

ERIC Educational Resources Information Center

Rindstedt, Camilla; Aronsson, Karin

2012-01-01

This study analyzes informal learning, drawing on video recordings of staff-child interaction in a pediatric unit. It is shown that even very young patients engage in intent community participation, carefully noting fine variations in examination and treatment practices. They orient to everyday routines in successively more complex ways, gradually…

Learning, Intention to Transfer and Transfer in Executive Education

ERIC Educational Resources Information Center

Culpin, Victoria; Eichenberg, Timm; Hayward, Ian; Abraham, Priya

2014-01-01

The main aim of this study was to understand the relationship between self-reported "intention" to transfer and self-reported "actual" transfer within a population of middle and senior executives on an executive education programme. A secondary objective was to consider the relationship between these qualitative self-reports of…

Framing Care for Planners of Education Programs

ERIC Educational Resources Information Center

Glowacki-Dudka, Michelle; Mullett, Cathy; Griswold, Wendy; Baize-Ward, Amy; Vetor-Suits, Crissy; Londt, Susan Cole

2018-01-01

Using a framework of care to design experiences in formal or informal learning does two things. It acknowledges intentions of reflective learning through open communication and meets expectations of scholars seeking knowledge within a learning community. This proposed framework was developed from programs involving popular education, community…

Triangulating Assessment of Online Collaborative Learning

ERIC Educational Resources Information Center

Lock, Jennifer; Johnson, Carol

2015-01-01

Collaboration plays an integral role in the construction of knowledge in online learning environments. A supportive foundation for learning can be created through the intentional design of formative and summative assessments that embrace self-, peer-, and instructor assessment practices. The purpose of this article is to: (1) examine current…

Individual Learning Accounts: Honourable Intentions, Ignoble Utility?

ERIC Educational Resources Information Center

Thursfield, Denise; Smith, Vikki; Holden, Rick; Hamblett, John

2002-01-01

Evaluation of the implementation of Individual Learning Accounts in Britain revealed five themes that may explain the program's lack of success: individualistic approach to adult education, conflict of individualism with partnership, ineffective targeting of low-skilled populations, lack of linkage with a lifelong commitment to learning, and…

Collaborative Autoethnography as a Pathway for Transformative Learning

ERIC Educational Resources Information Center

Blalock, A. Emiko; Akehi, Meg

2018-01-01

Through the exercise of collaborative autoethnography, we propose intentional and purposeful dialogue can act as a pathway for transformative learning. We seek to first deepen our understandings of transformative learning, particularly for underserved students in higher education and second to advance autoethnographic methods, a method that…

Promoting Technology-Assisted Active Learning in Computer Science Education

ERIC Educational Resources Information Center

Gao, Jinzhu; Hargis, Jace

2010-01-01

This paper describes specific active learning strategies for teaching computer science, integrating both instructional technologies and non-technology-based strategies shown to be effective in the literature. The theoretical learning components addressed include an intentional method to help students build metacognitive abilities, as well as…

Data compression of discrete sequence: A tree based approach using dynamic programming

NASA Technical Reports Server (NTRS)

Shivaram, Gurusrasad; Seetharaman, Guna; Rao, T. R. N.

1994-01-01

A dynamic programming based approach for data compression of a ID sequence is presented. The compression of an input sequence of size N to that of a smaller size k is achieved by dividing the input sequence into k subsequences and replacing the subsequences by their respective average values. The partitioning of the input sequence is carried with the intention of reducing the mean squared error in the reconstructed sequence. The complexity involved in finding the partitions which would result in such an optimal compressed sequence is reduced by using the dynamic programming approach, which is presented.

Solving the Curriculum Sequencing Problem with DNA Computing Approach

ERIC Educational Resources Information Center

Debbah, Amina; Ben Ali, Yamina Mohamed

2014-01-01

In the e-learning systems, a learning path is known as a sequence of learning materials linked to each others to help learners achieving their learning goals. As it is impossible to have the same learning path that suits different learners, the Curriculum Sequencing problem (CS) consists of the generation of a personalized learning path for each…

Higher Education Student Learning beyond the Classroom: Findings from a Community Music Service Learning Project in Rural South Africa

ERIC Educational Resources Information Center

Harrop-Allin, Susan

2017-01-01

Inspired by local arts community engagement initiatives and community music interventions internationally, Wits University (in Johannesburg, South Africa) developed a model of service learning that links the intentions, methodologies and purposes of these domains to promote student learning and benefit communities. This paper examines the quality…

Evaluation of Health Profession Student Attitudes toward an Online Nutrition Education Problem-Based Learning Module

ERIC Educational Resources Information Center

Gould, Kathleen; Sadera, William

2015-01-01

The intent of problem-based learning (PBL) is to increase student motivation to learn, to promote critical thinking and to teach students to learn with complexity. PBL encourages students to understand that there are no straightforward answers and that problem solutions depend on context. This paper discusses the experience of undergraduate health…

Curriculum at Work: An Educational Perspective on the Workplace as a Learning Environment

ERIC Educational Resources Information Center

Moore, David Thornton

2004-01-01

The term "curriculum" has been used almost exclusively in educational circles to refer to plans for the conduct of learning lessons in school classrooms. This paper argues that the concept can be productively expanded to describe learning processes in workplaces, including those in which learning is not the intentional outcome of an interaction.…

On the Modularity of Implicit Sequence Learning: Independent Acquisition of Spatial, Symbolic, and Manual Sequences

ERIC Educational Resources Information Center

Goschke, Thomas; Bolte, Annette

2012-01-01

Learning sequential structures is of fundamental importance for a wide variety of human skills. While it has long been debated whether implicit sequence learning is perceptual or response-based, here we propose an alternative framework that cuts across this dichotomy and assumes that sequence learning rests on associative changes that can occur…

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

ERIC Educational Resources Information Center

Carvalho, Paulo F.; Goldstone, Robert L.

2017-01-01

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

An Investigation of the Outcomes of PGY Students’ Cognition of and Persistent Behavior in Learning through the Intervention of the Flipped Classroom in Taiwan

PubMed Central

Hsu, Sheng-Der; Chen, Cheng-Jueng; Chang, Wei-Kuo; Hu, Yih-Jin

2016-01-01

The Postgraduate Year (PGY) Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students’ learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein’s (1980) theory of reasoned action and Bandura’s self-efficacy to predict and explain the participants’ behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students’ learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire’s related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P < 0.01), followed by attitude (r = 0.365, P < 0.01) and subjective norms (r = 0.360, P < 0.01.) All three showed positive correlations with behavioral intention; among attitude, subjective norms, and self-efficacy, the pairwise correlations also reached significance level. The flipped classroom can indeed change PGY students’ the learning behavior from “passive learning” to “active learning.” PMID:27911937

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

PubMed Central

Carvalho, Paulo F.; Goldstone, Robert L.

2015-01-01

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

Understanding behavioural intention to play online game: The case of VocBlast

NASA Astrophysics Data System (ADS)

Ali, Z.

2018-04-01

Research has shown that mobile learning enables its users to learn at any time and place. The current study investigates the use of VocBlast; an app that integrates technical and engineering vocabulary, in terms of understanding the behavioural intention of its players. The study employs 129 engineering and technical students from Universiti Malaysia Pahang (UMP). Online survey was used to collect their opinions; in particular male and female students’ opinions on the use of the app in the future. The results of the study indicated that there was no significant difference pertaining to their behavioural intention using VocBlast in the course of time. The study implies that more time needs to be given to the students in playing VocBlast as it is believed that playing the game repetitively would promote positive perceptions among its players.

A safety mechanism for observational learning.

PubMed

Badets, Arnaud; Boutin, Arnaud; Michelet, Thomas

2018-04-01

This empirical article presents the first evidence of a "safety mechanism" based on an observational-learning paradigm. It is accepted that during observational learning, a person can use different strategies to learn a motor skill, but it is unknown whether the learner is able to circumvent the encoding of an uncompleted observed skill. In this study, participants were tested in a dyadic protocol in which an observer watched a participant practicing two different motor sequences during a learning phase. During this phase, one of the two motor sequences was interrupted by a stop signal that precluded motor learning. The results of the subsequent retention test revealed that both groups learned the two motor sequences, but only the physical practice group showed worse performance for the interrupted sequence. The observers were consequently able to use a safety strategy to learn both sequences equally. Our findings are discussed in light of the implications of the action observation network for sequence learning and the cognitive mechanisms of error-based observation.

Pure Perceptual-Based Sequence Learning: A Role for Visuospatial Attention

ERIC Educational Resources Information Center

Remillard, Gilbert

2009-01-01

Learning the structure of a sequence of target locations when target location is not the response dimension and the sequence of target locations is uncorrelated with the sequence of responses is called pure perceptual-based sequence learning. The paradigm introduced by G. Remillard (2003) was used to determine whether orienting of visuospatial…

Video Lectures in E-Learning: Effects of Viewership and Media Diversity on Learning, Satisfaction, Engagement, Interest, and Future Behavioral Intention

ERIC Educational Resources Information Center

Costley, Jamie; Lange, Christopher Henry

2017-01-01

Purpose: Because student viewership of video lectures serves as an important aspect of e-learning environments, video lectures should be delivered in a way that enhances the learning experience. The delivery of video lectures through diverse forms of media is a useful approach, which may have an effect on student learning, satisfaction, engagement…

Navigational Aids: The Phenomenology of Transformative Learning

ERIC Educational Resources Information Center

Mälkki, Kaisu; Green, Larry

2014-01-01

Although the notion of transformative learning points to a desirable destination for educational endeavors, the difficulty in the journey is often neglected. Our intention is to map the experiential micro-processes involved in transformative learning such that the phenomenon is illuminated from a first-person rather than third-person point of…

Leadership "of" Teaching "for" Student Learning in Higher Education: What Is Needed?

ERIC Educational Resources Information Center

Quinlan, Kathleen M.

2014-01-01

Mainstream higher education research on leadership largely overlooks the leadership of teaching and learning. This paper presents a model of leadership that integrates various elements needed to create universities that intentionally promote holistic student learning and development. The model links organisational development, the development of…

Blackstone Valley Prep Mayoral Academy: BVP High School

ERIC Educational Resources Information Center

EDUCAUSE, 2015

2015-01-01

This Rhode Island charter high school serves an intentionally diverse population of students from two urban and two suburban communities. The blended learning model is tailored by grade level and emphasizes differentiation, deeper learning in a community, and assessment. The two-page grantee profiles from Next Generation Learning Challenges (NGLC)…

"Being in the World": The Event of Learning

ERIC Educational Resources Information Center

Papadopoulou, Marianna; Birch, Roy

2009-01-01

This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of "Being" and as the result of learners' engagement with the world in their own, unique, intentional manners. The learners' intentions…

The Adoption of e-Learning: An Institutional Theory Perspective

ERIC Educational Resources Information Center

Jan, Pi-Tzong; Lu, Hsi-Peng; Chou, Tzu-Chuan

2012-01-01

Several models have been proposed in the literature to understand e-learning acceptance in which social environmental factors are not primarily addressed. This paper aims to improve understanding of what social forces influence employee's attitude and intention of e-learning adoption within an organizational context. Drawing upon the institutional…

Service-Learning and Philanthropy: Implications for Course Design

ERIC Educational Resources Information Center

Hatcher, Julie A.; Studer, Morgan L.

2015-01-01

Developing good citizens is an historic role for higher education (Sullivan & Rosin, 2008) and the emergence of service-learning as a pedagogical strategy has heightened attention to the intentional educational objectives to be addressed in higher education. This article examines the role of service-learning in developing philanthropic values…

Service Learning as Innovative Pedagogy in Online Learning

ERIC Educational Resources Information Center

Bossaller, Jenny S.

2016-01-01

This paper discusses the intentions and outcomes of a service-learning course in LIS. Interviews with students who had recently completed the course provided insight into how the course had changed their perspective on their community. The interviews sought students' perspectives on their own empathetic development, sense of community, and…

An Exploration of Secondary Students' Mental States When Learning about Acids and Bases

ERIC Educational Resources Information Center

Liu, Chia-Ju; Hou, I-Lin; Chiu, Houn-Lin; Treagust, David F.

2014-01-01

This study explored factors of students' mental states, including emotion, intention, internal mental representation, and external mental representation, which can affect their learning performance. In evaluating students' mental states during the science learning process and the relationship between mental states and learning…

Mobile Technology Integrated Pedagogical Model

ERIC Educational Resources Information Center

Khan, Arshia

2014-01-01

Integrated curricula and experiential learning are the main ingredients to the recipe to improve student learning in higher education. In the academic computer science world it is mostly assumed that this experiential learning takes place at a business as an internship experience. The intent of this paper is to schism the traditional understanding…

Successful Learning Strategies for the Emerging Adolescent.

ERIC Educational Resources Information Center

Butler, Kathleen A.

1986-01-01

Focusing on individual learning styles as a major component of intentional teaching, this discussion points out advantages for teachers who provide options based on students' learning styles in the classroom. Particular attention is given to the model of Style Differentiated Instruction (SDI) which developed from the research on styles, higher…

The Consolidation of Implicit Sequence Memory in Obstructive Sleep Apnea

PubMed Central

Malecek, Nick

2014-01-01

Obstructive Sleep Apnea (OSA) Syndrome is a relatively frequent sleep disorder characterized by disrupted sleep patterns. It is a well-established fact that sleep has beneficial effect on memory consolidation by enhancing neural plasticity. Implicit sequence learning is a prominent component of skill learning. However, the formation and consolidation of this fundamental learning mechanism remains poorly understood in OSA. In the present study we examined the consolidation of different aspects of implicit sequence learning in patients with OSA. We used the Alternating Serial Reaction Time task to measure general skill learning and sequence-specific learning. There were two sessions: a learning phase and a testing phase, separated by a 10-hour offline period with sleep. Our data showed differences in offline changes of general skill learning between the OSA and control group. The control group demonstrated offline improvement from evening to morning, while the OSA group did not. In contrast, we did not observe differences between the groups in offline changes in sequence-specific learning. Our findings suggest that disrupted sleep in OSA differently affects neural circuits involved in the consolidation of sequence learning. PMID:25329462

Promoting young children's interpersonal safety knowledge, intentions, confidence, and protective behavior skills: Outcomes of a randomized controlled trial.

PubMed

White, Codi; Shanley, Dianne C; Zimmer-Gembeck, Melanie J; Walsh, Kerryann; Hawkins, Russell; Lines, Katrina; Webb, Haley

2018-06-11

Promoting young children's interpersonal safety knowledge, intentions confidence and skills is the goal of many child maltreatment prevention programs; however, evaluation of their effectiveness has been limited. In this study, a randomized controlled trial was conducted examining the effectiveness of the Australian protective behaviors program, Learn to be safe with Emmy and friends™ compared to a waitlist condition. In total, 611 Australian children in Grade 1 (5-7 years; 50% male) participated, with assessments at Pre-intervention, Post-intervention and a 6-month follow-up. This study also included a novel assessment of interpersonal safety skills through the Observed Protective Behaviors Test (OPBT). Analyses showed participating in Learn to be safe with Emmy and friends™ was effective post-program in improving interpersonal safety knowledge (child and parent-rated) and parent-rated interpersonal safety skills. These benefits were retained at the 6-month follow-up, with participating children also reporting increased disclosure confidence. However, Learn to be safe with Emmy and friends™ participation did not significantly impact children's disclosure intentions, safety identification skills, or interpersonal safety skills as measured by the OPBT. Future research may seek to evaluate the effect of further parent and teacher integration into training methods and increased use of behavioral rehearsal and modelling to more effectively target specific disclosure intentions and skills. Copyright © 2018 Elsevier Ltd. All rights reserved.

Effects of aging on action-intentional programming.

PubMed

Shoraka, Ali R; Otzel, Dana M; M Zilli, Eduardo; Finney, Glen R; Doty, Leilani; Falchook, Adam D; Heilman, Kenneth M

2018-03-01

Action-intentional programs control "when" we initiate, inhibit, continue, and stop motor actions. The purpose of this study was to learn if there are changes in the action-intentional system with healthy aging, and if these changes are asymmetrical (right versus left upper limb) or related to impaired interhemispheric communication. We administered tests of action-intention to 41 middle-aged and older adults (61.9 ± 12.3 years). Regression analyses revealed that older age predicted a decrement in performance for tests of crossed motor response inhibition as well as slower motor initiation with the left hand. Changes in action-intention with aging appear to be related to alterations of interhemispheric communication and/or age-related right hemisphere dysfunction; however, further research is needed to identify the mechanisms for age-related changes in the brain networks that mediate action-intention.

Implicit Sequence Learning in Dyslexia: A Within-Sequence Comparison of First- and Higher-Order Information

ERIC Educational Resources Information Center

Du, Wenchong; Kelly, Steve W.

2013-01-01

The present study examines implicit sequence learning in adult dyslexics with a focus on comparing sequence transitions with different statistical complexities. Learning of a 12-item deterministic sequence was assessed in 12 dyslexic and 12 non-dyslexic university students. Both groups showed equivalent standard reaction time increments when the…

Performing the unexplainable: Implicit task performance reveals individually reliable sequence learning without explicit knowledge

PubMed Central

Sanchez, Daniel J.; Gobel, Eric W.; Reber, Paul J.

2015-01-01

Memory-impaired patients express intact implicit perceptual–motor sequence learning, but it has been difficult to obtain a similarly clear dissociation in healthy participants. When explicit memory is intact, participants acquire some explicit knowledge and performance improvements from implicit learning may be subtle. Therefore, it is difficult to determine whether performance exceeds what could be expected on the basis of the concomitant explicit knowledge. Using a challenging new sequence-learning task, robust implicit learning was found in healthy participants with virtually no associated explicit knowledge. Participants trained on a repeating sequence that was selected randomly from a set of five. On a performance test of all five sequences, performance was best on the trained sequence, and two-thirds of the participants exhibited individually reliable improvement (by chi-square analysis). Participants could not reliably indicate which sequence had been trained by either recognition or recall. Only by expressing their knowledge via performance were participants able to indicate which sequence they had learned. PMID:21169570

Examination of Student, Program, and Institutional Support Characteristics That Relate to PGA Golf Management Students' Intent to Persist

ERIC Educational Resources Information Center

Cain, Christopher

2013-01-01

The examination of student (entry characteristics, academic performance, career goals, and interaction with peers and faculty), program (programmatic interventions, academic major, and learning communities), and institutional support characteristics (financial aid and residence) that relate to cohort intent to persist are studied among 490 PGA…

Improving English Learners' Productive Collocation Knowledge: The Effects of Involvement Load, Spacing, and Intentionality

ERIC Educational Resources Information Center

Snoder, Per

2017-01-01

This article reports on a classroom-based experiment that tested the effects of three vocabulary teaching constructs (involvement load, spacing, and intentionality) on the learning of English verb-noun collocations--for example, "shelve a plan." Laufer and Hulstijn's (2001) "involvement load" predicts that the higher the…

Examining Multiple Stages of Protective Behavior of Information System End-Users

ERIC Educational Resources Information Center

Burns, Mary B.

2012-01-01

The adage, "old habits die hard", is especially relevant when humans learn new protective behaviors (i.e., dental flossing, IS security behaviors). The foundation that underlies many social-cognitive theories used in IS research is that intention to change predicts actual behavior change. Despite intentions to change, humans do not…

Moving to the Center: Disorientation and Intention

ERIC Educational Resources Information Center

Wilson, Maja; Niemczyk, Michael

2008-01-01

Maja Wilson and Michael Niemczyk advocate turning away from mandated writing toward learning environments that honor the messy, inner life of the writer. They explain the importance of disorientation in that it unsettles but nurtures the emerging intention of student writers, and they stress the need to return our attention to the heart and center…

Benchmarking the Intended Technology Curricula of Botswana and South Africa: What Can We Learn?

ERIC Educational Resources Information Center

Du Toit, Adri; Gaotlhobogwe, Michael

2017-01-01

Following a transformation of experience-based handicraft education, Technology education was introduced in Botswana and South Africa in 1990 and 1998, respectively, with the intention of developing technologically literate societies, as well as to develop learners' skills for the world of work. Despite these optimistic intentions, limited…

Intentional Communities: Do They Foster Integration or Separation? ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Aleman, Ana M. Martinez

This study examined how race and ethnicity inform college friendships of women of color and sought to determine how these two variables altered the learning characteristics of such relationships. The study, at a predominantly white college campus, found these relationships consistent with the sociological definition of intentional communities and…

A Quantitative Exploration of Preservice Teachers' Intent to Use Computer-based Technology

ERIC Educational Resources Information Center

Kim, Kioh; Jain, Sachin; Westhoff, Guy; Rezabek, Landra

2008-01-01

Based on Bandura's (1977) social learning theory, the purpose of this study is to identify the relationship of preservice teachers' perceptions of faculty modeling of computer-based technology and preservice teachers' intent of using computer-based technology in educational settings. There were 92 participants in this study; they were enrolled in…

"Learning on the Move": The Behavioural Intentions of Nigerian Students with Disabilities

ERIC Educational Resources Information Center

Oladejo, Maruff Akinwale; Adetoro, Jeremiah Adeniran; Oyebade, Stephen Adebanjo; Adedoyin, Adenike Omowunmi Fagunwa

2018-01-01

There has been an increased global attention on the need to make education more flexible and accessible due to the advent of modern mobile technologies. These modern mobile technologies enable people including those with disabilities to receive education anywhere and anytime. This study therefore investigated the behavioural intentions of Nigerian…

Comparing Intentions to Use University-Provided vs Vendor-Provided Multibiometric Authentication in Online Exams

ERIC Educational Resources Information Center

Levy, Yair; Ramim, Michelle M.; Furnell, Steven M.; Clarke, Nathan L.

2011-01-01

Purpose: Concerns for information security in e-learning systems have been raised previously. In the pursuit for better authentication approaches, few schools have implemented students' authentication during online exams beyond passwords. This paper aims to assess e-learners' intention to provide multibiometric data and use of multibiometrics…

Motor Sequence Learning-Induced Neural Efficiency in Functional Brain Connectivity

PubMed Central

Karim, Helmet T; Huppert, Theodore J; Erickson, Kirk I; Wollam, Mariegold E; Sparto, Patrick J; Sejdić, Ervin; VanSwearingen, Jessie M

2016-01-01

Previous studies have shown the functional neural circuitry differences before and after an explicitly learned motor sequence task, but have not assessed these changes during the process of motor skill learning. Functional magnetic resonance imaging activity was measured while participants (n=13) were asked to tap their fingers to visually presented sequences in blocks that were either the same sequence repeated (learning block) or random sequences (control block). Motor learning was associated with a decrease in brain activity during learning compared to control. Lower brain activation was noted in the posterior parietal association area and bilateral thalamus during the later periods of learning (not during the control). Compared to the control condition, we found the task-related motor learning was associated with decreased connectivity between the putamen and left inferior frontal gyrus and left middle cingulate brain regions. Motor learning was associated with changes in network activity, spatial extent, and connectivity. PMID:27845228

Dispositional mindfulness is associated with reduced implicit learning.

PubMed

Stillman, Chelsea M; Feldman, Halley; Wambach, Caroline G; Howard, James H; Howard, Darlene V

2014-08-01

Behavioral and neuroimaging evidence suggest that mindfulness exerts its salutary effects by disengaging habitual processes supported by subcortical regions and increasing effortful control processes supported by the frontal lobes. Here we investigated whether individual differences in dispositional mindfulness relate to performance on implicit sequence learning tasks in which optimal learning may in fact be impeded by the engagement of effortful control processes. We report results from two studies where participants completed a widely used questionnaire assessing mindfulness and one of two implicit sequence learning tasks. Learning was quantified using two commonly used measures of sequence learning. In both studies we detected a negative relationship between mindfulness and sequence learning, and the relationship was consistent across both learning measures. Our results, the first to show a negative relationship between mindfulness and implicit sequence learning, suggest that the beneficial effects of mindfulness do not extend to all cognitive functions. Copyright © 2014 Elsevier Inc. All rights reserved.

A single session of prefrontal cortex transcranial direct current stimulation does not modulate implicit task sequence learning and consolidation.

PubMed

Savic, Branislav; Müri, René; Meier, Beat

Transcranial direct current stimulation (tDCS) is assumed to affect cortical excitability and dependent on the specific stimulation conditions either to increase or decrease learning. The purpose of this study was to modulate implicit task sequence learning with tDCS. As cortico-striatal loops are critically involved in implicit task sequence learning, tDCS was applied above the dorsolateral prefrontal cortex (DLPFC). In Experiment 1, anodal, cathodal, or sham tDCS was applied before the start of the sequence learning task. In Experiment 2, stimulation was applied during the sequence learning task. Consolidation of learning was assessed after 24 h. The results of both experiments showed that implicit task sequence learning occurred consistently but it was not modulated by different tDCS conditions. Similarly, consolidation measured after a 24 h-interval including sleep was also not affected by stimulation. These results indicate that a single session of DLPFC tDCS is not sufficient to modulate implicit task sequence learning. This study adds to the accumulating evidence that tDCS may not be as effective as originally thought. Copyright © 2017 Elsevier Inc. All rights reserved.

Impacts of visuomotor sequence learning methods on speed and accuracy: Starting over from the beginning or from the point of error.

PubMed

Tanaka, Kanji; Watanabe, Katsumi

2016-02-01

The present study examined whether sequence learning led to more accurate and shorter performance time if people who are learning a sequence start over from the beginning when they make an error (i.e., practice the whole sequence) or only from the point of error (i.e., practice a part of the sequence). We used a visuomotor sequence learning paradigm with a trial-and-error procedure. In Experiment 1, we found fewer errors, and shorter performance time for those who restarted their performance from the beginning of the sequence as compared to those who restarted from the point at which an error occurred, indicating better learning of spatial and motor representations of the sequence. This might be because the learned elements were repeated when the next performance started over from the beginning. In subsequent experiments, we increased the occasions for the repetitions of learned elements by modulating the number of fresh start points in the sequence after errors. The results showed that fewer fresh start points were likely to lead to fewer errors and shorter performance time, indicating that the repetitions of learned elements enabled participants to develop stronger spatial and motor representations of the sequence. Thus, a single or two fresh start points in the sequence (i.e., starting over only from the beginning or from the beginning or midpoint of the sequence after errors) is likely to lead to more accurate and faster performance. Copyright © 2016 Elsevier B.V. All rights reserved.

Interest-Driven Learning among Middle School Youth in an Out-of-School STEM Studio

ERIC Educational Resources Information Center

Evans, Michael A.; Lopez, Megan; Maddox, Donna; Drape, Tiffany; Duke, Rebekah

2014-01-01

The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps…

Validating the Satisfaction and Continuance Intention of E-Learning Systems: Combining TAM and IS Success Models

ERIC Educational Resources Information Center

Lin, Tung-Cheng; Chen, Ching-Jen

2012-01-01

Many e-learning studies have evaluated learning attitudes and behaviors, based on TAM. However, a successful e-learning system (ELS) should take both system and information quality into account by applying ISM developed by Delone and McLean. In addition, the acceptance for information system depends on the perceived usefulness and ease of use…

Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

ERIC Educational Resources Information Center

Hayes, Suzanne; Smith, Sedef Uzuner; Shea, Peter

2015-01-01

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry…

The Role of Experience and Innovation Characteristics in the Adoption and Continued Use of E-Learning Websites

ERIC Educational Resources Information Center

Liao, Hsiu-Li; Lu, Hsi-Peng

2008-01-01

With the advent of e-learning technologies in the past decade, the accessibility of training, teaching, and learning has drastically increased. The challenge for the education enterprise now is how to attract learners to their e-learning services. In this study, a technology adoption model is developed to predict the users' intention of adoption…

Extending the TAM Model to Explore the Factors that Affect Intention to Use an Online Learning Community

ERIC Educational Resources Information Center

Liu, I-Fan; Chen, Meng Chang; Sun, Yeali S.; Wible, David; Kuo, Chin-Hwa

2010-01-01

An online learning community enables learners to access up-to-date information via the Internet anytime--anywhere because of the ubiquity of the World Wide Web (WWW). Students can also interact with one another during the learning process. Hence, researchers want to determine whether such interaction produces learning synergy in an online learning…

Exploring the Challenges in Scaling up the Delivery of Action Learning Facilitator Training within a Global Organisation

ERIC Educational Resources Information Center

Antell, Sonja; Heywood, John

2015-01-01

Action learning is often used as an element of leadership development programmes. The intention is to support classroom learning with an experiential thread which runs throughout the life of the programme. Action Learning Associates (ALA) has been working with an international organisation for three years to deliver the global "First Line…

The Space of Pedagogic Imaginary: The Interstice of Teacher's Intent and Students' Learning

ERIC Educational Resources Information Center

Doerr, Neriko Musha

2016-01-01

How do we make of students learning something their teacher did not intend to teach? Researchers suggest it unnecessary extras, learning of implicit rules of the game, or keys to understand power structure. Based on an ethnographic fieldwork of a college alternative break trip to learn about poverty through simulation, this article suggests such…

Introducing an Avatar Acceptance Model: Student Intention to Use 3D Immersive Learning Tools in an Online Learning Classroom

ERIC Educational Resources Information Center

Kemp, Jeremy William

2011-01-01

This quantitative survey study examines the willingness of online students to adopt an immersive virtual environment as a classroom tool and compares this with their feelings about more traditional learning modes including our ANGEL learning management system and the Elluminate live Web conferencing tool. I surveyed 1,108 graduate students in…

A Study of Improving Eighth Graders' Learning Deficiency in Algebra by Applying a Realistic Context Instructional Design

ERIC Educational Resources Information Center

Chang, Yu-Liang; Huang, Yu-I

2014-01-01

The intention of this study was to improve the learning deficiency in algebraic learning and to enhance Taiwanese middle students' learning achievement and interest in algebra. By using a grade skipping experimental design, the research team intended to find out an effective way to benefit these students' leaning in abstract algebraic concepts.…

Using a Learning Management System to Personalise Learning for Primary School Students

ERIC Educational Resources Information Center

Edmunds, Bronwyn; Hartnett, Maggie

2014-01-01

This paper reports on one aspect of a descriptive multiple-case study which set out to explore the role of a learning management system (LMS) in personalising learning for students from the perspective of three teachers in one primary school in New Zealand. The intention was to provide insight into the role the LMS could play in classrooms when…

Incremental Impact of Time on Students' Use of E-Learning via Facebook

ERIC Educational Resources Information Center

Moghavvemi, Sedigheh; Salarzadeh Janatabadi, Hashem

2018-01-01

The majority of studies utilised the cross-sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook…

Neural Evidence of Statistical Learning: Efficient Detection of Visual Regularities without Awareness

ERIC Educational Resources Information Center

Turk-Browne, Nicholas B.; Scholl, Brian J.; Chun, Marvin M.; Johnson, Marcia K.

2009-01-01

Our environment contains regularities distributed in space and time that can be detected by way of statistical learning. This unsupervised learning occurs without intent or awareness, but little is known about how it relates to other types of learning, how it affects perceptual processing, and how quickly it can occur. Here we use fMRI during…

Learning on-Location: Evaluating the Instructional Design for Just-in-Time Learning in Interdisciplinary Short-Term Study Abroad

ERIC Educational Resources Information Center

Coryell, J. E.

2013-01-01

In the current era of global society, adults need to cultivate cognitive and affective capabilities for interacting in a wide variety of work and living situations. Studying abroad can provide unique learning opportunities toward this end. Good intentions in offering study abroad experiences do not, however, always produce the kind of learning,…

Attention without intention: explicit processing and implicit goal-setting in family medicine residents' written reflections.

PubMed

Shaughnessy, Allen F; Allen, Lucas; Duggan, Ashley

2017-05-01

Reflection, a process of self-analysis to promote learning through better understanding of one's experiences, is often used to assess learners' metacognitive ability. However, writing reflective exercises, not submitted for assessment, may allow learners to explore their experiences and indicate learning and professional growth without explicitly connecting to intentional sense-making. To identify core components of learning about medicine or medical education from family medicine residents' written reflections. Family medicine residents' wrote reflections about their experiences throughout an academic year. Qualitative thematic analysis to identify core components in 767 reflections written by 33 residents. We identified four themes of learning: 'Elaborated reporting' and 'metacognitive monitoring' represent explicit, purposeful self-analysis that typically would be characterised as reflective learning about medicine. 'Simple reporting' and 'goal setting' signal an analysis of experience that indicates learning and professional growth but that is overlooked as a component of learning. Identified themes elucidate the explicit and implicit forms of written reflection as sense-making and learning. An expanded theoretical understanding of reflection as inclusive of conscious sense-making as well as implicit discovery better enables the art of physician self-development.

A new hybrid model for exploring the adoption of online nursing courses.

PubMed

Tung, Feng-Cheng; Chang, Su-Chao

2008-04-01

With the advancement in educational technology and internet access in recent years, nursing academia is searching for ways to widen nurses' educational opportunities. The online nursing courses are drawing more attention as well. The online nursing courses are very important e-learning tools for nursing students. The research combines the innovation diffusion theory and technology acceptance model, and adds two research variables, perceived financial cost and computer self-efficacy to propose a new hybrid technology acceptance model to study nursing students' behavioral intentions to use the online nursing courses. Based on 267 questionnaires collected from six universities in Taiwan, the research finds that studies strongly support this new hybrid technology acceptance model in predicting nursing students' behavioral intentions to use the online nursing courses. This research finds that compatibility, perceived usefulness, perceived ease of use, perceived financial cost and computer self-efficacy are critical factors for nursing students' behavioral intentions to use the online nursing courses. By explaining nursing students' behavioral intentions from a user's perspective, the findings of this research help to develop more user friendly online nursing courses and also provide insight into the best way to promote new e-learning tools for nursing students. This research finds that compatibility is the most important research variable that affects the behavioral intention to use the online nursing courses.

Generalized lessons about sequence learning from the study of the serial reaction time task

PubMed Central

Schwarb, Hillary; Schumacher, Eric H.

2012-01-01

Over the last 20 years researchers have used the serial reaction time (SRT) task to investigate the nature of spatial sequence learning. They have used the task to identify the locus of spatial sequence learning, identify situations that enhance and those that impair learning, and identify the important cognitive processes that facilitate this type of learning. Although controversies remain, the SRT task has been integral in enhancing our understanding of implicit sequence learning. It is important, however, to ask what, if anything, the discoveries made using the SRT task tell us about implicit learning more generally. This review analyzes the state of the current spatial SRT sequence learning literature highlighting the stimulus-response rule hypothesis of sequence learning which we believe provides a unifying account of discrepant SRT data. It also challenges researchers to use the vast body of knowledge acquired with the SRT task to understand other implicit learning literatures too often ignored in the context of this particular task. This broad perspective will make it possible to identify congruences among data acquired using various different tasks that will allow us to generalize about the nature of implicit learning. PMID:22723815

Anticipation measures of sequence learning: manual versus oculomotor versions of the serial reaction time task.

PubMed

Vakil, Eli; Bloch, Ayala; Cohen, Haggar

2017-03-01

The serial reaction time (SRT) task has generated a very large amount of research. Nevertheless the debate continues as to the exact cognitive processes underlying implicit sequence learning. Thus, the first goal of this study is to elucidate the underlying cognitive processes enabling sequence acquisition. We therefore compared reaction time (RT) in sequence learning in a standard manual activated (MA) to that in an ocular activated (OA) version of the task, within a single experimental setting. The second goal is to use eye movement measures to compare anticipation, as an additional indication of sequence learning, between the two versions of the SRT. Performance of the group given the MA version of the task (n = 29) was compared with that of the group given the OA version (n = 30). The results showed that although overall, RT was faster for the OA group, the rate of sequence learning was similar to that of the MA group performing the standard version of the SRT. Because the stimulus-response association is automatic and exists prior to training in the OA task, the decreased reaction time in this version of the task reflects a purer measure of the sequence learning that occurs in the SRT task. The results of this study show that eye tracking anticipation can be measured directly and can serve as a direct measure of sequence learning. Finally, using the OA version of the SRT to study sequence learning presents a significant methodological contribution by making sequence learning studies possible among populations that struggle to perform manual responses.

Differentiating Visual from Response Sequencing during Long-term Skill Learning.

PubMed

Lynch, Brighid; Beukema, Patrick; Verstynen, Timothy

2017-01-01

The dual-system model of sequence learning posits that during early learning there is an advantage for encoding sequences in sensory frames; however, it remains unclear whether this advantage extends to long-term consolidation. Using the serial RT task, we set out to distinguish the dynamics of learning sequential orders of visual cues from learning sequential responses. On each day, most participants learned a new mapping between a set of symbolic cues and responses made with one of four fingers, after which they were exposed to trial blocks of either randomly ordered cues or deterministic ordered cues (12-item sequence). Participants were randomly assigned to one of four groups (n = 15 per group): Visual sequences (same sequence of visual cues across training days), Response sequences (same order of key presses across training days), Combined (same serial order of cues and responses on all training days), and a Control group (a novel sequence each training day). Across 5 days of training, sequence-specific measures of response speed and accuracy improved faster in the Visual group than any of the other three groups, despite no group differences in explicit awareness of the sequence. The two groups that were exposed to the same visual sequence across days showed a marginal improvement in response binding that was not found in the other groups. These results indicate that there is an advantage, in terms of rate of consolidation across multiple days of training, for learning sequences of actions in a sensory representational space, rather than as motoric representations.

A Research Agenda for Professional Learning Communities: Moving Forward

ERIC Educational Resources Information Center

Hairon, Salleh; Goh, Jonathan Wee Pin; Chua, Catherine Siew Kheng; Wang, Li-yi

2017-01-01

Professional learning communities (PLCs) as a means of raising the teaching profession are becoming more attractive in education systems seeking to improve school improvement processes and outcomes. The main intention is to increase the individual and collective capacity of teachers so as to support school-wide capacity for teaching and learning.…

Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses

ERIC Educational Resources Information Center

Johnson, Carol; Hill, Laurie; Lock, Jennifer; Altowairiki, Noha; Ostrowski, Chris; da Rosa dos Santos, Luciano; Liu, Yang

2017-01-01

From a design perspective, the intentionality of students to engage in surface or deep learning is often experienced through prescribed activities and learning tasks. Educators understand that meaningful learning can be furthered through the structural and organizational design of the online environment that motivates the student towards task…

The Effect of Absorptive Capacity Perceptions on the Context Aware Ubiquitous Learning Acceptance

ERIC Educational Resources Information Center

Lin, Hsiu-Fen

2013-01-01

Purpose: The purpose of this study is to examine the impact of absorptive capacity (understanding, assimilating and applying u-learning) perceptions on behavioral intention to use u-learning through path analysis and applies the technology acceptance model (TAM) as a theoretical foundation, simultaneously improving the model by adopting prior…

Language Learning on the World Wide Web: An Investigation of EFL Learners' Attitudes and Perceptions.

ERIC Educational Resources Information Center

Yang, Shu Ching

2001-01-01

Describes the integration of Web resources as instructional and learning tools in an EFL (English as a Foreign Language) class in Taiwan. Highlights include challenges and advantages of using the Web; learners' perceptions; intentional and incidental learning; disorientation and cognitive overload; and information seeking as problem-solving. A…

Effects of Word and Fragment Writing during L2 Vocabulary Learning

ERIC Educational Resources Information Center

Barcroft, Joe

2007-01-01

This study examined how writing (copying) target words and word fragments affects intentional second language (L2) vocabulary learning. English-speaking first-semester learners of Spanish attempted to learn 24 Spanish nouns via word-picture repetition in three conditions: (1) word writing, (2) fragment writing, and (3) no writing. After the…

Guiding Moral Behavior through a Reflective Learning Practice

ERIC Educational Resources Information Center

Hedberg, Patricia R.

2017-01-01

Reflective learning practice embedded across the business curriculum is a powerful way to equip students with intentionally formed moral habits of the mind and heart. This article explores why and how to apply reflective learning to the teaching of business ethics. To act with integrity in complicated work organizations, students need skills and…

Statistical Learning as a Basis for Social Understanding in Children

ERIC Educational Resources Information Center

Ruffman, Ted; Taumoepeau, Mele; Perkins, Chris

2012-01-01

Many authors have argued that infants understand goals, intentions, and beliefs. We posit that infants' success on such tasks might instead reveal an understanding of behaviour, that infants' proficient statistical learning abilities might enable such insights, and that maternal talk scaffolds children's learning about the social world as well. We…

Volition Completes the Puzzle: Development and Evaluation of an Integrative Trait Model of Self-Regulated Learning

ERIC Educational Resources Information Center

Dörrenbächer, Laura; Perels, Franziska

2015-01-01

Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a…

An Exploration of the Relationship between Learning Organisations and the Retention of Knowledge Workers

ERIC Educational Resources Information Center

Lee-Kelley, Liz; Blackman, Deborah A.; Hurst, Jeffrey Peter

2007-01-01

Purpose: The purpose of this study is to demonstrate a relationship between learning organisation theory and the potential to retain knowledge workers. It emphasises that human resource (HR) managers must recognise specific relationships between learning organisation elements, job satisfaction facets and turnover intent as they emerge for their…

Individualistic and Collectivistic Approaches to Language Learning

ERIC Educational Resources Information Center

Pena, Elizabeth D.; Mendez-Perez, Anita

2006-01-01

Mediated learning describes what parents and teachers do to teach and includes four components: (1) intent to teach; (2) competence; (3) transcendence to promote high level thinking; and (4) mediation of meaning, helping children to focus on the importance of what is being focused on. Mediated learning is assumed to be universal for all cultural…

Who Is the Lifelong Learner? Globalization, Lifelong Learning and Hermeneutics

ERIC Educational Resources Information Center

Uggla, Bengt Kristensson

2008-01-01

The aim of this essay is to elaborate on the inner connection between three such diverse entities as lifelong learning, globalization and hermeneutics. After placing lifelong learning in a societal context framed by globalization, my intention is to reflect on the prerequisites for introducing a hermeneutical contribution to the understanding of…

Spaced Learning Enhances Subsequent Recognition Memory by Reducing Neural Repetition Suppression

ERIC Educational Resources Information Center

Xue, Gui; Mei, Leilei; Chen, Chuansheng; Lu, Zhong-Lin; Poldrack, Russell; Dong, Qi

2011-01-01

Spaced learning usually leads to better recognition memory as compared with massed learning, yet the underlying neural mechanisms remain elusive. One open question is whether the spacing effect is achieved by reducing neural repetition suppression. In this fMRI study, participants were scanned while intentionally memorizing 120 novel faces, half…

Attitudinal Belief on Adoption of e-MBA Program in Malaysia

ERIC Educational Resources Information Center

Mahmod, Razmah; Dahlan, Noornina; Ramayah, T.; Karia, Noorliza; Asaari, Muhammad Hasmi Abu Hassan

2005-01-01

E-learning describes the use of information communications technology for learning beyond the boundaries of the conventional classroom. The objective of this paper is to determine what are the factors that are significant in explaining intention towards e-learning, particularly e-MBA adoption in Malaysia. Results indicated that trialability and…

The Intentional Use of Learning Management Systems (LMS) to Improve Outcomes in Studio

ERIC Educational Resources Information Center

MacKenzie, Andrew; Muminovic, Milica; Oerlemans, Karin

2017-01-01

At the University of Canberra, Australia, the design and architecture faculty are trialling a range of approaches to incorporating learning technologies in the first year foundation studio to improve student learning outcomes. For this study researchers collected information on students' access to their assignment information and feedback from the…

Implementing Service Learning in Pre-Service Teacher Coursework

ERIC Educational Resources Information Center

Hildenbrand, Susan M.; Schultz, Susan M.

2015-01-01

Service learning remains a topic of interest in higher education. It has become more prevalent in teacher preparation programs with the intent of providing the opportunity for pre-service teachers to become engaged with individuals who have different life experiences than their own. Lessons can be learned through a review of the literature and the…

A Learning Community Focus for Christian Education

ERIC Educational Resources Information Center

Littleton, John

2008-01-01

The vision statement of St. Saviour's Anglican Church in the Parish of Glen Osmon reads, "We aim to be a worshipping, caring, learning and serving Christian Community." These four aspects of Christian Community are essential and inter-related. The intention in the first part of this article is to explore the "learning" aspects…

Enriching Professional Learning Networks: A Framework for Identification, Reflection, and Intention

ERIC Educational Resources Information Center

Krutka, Daniel G.; Carpenter, Jeffrey Paul; Trust, Torrey

2017-01-01

Many educators in the 21st century utilize social media platforms to enrich professional learning networks (PLNs). PLNs are uniquely personalized networks that can support participatory and continuous learning. Social media services can mediate professional engagements with a wide variety of people, spaces and tools that might not otherwise be…

Reaction to Excerpts from "The Learning Mystique: A Rational Appeal for Change."

ERIC Educational Resources Information Center

Sigmon, Scott B.

1989-01-01

In agreement with Coles (EC 220 146), the article presents: a sketch of how the learning disability field was born, the sociological reasons why the field inadvertently moved beyond its original intentions, and how Coles aims for advances in the theory and practice of diagnosing learning problems. (DB)

Toward Curriculum Convergence for Graduate Learning Outcomes: Academic Intentions and Student Experiences

ERIC Educational Resources Information Center

Matthews, Kelly E.; Mercer-Mapstone, Lucy D.

2018-01-01

Graduate learning outcomes in undergraduate science degrees increasingly are focussed on the development of transferrable skillsets. Research into, and comparisons of, the perceptions of students and academic staff on such learning outcomes has rarely been explored in science. This study used a quantitative survey to explore the perceptions of 640…

Effects of Pretend Imagery on Learning Dance in Preschool Children

ERIC Educational Resources Information Center

Sacha, Tori J.; Russ, Sandra W.

2006-01-01

Play is important in child development and learning. The intent of this study was to assess the effects of play, using physical movement and pretend imagery, on learning dance. Four preschool dance classes, encompassing 32 children ages 3-6, were randomly divided into pretend imagery groups and traditional teaching groups. The classes were…

Making Connections for Mindful Inquiry: Using Reflective Journals to Scaffold an Autobiographical Approach to Learning in Economics

ERIC Educational Resources Information Center

Blackshields, Daniel

2009-01-01

This research develops a narrative of incidents of intentional learning by students studying undergraduate economics as represented in their written reflective journals. The deliberate integration of learner reflection, reflective practice and reflective writing into the pedagogy may facilitate transfer learning (Sousa, 2006). Transfer has been…

Fostering Ecological Citizenship: The Case of Environmental Service-Learning in Costa Rica

ERIC Educational Resources Information Center

Kelly, Jennifer Rebecca; Abel, Troy D.

2012-01-01

The intent of this study was to explore how experiential education fosters ecological or environmental citizenship. In this context, we investigated the impact of international environmental service-learning in a college course. Specifically our research question was does environmental service-learning have an effect on ecological citizenship?…

Belonging Online: Students' Perceptions of the Value and Efficacy of an Online Learning Community

ERIC Educational Resources Information Center

LaPointe, Loralee; Reisetter, Marcy

2008-01-01

The proliferation of online course designs has changed the learning environments for many students and professors. Recommendations for best practice in online course design frequently include maximizing students' online peer connections, with the intention of building a viable, if virtual, online learning community. However, students' responses to…

Methods of Learning in Statistical Education: A Randomized Trial of Public Health Graduate Students

ERIC Educational Resources Information Center

Enders, Felicity Boyd; Diener-West, Marie

2006-01-01

A randomized trial of 265 consenting students was conducted within an introductory biostatistics course: 69 received eight small group cooperative learning sessions; 97 accessed internet learning sessions; 96 received no intervention. Effect on examination score (95% CI) was assessed by intent-to-treat analysis and by incorporating reported…

Developing a Comprehensive Learning Community Program: Implementing a Learning Community Curriculum

ERIC Educational Resources Information Center

Workman, Jamie L.; Redington, Lyn

2016-01-01

This is the second of a three-part series which will share information about how a mid-size, comprehensive university developed a learning community program, including a residential curriculum. Through intentional collaboration and partnerships, the team, comprised of faculty and staff throughout the university, developed a "multi-year plan…

What's He Talking about? The Communicative Alignment between a Teacher's Intentions and Students' Understandings

ERIC Educational Resources Information Center

Knewstubb, Bernadette; Bond, Carol

2009-01-01

Despite considerable research on teaching and learning in higher education, the relationship between university teachers' and students' understandings of the same teaching-learning events has not been a focus. This exploratory qualitative study used individual interviews to investigate the role of conceptions of teaching, learning and knowledge in…

Preservice Teachers' Motivational Beliefs and Self-Regulation of Learning

ERIC Educational Resources Information Center

Bembenutty, Hefer

2007-01-01

Successful learners are those who engage in self-regulation of learning by using learning strategies to secure task completion. They exercise behavioral control to not only choose or plan valuable academic tasks, but also to maintain motivation and intention in the light of distracting alternatives. It was expected that teachers' self-efficacy…

Dynamic and Interactive Mathematics Learning Environments: The Case of Teaching the Limit Concept

ERIC Educational Resources Information Center

Martinovic, Dragana; Karadag, Zekeriya

2012-01-01

This theoretical study is an attempt to explore the potential of the dynamic and interactive mathematics learning environments (DIMLE) in relation to the technological pedagogical content knowledge (TPACK) framework. DIMLE are developed with intent to support learning mathematics through free exploration in a less constrained environment. A…

"In Loco Communitas": Service-Learning and the Liberal Arts.

ERIC Educational Resources Information Center

Schwartzman, Roy; Phelps, Greg A.

This essay places service-learning within the liberal arts tradition of empowering others to help themselves. Such a contextualization departs from visions of the student as consumer or customer and education as a means to gain economic advantage in a competitive market. Attention then turns to how even well-intentioned service-learning projects…

Recollective experience in odor recognition: influences of adult age and familiarity.

PubMed

Larsson, Maria; Oberg, Christina; Bäckman, Lars

2006-01-01

We examined recollective experience in odor memory as a function of age, intention to learn, and familiarity. Young and older adults studied a set of familiar and unfamiliar odors with incidental or intentional encoding instructions. At recognition, participants indicated whether their response was based on explicit recollection (remembering), a feeling of familiarity (knowing), or guessing. The results indicated no age-related differences in the distribution of experiential responses for unfamiliar odors. By contrast, for familiar odors the young demonstrated more explicit recollection than the older adults, who produced more "know" and "guess" responses. Intention to learn was unrelated to recollective experience. In addition, the observed age differences in "remember" responses for familiar odors were eliminated when odor naming was statistically controlled. This suggests that age-related deficits in activating specific odor knowledge (i.e., odor names) play an important role for age differences in recollective experience of olfactory information.

Game-based online antenatal breastfeeding education: A pilot.

PubMed

Grassley, Jane S; Connor, Kelley C; Bond, Laura

2017-02-01

The aim of this study was to evaluate the effect of the Healthy Moms intervention on antenatal breastfeeding self-efficacy and intention and to determine the feasibility of using an online game-based learning platform to deliver antenatal breastfeeding education. The Internet has potential for improving breastfeeding rates through improving women's access to antenatal breastfeeding education. Twelve computer-based breastfeeding education modules were developed using an online learning platform. Changes in participants' breastfeeding self-efficacy and intention pre- and post-intervention were measured using descriptive statistics and a one-way ANOVA. Of the 25 women submitting the pretest, four completed zero quests; seven, orientation only; eight, one to six breastfeeding quests; and six, 10 to 12 breastfeeding quests. No significant differences in breastfeeding self-efficacy and intention were found among the groups. Online antenatal breastfeeding education is feasible; however, further research is warranted to determine if it can affect breastfeeding outcomes. Copyright © 2016 Elsevier Inc. All rights reserved.

Virtual Teaching on the Tundra.

ERIC Educational Resources Information Center

McAuley, Alexander

1998-01-01

Describes how a teacher and a distance-learning consultant collaborate in using the Internet and Computer Supported Intentional Learning Environment (CISILE) to connect multicultural students on the harsh Baffin Island (Canada). Discusses the creation of the class's database and future implications. (AEF)

Targeted cancer exome sequencing reveals recurrent mutations in myeloproliferative neoplasms

PubMed Central

Tenedini, E; Bernardis, I; Artusi, V; Artuso, L; Roncaglia, E; Guglielmelli, P; Pieri, L; Bogani, C; Biamonte, F; Rotunno, G; Mannarelli, C; Bianchi, E; Pancrazzi, A; Fanelli, T; Malagoli Tagliazucchi, G; Ferrari, S; Manfredini, R; Vannucchi, A M; Tagliafico, E

2014-01-01

With the intent of dissecting the molecular complexity of Philadelphia-negative myeloproliferative neoplasms (MPN), we designed a target enrichment panel to explore, using next-generation sequencing (NGS), the mutational status of an extensive list of 2000 cancer-associated genes and microRNAs. The genomic DNA of granulocytes and in vitro-expanded CD3+T-lymphocytes, as a germline control, was target-enriched and sequenced in a learning cohort of 20 MPN patients using Roche 454 technology. We identified 141 genuine somatic mutations, most of which were not previously described. To test the frequency of the identified variants, a larger validation cohort of 189 MPN patients was additionally screened for these mutations using Ion Torrent AmpliSeq NGS. Excluding the genes already described in MPN, for 8 genes (SCRIB, MIR662, BARD1, TCF12, FAT4, DAP3, POLG and NRAS), we demonstrated a mutation frequency between 3 and 8%. We also found that mutations at codon 12 of NRAS (NRASG12V and NRASG12D) were significantly associated, for primary myelofibrosis (PMF), with highest dynamic international prognostic scoring system (DIPSS)-plus score categories. This association was then confirmed in 66 additional PMF patients composing a final dataset of 168 PMF showing a NRAS mutation frequency of 4.7%, which was associated with a worse outcome, as defined by the DIPSS plus score. PMID:24150215

Distinguishing intentional from accidental actions in orangutans (Pongo pygmaeus), chimpanzees (Pan troglodytes), and human children (Homo sapiens).

PubMed

Call, J; Tomasello, M

1998-06-01

This study investigates the understanding of others' intentions in 2- and 3-year-old children, chimpanzees (Pan troglodytes), and orangutans (Pongo pygmaeus). During training, subjects learned to use a discriminative cue to select a baited box. During testing, the experimenter placed a marker on top of the baited box to inform the subject of the reward's location. However, the experimenter also accidentally dropped the marker on top of an unbaited box, so that during any given trial the experimenter marked 2 boxes, 1 intentionally and 1 accidentally. All 3 species preferentially selected the box the experimenter had marked intentionally (especially during the initial trials), with 3-year-old children presenting the most robust results. These findings suggest that subjects understood something about the experimenter's intentions. The authors speculate that understanding of others' intentions may precede the understanding of others' beliefs both at the ontogenetic and phylogenetic levels.

Sleep and memory consolidation: motor performance and proactive interference effects in sequence learning.

PubMed

Borragán, Guillermo; Urbain, Charline; Schmitz, Rémy; Mary, Alison; Peigneux, Philippe

2015-04-01

That post-training sleep supports the consolidation of sequential motor skills remains debated. Performance improvement and sensitivity to proactive interference are both putative measures of long-term memory consolidation. We tested sleep-dependent memory consolidation for visuo-motor sequence learning using a proactive interference paradigm. Thirty-three young adults were trained on sequence A on Day 1, then had Regular Sleep (RS) or were Sleep Deprived (SD) on the night after learning. After two recovery nights, they were tested on the same sequence A, then had to learn a novel, potentially competing sequence B. We hypothesized that proactive interference effects on sequence B due to the prior learning of sequence A would be higher in the RS condition, considering that proactive interference is an indirect marker of the robustness of sequence A, which should be better consolidated over post-training sleep. Results highlighted sleep-dependent improvement for sequence A, with faster RTs overnight for RS participants only. Moreover, the beneficial impact of sleep was specific to the consolidation of motor but not sequential skills. Proactive interference effects on learning a new material at Day 4 were similar between RS and SD participants. These results suggest that post-training sleep contributes to optimizing motor but not sequential components of performance in visuo-motor sequence learning. Copyright © 2015 Elsevier Inc. All rights reserved.

Methods of learning in statistical education: Design and analysis of a randomized trial

NASA Astrophysics Data System (ADS)

Boyd, Felicity Turner

Background. Recent psychological and technological advances suggest that active learning may enhance understanding and retention of statistical principles. A randomized trial was designed to evaluate the addition of innovative instructional methods within didactic biostatistics courses for public health professionals. Aims. The primary objectives were to evaluate and compare the addition of two active learning methods (cooperative and internet) on students' performance; assess their impact on performance after adjusting for differences in students' learning style; and examine the influence of learning style on trial participation. Methods. Consenting students enrolled in a graduate introductory biostatistics course were randomized to cooperative learning, internet learning, or control after completing a pretest survey. The cooperative learning group participated in eight small group active learning sessions on key statistical concepts, while the internet learning group accessed interactive mini-applications on the same concepts. Controls received no intervention. Students completed evaluations after each session and a post-test survey. Study outcome was performance quantified by examination scores. Intervention effects were analyzed by generalized linear models using intent-to-treat analysis and marginal structural models accounting for reported participation. Results. Of 376 enrolled students, 265 (70%) consented to randomization; 69, 100, and 96 students were randomized to the cooperative, internet, and control groups, respectively. Intent-to-treat analysis showed no differences between study groups; however, 51% of students in the intervention groups had dropped out after the second session. After accounting for reported participation, expected examination scores were 2.6 points higher (of 100 points) after completing one cooperative learning session (95% CI: 0.3, 4.9) and 2.4 points higher after one internet learning session (95% CI: 0.0, 4.7), versus nonparticipants or controls, adjusting for other performance predictors. Students who preferred learning by reflective observation and active experimentation experienced improved performance through internet learning (5.9 points, 95% CI: 1.2, 10.6) and cooperative learning (2.9 points, 95% CI: 0.6, 5.2), respectively. Learning style did not influence study participation. Conclusions. No performance differences by group were observed by intent-to-treat analysis. Participation in active learning appears to improve student performance in an introductory biostatistics course and provides opportunities for enhancing understanding beyond that attained in traditional didactic classrooms.

The Effect of Age on Teachers' Intention to Use Educational Video Games: A TAM Approach

ERIC Educational Resources Information Center

Sánchez-Mena, Antonio; Martí-Parreño, José; Aldás-Manzano, Joaquín

2017-01-01

Educational video games (EVGs) are gaining momentum as a means of increasing students' motivation in their learning process. Nevertheless, teachers might face several barriers that dissuade them from using educational video games in their courses. This study analyses factors affecting teachers' behavioural intention to use educational video games…

Factors Influencing Agricultural Leadership Students' Behavioral Intentions: Examining the Potential Use of Mobile Technology in Courses

ERIC Educational Resources Information Center

Strong, Robert; Irby, Travis L.; Dooley, Larry M.

2013-01-01

Mobile technology is pervasive at institutions across the U.S. The study was framed with self-efficacy theory, self-directed learning theory, and the unified theory for acceptance and use of technology. The purpose of this study was to assess undergraduate students' behavioral intention towards mobile technology acceptance in agricultural…

Exploring the Factors that Influence Continuance Intention to Attend One-to-Some Online Courses via Videoconferencing Software

ERIC Educational Resources Information Center

Hsiao, Kuo-Lun

2012-01-01

Although videoconferencing software and equipment have been widely used in enterprises and education in recent year, few past studies experimentally examined the factors influencing users' continuous intention to attend one-to-some online courses via videoconferencing software in distance learning. In order to provide researchers with a better…

Living and Learning with Intention: An Exploration of Resistance in Contemporary Communal Life

ERIC Educational Resources Information Center

Ritchey, Jeffrey A.

2008-01-01

Intentional communities--groups of unrelated individuals who choose to live together, sharing such things in common as wealth, property, labour, food and a sense of identity and fellowship (Kamau 2002)--continue to serve as powerful points of resistance to the larger culture of consumption that permeates our modern world. Grounded in recent…

Intentional Teaching, Intentional Scholarship: Applying Backward Design Principles in a Faculty Writing Group

ERIC Educational Resources Information Center

Linder, Kathryn E.; Cooper, Frank Rudy; McKenzie, Elizabeth M.; Raesch, Monika; Reeve, Patricia A.

2014-01-01

Backward design is a course creation method that encourages teachers to identify their goals for student understanding and measurable objectives for learning from the outset. In this article we explore the application of backward design to the production of scholarly articles. Specifically, we report on a writing group program that encourages…

Assessing Goal Intent and Achievement of University Learning Community Students

ERIC Educational Resources Information Center

Pfeffer-Lachs, Carole F.

2013-01-01

The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to…

"Sounds of Intent", Phase 2: Gauging the Music Development of Children with Complex Needs

ERIC Educational Resources Information Center

Ockelford, A.; Welch, G.; Jewell-Gore, L.; Cheng, E.; Vogiatzoglou, A.; Himonides, E.

2011-01-01

This article reports the latest phase of research in the "Sounds of intent" project, which is seeking, as a long-term goal, to map musical development in children and young people with severe, or profound and multiple learning difficulties (SLD or PMLD). Previous exploratory work had resulted in a framework of six putative…

Language to Completion: Success in an Educational Data Mining Massive Open Online Class

ERIC Educational Resources Information Center

Crossley, Scott; McNamara, Danielle S.; Baker, Ryan; Wang, Yuan; Paquette, Luc; Barnes, Tiffany; Bergner, Yoav

2015-01-01

Completion rates for massive open online classes (MOOCs) are notoriously low, but learner intent is an important factor. By studying students who drop out despite their intent to complete the MOOC, it may be possible to develop interventions to improve retention and learning outcomes. Previous research into predicting MOOC completion has focused…

How Students Make Meaning of Their Intentional Out-of-Class Educational Experiences

ERIC Educational Resources Information Center

Isett, Kerry Lynn

2011-01-01

Many students spend a significant portion of their college life outside of the classroom, yet very little is known about the learning they experience as a result of their interactions outside of the classroom. Intentional out-of-class educational experiences offer educators a powerful window into not only understanding the college student…

Speech and Nonspeech Sequence Skill Learning in Adults Who Stutter

ERIC Educational Resources Information Center

Smits-Bandstra, Sarah; De Nil, Luc; Saint-Cyr, Jean A.

2006-01-01

Two studies compared the speech and nonspeech sequence skill learning of nine persons who stutter (PWS) and nine matched fluent speakers (PNS). Sequence skill learning was defined as a continuing process of stable improvement in speed and/or accuracy of sequencing performance over practice and was measured by comparing PWS's and PNS's performance…

Robotic Mitral Valve Repair: The Learning Curve.

PubMed

Goodman, Avi; Koprivanac, Marijan; Kelava, Marta; Mick, Stephanie L; Gillinov, A Marc; Rajeswaran, Jeevanantham; Brzezinski, Anna; Blackstone, Eugene H; Mihaljevic, Tomislav

Adoption of robotic mitral valve surgery has been slow, likely in part because of its perceived technical complexity and a poorly understood learning curve. We sought to correlate changes in technical performance and outcome with surgeon experience in the "learning curve" part of our series. From 2006 to 2011, two surgeons undertook robotically assisted mitral valve repair in 458 patients (intent-to-treat); 404 procedures were completed entirely robotically (as-treated). Learning curves were constructed by modeling surgical sequence number semiparametrically with flexible penalized spline smoothing best-fit curves. Operative efficiency, reflecting technical performance, improved for (1) operating room time for case 1 to cases 200 (early experience) and 400 (later experience), from 414 to 364 to 321 minutes (12% and 22% decrease, respectively), (2) cardiopulmonary bypass time, from 148 to 102 to 91 minutes (31% and 39% decrease), and (3) myocardial ischemic time, from 119 to 75 to 68 minutes (37% and 43% decrease). Composite postoperative complications, reflecting safety, decreased from 17% to 6% to 2% (63% and 85% decrease). Intensive care unit stay decreased from 32 to 28 to 24 hours (13% and 25% decrease). Postoperative stay fell from 5.2 to 4.5 to 3.8 days (13% and 27% decrease). There were no in-hospital deaths. Predischarge mitral regurgitation of less than 2+, reflecting effectiveness, was achieved in 395 (97.8%), without correlation to experience; return-to-work times did not change substantially with experience. Technical efficiency of robotic mitral valve repair improves with experience and permits its safe and effective conduct.

Implicit Learning in the Crowd: Investigating the Role of Awareness in the Acquisition of L2 Knowledge

ERIC Educational Resources Information Center

Kerz, Elma; Wiechmann, Daniel; Riedel, Florian B.

2017-01-01

A growing field of research has made use of a semiartificial language paradigm to investigate the role of awareness in L2 acquisition. A central and empirically still unresolved issue in this field concerns the possibility of learning implicitly, that is, without intention to learn and without awareness of what has been learned. Up until now,…

Effects of Locus of Control on Behavioral Intention and Learning Performance of Energy Knowledge in Game-Based Learning

ERIC Educational Resources Information Center

Yang, Jie Chi; Lin, Yi Lung; Liu, Yi-Chun

2017-01-01

Game-based learning has been gradually adopted in energy education as an effective learning tool because digital games have the potential to increase energy literacy and encourage behavior change. However, not every learner can benefit from this support. There is a need to examine how human factors affect learners' reactions to digital games for…

The Four Scaffolding Modules for Collaborative Problem-Based Learning through the Computer Network on Moodle LMS for the Computer Programming Course

ERIC Educational Resources Information Center

Tiantong, Monchai; Teemuangsai, Sanit

2013-01-01

Scaffolding is a learning approach designed to promote a deeper understanding, it is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve the learning goals, including resources, a compelling task, templates and guides, and guidance on the development of…

Interview with Joe Freidhoff: A Bird's-Eye View of K-12 Online Learning

ERIC Educational Resources Information Center

Pourreau, Leslie

2015-01-01

The intent of this article is to introduce long-time "Online Learning" readership to the field of K-12 online learning while also providing direction for the K-12 online learning scholars about where the field is going or should be going in terms of meeting the needs of K-12 stakeholders. Recently an interview was conducted with Dr. Joe…

Robust sensorimotor representation to physical interaction changes in humanoid motion learning.

PubMed

Shimizu, Toshihiko; Saegusa, Ryo; Ikemoto, Shuhei; Ishiguro, Hiroshi; Metta, Giorgio

2015-05-01

This paper proposes a learning from demonstration system based on a motion feature, called phase transfer sequence. The system aims to synthesize the knowledge on humanoid whole body motions learned during teacher-supported interactions, and apply this knowledge during different physical interactions between a robot and its surroundings. The phase transfer sequence represents the temporal order of the changing points in multiple time sequences. It encodes the dynamical aspects of the sequences so as to absorb the gaps in timing and amplitude derived from interaction changes. The phase transfer sequence was evaluated in reinforcement learning of sitting-up and walking motions conducted by a real humanoid robot and compatible simulator. In both tasks, the robotic motions were less dependent on physical interactions when learned by the proposed feature than by conventional similarity measurements. Phase transfer sequence also enhanced the convergence speed of motion learning. Our proposed feature is original primarily because it absorbs the gaps caused by changes of the originally acquired physical interactions, thereby enhancing the learning speed in subsequent interactions.

Motor sequence learning-induced neural efficiency in functional brain connectivity.

PubMed

Karim, Helmet T; Huppert, Theodore J; Erickson, Kirk I; Wollam, Mariegold E; Sparto, Patrick J; Sejdić, Ervin; VanSwearingen, Jessie M

2017-02-15

Previous studies have shown the functional neural circuitry differences before and after an explicitly learned motor sequence task, but have not assessed these changes during the process of motor skill learning. Functional magnetic resonance imaging activity was measured while participants (n=13) were asked to tap their fingers to visually presented sequences in blocks that were either the same sequence repeated (learning block) or random sequences (control block). Motor learning was associated with a decrease in brain activity during learning compared to control. Lower brain activation was noted in the posterior parietal association area and bilateral thalamus during the later periods of learning (not during the control). Compared to the control condition, we found the task-related motor learning was associated with decreased connectivity between the putamen and left inferior frontal gyrus and left middle cingulate brain regions. Motor learning was associated with changes in network activity, spatial extent, and connectivity. Copyright © 2016 Elsevier B.V. All rights reserved.

Learning in practice: experiences and perceptions of high-scoring physicians.

PubMed

Sargeant, Joan; Mann, Karen; Sinclair, Douglas; Ferrier, Suzanne; Muirhead, Philip; van der Vleuten, Cees; Metsemakers, Job

2006-07-01

To increase understanding of informal learning in practice (e.g., consulting with colleagues, reading journals) through exploring the experiences and perceptions of physicians perceived to be performing well. Objectives were to find out how physicians learned in practice and maintained their competence, and how they learned about the communication skills domain specifically. Of 142 family physicians participating in a formal multisource feedback (360-degree) formative assessment, 25 receiving high scores were invited to participate in interviews conducted in 2003 at Dalhousie University Faculty of Medicine. Twelve responded. Interviews were 1.5 hours each, recorded, transcribed, and analyzed by the research team using accepted qualitative procedures. While formal learning appeared important to most, informal learning, especially through patients and colleagues, appeared to be fundamental. The physicians appeared to learn intentionally from practice and work experiences, and reflection appeared integral to learning and monitoring the impact of learning. Two findings were surprising: participants' conceptions of competence and perceptions that communication skills were innate rather than learned. These physicians' ways of intentional learning from practice concur with current models of informal learning. However, informal learning is largely unrecognized by formal institutions. Additionally, the physicians did not in general share notions of professional competence held by educators and others in authority. These findings suggest the need to make implicit content and learning processes more explicit. Additional research areas include exploring whether physicians across the range of performance levels demonstrate similar processes of reflective learning.

Antecedences to Continued Intentions of Adopting E-Learning System in Blended Learning Instruction: A Contingency Framework Based on Models of Information System Success and Task-Technology Fit

ERIC Educational Resources Information Center

Lin, Wen-Shan; Wang, Chun-Hsien

2012-01-01

The objective of this study is to propose a research framework that investigates the relation between perceived fit and system factors that can motivate learners in continuing utilizing an e-learning system in blended learning instruction. As learners have the face-to-face learning opportunity in interacting with lecturers, the study aims at…

Educational and individual factors associated with positive change in and reaffirmation of medical students' intention to practice in underserved areas.

PubMed

Boscardin, Christy K; Grbic, Douglas; Grumbach, Kevin; O'Sullivan, Patricia

2014-11-01

The projected U.S. physician shortage will disproportionately affect underserved areas. This study examined the impact of medical school educational experiences on positive changes in and reaffirmation of students' intention to practice in underserved areas (practice intention). Medical students (n = 7,361) from 113 U.S. MD-granting medical schools who graduated in 2009-2010 and responded to both the Association of American Medical Colleges' 2006 Matriculating Student Questionnaire and 2010 Graduation Questionnaire were included. Multilevel logistic regression analyses were conducted to determine factors associated with change in and reaffirmation of practice intention. After controlling for individual characteristics, community health field experience (adjusted odds ratio [OR]: 1.36; 95% CI: 1.18, 1.57), learning another language (OR: 1.41; 95% CI: 1.22, 1.63), cultural competence/awareness experience (OR: 1.38; 95% CI: 1.21, 1.58), becoming more aware of perspectives of individuals from different backgrounds (OR: 1.24; 95% CI: 1.04, 1.48), and attending schools with higher social mission scores (OR: 1.66; 95% CI: 1.28, 2.16) were all significantly associated with positive changes in practice intention from matriculation to graduation. Field experience in community health (OR: 1.24; 95% CI: 0.99, 1.53), learning another language (OR: 1.29; 95% CI: 1.01, 1.65), and attending schools with higher social mission scores (OR: 1.62; 95% CI: 1.09, 2.43) were all significantly associated with reaffirmation of practice intention at graduation. Multifaceted factors are associated with practice intention. This study suggests medical schools can play active roles in alleviating the physician shortage in underserved areas through targeted curricular interventions and recruitment.

Domain-specific learning of grammatical structure in musical and phonological sequences.

PubMed

Bly, Benjamin Martin; Carrión, Ricardo E; Rasch, Björn

2009-01-01

Artificial grammar learning depends on acquisition of abstract structural representations rather than domain-specific representational constraints, or so many studies tell us. Using an artificial grammar task, we compared learning performance in two stimulus domains in which respondents have differing tacit prior knowledge. We found that despite grammatically identical sequence structures, learning was better for harmonically related chord sequences than for letter name sequences or harmonically unrelated chord sequences. We also found transfer effects within the musical and letter name tasks, but not across the domains. We conclude that knowledge acquired in implicit learning depends not only on abstract features of structured stimuli, but that the learning of regularities is in some respects domain-specific and strongly linked to particular features of the stimulus domain.

Intentional forgetting as a facilitator for recalling new product attributes.

PubMed

Shapiro, Stewart; Lindsey, Charles; Krishnan, H Shanker

2006-12-01

When market changes alter what product attributes are deemed important, consumers may intentionally try to forget old product information in an attempt to remember new product information. In Experiment 1, the authors demonstrated that intentional forgetting of this nature temporarily inhibits retrieval of old product information and leads to a benefit to memory for new product information. The results show that, after a short delay, benefits continue in the absence of costs, which is supportive of a multiple-process account of intentional forgetting. Experiment 2 extends these effects using an advertising message to stimulate forgetting. Across both experiments, results also show that brand preference is based on learning of new attribute information.

The mediating role of self-efficacy in the development of entrepreneurial intentions.

PubMed

Zhao, Hao; Seibert, Scott E; Hills, Gerald E

2005-11-01

The purpose of this study was to investigate the mediating role of self-efficacy in the development of students' intentions to become entrepreneurs. The authors used structural equation modeling with a sample of 265 master of business administration students across 5 universities to test their hypotheses. The results showed that the effects of perceived learning from entrepreneurship-related courses, previous entrepreneurial experience, and risk propensity on entrepreneurial intentions were fully mediated by entrepreneurial self-efficacy. Contrary to expectations, gender was not mediated by self-efficacy but had a direct effect such that women reported lower entrepreneurial career intentions. The authors discuss practical implications and directions for future research. ((c) 2005 APA, all rights reserved).

Quantifying transfer after perceptual-motor sequence learning: how inflexible is implicit learning?

PubMed

Sanchez, Daniel J; Yarnik, Eric N; Reber, Paul J

2015-03-01

Studies of implicit perceptual-motor sequence learning have often shown learning to be inflexibly tied to the training conditions during learning. Since sequence learning is seen as a model task of skill acquisition, limits on the ability to transfer knowledge from the training context to a performance context indicates important constraints on skill learning approaches. Lack of transfer across contexts has been demonstrated by showing that when task elements are changed following training, this leads to a disruption in performance. These results have typically been taken as suggesting that the sequence knowledge relies on integrated representations across task elements (Abrahamse, Jiménez, Verwey, & Clegg, Psychon Bull Rev 17:603-623, 2010a). Using a relatively new sequence learning task, serial interception sequence learning, three experiments are reported that quantify this magnitude of performance disruption after selectively manipulating individual aspects of motor performance or perceptual information. In Experiment 1, selective disruption of the timing or order of sequential actions was examined using a novel response manipulandum that allowed for separate analysis of these two motor response components. In Experiments 2 and 3, transfer was examined after selective disruption of perceptual information that left the motor response sequence intact. All three experiments provided quantifiable estimates of partial transfer to novel contexts that suggest some level of information integration across task elements. However, the ability to identify quantifiable levels of successful transfer indicates that integration is not all-or-none and that measurement sensitivity is a key in understanding sequence knowledge representations.

Computer Courses in Higher-Education: Improving Learning by Screencast Technology

ERIC Educational Resources Information Center

Ghilay, Yaron; Ghilay, Ruth

2015-01-01

The aim of the study was to find out a method designated to improve the learning of computer courses by adding Screencast technology. The intention was to measure the influence of high-quality clips produced by Screencast technology, on the learning process of computer courses. It was required to find out the characteristics (pedagogical and…

Collaborative Knowledge and Intellectual Property: An Action Learning Conundrum

ERIC Educational Resources Information Center

Elliott, Tish; Pedler, Mike

2018-01-01

If everyone is contributing, if action learning involves collective learning, then new knowledge is created through a collaborative process. This is not expert knowledge and no 'one truth' is produced, this is a collective knowledge arising from a common purpose and a shared quest. Such knowledge continues to evolve without the intention to fix or…

Beyond Naïve Cue Combination: Salience and Social Cues in Early Word Learning

ERIC Educational Resources Information Center

Yurovsky, Daniel; Frank, Michael C.

2017-01-01

Children learn their earliest words through social "interaction," but it is unknown how much they rely on social "information." Some theories argue that word learning is fundamentally social from its outset, with even the youngest infants understanding intentions and using them to infer a social partner's target of reference.…

Determining Distance Education Students' Readiness for Mobile Learning at University of Ghana Using the Theory of Planned Behavior

ERIC Educational Resources Information Center

Tagoe, Michael Ayitey; Abakah, Ellen

2014-01-01

The use of mobile technologies in the classroom is transforming teaching and learning in higher institutions. This study investigated University of Ghana Distance Education students' perceptions toward mobile learning. The paper using the theory of planned behaviour (TPB) explained how students' beliefs influenced students' intention to adopt…

Female Arab EFL Students Learning Autonomously beyond the Language Classroom

ERIC Educational Resources Information Center

Kocatepe, Mehtap

2017-01-01

Benson's (2011a; 2011b) identification of out-of-class learning as constituted by contexts, resources, levels of formality and more and less intentional pedagogic outcomes was used as a framework to investigate a group of tertiary level female Emirati EFL students' autonomous out-of-class learning experiences. Data collected via a survey, learner…

Facilitating Intercultural Development during Study Abroad: A Case Study of CIEE's Seminar on Living and Learning Abroad

ERIC Educational Resources Information Center

Harvey, Tara Alicia

2013-01-01

This study examines a relatively new phenomenon in study abroad: the practice of intervening in students' intercultural learning during their experience abroad. In this paper, I refer to this type of intentional and focused action taken by educators to facilitate student learning abroad as a "study abroad intervention." This study…

Investigating Students' Behavioural Intention to Adopt and Use Mobile Learning in Higher Education in East Africa

ERIC Educational Resources Information Center

Mtebe, Joel S.; Raisamo, Roope

2014-01-01

Recent penetration of mobile technologies and its services in East Africa has provided a new platform for institutions to widen access to education through mobile learning. Mobile technologies provide learners with flexibility and ubiquity to learn anytime and anywhere via wireless Internet. However, far too little research has been conducted to…

A Selection System and Catalog for Instructional Media and Devices.

ERIC Educational Resources Information Center

Boucher, Brian G.; And Others

A system is presented which facilitates the selection of training media and devices based on the requirements of specific learning objectives. The system consists of the use of a set of descriptive parameters which are common to both learning objectives and media. The system allows the essential intent of learning objectives to be analyzed in…

Scaramouche Goes to Preschool: The Complex Matrix of Young Children's Everyday Music

ERIC Educational Resources Information Center

Ilari, Beatriz

2018-01-01

This article examines everyday musical practices and their connections to young children's learning and development, in and through music. It begins with a discussion of music learning in early childhood as a form of participation and levels of intention in learning. Next, conceptions of child that have dominated early childhood music education…

Improving Social Skills through the Use of Cooperative Learning

ERIC Educational Resources Information Center

Dollman, Lucinda; Morgan, Catherine; Pergler, Jennifer; Russell, William; Watts, Jennifer

2007-01-01

The purpose of this action research project is to improve student social skills through the use of cooperative learning, in order to develop a positive classroom environment that is conducive to learning. The action research project will involve approximately 95 students, 95 parents, and 200 teachers. It is the intent of the teacher researchers to…

Investigating Learner Attitudes toward E-Books as Learning Tools: Based on the Activity Theory Approach

ERIC Educational Resources Information Center

Liaw, Shu-Sheng; Huang, Hsiu-Mei

2016-01-01

This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10? and 7?. Results suggest that screen…

Do Zoo Visitors Come to Learn? An Internationally Comparative, Mixed-Methods Study

ERIC Educational Resources Information Center

Roe, Katie; McConney, Andrew

2015-01-01

Zoo visitors go to see animals, but are they there to learn? This mixed-methods study examines visitor learning from both zoos' and visitors' perspectives using qualitative and quantitative data. Five hundred and forty zoo visitor interviews from nine case studies provide insight into visitor intentions, which indicate that the majority of…

What Motivates Low-Qualified Employees to Participate in Training and Development? A Mixed-Method Study on their Learning Intentions

ERIC Educational Resources Information Center

Kyndt, Eva; Govaerts, Natalie; Claes, Trees; De La Marche, Jens; Dochy, Filip

2013-01-01

The current research starts from the observation that low-qualified employees hold a vulnerable position on the labour market. It has been argued that learning and development can decrease this vulnerability; unfortunately research has shown that low-qualified employees participate considerably less in learning activities in comparison with…

Theory of Mind and Children's Understanding of Teaching and Learning during Early Childhood

ERIC Educational Resources Information Center

Wang, Zhenlin

2015-01-01

How children understand the concepts of teaching and learning is inherently underpinned by their mental state understanding and critical to the successful transition to formal schooling. Knowledge is a private representational mental state; learning is a knowledge change process that can be either intentional or not; and teaching is an intentional…

Evaluating and Redesigning Teaching Learning Sequences at the Introductory Physics Level

ERIC Educational Resources Information Center

Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José

2017-01-01

In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed…

Incidental Sequence Learning across the Lifespan

ERIC Educational Resources Information Center

Weiermann, Brigitte; Meier, Beat

2012-01-01

The purpose of the present study was to investigate incidental sequence learning across the lifespan. We tested 50 children (aged 7-16), 50 young adults (aged 20-30), and 50 older adults (aged >65) with a sequence learning paradigm that involved both a task and a response sequence. After several blocks of practice, all age groups slowed down…

Measuring the impact of an interprofessional multimedia learning resource on Japanese nurses and nursing students using the Theory of Planned Behavior Medication Safety Questionnaire.

PubMed

Omura, Mieko; Levett-Jones, Tracy; Stone, Teresa Elizabeth; Maguire, Jane; Lapkin, Samuel

2015-12-01

Interprofessional communication and teamwork are essential for medication safety; however, limited educational opportunities for health professionals and students to develop these skills exist in Japan. This study evaluated the impact of an interprofessional multimedia learning resource on registered nurses' and nursing students' intention to practice in a manner promoting medication safety. Using a quasi-experimental design, Japanese registered nurses and nursing students (n = 203) were allocated to an experimental (n = 109) or control group (n = 94). Behavioral intentions of medication safety and the predictor variables of attitudes, perceived behavioral control, and subjective norms were measured using a Japanese version of the Theory of Planned Behavior Medication Safety Questionnaire. Registered nurses in the experimental group demonstrated a greater intention to collaborate and practice in a manner that enhanced medication safety, evidenced by higher scores than the control group on all predictor variables. The results demonstrate the potential for interprofessional multimedia learning resources to positively impact the behaviors of Japanese registered nurses in relation to safe medication practices. Further research in other contexts and with other cohorts is warranted. © 2015 Wiley Publishing Asia Pty Ltd.

What are they up to? The role of sensory evidence and prior knowledge in action understanding.

PubMed

Chambon, Valerian; Domenech, Philippe; Pacherie, Elisabeth; Koechlin, Etienne; Baraduc, Pierre; Farrer, Chlöé

2011-02-18

Explaining or predicting the behaviour of our conspecifics requires the ability to infer the intentions that motivate it. Such inferences are assumed to rely on two types of information: (1) the sensory information conveyed by movement kinematics and (2) the observer's prior expectations--acquired from past experience or derived from prior knowledge. However, the respective contribution of these two sources of information is still controversial. This controversy stems in part from the fact that "intention" is an umbrella term that may embrace various sub-types each being assigned different scopes and targets. We hypothesized that variations in the scope and target of intentions may account for variations in the contribution of visual kinematics and prior knowledge to the intention inference process. To test this hypothesis, we conducted four behavioural experiments in which participants were instructed to identify different types of intention: basic intentions (i.e. simple goal of a motor act), superordinate intentions (i.e. general goal of a sequence of motor acts), or social intentions (i.e. intentions accomplished in a context of reciprocal interaction). For each of the above-mentioned intentions, we varied (1) the amount of visual information available from the action scene and (2) participant's prior expectations concerning the intention that was more likely to be accomplished. First, we showed that intentional judgments depend on a consistent interaction between visual information and participant's prior expectations. Moreover, we demonstrated that this interaction varied according to the type of intention to be inferred, with participant's priors rather than perceptual evidence exerting a greater effect on the inference of social and superordinate intentions. The results are discussed by appealing to the specific properties of each type of intention considered and further interpreted in the light of a hierarchical model of action representation.

Learning of Chunking Sequences in Cognition and Behavior

PubMed Central

Rabinovich, Mikhail

2015-01-01

We often learn and recall long sequences in smaller segments, such as a phone number 858 534 22 30 memorized as four segments. Behavioral experiments suggest that humans and some animals employ this strategy of breaking down cognitive or behavioral sequences into chunks in a wide variety of tasks, but the dynamical principles of how this is achieved remains unknown. Here, we study the temporal dynamics of chunking for learning cognitive sequences in a chunking representation using a dynamical model of competing modes arranged to evoke hierarchical Winnerless Competition (WLC) dynamics. Sequential memory is represented as trajectories along a chain of metastable fixed points at each level of the hierarchy, and bistable Hebbian dynamics enables the learning of such trajectories in an unsupervised fashion. Using computer simulations, we demonstrate the learning of a chunking representation of sequences and their robust recall. During learning, the dynamics associates a set of modes to each information-carrying item in the sequence and encodes their relative order. During recall, hierarchical WLC guarantees the robustness of the sequence order when the sequence is not too long. The resulting patterns of activities share several features observed in behavioral experiments, such as the pauses between boundaries of chunks, their size and their duration. Failures in learning chunking sequences provide new insights into the dynamical causes of neurological disorders such as Parkinson’s disease and Schizophrenia. PMID:26584306

On the specificity of sequential congruency effects in implicit learning of motor and perceptual sequences.

PubMed

D'Angelo, Maria C; Jiménez, Luis; Milliken, Bruce; Lupiáñez, Juan

2013-01-01

Individuals experience less interference from conflicting information following events that contain conflicting information. Recently, Jiménez, Lupiáñez, and Vaquero (2009) demonstrated that such adaptations to conflict occur even when the source of conflict arises from implicit knowledge of sequences. There is accumulating evidence that momentary changes in adaptations made in response to conflicting information are conflict-type specific (e.g., Funes, Lupiáñez, & Humphreys, 2010a), suggesting that there are multiple modes of control. The current study examined whether conflict-specific sequential congruency effects occur when the 2 sources of conflict are implicitly learned. Participants implicitly learned a motor sequence while simultaneously learning a perceptual sequence. In a first experiment, after learning the 2 orthogonal sequences, participants expressed knowledge of the 2 sequences independently of each other in a transfer phase. In Experiments 2 and 3, within each sequence, the presence of a single control trial disrupted the expression of this specific type of learning on the following trial. There was no evidence of cross-conflict modulations in the expression of sequence learning. The results suggest that the mechanisms involved in transient shifts in conflict-specific control, as reflected in sequential congruency effects, are also engaged when the source of conflict is implicit. (c) 2013 APA, all rights reserved.

Speech Motor Sequence Learning: Acquisition and Retention in Parkinson Disease and Normal Aging.

PubMed

Whitfield, Jason A; Goberman, Alexander M

2017-06-10

The aim of the current investigation was to examine speech motor sequence learning in neurologically healthy younger adults, neurologically healthy older adults, and individuals with Parkinson disease (PD) over a 2-day period. A sequential nonword repetition task was used to examine learning over 2 days. Participants practiced a sequence of 6 monosyllabic nonwords that was retested following nighttime sleep. The speed and accuracy of the nonword sequence were measured, and learning was inferred by examining performance within and between sessions. Though all groups exhibited comparable improvements of the nonword sequence performance during the initial session, between-session retention of the nonword sequence differed between groups. Younger adult controls exhibited offline gains, characterized by an increase in the speed and accuracy of nonword sequence performance across sessions, whereas older adults exhibited stable between-session performance. Individuals with PD exhibited offline losses, marked by an increase in sequence duration between sessions. The current results demonstrate that both PD and normal aging affect retention of speech motor learning. Furthermore, these data suggest that basal ganglia dysfunction associated with PD may affect the later stages of speech motor learning. Findings from the current investigation are discussed in relation to studies examining consolidation of nonspeech motor learning.

Dissociation between the Procedural Learning of Letter Names and Motor Sequences in Developmental Dyslexia

ERIC Educational Resources Information Center

Gabay, Yafit; Schiff, Rachel; Vakil, Eli

2012-01-01

Motor sequence learning has been studied extensively in Developmental dyslexia (DD). The purpose of the present research was to examine procedural learning of letter names and motor sequences in individuals with DD and control groups. Both groups completed the Serial Search Task which enabled the assessment of learning of letter names and motor…

The Technology Acceptance of Mobile Applications in Education

ERIC Educational Resources Information Center

Camilleri, Mark Anthony; Camilleri, Adriana Caterina

2017-01-01

This research explores the educators' attitudes and behavioural intention toward mobile applications. The methodology integrates measures from "the pace of technological innovativeness" and the "technology acceptance model" to understand the rationale for further investment in mobile learning (m-learning). A quantitative study…

Women of Color School Leaders: Leadership Schools Should Not Ignore

ERIC Educational Resources Information Center

Haar, Jean M.; Robicheau, Jerry W.

2009-01-01

School districts are faced with challenges resulting from the changing demographics of the student population. Consequently, school districts are creating positive, multicultural learning environments. School districts intent on establishing multicultural learning environments should consider the contributions people of color, specifically women…

Speech Motor Sequence Learning: Effect of Parkinson Disease and Normal Aging on Dual-Task Performance.

PubMed

Whitfield, Jason A; Goberman, Alexander M

2017-06-22

Everyday communication is carried out concurrently with other tasks. Therefore, determining how dual tasks interfere with newly learned speech motor skills can offer insight into the cognitive mechanisms underlying speech motor learning in Parkinson disease (PD). The current investigation examines a recently learned speech motor sequence under dual-task conditions. A previously learned sequence of 6 monosyllabic nonwords was examined using a dual-task paradigm. Participants repeated the sequence while concurrently performing a visuomotor task, and performance on both tasks was measured in single- and dual-task conditions. The younger adult group exhibited little to no dual-task interference on the accuracy and duration of the sequence. The older adult group exhibited variability in dual-task costs, with the group as a whole exhibiting an intermediate, though significant, amount of dual-task interference. The PD group exhibited the largest degree of bidirectional dual-task interference among all the groups. These data suggest that PD affects the later stages of speech motor learning, as the dual-task condition interfered with production of the recently learned sequence beyond the effect of normal aging. Because the basal ganglia is critical for the later stages of motor sequence learning, the observed deficits may result from the underlying neural dysfunction associated with PD.

Disrupted implicit motor sequence learning in schizophrenia and bipolar disorder revealed with ambidextrous Serial Reaction Time Task.

PubMed

Chrobak, Adrian Andrzej; Siuda-Krzywicka, Katarzyna; Siwek, Grzegorz Przemysław; Tereszko, Anna; Janeczko, Weronika; Starowicz-Filip, Anna; Siwek, Marcin; Dudek, Dominika

2017-10-03

Impairment of implicit motor sequence learning was shown in schizophrenia (SZ) and, most recently, in bipolar disorder (BD), and was connected to cerebellar abnormalities. The goal of this study was to compare implicit motor sequence learning in BD and SZ. We examined 33 patients with BD, 33 patients with SZ and 31 healthy controls with a use of ambidextrous Serial Reaction Time Task (SRTT), which allows exploring asymmetries in performance depending on the hand used. BD and SZ patients presented impaired implicit motor sequence learning, although the pattern of their impairments was different. While BD patients showed no signs of implicit motor sequence learning for both hands, the SZ group presented some features of motor learning when performing with the right, but not with the left hand. To our best knowledge this is the first study comparing implicit motor sequence learning in BD and SZ. We show that both diseases share impairments in this domain, however in the case of SZ this impairment differs dependently on the hand performing SRTT. We propose that implicit motor sequence learning impairments constitute an overlapping symptom in BD and SZ and suggest further neuroimaging studies to verify cerebellar underpinnings as its cause. Copyright © 2017 Elsevier Inc. All rights reserved.

Decrease in gamma-band activity tracks sequence learning

PubMed Central

Madhavan, Radhika; Millman, Daniel; Tang, Hanlin; Crone, Nathan E.; Lenz, Fredrick A.; Tierney, Travis S.; Madsen, Joseph R.; Kreiman, Gabriel; Anderson, William S.

2015-01-01

Learning novel sequences constitutes an example of declarative memory formation, involving conscious recall of temporal events. Performance in sequence learning tasks improves with repetition and involves forming temporal associations over scales of seconds to minutes. To further understand the neural circuits underlying declarative sequence learning over trials, we tracked changes in intracranial field potentials (IFPs) recorded from 1142 electrodes implanted throughout temporal and frontal cortical areas in 14 human subjects, while they learned the temporal-order of multiple sequences of images over trials through repeated recall. We observed an increase in power in the gamma frequency band (30–100 Hz) in the recall phase, particularly in areas within the temporal lobe including the parahippocampal gyrus. The degree of this gamma power enhancement decreased over trials with improved sequence recall. Modulation of gamma power was directly correlated with the improvement in recall performance. When presenting new sequences, gamma power was reset to high values and decreased again after learning. These observations suggest that signals in the gamma frequency band may play a more prominent role during the early steps of the learning process rather than during the maintenance of memory traces. PMID:25653598

Synchronized tapping facilitates learning sound sequences as indexed by the P300.

PubMed

Kamiyama, Keiko S; Okanoya, Kazuo

2014-01-01

The purpose of the present study was to determine whether and how single finger tapping in synchrony with sound sequences contributed to the auditory processing of them. The participants learned two unfamiliar sound sequences via different methods. In the tapping condition, they learned an auditory sequence while they tapped in synchrony with each sound onset. In the no tapping condition, they learned another sequence while they kept pressing a key until the sequence ended. After these learning sessions, we presented the two melodies again and recorded event-related potentials (ERPs). During the ERP recordings, 10% of the tones within each melody deviated from the original tones. An analysis of the grand average ERPs showed that deviant stimuli elicited a significant P300 in the tapping but not in the no-tapping condition. In addition, the significance of the P300 effect in the tapping condition increased as the participants showed highly synchronized tapping behavior during the learning sessions. These results indicated that single finger tapping promoted the conscious detection and evaluation of deviants within the learned sequences. The effect was related to individuals' musical ability to coordinate their finger movements along with external auditory events.

Synchronized tapping facilitates learning sound sequences as indexed by the P300

PubMed Central

Kamiyama, Keiko S.; Okanoya, Kazuo

2014-01-01

The purpose of the present study was to determine whether and how single finger tapping in synchrony with sound sequences contributed to the auditory processing of them. The participants learned two unfamiliar sound sequences via different methods. In the tapping condition, they learned an auditory sequence while they tapped in synchrony with each sound onset. In the no tapping condition, they learned another sequence while they kept pressing a key until the sequence ended. After these learning sessions, we presented the two melodies again and recorded event-related potentials (ERPs). During the ERP recordings, 10% of the tones within each melody deviated from the original tones. An analysis of the grand average ERPs showed that deviant stimuli elicited a significant P300 in the tapping but not in the no-tapping condition. In addition, the significance of the P300 effect in the tapping condition increased as the participants showed highly synchronized tapping behavior during the learning sessions. These results indicated that single finger tapping promoted the conscious detection and evaluation of deviants within the learned sequences. The effect was related to individuals’ musical ability to coordinate their finger movements along with external auditory events. PMID:25400564

A Cognitive-Social Model of Fertility Intentions

PubMed Central

Bachrach, Christine A.; Morgan, S. Philip

2014-01-01

We examine the use and value of fertility intentions against the backdrop of theory and research in the cognitive and social sciences. First, we draw on recent brain and cognition research to contextualize fertility intentions within a broader set of conscious and unconscious mechanisms that contribute to mental function. Next, we integrate this research with social theory. Our conceptualizations suggest that people do not necessarily have fertility intentions; they form them only when prompted by specific situations. Intention formation draws on the current situation and on schemas of childbearing and parenthood learned through previous experience, imbued by affect, and organized by self-representation. Using this conceptualization, we review apparently discordant knowledge about the value of fertility intentions in predicting fertility. Our analysis extends and deepens existing explanations for the weak predictive validity of fertility intentions at the individual level and provides a social-cognitive explanation for why intentions predict as well as they do. When focusing on the predictive power of intentions at the aggregate level, our conceptualizations lead us to focus on how social structures frustrate or facilitate intentions and how the structural environment contributes to the formation of reported intentions in the first place. Our analysis suggests that existing measures of fertility intentions are useful but to varying extents and in many cases despite their failure to capture what they seek to measure. PMID:25132695

Investigating Students' Attitude and Intention to Use Social Software in Higher Institution of Learning in Malaysia

ERIC Educational Resources Information Center

Shittu, Ahmed Tajudeen; Basha, Kamal Madarsha; AbdulRahman, Nik Suryani Nik; Ahmad, Tunku Badariah Tunku

2011-01-01

Purpose: Social software usage is growing at an exponential rate among the present generation of students. Yet, there is paucity of empirical study to understand the determinant of its use in the present setting of this study. This study, therefore, seeks to investigate factors that predict students' attitudes and intentions to use this…

A Look at the Memory Performance of Retarded and Normal Children Utilizing the Levels of Processing Framework.

ERIC Educational Resources Information Center

Lupart, Judy L.; Mulcahy, Robert F.

Memory performance differences of mental age matched (9-12 years) educable mentally retarded (EMR) (n=56) and normal (n=56) children were examined in two experiments using the F. Craik and R. Lockhart levels of processing framework. In experiment 1, Ss were randomly assigned to an incidental, intentional, or planned intentional learning condition,…

What Influences Implementation Intentions in an Academic Learning Context--The Roles of Goal Intentions, Procrastination, and Experience

ERIC Educational Resources Information Center

Sommer, Lutz; Haug, Manuel

2012-01-01

Studies show that many students struggle with properly organizing their academic activities; what makes things even worse is that up to 90% of students are at least part-time procrastinators. In order to clarify how these students could be supported, the article at hand deals with the influences and possible benefits of implementation intentions…

Investigating Peer Review as an Intentional Learning Strategy to Foster Collaborative Knowledge-Building in Students of Instructional Design

ERIC Educational Resources Information Center

Brill, Jennifer M.; Hodges, Charles B.

2011-01-01

Peer review has been advocated for as an intentional strategy to support the knowledge and skill attainment of adult learners preparing for professional practice, including those students preparing for instructional design and technology practice. The purposes of this article are to discuss the practical application of peer review as an…

Learning CAD at University through Summaries of the Rules of Design Intent

ERIC Educational Resources Information Center

Barbero, Basilio Ramos; Pedrosa, Carlos Melgosa; Samperio, Raúl Zamora

2017-01-01

The ease with which 3D CAD models may be modified and reused are two key aspects that improve the design-intent variable and that can significantly shorten the development timelines of a product. A set of rules are gathered from various authors that take different 3D modelling strategies into account. These rules are then applied to CAD…

Intentions and actions in molecular self-assembly: perspectives on students' language use

NASA Astrophysics Data System (ADS)

Höst, Gunnar E.; Anward, Jan

2017-04-01

Learning to talk science is an important aspect of learning to do science. Given that scientists' language frequently includes intentions and purposes in explanations of unobservable objects and events, teachers must interpret whether learners' use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology. In the present study, a framework consisting of three 'stances' (Dennett, 1987) - intentional, design and physical - is presented as a powerful tool for analysing students' language use. The aim was to investigate how the framework can be differentiated and used analytically for interpreting students' talk about a molecular process. Semi-structured group discussions and individual interviews about the molecular self-assembly process were conducted with engineering biology/chemistry (n = 15) and biology/chemistry teacher students (n = 6). Qualitative content analysis of transcripts showed that all three stances were employed by students. The analysis also identified subcategories for each stance, and revealed that intentional language with respect to molecular movement and assumptions about design requirements may be potentially problematic areas. Students' exclusion of physical stance explanations may indicate literal anthropomorphic interpretations. Implications for practice include providing teachers with a tool for scaffolding their use of metaphorical language and for supporting students' metacognitive development as scientific language users.

Differences of Learning Achievement between Bidikmisi Scholarship Students and the Paying Students in Islamic Courses at Indonesia University of Education Campus Purwakarta Academic Year 2014-2015

ERIC Educational Resources Information Center

TR, Burhanuddin; Ruswan, Acep; Kasmad, Mamad

2016-01-01

Learning is an effort or activities that are intentional and are based on an issue. Learning is a process of change in behavior and a way of fulfilling individual needs. People who have learned to be in the habit that is displayed in his behavior. In the study Differences of Learning Achievement Between Bidikmisi Scholarship Students and The…

Implicit transfer of spatial structure in visuomotor sequence learning.

PubMed

Tanaka, Kanji; Watanabe, Katsumi

2014-11-01

Implicit learning and transfer in sequence learning are essential in daily life. Here, we investigated the implicit transfer of visuomotor sequences following a spatial transformation. In the two experiments, participants used trial and error to learn a sequence consisting of several button presses, known as the m×n task (Hikosaka et al., 1995). After this learning session, participants learned another sequence in which the button configuration was spatially transformed in one of the following ways: mirrored, rotated, and random arrangement. Our results showed that even when participants were unaware of the transformation rules, accuracy of transfer session in the mirrored and rotated groups was higher than that in the random group (i.e., implicit transfer occurred). Both those who noticed the transformation rules and those who did not (i.e., explicit and implicit transfer instances, respectively) showed faster performance in the mirrored sequences than in the rotated sequences. Taken together, the present results suggest that people can use their implicit visuomotor knowledge to spatially transform sequences and that implicit transfers are modulated by a transformation cost, similar to that in explicit transfer. Copyright © 2014 Elsevier B.V. All rights reserved.

[Learning and Repetive Reproduction of Memorized Sequences by the Right and the Left Hand].

PubMed

Bobrova, E V; Lyakhovetskii, V A; Bogacheva, I N

2015-01-01

An important stage of learning a new skill is repetitive reproduction of one and the same sequence of movements, which plays a significant role in forming of the movement stereotypes. Two groups of right-handers repeatedly memorized (6-10 repetitions) the sequences of their hand transitions by experimenter in 6 positions, firstly by the right hand (RH), and then--by the left hand (LH) or vice versa. Random sequences previously unknown to the volunteers were reproduced in the 11 series. Modified sequences were tested in the 2nd and 3rd series, where the same elements' positions were presented in different order. The processes of repetitive sequence reproduction were similar for RH and LH. However, the learning of the modified sequences differed: Information about elements' position disregarding the reproduction order was used only when LH initiated task performing. This information was not used when LH followed RH and when RH performed the task. Consequently, the type of information coding activated by LH helped learn the positions of sequence elements, while the type of information coding activated by RH prevented learning. It is supposedly connected with the predominant role of right hemisphere in the processes of positional coding and motor learning.

Implicit chaining in cotton-top tamarins (Saguinus oedipus) with elements equated for probability of reinforcement

PubMed Central

Dillon, Laura; Collins, Meaghan; Conway, Maura; Cunningham, Kate

2013-01-01

Three experiments examined the implicit learning of sequences under conditions in which the elements comprising a sequence were equated in terms of reinforcement probability. In Experiment 1 cotton-top tamarins (Saguinus oedipus) experienced a five-element sequence displayed serially on a touch screen in which reinforcement probability was equated across elements at .16 per element. Tamarins demonstrated learning of this sequence with higher latencies during a random test as compared to baseline sequence training. In Experiments 2 and 3, manipulations of the procedure used in the first experiment were undertaken to rule out a confound owing to the fact that the elements in Experiment 1 bore different temporal relations to the intertrial interval (ITI), an inhibitory period. The results of Experiments 2 and 3 indicated that the implicit learning observed in Experiment 1 was not due to temporal proximity between some elements and the inhibitory ITI. The results taken together support two conclusion: First that tamarins engaged in sequence learning whether or not there was contingent reinforcement for learning the sequence, and second that this learning was not due to subtle differences in associative strength between the elements of the sequence. PMID:23344718

Implicit sequence-specific motor learning after sub-cortical stroke is associated with increased prefrontal brain activations: An fMRI study

PubMed Central

Meehan, Sean K.; Randhawa, Bubblepreet; Wessel, Brenda; Boyd, Lara A.

2010-01-01

Implicit motor learning is preserved after stroke, but how the brain compensates for damage to facilitate learning is unclear. We used a random effects analysis to determine how stroke alters patterns of brain activity during implicit sequence-specific motor learning as compared to general improvements in motor control. Nine healthy participants and 9 individuals with chronic, right focal sub-cortical stroke performed a continuous joystick-based tracking task during an initial fMRI session, over 5 days of practice, and a retention test during a separate fMRI session. Sequence-specific implicit motor learning was differentiated from general improvements in motor control by comparing tracking performance on a novel, repeated tracking sequences during early practice and again at the retention test. Both groups demonstrated implicit sequence-specific motor learning at the retention test, yet substantial differences were apparent. At retention, healthy control participants demonstrated increased BOLD response in left dorsal premotor cortex (BA 6) but decreased BOLD response left dorsolateral prefrontal cortex (DLPFC; BA 9) during repeated sequence tracking. In contrast, at retention individuals with stroke did not show this reduction in DLPFC during repeated tracking. Instead implicit sequence-specific motor learning and general improvements in motor control were associated with increased BOLD response in the left middle frontal gyrus BA 8, regardless of sequence type after stroke. These data emphasize the potential importance of a prefrontal-based attentional network for implicit motor learning after stroke. The present study is the first to highlight the importance of the prefrontal cortex for implicit sequence-specific motor learning after stroke. PMID:20725908

Implicit sequence learning in deaf children with cochlear implants.

PubMed

Conway, Christopher M; Pisoni, David B; Anaya, Esperanza M; Karpicke, Jennifer; Henning, Shirley C

2011-01-01

Deaf children with cochlear implants (CIs) represent an intriguing opportunity to study neurocognitive plasticity and reorganization when sound is introduced following a period of auditory deprivation early in development. Although it is common to consider deafness as affecting hearing alone, it may be the case that auditory deprivation leads to more global changes in neurocognitive function. In this paper, we investigate implicit sequence learning abilities in deaf children with CIs using a novel task that measured learning through improvement to immediate serial recall for statistically consistent visual sequences. The results demonstrated two key findings. First, the deaf children with CIs showed disturbances in their visual sequence learning abilities relative to the typically developing normal-hearing children. Second, sequence learning was significantly correlated with a standardized measure of language outcome in the CI children. These findings suggest that a period of auditory deprivation has secondary effects related to general sequencing deficits, and that disturbances in sequence learning may at least partially explain why some deaf children still struggle with language following cochlear implantation. © 2010 Blackwell Publishing Ltd.

Sequence skill learning in persons who stutter: implications for cortico-striato-thalamo-cortical dysfunction.

PubMed

Smits-Bandstra, Sarah; De Nil, Luc F

2007-01-01

The basal ganglia and cortico-striato-thalamo-cortical connections are known to play a critical role in sequence skill learning and increasing automaticity over practice. The current paper reviews four studies comparing the sequence skill learning and the transition to automaticity of persons who stutter (PWS) and fluent speakers (PNS) over practice. Studies One and Two found PWS to have poor finger tap sequencing skill and nonsense syllable sequencing skill after practice, and on retention and transfer tests relative to PNS. Studies Three and Four found PWS to be significantly less accurate and/or significantly slower after practice on dual tasks requiring concurrent sequencing and colour recognition over practice relative to PNS. Evidence of PWS' deficits in sequence skill learning and automaticity development support the hypothesis that dysfunction in cortico-striato-thalamo-cortical connections may be one etiological component in the development and maintenance of stuttering. As a result of this activity, the reader will: (1) be able to articulate the research regarding the basal ganglia system relating to sequence skill learning; (2) be able to summarize the research on stuttering with indications of sequence skill learning deficits; and (3) be able to discuss basal ganglia mechanisms with relevance for theory of stuttering.

Association of Amine-Receptor DNA Sequence Variants with Associative Learning in the Honeybee.

PubMed

Lagisz, Malgorzata; Mercer, Alison R; de Mouzon, Charlotte; Santos, Luana L S; Nakagawa, Shinichi

2016-03-01

Octopamine- and dopamine-based neuromodulatory systems play a critical role in learning and learning-related behaviour in insects. To further our understanding of these systems and resulting phenotypes, we quantified DNA sequence variations at six loci coding octopamine-and dopamine-receptors and their association with aversive and appetitive learning traits in a population of honeybees. We identified 79 polymorphic sequence markers (mostly SNPs and a few insertions/deletions) located within or close to six candidate genes. Intriguingly, we found that levels of sequence variation in the protein-coding regions studied were low, indicating that sequence variation in the coding regions of receptor genes critical to learning and memory is strongly selected against. Non-coding and upstream regions of the same genes, however, were less conserved and sequence variations in these regions were weakly associated with between-individual differences in learning-related traits. While these associations do not directly imply a specific molecular mechanism, they suggest that the cross-talk between dopamine and octopamine signalling pathways may influence olfactory learning and memory in the honeybee.

Implicit transfer of reversed temporal structure in visuomotor sequence learning.

PubMed

Tanaka, Kanji; Watanabe, Katsumi

2014-04-01

Some spatio-temporal structures are easier to transfer implicitly in sequential learning. In this study, we investigated whether the consistent reversal of triads of learned components would support the implicit transfer of their temporal structure in visuomotor sequence learning. A triad comprised three sequential button presses ([1][2][3]) and seven consecutive triads comprised a sequence. Participants learned sequences by trial and error, until they could complete it 20 times without error. Then, they learned another sequence, in which each triad was reversed ([3][2][1]), partially reversed ([2][1][3]), or switched so as not to overlap with the other conditions ([2][3][1] or [3][1][2]). Even when the participants did not notice the alternation rule, the consistent reversal of the temporal structure of each triad led to better implicit transfer; this was confirmed in a subsequent experiment. These results suggest that the implicit transfer of the temporal structure of a learned sequence can be influenced by both the structure and consistency of the change. Copyright © 2013 Cognitive Science Society, Inc.

Sequence-specific procedural learning deficits in children with specific language impairment.

PubMed

Hsu, Hsinjen Julie; Bishop, Dorothy V M

2014-05-01

This study tested the procedural deficit hypothesis of specific language impairment (SLI) by comparing children's performance in two motor procedural learning tasks and an implicit verbal sequence learning task. Participants were 7- to 11-year-old children with SLI (n = 48), typically developing age-matched children (n = 20) and younger typically developing children matched for receptive grammar (n = 28). In a serial reaction time task, the children with SLI performed at the same level as the grammar-matched children, but poorer than age-matched controls in learning motor sequences. When tested with a motor procedural learning task that did not involve learning sequential relationships between discrete elements (i.e. pursuit rotor), the children with SLI performed comparably with age-matched children and better than younger grammar-matched controls. In addition, poor implicit learning of word sequences in a verbal memory task (the Hebb effect) was found in the children with SLI. Together, these findings suggest that SLI might be characterized by deficits in learning sequence-specific information, rather than generally weak procedural learning. © 2014 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

The HOT (Healthy Outcome for Teens) project. Using a web-based medium to influence attitude, subjective norm, perceived behavioral control and intention for obesity and type 2 diabetes prevention.

PubMed

Muzaffar, Henna; Chapman-Novakofski, Karen; Castelli, Darla M; Scherer, Jane A

2014-01-01

We hypothesized that Theory of Planned Behavior (TPB) constructs (behavioral belief, attitude, subjective norm, perceived behavioral control, knowledge and behavioral intention) regarding preventive behaviors for obesity and type 2 diabetes will change favorably after completing the web-based intervention, HOT (Healthy Outcome for Teens) project, grounded in the TPB; and that passive online learning (POL) group will improve more than the active online learning (AOL) group. The secondary hypothesis was to determine to what extent constructs of the TPB predict intentions. 216 adolescents were recruited, 127 randomly allocated to the treatment group (AOL) and 89 to the control group (POL). The subjects completed a TPB questionnaire pre and post intervention. Both POL and AOL groups showed significant improvements from pretest to posttest survey. However, the results indicated no significant difference between POL and AOL for all constructs except behavioral belief. Correlational analysis indicated that all TPB constructs were significantly correlated with intentions for pretest and posttest for both groups. Attitude and behavioral control showed strongest correlations. Regression analysis indicated that TPB constructs were predictive of intentions and the predictive power improved post intervention. Behavioral control consistently predicted intentions for all categories and was the strongest predictor for pretest scores. For posttest scores, knowledge and attitude were the strongest predictors for POL and AOL groups respectively. Thus, HOT project improved knowledge and the TPB constructs scores for targeted behaviors, healthy eating and physical activity, for prevention of obesity and type 2 diabetes. Published by Elsevier Ltd.

Advancing MCH Interdisciplinary/Interprofessional Leadership Training and Practice Through a Learning Collaborative.

PubMed

McHugh, Meaghan C; Margolis, Lewis H; Rosenberg, Angela; Humphreys, Elizabeth

2016-11-01

Purpose The Interdisciplinary Leadership Learning Collaborative (ILLC), under the sponsorship of AUCD and the Maternal and Child Health Bureau, brought together six teams, composed of 14 MCHB and UCEDD training programs to enhance their leadership training. Description Using adult learning principles, interactive training methods, and skill-focused learning, the ILLC built upon the evidence-based Interdisciplinary Leadership Development Program of the University of North Carolina at Chapel Hill. The program began with a 4-day on-site intensive and then continued through monthly conference calls, a mid-term on-site workshop, and a summary virtual workshop to present programmatic accomplishments and share plans for sustainability. Coaching/consultation for the teams around particular challenges was also part of the program. Assessment All teams reported enhancements in intentional leadership training, threading of leadership concepts across clinical, didactic, and workshop settings, and new collaborative partnerships for leadership training. Teams also identified a number of strategies to increase sustainability of their intentional leadership training efforts. Conclusion for Practice The learning collaborative is a productive model to address the growing need for interdisciplinary MCH leaders.

Learning Communities in Undergraduate STEM Education: A Quantitative Analysis of how Sense of Community Influences Retention of Students

NASA Astrophysics Data System (ADS)

Archie, T.; Newman, P.

2012-12-01

Countless programs are aimed at retaining first year college students in their majors and at their institutions. Additionally, first year students in STEM majors are retained at lower rates, than non-STEM majors. Previous research has shown that students who leave the institution are not as academically and socially integrated into the campus community than students who persist at an institution. Residential learning communities can be thought of as a retention tool by enhancing the academic and social integration of their participants. Academic integration has historically been measured by academic success as indicated by GPA, while social integration has been more difficult to measure. We adapted the Sense of Community Index (SCI) as a measure of social integration. Sense of community (SOC) has been defined as ''a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members' needs will be met through their commitment to be together''. This quantitative study examines sense of community as a means of social integration and explores the relationship between learning communities, students' sense of community, and their intent to persist at a large public university and within their current major. An online survey of 60 first-year college students in a Natural Resources College, examined the relationships between learning community participation, sense of community, and student retention. A logistic regression of sense of community was very effective in predicting students' intent to stay or leave the institution. Structural equation models showed that sense of community was strongly positively related to a students' intent to stay or leave the institution for non-learning community participants, but not for learning community participants. We hypothesized that learning community participants sense of community needs would be more fully met than non-learning community participants. Learning community students showed a weak correlation between sense of community and intent to persist in their major, indicating that these students' departure decisions were based on factors other than sense of community. These finding were consistent with previous research of sense of community which has supported this construct as a needs based hierarchical theory. For example, if students' sense of community needs are met, then they can focus on higher level needs, such as academic success. Conversely, if students' sense of community needs are not being fully met, then this factor remains salient in terms of influencing their departure decision. Our results suggest that learning communities fulfill students' sense of community needs, thus this factor has less influence on learning community participants' decision to leave the institution than their counterparts who do not participate in a learning community. Our results suggest that learning communities are effective in fulfilling students' sense of community needs, thus allowing them to focus their energies on higher order needs such as academic success.

Learning of pitch and time structures in an artificial grammar setting.

PubMed

Prince, Jon B; Stevens, Catherine J; Jones, Mari Riess; Tillmann, Barbara

2018-04-12

Despite the empirical evidence for the power of the cognitive capacity of implicit learning of structures and regularities in several modalities and materials, it remains controversial whether implicit learning extends to the learning of temporal structures and regularities. We investigated whether (a) an artificial grammar can be learned equally well when expressed in duration sequences as when expressed in pitch sequences, (b) learning of the artificial grammar in either duration or pitch (as the primary dimension) sequences can be influenced by the properties of the secondary dimension (invariant vs. randomized), and (c) learning can be boosted when the artificial grammar is expressed in both pitch and duration. After an exposure phase with grammatical sequences, learning in a subsequent test phase was assessed in a grammaticality judgment task. Participants in both the pitch and duration conditions showed incidental (not fully implicit) learning of the artificial grammar when the secondary dimension was invariant, but randomizing the pitch sequence prevented learning of the artificial grammar in duration sequences. Expressing the artificial grammar in both pitch and duration resulted in disproportionately better performance, suggesting an interaction between the learning of pitch and temporal structure. The findings are relevant to research investigating the learning of temporal structures and the learning of structures presented simultaneously in 2 dimensions (e.g., space and time, space and objects). By investigating learning, the findings provide further insight into the potential specificity of pitch and time processing, and their integrated versus independent processing, as previously debated in music cognition research. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Intentionality and Wisdom in Language, Information, and Technology

ERIC Educational Resources Information Center

Lin, Lin; Ross, Haj; O'Connor, Brian; Spector, J. Michael

2015-01-01

An interdisciplinary approach from linguistics, information sciences, learning sciences, and educational technology is used to explore the concept of information. Several key issues are highlighted, including: (1) learning language through meaning or probability; (2) the situational difference between message and meaning; (3) relationship between…

Designing and Evaluating Students' Transformative Learning

ERIC Educational Resources Information Center

Namaste, Nina B.

2017-01-01

Transformative learning hinges on navigating cognitive dissonance; thus, intercultural competency assignments and experiences need to be integrated into study abroad/away courses to help students process and make sense of the cognitive dissonance such an experience provides. Assignments, therefore, need to consciously and intentionally triangulate…

Can Environmental Education Increase Student-Athletes' Environmental Behaviors?

ERIC Educational Resources Information Center

Mullenbach, Lauren E.; Green, Gary T.

2018-01-01

Environmental education was incorporated within a mentoring program (i.e. treatment group) for student-athletes at the University of Georgia. These student-athletes' environmental attitudes, behavioral intent, knowledge, self-efficacy, self-regulatory learning, motivation, and learning strategies were assessed before and after their environmental…

Lessons Learned from Transformational Professional Development

ERIC Educational Resources Information Center

Miranda, Twyla T.

2012-01-01

What is transformative professional development for educators? Ideally, teachers and school leaders are given multiple opportunities to revisit schemas about themselves and their learning communities, with the intent to transform practice, the school environment, and even themselves. In practice, three cohorts of teachers and school leaders…

Quantifying transfer after perceptual-motor sequence learning: how inflexible is implicit learning?

PubMed Central

Sanchez, Daniel J.; Yarnik, Eric N.

2015-01-01

Studies of implicit perceptual-motor sequence learning have often shown learning to be inflexibly tied to the training conditions during learning. Since sequence learning is seen as a model task of skill acquisition, limits on the ability to transfer knowledge from the training context to a performance context indicates important constraints on skill learning approaches. Lack of transfer across contexts has been demonstrated by showing that when task elements are changed following training, this leads to a disruption in performance. These results have typically been taken as suggesting that the sequence knowledge relies on integrated representations across task elements (Abrahamse, Jiménez, Verwey, & Clegg, Psychon Bull Rev 17:603–623, 2010a). Using a relatively new sequence learning task, serial interception sequence learning, three experiments are reported that quantify this magnitude of performance disruption after selectively manipulating individual aspects of motor performance or perceptual information. In Experiment 1, selective disruption of the timing or order of sequential actions was examined using a novel response manipulandum that allowed for separate analysis of these two motor response components. In Experiments 2 and 3, transfer was examined after selective disruption of perceptual information that left the motor response sequence intact. All three experiments provided quantifiable estimates of partial transfer to novel contexts that suggest some level of information integration across task elements. However, the ability to identify quantifiable levels of successful transfer indicates that integration is not all-or-none and that measurement sensitivity is a key in understanding sequence knowledge representations. PMID:24668505

Social Learning in the Real-World: 'Over-Imitation' Occurs in Both Children and Adults Unaware of Participation in an Experiment and Independently of Social Interaction.

PubMed

Whiten, Andrew; Allan, Gillian; Devlin, Siobahn; Kseib, Natalie; Raw, Nicola; McGuigan, Nicola

2016-01-01

The current study avoided the typical laboratory context to determine instead whether over-imitation-the disposition to copy even visibly, causally unnecessary actions-occurs in a real-world context in which participants are unaware of being in an experiment. We disguised a puzzle-box task as an interactive item available to the public within a science engagement zone of Edinburgh Zoo. As a member of the public approached, a confederate acting as a zoo visitor retrieved a reward from the box using a sequence of actions containing both causally relevant and irrelevant elements. Despite the absence of intentional demonstration, or social pressure to copy, a majority of both child and even adult observers included all causally irrelevant actions in their reproduction. This occurred even though causal irrelevance appeared manifest because of the transparency of the puzzle-box. That over-imitation occurred so readily in a naturalistic context, devoid of social interaction and pressure, suggests that humans are opportunistic social learners throughout the lifespan, copying the actions of other individuals even when these actions are not intentionally demonstrated, and their causal significance is not readily apparent. The disposition to copy comprehensively, even when a mere onlooker, likely provides humans, irrespective of their age, with a powerful mechanism to extract maximal information from the social environment.

Increasing Learners' Satisfaction/Intention to Adopt More E-Learning

ERIC Educational Resources Information Center

Sawang, Sukanlaya; Newton, Cameron; Jamieson, Kieren

2013-01-01

Purpose: E-learning is an organizationally risky investment given the cost and poor levels of adoption by users. In order to gain a better understanding of this problem, the aim of this paper is to conduct a study into the use of e-learning in a rail organization. Design/methodology/approach: Using an online survey, employees of a rail-sector…

Behavior Intention to Use of Learning Management System among Malaysian Pre-Service Teachers: A Confirmatory Factor Analysis

ERIC Educational Resources Information Center

Baleghi-Zadeh, Sousan; Ayub, Ahmad Fauzi Mohd; Mahmud, Rosnaini; Daud, Shaffe Mohd

2014-01-01

Learning Management system is a type of Information system that many universities invest on to be integrated with their curriculum. Therefore, factors which make students accept or reject Learning Management System is crucial for educational managers of universities. The main purpose of the present study is to modify and validate a measurement…

Writing It down--Writing It out--Writing It up: Researching Our Practice through Action Learning

ERIC Educational Resources Information Center

Mann, Pete; Clarke, Davina M.

2007-01-01

What value is added for writer and reader by intentionally keeping personal learning part of public researching? When a practitioner attends conscientiously to "the relationship with their research," does it make a difference to their learning and researching? If it does, can this difference also make a difference to the reader...? This paper…

Perceived Convenience in an Extended Technology Acceptance Model: Mobile Technology and English Learning for College Students

ERIC Educational Resources Information Center

Chang, Chi-Cheng; Yan, Chi-Fang; Tseng, Ju-Shih

2012-01-01

Since convenience is one of the features for mobile learning, does it affect attitude and intention of using mobile technology? The technology acceptance model (TAM), proposed by David (1989), was extended with perceived convenience in the present study. With regard to English language mobile learning, the variables in the extended TAM and its…

Rage against the Machine? Symbolic Violence in E-Learning Supported Tertiary Education

ERIC Educational Resources Information Center

Johnson, Nicola F.; Macdonald, David; Brabazon, Tara

2008-01-01

The move toward online course facilitation in tertiary education has the intent of providing education at any time in any place to any person. However, the advent of blended learning and e-learning innovations has ostracised, marginalised or ignored those who cannot afford or who are unable to access the latest hardware and software to take…

Learning-Style Characteristics of JROTC Cadets and Instructors: Implications for Training and Instruction.

ERIC Educational Resources Information Center

Dunn, Rita; Honigsfeld, Andrea; Martel, Laurence D.

During the year 2000, 1,737 students were randomly selected to represent 231,000 students participating in 1,350 JROTC programs in three regions of the United States. The intention of this study was to identify whether a dominant learning style preference would be revealed for this student population as compared to the learning style of the…

Action Control, Motivated Strategies, and Integrative Motivation as Predictors of Language Learning Affect and the Intention to Continue Learning French

ERIC Educational Resources Information Center

MacIntyre, Peter D.; Blackie, Rebecca A.

2012-01-01

The present study examines the relative ability of variables from three motivational frameworks to predict four non-linguistic outcomes of language learning. The study examines Action Control Theory with its measures of (1) hesitation, (2) volatility and (3) rumination. The study also examined Pintrich's expectancy-value model that uses measures…

Recognition of Prior Learning: The Tensions between Its Inclusive Intentions and Constraints on Its Implementation

ERIC Educational Resources Information Center

Cooper, Linda; Ralphs, Alan; Harris, Judy

2017-01-01

This article provides some insight into the constraints on the potential of recognition of prior learning (RPL) to widen access to educational qualifications. Its focus is on a conceptual framework that emerged from a South African study of RPL practices across four different learning contexts. Working from a social realist perspective, it argues…

The Canterbury Tales: Lessons from the Canterbury Earthquake Sequence to Inform Better Public Communication Models

NASA Astrophysics Data System (ADS)

McBride, S.; Tilley, E. N.; Johnston, D. M.; Becker, J.; Orchiston, C.

2015-12-01

This research evaluates the public education earthquake information prior to the Canterbury Earthquake sequence (2010-present), and examines communication learnings to create recommendations for improvement in implementation for these types of campaigns in future. The research comes from a practitioner perspective of someone who worked on these campaigns in Canterbury prior to the Earthquake Sequence and who also was the Public Information Manager Second in Command during the earthquake response in February 2011. Documents, specifically those addressing seismic risk, that were created prior to the earthquake sequence, were analyzed, using a "best practice matrix" created by the researcher, for how closely these aligned to best practice academic research. Readability tests and word counts are also employed to assist with triangulation of the data as was practitioner involvement. This research also outlines the lessons learned by practitioners and explores their experiences in regards to creating these materials and how they perceive these now, given all that has happened since the inception of the booklets. The findings from the research showed these documents lacked many of the attributes of best practice. The overly long, jargon filled text had little positive outcome expectancy messages. This probably would have failed to persuade anyone that earthquakes were a real threat in Canterbury. Paradoxically, it is likely these booklets may have created fatalism in publics who read the booklets. While the overall intention was positive, for scientists to explain earthquakes, tsunami, landslides and other risks to encourage the public to prepare for these events, the implementation could be greatly improved. This final component of the research highlights points of improvement for implementation for more successful campaigns in future. The importance of preparedness and science information campaigns can be not only in preparing the population but also into development of crisis communication plans. These plans are prepared in advance of a major emergency and symbiotic development of strategies, messages, themes and organizational structures in the preparedness stage can impact successful crisis communication plan implementation during an emergency.

A model of human motor sequence learning explains facilitation and interference effects based on spike-timing dependent plasticity.

PubMed

Wang, Quan; Rothkopf, Constantin A; Triesch, Jochen

2017-08-01

The ability to learn sequential behaviors is a fundamental property of our brains. Yet a long stream of studies including recent experiments investigating motor sequence learning in adult human subjects have produced a number of puzzling and seemingly contradictory results. In particular, when subjects have to learn multiple action sequences, learning is sometimes impaired by proactive and retroactive interference effects. In other situations, however, learning is accelerated as reflected in facilitation and transfer effects. At present it is unclear what the underlying neural mechanism are that give rise to these diverse findings. Here we show that a recently developed recurrent neural network model readily reproduces this diverse set of findings. The self-organizing recurrent neural network (SORN) model is a network of recurrently connected threshold units that combines a simplified form of spike-timing dependent plasticity (STDP) with homeostatic plasticity mechanisms ensuring network stability, namely intrinsic plasticity (IP) and synaptic normalization (SN). When trained on sequence learning tasks modeled after recent experiments we find that it reproduces the full range of interference, facilitation, and transfer effects. We show how these effects are rooted in the network's changing internal representation of the different sequences across learning and how they depend on an interaction of training schedule and task similarity. Furthermore, since learning in the model is based on fundamental neuronal plasticity mechanisms, the model reveals how these plasticity mechanisms are ultimately responsible for the network's sequence learning abilities. In particular, we find that all three plasticity mechanisms are essential for the network to learn effective internal models of the different training sequences. This ability to form effective internal models is also the basis for the observed interference and facilitation effects. This suggests that STDP, IP, and SN may be the driving forces behind our ability to learn complex action sequences.

Recall is not necessary for verbal sequence learning.

PubMed

Kalm, Kristjan; Norris, Dennis

2016-01-01

The question of whether overt recall of to-be-remembered material accelerates learning is important in a wide range of real-world learning settings. In the case of verbal sequence learning, previous research has proposed that recall either is necessary for verbal sequence learning (Cohen & Johansson Journal of Verbal Learning and Verbal Behavior, 6, 139-143, 1967; Cunningham, Healy, & Williams Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 575-597, 1984), or at least contributes significantly to it (Glass, Krejci, & Goldman Journal of Memory and Language, 28, 189-199, 1989; Oberauer & Meyer Memory, 17, 774-781, 2009). In contrast, here we show that the amount of previous spoken recall does not predict learning and is not necessary for it. We suggest that previous research may have underestimated participants' learning by using suboptimal performance measures, or by using manual or written recall. However, we show that the amount of spoken recall predicted how much interference from other to-be-remembered sequences would be observed. In fact, spoken recall mediated most of the error learning observed in the task. Our data support the view that the learning of overlapping auditory-verbal sequences is driven by learning the phonological representations and not the articulatory motor responses. However, spoken recall seems to reinforce already learned representations, whether they are correct or incorrect, thus contributing to a participant identifying a specific stimulus as either "learned" or "new" during the presentation phase.

The impact of cerebellar transcranial direct current stimulation (tDCS) on learning fine-motor sequences

PubMed Central

Wu, Allan D.; Samra, Jasmine K.

2017-01-01

The cerebellum has been shown to be important for skill learning, including the learning of motor sequences. We investigated whether cerebellar transcranial direct current stimulation (tDCS) would enhance learning of fine motor sequences. Because the ability to generalize or transfer to novel task variations or circumstances is a crucial goal of real world training, we also examined the effect of tDCS on performance of novel sequences after training. In Study 1, participants received either anodal, cathodal or sham stimulation while simultaneously practising three eight-element key press sequences in a non-repeating, interleaved order. Immediately after sequence practice with concurrent tDCS, a transfer session was given in which participants practised three interleaved novel sequences. No stimulation was given during transfer. An inhibitory effect of cathodal tDCS was found during practice, such that the rate of learning was slowed in comparison to the anodal and sham groups. In Study 2, participants received anodal or sham stimulation and a 24 h delay was added between the practice and transfer sessions to reduce mental fatigue. Although this consolidation period benefitted subsequent transfer for both tDCS groups, anodal tDCS enhanced transfer performance. Together, these studies demonstrate polarity-specific effects on fine motor sequence learning and generalization. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872369

The impact of cerebellar transcranial direct current stimulation (tDCS) on learning fine-motor sequences.

PubMed

Shimizu, Renee E; Wu, Allan D; Samra, Jasmine K; Knowlton, Barbara J

2017-01-05

The cerebellum has been shown to be important for skill learning, including the learning of motor sequences. We investigated whether cerebellar transcranial direct current stimulation (tDCS) would enhance learning of fine motor sequences. Because the ability to generalize or transfer to novel task variations or circumstances is a crucial goal of real world training, we also examined the effect of tDCS on performance of novel sequences after training. In Study 1, participants received either anodal, cathodal or sham stimulation while simultaneously practising three eight-element key press sequences in a non-repeating, interleaved order. Immediately after sequence practice with concurrent tDCS, a transfer session was given in which participants practised three interleaved novel sequences. No stimulation was given during transfer. An inhibitory effect of cathodal tDCS was found during practice, such that the rate of learning was slowed in comparison to the anodal and sham groups. In Study 2, participants received anodal or sham stimulation and a 24 h delay was added between the practice and transfer sessions to reduce mental fatigue. Although this consolidation period benefitted subsequent transfer for both tDCS groups, anodal tDCS enhanced transfer performance. Together, these studies demonstrate polarity-specific effects on fine motor sequence learning and generalization.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

Implicit sequence learning and contextual cueing do not compete for central cognitive resources.

PubMed

Jiménez, Luis; Vázquez, Gustavo A

2011-02-01

Sequence learning and contextual cueing explore different forms of implicit learning, arising from practice with a structured serial task, or with a search task with informative contexts. We assess whether these two learning effects arise simultaneously when both remain implicit. Experiments 1 and 2 confirm that a cueing effect can be observed under a continuous setting and that there is no interference between contextual cueing and sequence learning. Experiments 3a and 3b tested whether an interference arises specifically when the sequence becomes explicit. Results show that the expression of contextual cueing disappeared in those conditions but that context information is still acquired, and it affects performance when the sequence is removed. The results are discussed in relation to the current debates about the automaticity of implicit learning, and about the role of attention in the acquisition and expression of contextual cueing. (c) 2010 APA, all rights reserved.

[Transposition errors during learning to reproduce a sequence by the right- and the left-hand movements: simulation of positional and movement coding].

PubMed

Liakhovetskiĭ, V A; Bobrova, E V; Skopin, G N

2012-01-01

Transposition errors during the reproduction of a hand movement sequence make it possible to receive important information on the internal representation of this sequence in the motor working memory. Analysis of such errors showed that learning to reproduce sequences of the left-hand movements improves the system of positional coding (coding ofpositions), while learning of the right-hand movements improves the system of vector coding (coding of movements). Learning of the right-hand movements after the left-hand performance involved the system of positional coding "imposed" by the left hand. Learning of the left-hand movements after the right-hand performance activated the system of vector coding. Transposition errors during learning to reproduce movement sequences can be explained by neural network using either vector coding or both vector and positional coding.

Learned Non-Rigid Object Motion is a View-Invariant Cue to Recognizing Novel Objects

PubMed Central

Chuang, Lewis L.; Vuong, Quoc C.; Bülthoff, Heinrich H.

2012-01-01

There is evidence that observers use learned object motion to recognize objects. For instance, studies have shown that reversing the learned direction in which a rigid object rotated in depth impaired recognition accuracy. This motion reversal can be achieved by playing animation sequences of moving objects in reverse frame order. In the current study, we used this sequence-reversal manipulation to investigate whether observers encode the motion of dynamic objects in visual memory, and whether such dynamic representations are encoded in a way that is dependent on the viewing conditions. Participants first learned dynamic novel objects, presented as animation sequences. Following learning, they were then tested on their ability to recognize these learned objects when their animation sequence was shown in the same sequence order as during learning or in the reverse sequence order. In Experiment 1, we found that non-rigid motion contributed to recognition performance; that is, sequence-reversal decreased sensitivity across different tasks. In subsequent experiments, we tested the recognition of non-rigidly deforming (Experiment 2) and rigidly rotating (Experiment 3) objects across novel viewpoints. Recognition performance was affected by viewpoint changes for both experiments. Learned non-rigid motion continued to contribute to recognition performance and this benefit was the same across all viewpoint changes. By comparison, learned rigid motion did not contribute to recognition performance. These results suggest that non-rigid motion provides a source of information for recognizing dynamic objects, which is not affected by changes to viewpoint. PMID:22661939

Striatal and Hippocampal Involvement in Motor Sequence Chunking Depends on the Learning Strategy

PubMed Central

Lungu, Ovidiu; Monchi, Oury; Albouy, Geneviève; Jubault, Thomas; Ballarin, Emanuelle; Burnod, Yves; Doyon, Julien

2014-01-01

Motor sequences can be learned using an incremental approach by starting with a few elements and then adding more as training evolves (e.g., learning a piano piece); conversely, one can use a global approach and practice the whole sequence in every training session (e.g., shifting gears in an automobile). Yet, the neural correlates associated with such learning strategies in motor sequence learning remain largely unexplored to date. Here we used functional magnetic resonance imaging to measure the cerebral activity of individuals executing the same 8-element sequence after they completed a 4-days training regimen (2 sessions each day) following either a global or incremental strategy. A network comprised of striatal and fronto-parietal regions was engaged significantly regardless of the learning strategy, whereas the global training regimen led to additional cerebellar and temporal lobe recruitment. Analysis of chunking/grouping of sequence elements revealed a common prefrontal network in both conditions during the chunk initiation phase, whereas execution of chunk cores led to higher mediotemporal activity (involving the hippocampus) after global than incremental training. The novelty of our results relate to the recruitment of mediotemporal regions conditional of the learning strategy. Thus, the present findings may have clinical implications suggesting that the ability of patients with lesions to the medial temporal lobe to learn and consolidate new motor sequences may benefit from using an incremental strategy. PMID:25148078

Striatal and hippocampal involvement in motor sequence chunking depends on the learning strategy.

PubMed

Lungu, Ovidiu; Monchi, Oury; Albouy, Geneviève; Jubault, Thomas; Ballarin, Emanuelle; Burnod, Yves; Doyon, Julien

2014-01-01

Motor sequences can be learned using an incremental approach by starting with a few elements and then adding more as training evolves (e.g., learning a piano piece); conversely, one can use a global approach and practice the whole sequence in every training session (e.g., shifting gears in an automobile). Yet, the neural correlates associated with such learning strategies in motor sequence learning remain largely unexplored to date. Here we used functional magnetic resonance imaging to measure the cerebral activity of individuals executing the same 8-element sequence after they completed a 4-days training regimen (2 sessions each day) following either a global or incremental strategy. A network comprised of striatal and fronto-parietal regions was engaged significantly regardless of the learning strategy, whereas the global training regimen led to additional cerebellar and temporal lobe recruitment. Analysis of chunking/grouping of sequence elements revealed a common prefrontal network in both conditions during the chunk initiation phase, whereas execution of chunk cores led to higher mediotemporal activity (involving the hippocampus) after global than incremental training. The novelty of our results relate to the recruitment of mediotemporal regions conditional of the learning strategy. Thus, the present findings may have clinical implications suggesting that the ability of patients with lesions to the medial temporal lobe to learn and consolidate new motor sequences may benefit from using an incremental strategy.

Learning to learn: From within-modality to cross-modality transfer during infancy.

PubMed

Hupp, Julie M; Sloutsky, Vladimir M

2011-11-01

One critical aspect of learning is the ability to apply learned knowledge to new situations. This ability to transfer is often limited, and its development is not well understood. The current research investigated the development of transfer between 8 and 16 months of age. In Experiment 1, 8- and 16-month-olds (who were established to have a preference to the beginning of a visual sequence) were trained to attend to the end of a sequence. They were then tested on novel visual sequences. Results indicated transfer of learning, with both groups changing baseline preferences as a result of training. In Experiment 2, participants were trained to attend to the end of a visual sequence and were then tested on an auditory sequence. Unlike Experiment 1, only older participants exhibited transfer of learning by changing baseline preferences. These findings suggest that the generalization of learning becomes broader with development, with transfer across modalities developing later than transfer within a modality. Copyright © 2011 Elsevier Inc. All rights reserved.

Learning to Learn: From Within-Modality to Cross-Modality Transfer in Infancy

PubMed Central

Hupp, Julie M.; Sloutsky, Vladimir M.

2011-01-01

One critical aspect of learning is the ability to apply learned knowledge to new situations. This ability to transfer is often limited, and its development is not well understood. The current research investigated the development of transfer between 8- and 16-months of age. In Experiment 1, 8- and 16-month-olds (who were established to have a preference to the beginning of a visual sequence) were trained to attend to the end of a sequence. They were then tested on novel visual sequences. Results indicated transfer of learning, as both groups changed baseline preferences as a result of training. In Experiment 2, participants were trained to attend to the end of a visual sequence and then tested on an auditory sequence. Unlike Experiment 1, only older participants exhibited transfer of learning by changing baseline preferences. These findings suggest that the generalization of learning becomes broader with development, with transfer across modalities developing later than transfer within a modality. PMID:21663920

Adaptive Learning Resources Sequencing in Educational Hypermedia Systems

ERIC Educational Resources Information Center

Karampiperis, Pythagoras; Sampson, Demetrios

2005-01-01

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

Sequence Learning and Selection Difficulty

ERIC Educational Resources Information Center

Rowland, Lee A.; Shanks, David R.

2006-01-01

The authors studied the role of attention as a selection mechanism in implicit learning by examining the effect on primary sequence learning of performing a demanding target-selection task. Participants were trained on probabilistic sequences in a novel version of the serial reaction time (SRT) task, with dual- and triple-stimulus participants…

Best Intentions: Using Convergent Practices Divergently

ERIC Educational Resources Information Center

Whyte, Barbara; Deane, Penny

2017-01-01

Summative assessment and explicit teaching are on the increase in New Zealand primary and intermediate learning spaces; either, or both, frequently used by teachers to assist with requirements for National Standards. Combined use means learning destinations are set by teachers within convergent practice, allowing little room for student…

Reefs and Learning: Education Evaluation Techniques

ERIC Educational Resources Information Center

Stepath, Carl M.

2006-01-01

Marine education research designs are discussed, and student learning outcomes while monitoring a coral reef is evaluated. Changes in environmental knowledge and attitudes, ecological intention to act, and direct reef experience were investigated. Differences between student pre-test and the post-test responses were observed, and analysis is…

Evidence-Based Teaching in Higher Education: Application to Counselor Education

ERIC Educational Resources Information Center

Malott, Krista M.; Hall, K. Hridaya; Sheely-Moore, Angela; Krell, Megan M.; Cardaciotto, LeeAnn

2014-01-01

The authors examined best practices in university-level teaching, as premised on the evidence-based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching…

An Investigation of User Perceptions and Attitudes towards Learning Objects

ERIC Educational Resources Information Center

Lau, Siong-Hoe; Woods, Peter C.

2008-01-01

This study empirically evaluates the technology acceptance model drawn from Information Systems (IS) literature to investigate how user beliefs and attitudes influence learning-object use among higher education learners by evaluating the relationships between perceived usefulness, perceived ease of use, attitude, behavioural intentions and actual…

Mobile Learning in Nursing Undergraduates in China: Current Status, Attitudes and Barriers.

PubMed

Xiao, Qian; Zhang, Qiannan; Wang, Lanlan; Wang, Yanling; Sun, Liu; Wu, Ying

2017-01-01

To explore the current status, attitudes and barriers of nursing undergraduates toward mobile learning, 157 nursing students were investigated. more than half of them used mobile learning frequently in past half year. The mean score of students' intention towards mobile learning was 10.5 (ranged from 6 to 15), and it related to students' gender, expected effect, ease of operation, influence of other students, self-learning management and perceived interest. Some barriers affected students' mobile learning. Therefore, students had positive attitude and perception toward mobile learning, then we should create enough conditions to promote students' mobile learning.

Context-specific attentional sampling: Intentional control as a pre-requisite for contextual control.

PubMed

Brosowsky, Nicholaus P; Crump, Matthew J C

2016-08-01

Recent work suggests that environmental cues associated with previous attentional control settings can rapidly and involuntarily adjust attentional priorities. The current study tests predictions from adaptive-learning and memory-based theories of contextual control about the role of intentions for setting attentional priorities. To extend the empirical boundaries of contextual control phenomena, and to determine whether theoretical principles of contextual control are generalizable we used a novel bi-dimensional stimulus sampling task. Subjects viewed briefly presented arrays of letters and colors presented above or below fixation, and identified specific stimuli according to a dimensional (letter or color) and positional cue. Location was predictive of the cued dimension, but not the position or identity. In contrast to previous findings, contextual control failed to develop through automatic, adaptive-learning processes. Instead, previous experience with intentionally changing attentional sampling priorities between different contexts was required for contextual control to develop. Copyright © 2016 Elsevier Inc. All rights reserved.

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.

A Cross-Cultural Examination of the Intention to Use Technology between Singaporean and Malaysian Pre-Service teachers: An Application of the Technology Acceptance Model (TAM)

ERIC Educational Resources Information Center

Teo, Timothy; Luan, Wong Su; Sing, Chai Ching

2008-01-01

As computers becomes more ubiquitous in our everyday lives, educational settings are being transformed where educators and students are expected to teach and learn, using computers (Lee, 2003). This study, therefore, explored pre-service teachers' self reported future intentions to use computers in Singapore and Malaysia. A survey methodology was…

Department Of Defense Science And Technology Invigoration

DTIC Science & Technology

2002-02-01

38 Army Science Board, Summer Study, 1982. 39 Hamel, G. and Prahalad , C.K., “ Strategic Intent ,” Harvard Business Review, May-June 1989, 63-76... strategic intent (aggressively stretching resources rather than fitting resources) and core competence (collective learning in an organization...system and defense-related industry. 3. Develop a strategic plan for the DOD S&T infrastructure of the future, defining the complementary roles of

The Neural Correlates of Implicit Sequence Learning in Schizophrenia

PubMed Central

Marvel, Cherie L.; Turner, Beth M.; O’Leary, Daniel S.; Johnson, Hans J.; Pierson, Ronald K.; Boles Ponto, Laura L.; Andreasen, Nancy C.

2009-01-01

Twenty-seven schizophrenia spectrum patients and 25 healthy controls performed a probabilistic version of the serial reaction time task (SRT) that included sequence trials embedded within random trials. Patients showed diminished, yet measurable, sequence learning. Postexperimental analyses revealed that a group of patients performed above chance when generating short spans of the sequence. This high-generation group showed SRT learning that was similar in magnitude to that of controls. Their learning was evident from the very 1st block; however, unlike controls, learning did not develop further with continued testing. A subset of 12 patients and 11 controls performed the SRT in conjunction with positron emission tomography. High-generation performance, which corresponded to SRT learning in patients, correlated to activity in the premotor cortex and parahippocampus. These areas have been associated with stimulus-driven visuospatial processing. Taken together, these results suggest that a subset of patients who showed moderate success on the SRT used an explicit stimulus-driven strategy to process the sequential stimuli. This adaptive strategy facilitated sequence learning but may have interfered with conventional implicit learning of the overall stimulus pattern. PMID:17983290

Learning of Grammar-Like Visual Sequences by Adults with and without Language-Learning Disabilities

ERIC Educational Resources Information Center

Aguilar, Jessica M.; Plante, Elena

2014-01-01

Purpose: Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences in statistical learning. Method: In Study 1,…

Songs as an aid for language acquisition.

PubMed

Schön, Daniele; Boyer, Maud; Moreno, Sylvain; Besson, Mireille; Peretz, Isabelle; Kolinsky, Régine

2008-02-01

In previous research, Saffran and colleagues [Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274, 1926-1928; Saffran, J. R., Newport, E. L., & Aslin, R. N. (1996). Word segmentation: The role of distributional cues. Journal of Memory and Language, 35, 606-621.] have shown that adults and infants can use the statistical properties of syllable sequences to extract words from continuous speech. They also showed that a similar learning mechanism operates with musical stimuli [Saffran, J. R., Johnson, R. E. K., Aslin, N., & Newport, E. L. (1999). Abstract Statistical learning of tone sequences by human infants and adults. Cognition, 70, 27-52.]. In this work we combined linguistic and musical information and we compared language learning based on speech sequences to language learning based on sung sequences. We hypothesized that, compared to speech sequences, a consistent mapping of linguistic and musical information would enhance learning. Results confirmed the hypothesis showing a strong learning facilitation of song compared to speech. Most importantly, the present results show that learning a new language, especially in the first learning phase wherein one needs to segment new words, may largely benefit of the motivational and structuring properties of music in song.

Incidental and Intentional Memory: Their Relation with Attention and Executive Functions.

PubMed

Kontaxopoulou, Dionysia; Beratis, Ion N; Fragkiadaki, Stella; Pavlou, Dimosthenis; Yannis, George; Economou, Alexandra; Papanicolaou, Andrew C; Papageorgiou, Sokratis G

2017-08-01

The aim of the current study was to investigate the impact of gender and age on incidental and intentional memory in healthy participants and to explore the strength of the association of incidental and intentional memory with attentional and executive functioning. A total number of 47 participants underwent a driving simulation experiment and went through detailed neuropsychological testing. Incidental memory was assessed with a questionnaire that evaluated the memorization of information related to the driving simulator task while intentional memory was assessed using the Hopkins Verbal Learning Test-Revised and the Brief Visuospatial Memory Test-Revised. The analysis revealed a greater impact of age on incidental as compared to intentional memory. Gender did not appear to have such an effect on either incidental or intentional memory. Finally, attentional and executive functioning were more strongly associated with incidental memory than the intentional memory measures that were utilized in the current study. Ageing appears to affect incidental rather than intentional memory to a greater extent. In addition, attentional and executive functioning seem to play a more important role in incidental than intentional encoding and consolidation processes. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Commonly-occurring polymorphisms in the COMT, DRD1 and DRD2 genes influence different aspects of motor sequence learning in humans.

PubMed

Baetu, Irina; Burns, Nicholas R; Urry, Kristi; Barbante, Girolamo Giovanni; Pitcher, Julia B

2015-11-01

Performing sequences of movements is a ubiquitous skill that involves dopamine transmission. However, it is unclear which components of the dopamine system contribute to which aspects of motor sequence learning. Here we used a genetic approach to investigate the relationship between different components of the dopamine system and specific aspects of sequence learning in humans. In particular, we investigated variations in genes that code for the catechol-O-methyltransferase (COMT) enzyme, the dopamine transporter (DAT) and dopamine D1 and D2 receptors (DRD1 and DRD2). COMT and the DAT regulate dopamine availability in the prefrontal cortex and the striatum, respectively, two key regions recruited during learning, whereas dopamine D1 and D2 receptors are thought to be involved in long-term potentiation and depression, respectively. We show that polymorphisms in the COMT, DRD1 and DRD2 genes differentially affect behavioral performance on a sequence learning task in 161 Caucasian participants. The DRD1 polymorphism predicted the ability to learn new sequences, the DRD2 polymorphism predicted the ability to perform a previously learnt sequence after performing interfering random movements, whereas the COMT polymorphism predicted the ability to switch flexibly between two sequences. We used computer simulations to explore potential mechanisms underlying these effects, which revealed that the DRD1 and DRD2 effects are possibly related to neuroplasticity. Our prediction-error algorithm estimated faster rates of connection strengthening in genotype groups with presumably higher D1 receptor densities, and faster rates of connection weakening in genotype groups with presumably higher D2 receptor densities. Consistent with current dopamine theories, these simulations suggest that D1-mediated neuroplasticity contributes to learning to select appropriate actions, whereas D2-mediated neuroplasticity is involved in learning to inhibit incorrect action plans. However, the learning algorithm did not account for the COMT effect, suggesting that prefrontal dopamine availability might affect sequence switching via other, non-learning, mechanisms. These findings provide insight into the function of the dopamine system, which is relevant to the development of treatments for disorders such as Parkinson's disease. Our results suggest that treatments targeting dopamine D1 receptors may improve learning of novel sequences, whereas those targeting dopamine D2 receptors may improve the ability to initiate previously learned sequences of movements. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

Identifying the Correlation between Professional Learning Communities and Collective Teacher Efficacy for Math Data Teams in Kaua'i Complex Area Secondary Schools

ERIC Educational Resources Information Center

Ellwood, Cheryl Kathryn

2013-01-01

Professional learning communities and teacher efficacy are at the core of many of the current educational reform models. The intention of this dissertation was to identify the correlation between professional learning communities and collective teacher efficacy for math data teams in the six Kaua'i Complex Area secondary schools, as measured by…

Enhancing Care for Older People Living in Nursing Homes in Rural Australia Using Action Learning as a Catalyst for Change

ERIC Educational Resources Information Center

Penney, Wendy; Meyer, Julienne; Cash, Penny; Clinnick, Lisa; Martin, Louise

2017-01-01

The implementation of action learning workshops in three nursing homes in rural Victoria, Australia has been critical in the re-visioning of how care can be enhanced for residents. The workshops were designed with the intent of improving quality of care for residents by providing health care staff with opportunities to learn together and effect…

Comparative Study of Learning Styles in Higher Education Students from the Hidalgo State Autonomous University, in Mexico

ERIC Educational Resources Information Center

Canales Rodríguez, Emma Leticia; Garcia Robelo, Octaviano

2013-01-01

This is a study on learning styles based on the Kolb model (1984). It was conducted on a sample of Mexican higher education students, to develop a picture of their learning styles at three different stages during their studies. The intention was to determine whether there were differences between students majoring in educational sciences and law,…

The Utility of the UTAUT Model in Explaining Mobile Learning Adoption in Higher Education in Guyana

ERIC Educational Resources Information Center

Thomas, Troy Devon; Singh, Lenandlar; Gaffar, Kemuel

2013-01-01

In this paper, we compare the utility of modified versions of the unified theory of acceptance and use of technology (UTAUT) model in explaining mobile learning adoption in higher education in a developing country and evaluate the size and direction of the impacts of the UTAUT factors on behavioural intention to adopt mobile learning in higher…

Searching and Dealing, Confirmation and Feeling--Participants' Approaches to Learning in a Health Education Setting

ERIC Educational Resources Information Center

Førland, Georg; Silèn, Charlotte; Eriksson, Monica; Ringsberg, Karin C.

2017-01-01

Objective: Health care is far from reaching the goal of people being part of their own care, and research is lacking on how to understand their perspective. This study explores people's intentions with the act of learning before attending a health education programme at a Learning and Mastery Centre (LMC) in Norway. The aim of this study was to…

An Early Historical Examination of the Educational Intent of Supervised Agricultural Experiences (SAEs) and Project-Based Learning in Agricultural Education

ERIC Educational Resources Information Center

Smith, Kasee L.; Rayfield, John

2016-01-01

Project-based learning has been a component of agricultural education since its inception. In light of the current call for additional emphasis of the Supervised Agricultural Experience (SAE) component of agricultural education, there is a need to revisit the roots of project-based learning. This early historical research study was conducted to…

How Incidental Sequence Learning Creates Reportable Knowledge: The Role of Unexpected Events

ERIC Educational Resources Information Center

Runger, Dennis; Frensch, Peter A.

2008-01-01

Research on incidental sequence learning typically is concerned with the characteristics of implicit or nonconscious learning. In this article, the authors aim to elucidate the cognitive mechanisms that contribute to the generation of explicit, reportable sequence knowledge. According to the unexpected-event hypothesis (P. A. Frensch, H. Haider,…

Visual Sequence Learning in Infancy: Domain-General and Domain-Specific Associations with Language

ERIC Educational Resources Information Center

Shafto, Carissa L.; Conway, Christopher M.; Field, Suzanne L.; Houston, Derek M.

2012-01-01

Research suggests that nonlinguistic sequence learning abilities are an important contributor to language development (Conway, Bauernschmidt, Huang, & Pisoni, 2010). The current study investigated visual sequence learning (VSL) as a possible predictor of vocabulary development in infants. Fifty-eight 8.5-month-old infants were presented with a…

Neural Correlates of Sequence Learning with Stochastic Feedback

ERIC Educational Resources Information Center

Averbeck, Bruno B.; Kilner, James; Frith, Christopher D.

2011-01-01

Although much is known about decision making under uncertainty when only a single step is required in the decision process, less is known about sequential decision making. We carried out a stochastic sequence learning task in which subjects had to use noisy feedback to learn sequences of button presses. We compared flat and hierarchical behavioral…

Formulaic Sequences and the Implications for Second Language Learning

ERIC Educational Resources Information Center

Xu, Qi

2016-01-01

The present paper is a review of literature in relation to formulaic sequences and the implications for second language learning. The formulaic sequence is a significant part of our language, and plays an essential role in both first and second language learning. The paper first introduces the definition, classifications, and major features of…

Aspects of the Teaching of Russian.

ERIC Educational Resources Information Center

Baker, Robert L.

The process of learning Russian should be no more difficult than the process of learning other languages although it may take somewhat longer. The phonetic system should not present major difficulties with respect to individual sounds, but intonation may be difficult because Russian pitch patterns represent different intentions and emotions than…

E-Time for Learning

ERIC Educational Resources Information Center

Fawson, Peter; Peterson, Troy

2011-01-01

For the past three years, the faculty and administrators of Diamond Fork Junior High School--a large junior high in Spanish Fork, Utah--have been on an amazing journey of examining the school's educational practices with the intent of improving learning opportunities for all its students. In March 2009, the administrators and the faculty…

Service Learning for Engaged Work-Based Learning. Strategies for Transformative Change

ERIC Educational Resources Information Center

Hoffman, D.; Spada, K.; Fox, H. L.

2016-01-01

All 16 Wisconsin Technical College System (WTCS) colleges are committed to creating Intentional Networks Transforming Effective and Rigorous Facilitation of Assessment, Collaboration, and Education (INTERFACE). INTERFACE received a Round Three TAACCCT grant from the U.S. Department of Labor. INTERFACE is a strategic alignment between colleges,…

Learning from Portfolios: Differential Use of Feedback in Portfolio Construction.

ERIC Educational Resources Information Center

Tillema, Harm H.; Smith, Kari

2000-01-01

Studied how students used feedback information provided them in distinctly framed portfolios of dossier, reflective, and learning-oriented types. Results with 137 college students support a view of portfolio construction in which the individual benefits from feedback were closely linked to the intentions present during collection of the portfolio…

Learning L2 Collocations Incidentally from Reading

ERIC Educational Resources Information Center

Pellicer-Sánchez, Ana

2017-01-01

Previous studies have shown that intentional learning through explicit instruction is effective for the acquisition of collocations in a second language (L2) (e.g. Peters, 2014, 2015), but relatively little is known about the effectiveness of incidental approaches for the acquisition of L2 collocations. The present study examined the incidental…

The Practice of Supervision for Professional Learning: The Example of Future Forensic Specialists

ERIC Educational Resources Information Center

Köpsén, Susanne; Nyström, Sofia

2015-01-01

Supervision intended to support learning is of great interest in professional knowledge development. No single definition governs the implementation and enactment of supervision because of different conditions, intentions, and pedagogical approaches. Uncertainty exists at a time when knowledge and methods are undergoing constant development. This…

Self-Directed Learning: Pedagogical Influences on Graduate Student Perspectives

ERIC Educational Resources Information Center

Kranzow, Jeannine; Bledsoe, T. Scott

2017-01-01

Self-directed learning (SDL), while essential to graduate student success and continued professional development beyond the degree, is rarely addressed intentionally in the college curriculum. In this mixed-method study with 91 participants from two counseling-related degree programs, researchers examined the impact of integrating a unit focused…

Situations, Interaction, Process and Affordances: An Ecological Psychology Perspective.

ERIC Educational Resources Information Center

Young, Michael F.; DePalma, Andrew; Garrett, Steven

2002-01-01

From an ecological psychology perspective, a full analysis of any learning context must acknowledge the complex nonlinear dynamics that unfold as an intentionally-driven learner interacts with a technology-based purposefully designed learning environment. A full situation model would need to incorporate constraints from the environment and also…

The Intent and Processes of a Professional Learning Initiative Seeking to Foster Discussion around Innovative Approaches to Teaching

ERIC Educational Resources Information Center

Sullivan, Peter; Holmes, Marilyn; Ingram, Naomi; Linsell, Chris; Livy, Sharyn; McCormack, Melody

2016-01-01

The following outlines the rationale and structure of a professional learning initiative that seeks to explore teachers' ways of engaging students more actively in building mathematical connections for themselves. An example of one of the suggested experiences is presented.

Scientific Representation and Science Learning

ERIC Educational Resources Information Center

Matta, Corrado

2014-01-01

In this article I examine three examples of philosophical theories of scientific representation with the aim of assessing which of these is a good candidate for a philosophical theory of scientific representation in science learning. The three candidate theories are Giere's intentional approach, Suárez's inferential approach and Lynch and…

Implicit and Explicit Cognitive Processes in Incidental Vocabulary Acquisition

ERIC Educational Resources Information Center

Ender, Andrea

2016-01-01

Studies on vocabulary acquisition in second language learning have revealed that a large amount of vocabulary is learned without an overt intention, in other words, incidentally. This article investigates the relevance of different lexical processing strategies for vocabulary acquisition when reading a text for comprehension among 24 advanced…

Learning through Participation as a Mass Collaboration

ERIC Educational Resources Information Center

Lloyd, Justine; Amigo, Maria; Hettitantri, Nanditha

2016-01-01

This article highlights the central role of collaboration in higher education programs which involve students in "learning through participation" (LTP). It reports the findings of a project that began with the intention of exploring the range and applicability of online technologies used for enhancing collaboration between the three main…

Postsecondary Education and Transition for Students with Learning Disabilities. Second Edition.

ERIC Educational Resources Information Center

Brinckerhoff, Loring C.; McGuire, Joan M.; Shaw, Stan F.

This text is designed to help postsecondary education personnel initiate or refine college programs for the increasing numbers of students with learning disabilities. Following an introductory chapter, chapters have the following titles: (1) "A Comprehensive Approach to Transition Planning"; (2) "Judicial Intent and Legal Precedents" (Laura F.…

Building an Ethical Community in the Classroom: Community Meeting.

ERIC Educational Resources Information Center

McClurg, Lois Gail

1998-01-01

Describes "community meetings" in early childhood classrooms, designed to create an intentional community devoted to learning to live with and consider the perspectives of others. Discusses how meetings work, community meeting and the topic of exclusion, students' learning about themselves, awareness as a kind of solution, airing a…

Community in Online Higher Education: Challenges and Opportunities

ERIC Educational Resources Information Center

Arasaratnam-Smith, Lily A.; Northcote, Maria

2017-01-01

Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face-to-face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face-to-face education is the prototype…

Learning through the Adventure of Youth Sport

ERIC Educational Resources Information Center

Newman, Tarkington J.; Kim, Melissa; Tucker, Anita R.; Alvarez, M. Antonio G.

2018-01-01

Background: Participation in youth sport is often associated with a variety of positive development outcomes. In order to effectively utilize sport as a context of learning and development, the sport must be intentionally designed and programed. One often-used approach is known as sport-based positive youth development (PYD). Recently, to further…

Game-Based Learning: A Different Perspective

ERIC Educational Resources Information Center

Royle, Karl

2008-01-01

Because the goals of games and the object of school-based learning are fundamentally mismatched, efforts to integrate games into the curriculum have largely fallen flat despite the best intentions of teachers and the gaming industry. Arguing that educational game designers should be investigating ways to get education into games rather than…

Motivational Goal Orientation, Perceptions of Biology and Physics Classroom Learning Environments, and Gender

ERIC Educational Resources Information Center

Koul, Ravinder; Roy, Laura; Lerdpornkulrat, Thanita

2012-01-01

Researchers have reported persuasive evidence that students' perceptions of their classroom learning environment account for significant variance in cognitive and affective outcomes (e.g. intrinsic motivation, self-concept, liking for particular subjects and students' intention to drop out). The study reported in this paper investigated the…

Elementary Teacher Perceptions Regarding the Use of Kinesthetic Learning Strategies

ERIC Educational Resources Information Center

Erickson, Heidi Christine

2017-01-01

Researchers have shown that movement increases brain function, improves mental health, supports cognitive development for students, and reduces sedentary time, all which can influence overall health. Research concerning learning with intentional movement is limited. In the United States, Common Core State Standards (CCSS) are being mandated, and…

Strategic Positioning of HRM in Knowledge-Based Organizations

ERIC Educational Resources Information Center

Thite, Mohan

2004-01-01

With knowledge management as the strategic intent and learning to learn as the strategic weapon, the current management focus is on how to leverage knowledge faster and better than competitors. Research demonstrates that it is the cultural mindset of the people in the organisation that primarily defines success in knowledge intensive…

Emotional Mood and Memory in Young Children.

ERIC Educational Resources Information Center

Bartlett, James C.; And Others

1982-01-01

Two experiments examined affect-dependent memory in preschool/kindergarten and third-grade children. A two-list intentional learning procedure was used to assess the effects of the congruent versus incongruent relationship between happy versus sad affect during initial list learning and happy versus sad affect during a delayed-recall test.…

Motivation to Avoid Loss Improves Implicit Skill Performance

ERIC Educational Resources Information Center

Chon, Danbee; Thompson, Kelsey R.; Reber, Paul J.

2018-01-01

Implicit learning reflects learning from experience that occurs without intention or awareness of the information acquired and is hypothesized to contribute to skill acquisition by improving performance with practice. The role of motivation has not been examined because this kind of memory is represented outside awareness. We manipulated…

Serial Reaction Time Learning in Preschool- and School-Age Children.

ERIC Educational Resources Information Center

Thomas, Kathleen M.; Nelson, Charles A.

2001-01-01

Two experiments assessed visuomotor sequence learning in 4- to 10-year-olds using a serial reaction time (SRT) task with random and sequenced trials. Found that children demonstrated sequence-specific decreases in RT. Participants with explicit awareness of the sequence at the session's end showed larger sequence-specific RT decrements than…

Recontextualizing Dance Skills: Overcoming Impediments to Motor Learning and Expressivity in Ballet Dancers

PubMed Central

Karin, Janet

2016-01-01

The process of transmitting ballet’s complex technique to young dancers can interfere with the innate processes that give rise to efficient, expressive and harmonious movement. With the intention of identifying possible solutions, this article draws on research across the fields of neurology, psychology, motor learning, and education, and considers their relevance to ballet as an art form, a technique, and a training methodology. The integration of dancers’ technique and expressivity is a core theme throughout the paper. A brief outline of the historical development of ballet’s aesthetics and training methods leads into factors that influence dancers’ performance. An exploration of the role of the neuromotor system in motor learning and the acquisition of expert skills reveals the roles of sensory awareness, imagery, and intention in cuing efficient, expressive movement. It also indicates potentially detrimental effects of conscious muscle control, explicit learning and persistent naïve beliefs. Finally, the paper presents a new theory regarding the acquisition of ballet skills. Recontextualization theory proposes that placing a problematic task within a new context may engender a new conceptual approach and/or sensory intention, and hence the genesis of new motor programs; and that these new programs may lead to performance that is more efficient, more rewarding for the dancer, more pleasing aesthetically, and more expressive. From an anecdotal point of view, this theory appears to be supported by the progress of many dancers at various stages of their dancing lives. PMID:27047437

Recontextualizing Dance Skills: Overcoming Impediments to Motor Learning and Expressivity in Ballet Dancers.

PubMed

Karin, Janet

2016-01-01

The process of transmitting ballet's complex technique to young dancers can interfere with the innate processes that give rise to efficient, expressive and harmonious movement. With the intention of identifying possible solutions, this article draws on research across the fields of neurology, psychology, motor learning, and education, and considers their relevance to ballet as an art form, a technique, and a training methodology. The integration of dancers' technique and expressivity is a core theme throughout the paper. A brief outline of the historical development of ballet's aesthetics and training methods leads into factors that influence dancers' performance. An exploration of the role of the neuromotor system in motor learning and the acquisition of expert skills reveals the roles of sensory awareness, imagery, and intention in cuing efficient, expressive movement. It also indicates potentially detrimental effects of conscious muscle control, explicit learning and persistent naïve beliefs. Finally, the paper presents a new theory regarding the acquisition of ballet skills. Recontextualization theory proposes that placing a problematic task within a new context may engender a new conceptual approach and/or sensory intention, and hence the genesis of new motor programs; and that these new programs may lead to performance that is more efficient, more rewarding for the dancer, more pleasing aesthetically, and more expressive. From an anecdotal point of view, this theory appears to be supported by the progress of many dancers at various stages of their dancing lives.

Are Surgeons Born or Made? A Comparison of Personality Traits and Learning Styles Between Surgical Trainees and Medical Students.

PubMed

Preece, Ryan A; Cope, Alexandra C

2016-01-01

Medical students and surgical trainees differ considerably in both their preferential learning styles and personality traits. This study compares the personality profiles and learning styles of surgical trainees with a cohort of medical students specifically intent on pursuing a surgical career. A cross-sectional study was conducted contrasting surgical trainees with medical students specifying surgical career intent. The 50-item International Personality Item Pool Big-Five Factor Marker (FFM) questionnaire was used to score 5 personality domains (extraversion, conscientiousness, agreeableness, openness to experience, and neuroticism). The 24-item Learning Style Inventory (LSI) Questionnaire was used to determine the preferential learning styles (visual, auditory, or tactile). χ(2) Analysis and independent samples t-test were used to compare LSI and FFM scores, respectively. Surgical trainees from several UK surgical centers were contrasted to undergraduate medical students. A total of 53 medical students who had specifically declared desire to pursue a surgical career and were currently undertaking an undergraduate intercalated degree in surgical sciences were included and contrasted to 37 UK core surgical trainees (postgraduate years 3-4). The LSI questionnaire was completed by 53 students and 37 trainees. FFM questionnaire was completed by 29 medical students and 34 trainees. No significant difference for learning styles preference was detected between the 2 groups (p = 0.139), with the visual modality being the preferred learning style for both students and trainees (69.8% and 54.1%, respectively). Neuroticism was the only personality trait to differ significantly between the 2 groups, with medical students scoring significantly higher than trainees (2.9 vs. 2.6, p = 0.03). Medical students intent on pursuing a surgical career exhibit similar personality traits and learning styles to surgical trainees, with both groups preferring the visual learning modality. These findings facilitate future research into potential ways of improving both the training and selection of students and junior trainees onto residency programs. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The effects of age on the neural correlates of episodic encoding.

PubMed

Grady, C L; McIntosh, A R; Rajah, M N; Beig, S; Craik, F I

1999-12-01

Young and old adults underwent positron emission tomographic scans while encoding pictures of objects and words using three encoding strategies: deep processing (a semantic living/nonliving judgement), shallow processing (size judgement) and intentional learning. Picture memory exceeded word memory in both young and old groups, and there was an age-related decrement only in word recognition. During the encoding tasks three brain activity patterns were found that differentiated stimulus type and the different encoding strategies. The stimulus-specific pattern was characterized by greater activity in extrastriate and medial temporal cortices during picture encoding, and greater activity in left prefrontal and temporal cortices during encoding of words. The older adults showed this pattern to a significantly lesser degree. A pattern distinguishing deep processing from intentional learning of words and pictures was identified, characterized mainly by differences in prefrontal cortex, and this pattern also was of significantly lesser magnitude in the old group. A final pattern identified areas with increased activity during deep processing and intentional learning of pictures, including left prefrontal and bilateral medial temporal regions. There was no group difference in this pattern. These results indicate age-related dysfunction in several encoding networks, with sparing of one specifically involved in more elaborate encoding of pictures. These age-related changes appear to affect verbal memory more than picture memory.