Involvement of Students in E-Learning

ERIC Educational Resources Information Center

Al Ya, Marwa; Aziz, Sheikha A.; Mohyuddin, Muhammad Raheel; Al Balushi, Nabila

2017-01-01

The involvement of E-learning activities for students in the classroom play an important role in the teaching and learning process. In this paper, the authors describe how we collected information from 3-different Colleges/Universities in Oman forming an online study with regard to the use of internet, e-library, online book access, and…

Stressful Experience and Learning Across the Lifespan

PubMed Central

Shors, Tracey J.

2012-01-01

It is usually assumed that stressful life events interfere with our ability to acquire new information. However, many studies suggest that stressful experience can enhance processes involved in learning. The types of learning that are enhanced after stressful experiences include classical fear and eyeblink conditioning, as well as processes related to learning about threatening stimuli. Stressful life experiences do seem to interfere with processes involved in memory, often expressed as deficits in the retention or retrieval of information that was acquired prior to and was unrelated to the stressful experience. The trends are limited, as are their implications, because most studies examine adult males, yet the effects of stress on learning processes are influenced by age and sex differences. With respect to mechanisms and anatomical substrates, the effects of stress on learning are usually dependent on the action of stress hormones in combination with neuronal activities within the hippocampus, amygdala, the bed nucleus of the stria terminalis, and the prefrontal cortex. PMID:16318589

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task.

PubMed

Du, Yue; Clark, Jane E

2018-05-03

This protocol describes a modified serial reaction time (SRT) task used to study implicit motor sequence learning. Unlike the classic SRT task that involves finger-pressing movements while sitting, the modified SRT task requires participants to step with both feet while maintaining a standing posture. This stepping task necessitates whole body actions that impose postural challenges. The foot-stepping task complements the classic SRT task in several ways. The foot-stepping SRT task is a better proxy for the daily activities that require ongoing postural control, and thus may help us better understand sequence learning in real-life situations. In addition, response time serves as an indicator of sequence learning in the classic SRT task, but it is unclear whether response time, reaction time (RT) representing mental process, or movement time (MT) reflecting the movement itself, is a key player in motor sequence learning. The foot-stepping SRT task allows researchers to disentangle response time into RT and MT, which may clarify how motor planning and movement execution are involved in sequence learning. Lastly, postural control and cognition are interactively related, but little is known about how postural control interacts with learning motor sequences. With a motion capture system, the movement of the whole body (e.g., the center of mass (COM)) can be recorded. Such measures allow us to reveal the dynamic processes underlying discrete responses measured by RT and MT, and may aid in elucidating the relationship between postural control and the explicit and implicit processes involved in sequence learning. Details of the experimental set-up, procedure, and data processing are described. The representative data are adopted from one of our previous studies. Results are related to response time, RT, and MT, as well as the relationship between the anticipatory postural response and the explicit processes involved in implicit motor sequence learning.

Competitive Processes in Cross-Situational Word Learning

PubMed Central

Yurovsky, Daniel; Yu, Chen; Smith, Linda B.

2013-01-01

Cross-situational word learning, like any statistical learning problem, involves tracking the regularities in the environment. But the information that learners pick up from these regularities is dependent on their learning mechanism. This paper investigates the role of one type of mechanism in statistical word learning: competition. Competitive mechanisms would allow learners to find the signal in noisy input, and would help to explain the speed with which learners succeed in statistical learning tasks. Because cross-situational word learning provides information at multiple scales – both within and across trials/situations –learners could implement competition at either or both of these scales. A series of four experiments demonstrate that cross-situational learning involves competition at both levels of scale, and that these mechanisms interact to support rapid learning. The impact of both of these mechanisms is then considered from the perspective of a process-level understanding of cross-situational learning. PMID:23607610

Competitive processes in cross-situational word learning.

PubMed

Yurovsky, Daniel; Yu, Chen; Smith, Linda B

2013-07-01

Cross-situational word learning, like any statistical learning problem, involves tracking the regularities in the environment. However, the information that learners pick up from these regularities is dependent on their learning mechanism. This article investigates the role of one type of mechanism in statistical word learning: competition. Competitive mechanisms would allow learners to find the signal in noisy input and would help to explain the speed with which learners succeed in statistical learning tasks. Because cross-situational word learning provides information at multiple scales-both within and across trials/situations-learners could implement competition at either or both of these scales. A series of four experiments demonstrate that cross-situational learning involves competition at both levels of scale, and that these mechanisms interact to support rapid learning. The impact of both of these mechanisms is considered from the perspective of a process-level understanding of cross-situational learning. Copyright © 2013 Cognitive Science Society, Inc.

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…

Involving people with learning disabilities in nurse education: towards an inclusive approach.

PubMed

Bollard, Martin; Lahiff, John; Parkes, Neville

2012-02-01

There is limited evidence that explores how to effectively include people with learning disabilities in nurse education in the U.K. The majority of reported work relates to mental health nursing and social work training (Morgan and Jones, 2009). This paper specifically reports on the processes and activities undertaken by the authors with people with learning disabilities in the development of a new BSc learning disability nursing programme, a specific branch of nursing in the U.K. In doing so, findings and discussion from two separate projects involving students and people with learning disabilities will be integrated into the paper. EPICURE (Engagement, Processing, Interpretation, Critique, Usefulness, Relevance and Ethics (Stige et al. 2009) is adopted as a qualitative framework throughout the paper to evaluate the reported work that took place between September 2006 and October 2010. Suggestions are therefore made regarding the benefits and challenges of striving towards an inclusive approach to user involvement in nurse education, with particular reference to learning disability. The work presented in the paper demonstrates how through careful involvement of this population, deeper learning opportunities for all nursing students can be created. Copyright © 2011 Elsevier Ltd. All rights reserved.

E-learning process maturity level: a conceptual framework

NASA Astrophysics Data System (ADS)

Rahmah, A.; Santoso, H. B.; Hasibuan, Z. A.

2018-03-01

ICT advancement is a sure thing with the impact influencing many domains, including learning in both formal and informal situations. It leads to a new mindset that we should not only utilize the given ICT to support the learning process, but also improve it gradually involving a lot of factors. These phenomenon is called e-learning process evolution. Accordingly, this study attempts to explore maturity level concept to provide the improvement direction gradually and progression monitoring for the individual e-learning process. Extensive literature review, observation, and forming constructs are conducted to develop a conceptual framework for e-learning process maturity level. The conceptual framework consists of learner, e-learning process, continuous improvement, evolution of e-learning process, technology, and learning objectives. Whilst, evolution of e-learning process depicted as current versus expected conditions of e-learning process maturity level. The study concludes that from the e-learning process maturity level conceptual framework, it may guide the evolution roadmap for e-learning process, accelerate the evolution, and decrease the negative impact of ICT. The conceptual framework will be verified and tested in the future study.

Multi-sensory learning and learning to read.

PubMed

Blomert, Leo; Froyen, Dries

2010-09-01

The basis of literacy acquisition in alphabetic orthographies is the learning of the associations between the letters and the corresponding speech sounds. In spite of this primacy in learning to read, there is only scarce knowledge on how this audiovisual integration process works and which mechanisms are involved. Recent electrophysiological studies of letter-speech sound processing have revealed that normally developing readers take years to automate these associations and dyslexic readers hardly exhibit automation of these associations. It is argued that the reason for this effortful learning may reside in the nature of the audiovisual process that is recruited for the integration of in principle arbitrarily linked elements. It is shown that letter-speech sound integration does not resemble the processes involved in the integration of natural audiovisual objects such as audiovisual speech. The automatic symmetrical recruitment of the assumedly uni-sensory visual and auditory cortices in audiovisual speech integration does not occur for letter and speech sound integration. It is also argued that letter-speech sound integration only partly resembles the integration of arbitrarily linked unfamiliar audiovisual objects. Letter-sound integration and artificial audiovisual objects share the necessity of a narrow time window for integration to occur. However, they differ from these artificial objects, because they constitute an integration of partly familiar elements which acquire meaning through the learning of an orthography. Although letter-speech sound pairs share similarities with audiovisual speech processing as well as with unfamiliar, arbitrary objects, it seems that letter-speech sound pairs develop into unique audiovisual objects that furthermore have to be processed in a unique way in order to enable fluent reading and thus very likely recruit other neurobiological learning mechanisms than the ones involved in learning natural or arbitrary unfamiliar audiovisual associations. Copyright 2010 Elsevier B.V. All rights reserved.

Developing an Experiential Learning Program: Milestones and Challenges

ERIC Educational Resources Information Center

Austin, M. Jill; Rust, Dianna Zeh

2015-01-01

College and University faculty members have increasingly adopted experiential learning teaching methods that are designed to engage students in the learning process. Experiential learning is simply defined as "hands-on" learning and may involve any of the following activities: service learning, applied learning in the discipline,…

Problem-Based Learning Pedagogies: Psychological Processes and Enhancement of Intelligences

ERIC Educational Resources Information Center

Tan, Oon-Seng

2007-01-01

Education in this 21st century is concerned with developing intelligences. Problem solving in real-world contexts involves multiple ways of knowing and learning. Intelligence in the real world involves not only learning how to do things effectively but also more importantly the ability to deal with novelty and growing our capacity to adapt, select…

Getting Started in the Scholarship of Teaching and Learning: A "How To" Guide for Science Academics

ERIC Educational Resources Information Center

Rowland, Susan L.; Myatt, Paula M.

2014-01-01

SoTL stands for the Scholarship of Teaching and Learning. The acronym, said "sottle" or "sote-all," describes research that involves rigorous examination of teaching and learning by faculty who are actively involved in the educational process. The number of natural-science faculty engaged in SoTL is increasing, and their…

Using Computers To Accommodate Learning Disabled Students in Mathematics Classes.

ERIC Educational Resources Information Center

Rapp, Rhonda H.; Gittinger, Dennis J.

A person with a learning disability usually has average or above average intelligence, but has difficulty taking in, remembering, or expressing information. Learning disabilities can involve visual processing speed, short-term memory processing, fluid reasoning, and long-term memory retrieval. These disorders are intrinsic to the individual and…

Process Systems Engineering Education: Learning by Research

ERIC Educational Resources Information Center

Abbas, A.; Alhammadi, H. Y.; Romagnoli, J. A.

2009-01-01

In this paper, we discuss our approach in teaching the final-year course Process Systems Engineering. Students are given ownership of the course by transferring to them the responsibility of learning. A project-based group environment stimulates learning while solving a real engineering problem. We discuss postgraduate student involvement and how…

Web-Based Learning Environment Based on Students’ Needs

NASA Astrophysics Data System (ADS)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

Neurophysiological mechanisms involved in language learning in adults

PubMed Central

Rodríguez-Fornells, Antoni; Cunillera, Toni; Mestres-Missé, Anna; de Diego-Balaguer, Ruth

2009-01-01

Little is known about the brain mechanisms involved in word learning during infancy and in second language acquisition and about the way these new words become stable representations that sustain language processing. In several studies we have adopted the human simulation perspective, studying the effects of brain-lesions and combining different neuroimaging techniques such as event-related potentials and functional magnetic resonance imaging in order to examine the language learning (LL) process. In the present article, we review this evidence focusing on how different brain signatures relate to (i) the extraction of words from speech, (ii) the discovery of their embedded grammatical structure, and (iii) how meaning derived from verbal contexts can inform us about the cognitive mechanisms underlying the learning process. We compile these findings and frame them into an integrative neurophysiological model that tries to delineate the major neural networks that might be involved in the initial stages of LL. Finally, we propose that LL simulations can help us to understand natural language processing and how the recovery from language disorders in infants and adults can be accomplished. PMID:19933142

A Case Study in Master Planning the Learning Landscape Hub Concepts for the University at Buffalo

ERIC Educational Resources Information Center

Dugdale, Shirley; Torino, Roger; Felix, Elliot

2009-01-01

This case study describes concepts for three types of learning spaces that grew out of a Learning Landscape planning process. The process was part of a master plan study for the three campuses of the University at Buffalo. It involved research into user needs and aspirations about future pedagogy, development of learning space strategy,…

The Lived Experience of a Doctoral Student: The Process of Learning and Becoming

ERIC Educational Resources Information Center

Callary, Betina; Werthner, Penny; Trudel, Pierre

2012-01-01

The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this…

Aging Brain, Aging Mind.

ERIC Educational Resources Information Center

Selkoe, Dennis J.

1992-01-01

Discusses the aging process related to physical changes of the human neural structure involved in learning, memory, and reasoning. Presents evidence that indicates such alterations do not necessarily signal the decline in cognitive function. Vignettes provide images of brain structures involved in learning, memory, and reasoning; hippocampal…

Students' Perceptions and Emotions toward Learning in a Flipped General Science Classroom

ERIC Educational Resources Information Center

Jeong, Jin Su; González-Gómez, David; Cañada-Cañada, Florentina

2016-01-01

Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students' perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new…

The Process of Developing Theories-in-Action with OELEs: A Qualitative Study.

ERIC Educational Resources Information Center

Land, Susan M.; Hannafin, Michael J.

Open-ended learning environments (OELEs) like microworlds have been touted as one approach for blending learning theory and emerging technology to support the building of student-centered understanding. The learning process involves developing a theory-in-action--an intuitive theory that is generated and changed by learners as they reflect upon…

Idea-Based Learning: A Course Design Process to Promote Conceptual Understanding

ERIC Educational Resources Information Center

Hansen , Edmund J.

2011-01-01

Synthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways. The process involves developing a transparent course blueprint,…

Exceeding Expectations: Scaffolding Agentic Engagement through Assessment as Learning

ERIC Educational Resources Information Center

Fletcher, Anna Katarina

2016-01-01

Background: The active involvement of learners as critical, reflective and capable agents in the learning process is a core aim in contemporary education policy in Australia, and is regarded as a significant factor for academic success. However, within the relevant literature, the issue of positioning students as agents in the learning process has…

Measuring Cognitive and Metacognitive Regulatory Processes during Hypermedia Learning: Issues and Challenges

ERIC Educational Resources Information Center

Azevedo, Roger; Moos, Daniel C.; Johnson, Amy M.; Chauncey, Amber D.

2010-01-01

Self-regulated learning (SRL) with hypermedia environments involves a complex cycle of temporally unfolding cognitive and metacognitive processes that impact students' learning. We present several methodological issues related to treating SRL as an event and strengths and challenges of using online trace methodologies to detect, trace, model, and…

Storytelling: Learning to Read as Social and Cultural Processes

ERIC Educational Resources Information Center

Bloome, David; Kim, Minjeong

2016-01-01

The argument here is that learning to read for young people in school is not a monolithic process but, rather, consists of multiple and differentiated pathways involving the acquisition of diverse reading practices and cultural ideologies embedded in a broad range of social and cultural contexts. Such a view of learning to read entails…

Beyond Chalk and Talk: Engaging Students in the Learning Process.

ERIC Educational Resources Information Center

Evans, Ruby

Teaching and learning in the traditional classroom continues to evolve in the presence of technological innovation. This paper highlights basic strategies in which the traditional classroom can be modified to involve students more actively in the teaching and learning process. One of the strategies outlined in this paper includes the incorporation…

The Role of Consciousness in Second Language Learning.

ERIC Educational Resources Information Center

Schmidt, Richard W.

1990-01-01

Summarizes recent psychological research and theory on the topic of consciousness, and looks at three questions in second-language learning related to the role of consciousness in input processing. The discussion involves the requirement in learning a second language of subliminal learning, implicit learning, and incidental learning. (142…

Accelerated Learning: Madness with a Method.

ERIC Educational Resources Information Center

Zemke, Ron

1995-01-01

Accelerated learning methods have evolved into a variety of holistic techniques that involve participants in the learning process and overcome negative attitudes about learning. These components are part of the mix: the brain, learning environment, music, imaginative activities, suggestion, positive mental state, the arts, multiple intelligences,…

The nucleus accumbens and learning and memory.

PubMed

Setlow, B

1997-09-01

Recent research on the nucleus accumbens (NA) indicates that this brain region is involved in learning and memory processes in a way that is separable from its other well-known roles in behavior, such as motivation, reward, and locomotor activity. These findings have suggested that 1) the NA may be involved in declarative, or hippocampal formation-dependent learning and memory, and not in several other non-declarative forms of learning and memory, and 2) the NA may be selectively involved in certain stages of learning and memory. These characteristics suggest that the NA may be part of a larger striatal system which subserves acquisition and consolidation, but is not a site of long-term storage, of different forms of learning and memory.

Age-related changes in the cerebral substrates of cognitive procedural learning.

PubMed

Hubert, Valérie; Beaunieux, Hélène; Chételat, Gaël; Platel, Hervé; Landeau, Brigitte; Viader, Fausto; Desgranges, Béatrice; Eustache, Francis

2009-04-01

Cognitive procedural learning occurs in three qualitatively different phases (cognitive, associative, and autonomous). At the beginning of this process, numerous cognitive functions are involved, subtended by distinct brain structures such as the prefrontal and parietal cortex and the cerebellum. As the learning progresses, these cognitive components are gradually replaced by psychomotor abilities, reflected by the increasing involvement of the cerebellum, thalamus, and occipital regions. In elderly subjects, although cognitive studies have revealed a learning effect, performance levels differ during the acquisition of a procedure. The effects of age on the learning of a cognitive procedure have not yet been examined using functional imaging. The aim of this study was therefore to characterize the cerebral substrates involved in the learning of a cognitive procedure, comparing a group of older subjects with young controls. For this purpose, we performed a positron emission tomography activation study using the Tower of Toronto task. A direct comparison of the two groups revealed the involvement of a similar network of brain regions at the beginning of learning (cognitive phase). However, the engagement of frontal and cingulate regions persisted in the older group as learning continued, whereas it ceased in the younger controls. We assume that this additional activation in the older group during the associative and autonomous phases reflected compensatory processes and the fact that some older subjects failed to fully automate the procedure. 2008 Wiley-Liss, Inc.

Explicit and Implicit Processes Constitute the Fast and Slow Processes of Sensorimotor Learning.

PubMed

McDougle, Samuel D; Bond, Krista M; Taylor, Jordan A

2015-07-01

A popular model of human sensorimotor learning suggests that a fast process and a slow process work in parallel to produce the canonical learning curve (Smith et al., 2006). Recent evidence supports the subdivision of sensorimotor learning into explicit and implicit processes that simultaneously subserve task performance (Taylor et al., 2014). We set out to test whether these two accounts of learning processes are homologous. Using a recently developed method to assay explicit and implicit learning directly in a sensorimotor task, along with a computational modeling analysis, we show that the fast process closely resembles explicit learning and the slow process approximates implicit learning. In addition, we provide evidence for a subdivision of the slow/implicit process into distinct manifestations of motor memory. We conclude that the two-state model of motor learning is a close approximation of sensorimotor learning, but it is unable to describe adequately the various implicit learning operations that forge the learning curve. Our results suggest that a wider net be cast in the search for the putative psychological mechanisms and neural substrates underlying the multiplicity of processes involved in motor learning. Copyright © 2015 the authors 0270-6474/15/359568-12$15.00/0.

Explicit and Implicit Processes Constitute the Fast and Slow Processes of Sensorimotor Learning

PubMed Central

Bond, Krista M.; Taylor, Jordan A.

2015-01-01

A popular model of human sensorimotor learning suggests that a fast process and a slow process work in parallel to produce the canonical learning curve (Smith et al., 2006). Recent evidence supports the subdivision of sensorimotor learning into explicit and implicit processes that simultaneously subserve task performance (Taylor et al., 2014). We set out to test whether these two accounts of learning processes are homologous. Using a recently developed method to assay explicit and implicit learning directly in a sensorimotor task, along with a computational modeling analysis, we show that the fast process closely resembles explicit learning and the slow process approximates implicit learning. In addition, we provide evidence for a subdivision of the slow/implicit process into distinct manifestations of motor memory. We conclude that the two-state model of motor learning is a close approximation of sensorimotor learning, but it is unable to describe adequately the various implicit learning operations that forge the learning curve. Our results suggest that a wider net be cast in the search for the putative psychological mechanisms and neural substrates underlying the multiplicity of processes involved in motor learning. PMID:26134640

Disengagement Detection in Online Learning: Validation Studies and Perspectives

ERIC Educational Resources Information Center

Cocea, M.; Weibelzahl, S.

2011-01-01

Learning environments aim to deliver efficacious instruction, but rarely take into consideration the motivational factors involved in the learning process. However, motivational aspects like engagement play an important role in effective learning-engaged learners gain more. E-Learning systems could be improved by tracking students' disengagement…

The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University-Level Courses Using Student Response Systems

ERIC Educational Resources Information Center

Trees, April R.; Jackson, Michele H.

2007-01-01

To explore what social and educational infrastructure is needed to support classroom use of student response systems (Roschelle et al., 2004), this study investigated the ways in which student characteristics and course design choices were related to students' assessments of the contribution of clicker use to their learning and involvement in the…

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

ERIC Educational Resources Information Center

Kassandrinou, Amanda; Angelaki, Christina; Mavroidis, Ilias

2014-01-01

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

Exploiting Distance Technology to Foster Experimental Design as a Neglected Learning Objective in Labwork in Chemistry

ERIC Educational Resources Information Center

d'Ham, Cedric; de Vries, Erica; Girault, Isabelle; Marzin, Patricia

2004-01-01

This paper deals with the design process of a remote laboratory for labwork in chemistry. In particular, it focuses on the mutual dependency of theoretical conjectures about learning in the experimental sciences and technological opportunities in creating learning environments. The design process involves a detailed analysis of the expert task and…

A Study Module in the Logical Structure of Cognitive Process in the Context of Variable-Based Blended Learning

ERIC Educational Resources Information Center

Smirnova, Galina I.; Katashev, Valery G.

2017-01-01

Blended learning is increasingly gaining importance in all levels of educational system, particularly in tertiary education. In engineering profiles the core blended learning activity is students' independent work, the efficiency of which is defined by the degree of students' active involvement into the educational process, their ability to absorb…

Preparing Stylistically Challenging Contemporary Classical Repertoire for Performance: Interpreting "Kumari"

ERIC Educational Resources Information Center

Viney, Liam; Blom, Diana

2015-01-01

Research involving the learning processes of musicians seldom examines specific pieces of music, and limited attention has been devoted to the earliest stages of learning a stylistically challenging or new piece of 20th-/21st-century art music. This article describes the processes by which two pianists (the authors) learned Ross Edwards's…

Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

ERIC Educational Resources Information Center

Herpratiwi; Darsono; Sasmiati; Pujiyatli

2018-01-01

Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

Ten Strengths of How Teachers Do Cooperative Learning

ERIC Educational Resources Information Center

Jaocbs, George M.

2016-01-01

Cooperative learning involves students in working together with peers to learn, to develop learning skills and to enjoy the learning process. This paper examines ten areas in which the author believes he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students…

Frank Gilbreth and health care delivery method study driven learning.

PubMed

Towill, Denis R

2009-01-01

The purpose of this article is to look at method study, as devised by the Gilbreths at the beginning of the twentieth century, which found early application in hospital quality assurance and surgical "best practice". It has since become a core activity in all modern methods, as applied to healthcare delivery improvement programmes. The article traces the origin of what is now currently and variously called "business process re-engineering", "business process improvement" and "lean healthcare" etc., by different management gurus back to the century-old pioneering work of Frank Gilbreth. The outcome is a consistent framework involving "width", "length" and "depth" dimensions within which healthcare delivery systems can be analysed, designed and successfully implemented to achieve better and more consistent performance. Healthcare method (saving time plus saving motion) study is best practised as co-joint action learning activity "owned" by all "players" involved in the re-engineering process. However, although process mapping is a key step forward, in itself it is no guarantee of effective re-engineering. It is not even the beginning of the end of the change challenge, although it should be the end of the beginning. What is needed is innovative exploitation of method study within a healthcare organisational learning culture accelerated via the Gilbreth Knowledge Flywheel. It is shown that effective healthcare delivery pipeline improvement is anchored into a team approach involving all "players" in the system especially physicians. A comprehensive process study, constructive dialogue, proper and highly professional re-engineering plus managed implementation are essential components. Experience suggests "learning" is thereby achieved via "natural groups" actively involved in healthcare processes. The article provides a proven method for exploiting Gilbreths' outputs and their many successors in enabling more productive evidence-based healthcare delivery as summarised in the "learn-do-learn-do" feedback loop in the Gilbreth Knowledge Flywheel.

The Learning Conference

ERIC Educational Resources Information Center

Ravn, Ib

2007-01-01

Purpose: The purpose of this paper is to call attention to the fact that conferences for professionals rely on massive one-way communication and hence produce little learning for delegates--and to introduce an alternative, the "learning conference", that involves delegates in fun and productive learning processes.…

Implicit and Explicit Learning in Individuals with Agrammatic Aphasia

ERIC Educational Resources Information Center

Schuchard, Julia; Thompson, Cynthia K.

2014-01-01

Implicit learning is a process of acquiring knowledge that occurs without conscious awareness of learning, whereas explicit learning involves the use of overt strategies. To date, research related to implicit learning following stroke has been largely restricted to the motor domain and has rarely addressed implications for language. The present…

Augmented Reflective Learning and Knowledge Retention Perceived among Students in Classrooms Involving Virtual Laboratories

ERIC Educational Resources Information Center

Achuthan, Krishnashree; Francis, Saneesh P.; Diwakar, Shyam

2017-01-01

Learning theories converge on the principles of reflective learning processes and perceive them as fundamental to effective learning. Traditional laboratory education in science and engineering often happens in highly resource-constrained environments that compromise some of the learning objectives. This paper focuses on characterizing three…

The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning

ERIC Educational Resources Information Center

Young, Mark R.

2005-01-01

Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical…

Movement and Learning: A Valuable Connection

ERIC Educational Resources Information Center

Stevens-Smith, Deborah

2004-01-01

In this article, the author discusses the relatedness between movement and learning for students. The process of learning involves basic nerve cells that transmit information and create numerous neural connections essential to learning. One way to increase learning is to encourage creation of more synaptic connections in the brain through…

Professional Learning for Distributed Leadership: Primary Headteachers' Perspectives

ERIC Educational Resources Information Center

Torrance, Deirdre

2015-01-01

This article draws from a small-scale study of headteachers motivated to positively impact on the quality of pupil experience by involving all staff in a distributed perspective on leadership. Each headteacher perceived leadership as involving learned processes requiring support and experience, expending considerable effort in providing a fertile…

Modeling and Compensatory Processes Underlying Involvement in Child Care among Kibbutz-Reared Fathers

ERIC Educational Resources Information Center

Gaunt, Ruth; Bassi, Liat

2012-01-01

This study examined modeling and compensatory processes underlying the effects of an early paternal model on father involvement in child care. Drawing on social learning theory, it was hypothesized that father-son relationships would moderate the association between a father's involvement and his own father's involvement. A sample of 136 kibbutz…

3D Simulation as a Learning Environment for Acquiring the Skill of Self-Management: An Experience Involving Spanish University Students of Education

ERIC Educational Resources Information Center

Cela-Ranilla, Jose María; Esteve-Gonzalez, Vanessa; Esteve-Mon, Francesc; Gisbert-Cervera, Merce

2014-01-01

In this study we analyze how 57 Spanish university students of Education developed a learning process in a virtual world by conducting activities that involved the skill of self-management. The learning experience comprised a serious game designed in a 3D simulation environment. Descriptive statistics and non-parametric tests were used in the…

Learning to Change: New Dimensions.

ERIC Educational Resources Information Center

Loughlin, Kathleen

1996-01-01

Change involves thoughts, emotions, values, and actions but thought gets the most attention. Learning to change necessitates an integration of rational and nonrational ways of knowing. Nonrational ways and human care are important dimensions of the learning process. (SK)

Involving the public in mental health and learning disability research: Can we, should we, do we?

PubMed

Paul, C; Holt, J

2017-10-01

WHAT IS KNOWN ON THE SUBJECT?: UK health policy is clear that researchers should involve the public throughout the research process. The public, including patients, carers and/or local citizens can bring a different and valuable perspective to the research process and improve the quality of research undertaken. Conducting health research is demanding with tight deadlines and scarce resources. This can make involving the public in research very challenging. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This is the first time the attitudes of researchers working in mental health and learning disability services towards PPI have been investigated. The principles of service user involvement in mental health and learning disability services may support PPI in research as a tool of collaboration and empowerment. This article extends our understanding of the cultural and attitudinal barriers to implementing PPI guidelines in mental health and learning disability services. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Researchers in mental health and learning disability services need to champion, share and publish effective involvement work. Structural barriers to PPI work should be addressed locally and successful strategies shared nationally and internationally. Where PPI guidelines are being developed, attention needs to be paid to cultural factors in the research community to win "hearts and minds" and support the effective integration of PPI across the whole research process. Introduction Patient and public involvement (PPI) is integral to UK health research guidance; however, implementation is inconsistent. There is little research into the attitudes of NHS health researchers towards PPI. Aim This study explored the attitude of researchers working in mental health and learning disability services in the UK towards PPI in health research. Method Using a qualitative methodology, semi-structured interviews were conducted with a purposive sample of eight researchers. A framework approach was used in the analysis to generate themes and core concepts. Results Participants valued the perspective PPI could bring to research, but frustration with tokenistic approaches to involvement work was also evident. Some cultural and attitudinal barriers to integrating PPI across the whole research process were identified. Discussion Despite clear guidelines and established service user involvement, challenges still exist in the integration of PPI in mental health and learning disability research in the UK. Implications for practice Guidelines on PPI may not be enough to prompt changes in research practice. Leaders and researchers need to support attitudinal and cultural changes where required, to ensure the full potential of PPI in mental health and learning disability services research is realized. Relevance statement Findings suggest that despite clear guidelines and a history of service user involvement, there are still challenges to the integration of PPI in mental health and learning disability research in the UK. For countries where PPI guidelines are being developed, attention needs to be paid to cultural factors in the research community to win "hearts and minds" and support the effective integration of PPI across the whole research process. © 2017 John Wiley & Sons Ltd.

Episodic memory deficits slow down the dynamics of cognitive procedural learning in normal ageing

PubMed Central

Beaunieux, Hélène; Hubert, Valérie; Pitel, Anne Lise; Desgranges, Béatrice; Eustache, Francis

2009-01-01

Cognitive procedural learning is characterized by three phases, each involving distinct processes. Considering the implication of the episodic memory in the first cognitive stage, the impairment of this memory system might be responsible for a slowing down of the cognitive procedural learning dynamics in the course of aging. Performances of massed cognitive procedural learning were evaluated in older and younger participants using the Tower of Toronto task. Nonverbal intelligence and psychomotor abilities were used to analyze procedural dynamics, while episodic memory and working memory were assessed to measure their respective contributions to learning strategies. This experiment showed that older participants did not spontaneously invoke episodic memory and presented a slowdown in the cognitive procedural learning associated with a late involvement of working memory. These findings suggest that the slowdown in the cognitive procedural learning may be linked with the implementation of different learning strategies less involving episodic memory in older subjects. PMID:18654928

Differences That Make A Difference: A Study in Collaborative Learning

NASA Astrophysics Data System (ADS)

Touchman, Stephanie

Collaborative learning is a common teaching strategy in classrooms across age groups and content areas. It is important to measure and understand the cognitive process involved during collaboration to improve teaching methods involving interactive activities. This research attempted to answer the question: why do students learn more in collaborative settings? Using three measurement tools, 142 participants from seven different biology courses at a community college and at a university were tested before and after collaborating about the biological process of natural selection. Three factors were analyzed to measure their effect on learning at the individual level and the group level. The three factors were: difference in prior knowledge, sex and religious beliefs. Gender and religious beliefs both had a significant effect on post-test scores.

The interface between spoken and written language: developmental disorders.

PubMed

Hulme, Charles; Snowling, Margaret J

2014-01-01

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter-sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).

Multimedia And Internetworking Architecture Infrastructure On Interactive E-Learning System

NASA Astrophysics Data System (ADS)

Indah, K. A. T.; Sukarata, G.

2018-01-01

Interactive e-learning is a distance learning method that involves information technology, electronic system or computer as one means of learning system used for teaching and learning process that is implemented without having face to face directly between teacher and student. A strong dependence on emerging technologies greatly influences the way in which the architecture is designed to produce a powerful interactive e-learning network. In this paper analyzed an architecture model where learning can be done interactively, involving many participants (N-way synchronized distance learning) using video conferencing technology. Also used broadband internet network as well as multicast techniques as a troubleshooting method for bandwidth usage can be efficient.

Assessment for Learning as Support for Student Self-Regulation

ERIC Educational Resources Information Center

Heritage, Margaret

2018-01-01

Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

Transient Hippocampal Down-Regulation of Kv1.1 Subunit mRNA during Associative Learning in Rats

ERIC Educational Resources Information Center

Kourrich, Said; Manrique, Christine; Salin, Pascal; Mourre, Christiane

2005-01-01

Voltage-gated potassium channels (Kv) are critically involved in learning and memory processes. It is not known, however, whether the expression of the Kv1.1 subunit, constituting Kv1 channels, can be specifically regulated in brain areas important for learning and memory processing. Radioactive in situ hybridization was used to evaluate the…

Collaborative Learning Processes in the Context of a Public Health Professional Development Program: A Case Study

ERIC Educational Resources Information Center

Tremblay, Marie-Claude; Richard, Lucie; Brousselle, Astrid; Chiocchio, François; Beaudet, Nicole

2017-01-01

The health promotion laboratory (HPL-Canada) is a public health professional development program building on a collaborative learning approach in order to support long-term practice change in local health services teams. This study aims to analyse the collaborative learning processes of two teams involved in the program during the first year of…

Experimental studies illuminate the cultural transmission of percussive technologies in Homo and Pan

PubMed Central

Whiten, Andrew

2015-01-01

The complexity of Stone Age tool-making is assumed to have relied upon cultural transmission, but direct evidence is lacking. This paper reviews evidence bearing on this question provided through five related empirical perspectives. Controlled experimental studies offer special power in identifying and dissecting social learning into its diverse component forms, such as imitation and emulation. The first approach focuses on experimental studies that have discriminated social learning processes in nut-cracking by chimpanzees. Second come experiments that have identified and dissected the processes of cultural transmission involved in a variety of other force-based forms of chimpanzee tool use. A third perspective is provided by field studies that have revealed a range of forms of forceful, targeted tool use by chimpanzees, that set percussion in its broader cognitive context. Fourth are experimental studies of the development of flint knapping to make functional sharp flakes by bonobos, implicating and defining the social learning and innovation involved. Finally, new and substantial experiments compare what different social learning processes, from observational learning to teaching, afford good quality human flake and biface manufacture. Together these complementary approaches begin to delineate the social learning processes necessary to percussive technologies within the Pan–Homo clade. PMID:26483537

The Synergies research-practice partnership project: a 2020 Vision case study

NASA Astrophysics Data System (ADS)

Falk, John H.; Dierking, Lynn D.; Staus, Nancy L.; Wyld, Jennifer N.; Bailey, Deborah L.; Penuel, William R.

2016-03-01

This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research-practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is worth learning; (3) to examine learning as a cultural process, involving varied repertoires of practice across learners' everyday lives; (4) to directly involve practitioners (and learners) in the research process; (5) to document how existing and emerging technologies and new media are, and will continue, to shape and redefine the content and practice of STEM learning research; and, (6) to take into account the broader socio-cultural-political contexts of the needs and concerns of the larger global society.

Tales of Tutors: The Role of Narrative in Language Learning and Service-Learning

ERIC Educational Resources Information Center

Polansky, Susan G.; Andrianoff, Timothy; Bernard, Jaclyn B.; Flores, Ana; Gardocki, Isabel A.; Handerhan, Ryan J.; Park, Jihea; Young, Lisa

2010-01-01

This article examines the role of narrative in the learning process of language tutors in a university service-learning course involving collaboration between an institution of higher learning and public high schools in an urban setting. The tutors' personal narrative reflections offer multiple perspectives on interactions of tutors with high…

Cooperative-Experiential Learning: Using Student-Developed Games to Increase Knowledge Retention

ERIC Educational Resources Information Center

Camp, Kerri M.; Avery, Sherry; Lirely, Roger

2012-01-01

Previous literature has discussed the use of cooperative and experiential learning as a means of augmenting student involvement in the learning process. Teamwork has been one method of employing cooperative learning and having students play games has been used extensively in experiential learning approaches. Often the two pedagogies are employed…

Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning

ERIC Educational Resources Information Center

Garcia-Carrion, Rocio; Gomez, Aitor; Molina, Silvia; Ionescu, Vladia

2017-01-01

Teachers' professional development in Schools as Learning Communities may become a key process for the sustainability and transferability of this model worldwide. Learning Communities (LC) is a community-based project that aims to transform schools through dialogic learning and involves research-grounded schools that implement Successful…

Prenatal Stress Impairs Spatial Learning and Memory Associated with Lower mRNA Level of the CAMKII and CREB in the Adult Female Rat Hippocampus.

PubMed

Sun, Hongli; Wu, Haibin; Liu, Jianping; Wen, Jun; Zhu, Zhongliang; Li, Hui

2017-05-01

Prenatal stress (PS) results in various behavioral and emotional alterations observed in later life. In particular, PS impairs spatial learning and memory processes but the underlying mechanism involved in this pathogenesis still remains unknown. Here, we reported that PS lowered the body weight in offspring rats, particularly in female rats, and impaired spatial learning and memory of female offspring rats in the Morris water maze. Correspondingly, the decreased CaMKII and CREB mRNA in the hippocampus were detected in prenatally stressed female offspring, which partially explained the effect of PS on the spatial learning and memory. Our findings suggested that CaMKII and CREB may be involved in spatial learning and memory processes in the prenatally stressed adult female offspring.

Enhancing exposure therapy for anxiety disorders with glucocorticoids: from basic mechanisms of emotional learning to clinical applications.

PubMed

Bentz, Dorothée; Michael, Tanja; de Quervain, Dominique J-F; Wilhelm, Frank H

2010-03-01

Current neurophysiological and psychological accounts view exposure therapy as the clinical analog of extinction learning that results in persistent modifications of the fear memory involved in the pathogenesis, symptomatology, and maintenance of anxiety disorders. Evidence from studies in animals and humans indicate that glucocorticoids have the potential to facilitate the processes that underlie extinction learning during exposure therapy. Particularly, glucocorticoids can restrict retrieval of previous aversive learning episodes and enhance consolidation of memory traces relating to non-fearful responding in feared situations. Thus, glucocorticoid treatment especially in combination with exposure therapy might be a promising approach to optimize treatment of anxiety disorders. This review examines the processes involved in aversive conditioning, fear learning and fear extinction, and how glucocorticoids might enhance restructuring of fear memories during therapy. Copyright 2009 Elsevier Ltd. All rights reserved.

No Longer a Teacher Monologue--Involving EFL Writing Learners in Teachers' Assessment and Feedback Processes

ERIC Educational Resources Information Center

Huang, Shu-Chen

2016-01-01

This paper reports the design of learning-oriented formative assessments in an EFL writing course that involved learners in regularly responding to teacher feedback. Following major assessment and feedback frameworks developed recently, these formative assessments were explicated in three aspects: the scheduling of learning and assessment…

Parental Involvement in the Musical Education of Violin Students: Suzuki and "Traditional" Approaches Compared

ERIC Educational Resources Information Center

Bugeja, Clare

2009-01-01

This article investigates parental involvement in the musical education of violin students and the changing role of the parents' across the learning process. Two contexts were compared, one emphasising the Suzuki methodology and the other a "traditional" approach. Students learning "traditionally" are typically taught note reading from the…

Tweeting the Night Away: Using Twitter to Enhance Social Presence

ERIC Educational Resources Information Center

Dunlap, Joanna C.; Lowenthal, Patrick R.

2009-01-01

To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of…

Cognitive Presence and Effect of Immersion in Virtual Learning Environment

ERIC Educational Resources Information Center

Katernyak, Ihor; Loboda, Viktoriya

2016-01-01

This paper presents the approach to successful application of two knowledge management techniques--community of practice and eLearning, in order to create and manage a competence-developing virtual learning environment. It explains how "4A" model of involving practitioners in eLearning process (through attention, actualization,…

Toward a Science of Learning Games

ERIC Educational Resources Information Center

Howard-Jones, Paul; Demetriou, Skevi; Bogacz, Rafal; Yoo, Jee H.; Leonards, Ute

2011-01-01

Reinforcement learning involves a tight coupling of reward-associated behavior and a type of learning that is very different from that promoted by education. However, the emerging understanding of its underlying processes may help derive principles for effective learning games that have, until now, been elusive. This article first reviews findings…

Analysis of Learning Conceptions Based on Three Modules.

ERIC Educational Resources Information Center

Haygood, E. Langston; Iran-Nejad, Asghar

Three learning modules are described and investigated as they reflect different students' conceptions of and approaches to learning. The Schoolwork Module (SWM) focuses on task performance and involves a passive, incremental, piecemeal, and rote memory method of learning, parallel to what might be implied by the Information Processing model of…

Artificial Language Learning and Feature-Based Generalization

ERIC Educational Resources Information Center

Finley, Sara; Badecker, William

2009-01-01

Abstract representations such as subsegmental phonological features play such a vital role in explanations of phonological processes that many assume that these representations play an equally prominent role in the learning process. This assumption is tested in three artificial grammar experiments involving a mini language with morpho-phonological…

Active Learning: Qualitative Inquiries into Vocabulary Instruction in Chinese L2 Classrooms

ERIC Educational Resources Information Center

Shen, Helen H.; Xu, Wenjing

2015-01-01

Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to…

Student Perceptions of Teaching Transparency

ERIC Educational Resources Information Center

Anderson, Alecia D.; Hunt, Andrea N.; Powell, Rachel E.; Dollar, Cindy Brooks

2013-01-01

The authors discuss the relationship between teaching transparency and active learning through the perspectives of their students. Active learning directly engages students in the learning process while transparency involves the instructor's divulgence of logic regarding course organization and activity choices. After utilizing these teaching…

Neural Network Processing of Natural Language: II. Towards a Unified Model of Corticostriatal Function in Learning Sentence Comprehension and Non-Linguistic Sequencing

ERIC Educational Resources Information Center

Dominey, Peter Ford; Inui, Toshio; Hoen, Michel

2009-01-01

A central issue in cognitive neuroscience today concerns how distributed neural networks in the brain that are used in language learning and processing can be involved in non-linguistic cognitive sequence learning. This issue is informed by a wealth of functional neurophysiology studies of sentence comprehension, along with a number of recent…

Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-Learning Programs

ERIC Educational Resources Information Center

Zhang, Guili; Zeller, Nancy; Griffith, Robin; Metcalf, Debbie; Williams, Jennifer; Shea, Christine; Misulis, Katherine

2011-01-01

Planning, implementing, and assessing a service-learning project can be a complex task because service-learning projects often involve multiple constituencies and aim to meet both the needs of service providers and community partners. In this article, Stufflebeam's Context, Input, Process, and Product (CIPP) evaluation model is recommended as a…

Involvement of Adult Hippocampal Neurogenesis in Learning and Forgetting

PubMed Central

Yau, Suk-yu; Li, Ang; So, Kwok-Fai

2015-01-01

Adult hippocampal neurogenesis is a process involving the continuous generation of newborn neurons in the hippocampus of adult animals. Mounting evidence has suggested that hippocampal neurogenesis contributes to some forms of hippocampus-dependent learning and memory; however, the detailed mechanism concerning how this small number of newborn neurons could affect learning and memory remains unclear. In this review, we discuss the relationship between adult-born neurons and learning and memory, with a highlight on recently discovered potential roles of neurogenesis in pattern separation and forgetting. PMID:26380120

The Anterior Thalamus is Critical for Overcoming Interference in a Context-Dependent Odor Discrimination Task

PubMed Central

Law, L. Matthew; Smith, David M.

2012-01-01

The anterior thalamus (AT) is anatomically interconnected with the hippocampus and other structures known to be involved in memory, and the AT is involved in many of the same learning and memory functions as the hippocampus. For example, like the hippocampus, the AT is involved in spatial cognition and episodic memory. The hippocampus also has a well-documented role in contextual memory processes, but it is not known whether the AT is similarly involved in contextual memory. In the present study, we assessed the role of the AT in contextual memory processes by temporarily inactivating the AT and training rats on a recently developed context-based olfactory list learning task, which was designed to assess the use of contextual information to resolve interference. Rats were trained on one list of odor discrimination problems, followed by training on a second list in either the same context or a different context. In order to induce interference, some of the odors appeared on both lists with their predictive value reversed. Control rats that learned the two lists in different contexts performed significantly better than rats that learned the two lists in the same context. However, AT lesions completely abolished this contextual learning advantage, a result that is very similar to the effects of hippocampal inactivation. These findings demonstrate that the AT, like the hippocampus, is involved in contextual memory and suggest that the hippocampus and AT are part of a functional circuit involved in contextual memory. PMID:23025833

Visualizing complex processes using a cognitive-mapping tool to support the learning of clinical reasoning.

PubMed

Wu, Bian; Wang, Minhong; Grotzer, Tina A; Liu, Jun; Johnson, Janice M

2016-08-22

Practical experience with clinical cases has played an important role in supporting the learning of clinical reasoning. However, learning through practical experience involves complex processes difficult to be captured by students. This study aimed to examine the effects of a computer-based cognitive-mapping approach that helps students to externalize the reasoning process and the knowledge underlying the reasoning process when they work with clinical cases. A comparison between the cognitive-mapping approach and the verbal-text approach was made by analyzing their effects on learning outcomes. Fifty-two third-year or higher students from two medical schools participated in the study. Students in the experimental group used the computer-base cognitive-mapping approach, while the control group used the verbal-text approach, to make sense of their thinking and actions when they worked with four simulated cases over 4 weeks. For each case, students in both groups reported their reasoning process (involving data capture, hypotheses formulation, and reasoning with justifications) and the underlying knowledge (involving identified concepts and the relationships between the concepts) using the given approach. The learning products (cognitive maps or verbal text) revealed that students in the cognitive-mapping group outperformed those in the verbal-text group in the reasoning process, but not in making sense of the knowledge underlying the reasoning process. No significant differences were found in a knowledge posttest between the two groups. The computer-based cognitive-mapping approach has shown a promising advantage over the verbal-text approach in improving students' reasoning performance. Further studies are needed to examine the effects of the cognitive-mapping approach in improving the construction of subject-matter knowledge on the basis of practical experience.

An Autonomous Mobile Agent-Based Distributed Learning Architecture-A Proposal and Analytical Analysis

ERIC Educational Resources Information Center

Sadiig, I. Ahmed M. J.

2005-01-01

The traditional learning paradigm involving face-to-face interaction with students is shifting to highly data-intensive electronic learning with the advances in Information and Communication Technology. An important component of the e-learning process is the delivery of the learning contents to their intended audience over a network. A distributed…

Self-Regulation of Learning and Academic Delay of Gratification among Korean College Students

ERIC Educational Resources Information Center

Bembenutty, Hefer

2007-01-01

The goal of the present study was to examine the relationship between Korean students' motivation for learning, use of self-regulation of learning strategies, and delay of gratification Self-regulation of learning is a process that required students to get involved in their personal, behavioral, motivational, and cognitive learning tasks in order…

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

PubMed

Soeter, Marieke; Kindt, Merel

2015-01-01

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

Dealing with Racist Incidents: What Do Beginning Teachers Learn from Schools?

ERIC Educational Resources Information Center

Pearce, Sarah

2014-01-01

This article focuses on how schools respond to racist incidents, and what new teachers learn from their involvement in those processes. It analyses four incidents involving the pupils of four beginning teachers. The article suggests that in each case, schools either partly or wholly avoided addressing the incident, and that this avoidance can be…

Comparative Study on the Different Testing Techniques in Tree Classification for Detecting the Learning Motivation

NASA Astrophysics Data System (ADS)

Juliane, C.; Arman, A. A.; Sastramihardja, H. S.; Supriana, I.

2017-03-01

Having motivation to learn is a successful requirement in a learning process, and needs to be maintained properly. This study aims to measure learning motivation, especially in the process of electronic learning (e-learning). Here, data mining approach was chosen as a research method. For the testing process, the accuracy comparative study on the different testing techniques was conducted, involving Cross Validation and Percentage Split. The best accuracy was generated by J48 algorithm with a percentage split technique reaching at 92.19 %. This study provided an overview on how to detect the presence of learning motivation in the context of e-learning. It is expected to be good contribution for education, and to warn the teachers for whom they have to provide motivation.

Fostering radical conceptual change through dual-situated learning model

NASA Astrophysics Data System (ADS)

She, Hsiao-Ching

2004-02-01

This article examines how the Dual-Situated Learning Model (DSLM) facilitates a radical change of concepts that involve the understanding of matter, process, and hierarchical attributes. The DSLM requires knowledge of students' prior beliefs of science concepts and the nature of these concepts. In addition, DSLM also serves two functions: it creates dissonance with students' prior knowledge by challenging their epistemological and ontological beliefs about science concepts, and it provides essential mental sets for students to reconstruct a more scientific view of the concepts. In this study, the concept heat transfer: heat conduction and convection, which requires an understanding of matter, process, and hierarchical attributes, was chosen to examine how DSLM can facilitate radical conceptual change among students. Results show that DSLM has great potential to foster a radical conceptual change process in learning heat transfer. Radical conceptual change can definitely be achieved and does not necessarily involve a slow or gradual process.

Contingency learning in human fear conditioning involves the ventral striatum.

PubMed

Klucken, Tim; Tabbert, Katharina; Schweckendiek, Jan; Merz, Christian Josef; Kagerer, Sabine; Vaitl, Dieter; Stark, Rudolf

2009-11-01

The ability to detect and learn contingencies between fearful stimuli and their predictive cues is an important capacity to cope with the environment. Contingency awareness refers to the ability to verbalize the relationships between conditioned and unconditioned stimuli. Although there is a heated debate about the influence of contingency awareness on conditioned fear responses, neural correlates behind the formation process of contingency awareness have gained only little attention in human fear conditioning. Recent animal studies indicate that the ventral striatum (VS) could be involved in this process, but in human studies the VS is mostly associated with positive emotions. To examine this question, we reanalyzed four recently published classical fear conditioning studies (n = 117) with respect to the VS at three distinct levels of contingency awareness: subjects, who did not learn the contingencies (unaware), subjects, who learned the contingencies during the experiment (learned aware) and subjects, who were informed about the contingencies in advance (instructed aware). The results showed significantly increased activations in the left and right VS in learned aware compared to unaware subjects. Interestingly, this activation pattern was only found in learned but not in instructed aware subjects. We assume that the VS is not involved when contingency awareness does not develop during conditioning or when contingency awareness is unambiguously induced already prior to conditioning. VS involvement seems to be important for the transition from a contingency unaware to a contingency aware state. Implications for fear conditioning models as well as for the contingency awareness debate are discussed.

Transformation of an academic medical center: lessons learned from restructuring and downsizing.

PubMed

Woodard, B; Fottler, M D; Kilpatrick, A O

1999-01-01

This article reviews management literature on health care transformation and describes the processes, including restructuring, job redesign, and downsizing, involved in one academic medical center's experience. The article concludes with lessons learned at each of the stages of the transformation process: planning, implementation, and process continuation. Managerial implications for similar transformation efforts in other health care organizations are suggested.

Teacher Learning and the Development of Inclusive Practices and Policies: Framing and Context

ERIC Educational Resources Information Center

Howes, Andrew; Booth, Tony; Dyson, Alan; Frankham, Jo

2005-01-01

The process of a school becoming more inclusive involves teacher learning. The Economic and Social Research Council Teaching and Learning Research Programme (ESRC TLRP) research and development Network "Understanding and Developing Inclusive Practices in Schools" presented an opportunity both to understand the nature of this learning and…

The Challenge of Problem-Based Learning. 2nd Edition.

ERIC Educational Resources Information Center

Boud, David, Ed.; Feletti, Grahame I., Ed.

Problem-based learning is an approach to structuring the curriculum which involves confronting students with problems from practice which provide a stimulus for learning. However, there are many possible forms that a curriculum and process for teaching and learning might take and still be compatible with this definition. This book explores these…

Using Active Learning in a Studio Classroom to Teach Molecular Biology

ERIC Educational Resources Information Center

Nogaj, Luiza A.

2013-01-01

This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…

Active Learning in Secondary Schools: Educational Media and Technology.

ERIC Educational Resources Information Center

Page, Marilyn

The incorporation of media and technology into the classroom does not ensure the enhancement of student learning. Research has shown that students learn more through active participation in their own learning process. From 1984 to 1987, a teacher's secondary social studies students were actively involved in the National History Day Program (NHDP),…

Assessing the Unassessable: Making Learning Visible in Undergraduates' Experiences of Scientific Research

ERIC Educational Resources Information Center

Wilson, Anna; Howitt, Susan; Higgins, Denise

2016-01-01

We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We…

Septohippocampal Acetylcholine: Involved in but not Necessary for Learning and Memory?

PubMed Central

Parent, Marise B.; Baxter, Mark G.

2006-01-01

The neurotransmitter acetylcholine (ACh) has been accorded an important role in supporting learning and memory processes in the hippocampus. Cholinergic activity in the hippocampus is correlated with memory, and restoration of ACh in the hippocampus after disruption of the septohippocampal pathway is sufficient to rescue memory. However, selective ablation of cholinergic septohippocampal projections is largely without effect on hippocampal-dependent learning and memory processes. We consider the evidence underlying each of these statements, and the contradictions they pose for understanding the functional role of hippocampal ACh in memory. We suggest that although hippocampal ACh is involved in memory in the intact brain, it is not necessary for many aspects of hippocampal memory function. PMID:14747512

Motivating Science Learning

ERIC Educational Resources Information Center

Miller, Brian W.

2011-01-01

Dual-processing theories of conceptual change hypothesize that if children are more personally involved in a lesson they will process the information more deeply leading to more and stronger conceptual change (Dole & Sinatra, 1998). This study tests this theory by increasing personal involvement through anticipation of a future discussion.…

Dynamical Systems Theory: Application to Pedagogy

NASA Astrophysics Data System (ADS)

Abraham, Jane L.

Theories of learning affect how cognition is viewed, and this subsequently leads to the style of pedagogical practice that is used in education. Traditionally, educators have relied on a variety of theories on which to base pedagogy. Behavioral learning theories influenced the teaching/learning process for over 50 years. In the 1960s, the information processing approach brought the mind back into the learning process. The current emphasis on constructivism integrates the views of Piaget, Vygotsky, and cognitive psychology. Additionally, recent scientific advances have allowed researchers to shift attention to biological processes in cognition. The problem is that these theories do not provide an integrated approach to understanding principles responsible for differences among students in cognitive development and learning ability. Dynamical systems theory offers a unifying theoretical framework to explain the wider context in which learning takes place and the processes involved in individual learning. This paper describes how principles of Dynamic Systems Theory can be applied to cognitive processes of students, the classroom community, motivation to learn, and the teaching/learning dynamic giving educational psychologists a framework for research and pedagogy.

Transformational Education for Psychotherapy and Counselling: A Relational Dynamic Approach

ERIC Educational Resources Information Center

Macaskie, Jane; Meekums, Bonnie; Nolan, Greg

2013-01-01

An evolving relational dynamic approach to psychotherapy and counselling education is described. Key themes integrated within the approach are the learning community and transformational relationships. Learning is a reciprocal change process involving students, teachers, supervisors and therapists in overlapping learning communities. Drawing on…

Students' Learning of a Generalized Theory of Sound Transmission from a Teaching-Learning Sequence about Sound, Hearing and Health

NASA Astrophysics Data System (ADS)

West, Eva; Wallin, Anita

2013-04-01

Learning abstract concepts such as sound often involves an ontological shift because to conceptualize sound transmission as a process of motion demands abandoning sound transmission as a transfer of matter. Thus, for students to be able to grasp and use a generalized model of sound transmission poses great challenges for them. This study involved 199 students aged 10-14. Their views about sound transmission were investigated before and after teaching by comparing their written answers about sound transfer in different media. The teaching was built on a research-based teaching-learning sequence (TLS), which was developed within a framework of design research. The analysis involved interpreting students' underlying theories of sound transmission, including the different conceptual categories that were found in their answers. The results indicated a shift in students' understandings from the use of a theory of matter before the intervention to embracing a theory of process afterwards. The described pattern was found in all groups of students irrespective of age. Thus, teaching about sound and sound transmission is fruitful already at the ages of 10-11. However, the older the students, the more advanced is their understanding of the process of motion. In conclusion, the use of a TLS about sound, hearing and auditory health promotes students' conceptualization of sound transmission as a process in all grades. The results also imply some crucial points in teaching and learning about the scientific content of sound.

An Analytics-Based Approach to Managing Cognitive Load by Using Log Data of Learning Management Systems and Footprints of Social Media

ERIC Educational Resources Information Center

Yen, Cheng-Huang; Chen, I-Chuan; Lai, Su-Chun; Chuang, Yea-Ru

2015-01-01

Traces of learning behaviors generally provide insights into learners and the learning processes that they employ. In this article, a learning-analytics-based approach is proposed for managing cognitive load by adjusting the instructional strategies used in online courses. The technology-based learning environment examined in this study involved a…

Dual-Processes in Learning and Judgment: Evidence from the Multiple Cue Probability Learning Paradigm

ERIC Educational Resources Information Center

Rolison, Jonathan J.; Evans, Jonathan St. B. T.; Dennis, Ian; Walsh, Clare R.

2012-01-01

Multiple cue probability learning (MCPL) involves learning to predict a criterion based on a set of novel cues when feedback is provided in response to each judgment made. But to what extent does MCPL require controlled attention and explicit hypothesis testing? The results of two experiments show that this depends on cue polarity. Learning about…

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

ERIC Educational Resources Information Center

Chen, Cheng-ping; Wang, Chang-Hwa

2015-01-01

Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a…

Making Information Systems Less Scrugged: Reflecting on the Processes of Change in Teaching and Learning

ERIC Educational Resources Information Center

Houghton, Luke; Ruth, Alison

2010-01-01

Deep and shallow learner approaches are useful for different purposes. Shallow learning can be good where fact memorization is appropriate, learning how to swim or play the guitar for example. Deep learning is much more appropriate when the learning material present involves going beyond simple facts and into what lies below the surface. When…

Incidental learning of sound categories is impaired in developmental dyslexia.

PubMed

Gabay, Yafit; Holt, Lori L

2015-12-01

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

Incidental Learning of Sound Categories is Impaired in Developmental Dyslexia

PubMed Central

Gabay, Yafit; Holt, Lori L.

2015-01-01

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

Process factors facilitating and inhibiting medical ethics teaching in small groups.

PubMed

Bentwich, Miriam Ethel; Bokek-Cohen, Ya'arit

2017-11-01

To examine process factors that either facilitate or inhibit learning medical ethics during case-based learning. A qualitative research approach using microanalysis of transcribed videotaped discussions of three consecutive small-group learning (SGL) sessions on medical ethics teaching (MET) for three groups, each with 10 students. This research effort revealed 12 themes of learning strategies, divided into 6 coping and 6 evasive strategies. Cognitive-based strategies were found to relate to Kamin's model of critical thinking in medical education, thereby supporting our distinction between the themes of coping and evasive strategies. The findings also showed that cognitive efforts as well as emotional strategies are involved in discussions of ethical dilemmas. Based on Kamin's model and the constructivist learning theory, an examination of the different themes within the two learning strategies-coping and evasive-revealed that these strategies may be understood as corresponding to process factors either facilitating or inhibiting MET in SGL, respectively. Our classification offers a more nuanced observation, specifically geared to pinpointing the desired and less desired process factors in the learning involved in MET in the SGL environment. Two key advantages of this observation are: (1) it brings to the forefront process factors that may inhibit and not merely facilitate MET in SGL and (2) it acknowledges the existence of emotional and not just cognitive process factors. Further enhancement of MET in SGL may thus be achieved based on these observations. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Spatial Disorientation in Flight: Current Problems

DTIC Science & Technology

1980-10-01

intimately involved with various sensory, cognitive , and emotional processes of habituation (Guedry,1971). While repeated exposure to patterns of...stimuli normally involved in orientation and the failure of a learned cognitive skill to compensate for mismatched signals. Recently, a new concept has...It is well known that under atypical stimulation, unusual environmental conditions, or stress, the first abilities to be impaired are learned cognitive

Estrogenic involvement in social learning, social recognition and pathogen avoidance.

PubMed

Choleris, Elena; Clipperton-Allen, Amy E; Phan, Anna; Valsecchi, Paola; Kavaliers, Martin

2012-04-01

Sociality comes with specific cognitive skills that allow the proper processing of information about others (social recognition), as well as of information originating from others (social learning). Because sociality and social interactions can also facilitate the spread of infection among individuals the ability to recognize and avoid pathogen threat is also essential. We review here various studies primarily from the rodent literature supporting estrogenic involvement in the regulation of social recognition, social learning (socially acquired food preferences and mate choice copying) and the recognition and avoidance of infected and potentially infected individuals. We consider both genomic and rapid estrogenic effects involving estrogen receptors α and β, and G-protein coupled estrogen receptor 1, along with their interactions with neuropeptide systems in the processing of social stimuli and the regulation and expression of these various socially relevant behaviors. Copyright © 2012 Elsevier Inc. All rights reserved.

The Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning Disability

ERIC Educational Resources Information Center

Cowan, Richard; Powell, Daisy

2014-01-01

Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills…

Should Humanism Approach Be Applied in English as a Second Language (ESL) Classrooms?

ERIC Educational Resources Information Center

Ling, Lee Yi; Jin, Ng Yu; Tong, Chong Seng; Tarmizi, Mohd. Ariff

2014-01-01

In the process of learning, many elements fall into place wholly in order to enhance effectiveness. These elements include not only environmental factors but also learners' mentality which involves their feelings, needs and interests. Humanism approach is one which caters these elements required by learners' learning process through emphasis on…

Short Project-Based Learning with MATLAB Applications to Support the Learning of Video-Image Processing

ERIC Educational Resources Information Center

Gil, Pablo

2017-01-01

University courses concerning Computer Vision and Image Processing are generally taught using a traditional methodology that is focused on the teacher rather than on the students. This approach is consequently not effective when teachers seek to attain cognitive objectives involving their students' critical thinking. This manuscript covers the…

Theoretical Review of Phonics Instruction for Struggling/Beginning Readers of English

ERIC Educational Resources Information Center

Sitthitikul, Pragasit

2014-01-01

Learning to read is a complex task for beginners of English. They must coordinate many cognitive processes to read accurately and fluently, including recognizing words, constructing the meanings of sentences and text, and retaining the information read in memory. An essential part of the process for beginners involves learning the alphabetic…

Does ERP Hands-On Experience Help Students Learning Business Process Concepts?

ERIC Educational Resources Information Center

Rienzo, Thomas; Han, Bernard

2011-01-01

Over the past decade, more and more business schools are attempting to teach business processes (BPs) by using enterprise resource planning (ERP) software in their curricula. Currently, most studies involving ERP software in the academy have concentrated on learning and teaching via self-assessment surveys or curriculum integration. This research…

PBMA Pause and Learn Video Nuggets Transcript

NASA Technical Reports Server (NTRS)

Rogers, Ed

2006-01-01

This document is a transcript for a video about a practice practiced at Goddard Space Flight Center called Pause and Learn (PaL). The PaL process is intended to, first of all, help the team learn. So, the team that was involved in the activity, the group that actually did the work, that handled the review, or ran the tests, or developed the piece of equipment, they sit down and actually say, "What did we learn from this exercise?" The idea is to create a learning environment at various key milestones in the execution of a process, rather than wait until the end of the given process, be it a launch or a mission.

Career Activity File K-12: School-Based Enterprise.

ERIC Educational Resources Information Center

2000

School-Based Enterprises or SBEs provide work-based learning opportunities to students in communities lacking business and industry involvement. SBEs promote discovery learning and student responsibility in the learning process. They expose students to creative thinking, problem solving, planning and organizational skills, and teamwork. SBEs help…

The Learning Cycle and College Science Teaching.

ERIC Educational Resources Information Center

Barman, Charles R.; Allard, David W.

Originally developed in an elementary science program called the Science Curriculum Improvement Study, the learning cycle (LC) teaching approach involves students in an active learning process modeled on four elements of Jean Piaget's theory of cognitive development: physical experience, referring to the biological growth of the central nervous…

[Functional neuroanatomy of implicit learning: associative, motor and habit].

PubMed

Correa, M

The present review focuses on the neuroanatomy of aspects of implicit learning that involve stimulus-response associations, such as classical and instrumental conditioning, motor learning and habit formation. These types of learning all require a progression in the acquisition of procedural information about 'how to do things' instead of 'what things are'. These forms of implicit learning share the neural substrate formed mainly by brain circuits involving basal ganglia, prefrontal cortex and amygdala. The relationship between pavlovian and instrumental learning is shown in the transference and autoshaping studies. There has been a resurgence of interest in habit learning because of the suggestion that addiction is a process that progresses from a reinforced response to a habit in which the stimulus-response association is supraselected and becomes independent of voluntary cognitive control. Dopamine has demonstrated to be involved in the acquisition of these procedures. The different forms of procedural learning studied here all are characterized by stimulus-response-reinforcement associations, but there are differences between them in terms of the degree to which some of these associations or components are strengthened. These different patterns of association are partially regulated by the degree of involvement of the frontal-striatal-amygdala circuits.

Relationship of Perceptual Learning Styles and Academic Achievement among High School Students

ERIC Educational Resources Information Center

Rani, K. V.

2016-01-01

Perceptual Learning styles are different ways in which people process the information in the course of learning, intimately involved in producing more effective response stimuli. The objective of the study was to find out the correlation between the variables of Perceptual learning style in total and with its dimensions to Academic achievement.…

The Effect of Active Learning Approach on Attitudes of 7th Grade Students

ERIC Educational Resources Information Center

Demirci, Cavide

2017-01-01

Active learning is a student's active impact on learning and a student's involvement in the learning process which allows students to focus on creating knowledge with an emphasis on skills such as analytical thinking, problem-solving and meta-cognitive activities that develop students' thinking. The main purpose of this study is to determine…

Awareness among Teachers of Learning Disabilities in Students at Different Board Levels

ERIC Educational Resources Information Center

Mehta, Deepti

2006-01-01

Learning disability is a complex phenomenon to understand. There are many connotations of learning disabilities thus even today it creates confusion in the mind of the general public and the professionals. Learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written…

An Examination of Faculty Innovativeness in Relation to Inductive Teaching and the Use of Technology

ERIC Educational Resources Information Center

Forrer, Donald A.; Wyant, Nancey A.; Gordin, Patricia C.

2014-01-01

The conceptual framework for this research describes the processes faculty use to create an online course that meets learning outcomes while creating a positive learning experience for the online student. This involves acceptance of technology to create a course structured for inductive learning in addition to traditional deductive learning. The…

The US Army War College: Gearing Up for the 21st Century

DTIC Science & Technology

1988-12-01

modality. The Committee also identified a need for increased emphasis on active learning as well as greater academic rigor and challenge...and to involve them more directly in an active learning process, case studies, exercises, gaming, and analytical discussions have been increased...in the active learning process; that most challenging test which occurs when the student is perform- ing or reciting in front of his or her peers as

Family caregiver learning--how family caregivers learn to provide care at the end of life: a qualitative secondary analysis of four datasets.

PubMed

Stajduhar, Kelli I; Funk, Laura; Outcalt, Linda

2013-07-01

Family caregivers are assuming growing responsibilities in providing care to dying family members. Supporting them is fundamental to ensure quality end-of-life care and to buffer potentially negative outcomes, although family caregivers frequently acknowledge a deficiency of information, knowledge, and skills necessary to assume the tasks involved in this care. The aim of this inquiry was to explore how family caregivers describe learning to provide care to palliative patients. Secondary analysis of data from four qualitative studies (n = 156) with family caregivers of dying people. Data included qualitative interviews with 156 family caregivers of dying people. Family caregivers learn through the following processes: trial and error, actively seeking needed information and guidance, applying knowledge and skills from previous experience, and reflecting on their current experiences. Caregivers generally preferred and appreciated a supported or guided learning process that involved being shown or told by others, usually learning reactively after a crisis. Findings inform areas for future research to identify effective, individualized programs and interventions to support positive learning experiences for family caregivers of dying people.

Central Localization of Plasticity Involved in Appetitive Conditioning in "Lymnaea"

ERIC Educational Resources Information Center

Straub, Volko A.; Styles, Benjamin J.; Ireland, Julie S.; O'Shea, Michael; Benjamin, Paul R.

2004-01-01

Learning to associate a conditioned (CS) and unconditioned stimulus (US) results in changes in the processing of CS information. Here, we address directly the question whether chemical appetitive conditioning of "Lymnaea" feeding behavior involves changes in the peripheral and/or central processing of the CS by using extracellular recording…

Common Neural Mechanisms Underlying Reversal Learning by Reward and Punishment

PubMed Central

Xue, Gui; Xue, Feng; Droutman, Vita; Lu, Zhong-Lin; Bechara, Antoine; Read, Stephen

2013-01-01

Impairments in flexible goal-directed decisions, often examined by reversal learning, are associated with behavioral abnormalities characterized by impulsiveness and disinhibition. Although the lateral orbital frontal cortex (OFC) has been consistently implicated in reversal learning, it is still unclear whether this region is involved in negative feedback processing, behavioral control, or both, and whether reward and punishment might have different effects on lateral OFC involvement. Using a relatively large sample (N = 47), and a categorical learning task with either monetary reward or moderate electric shock as feedback, we found overlapping activations in the right lateral OFC (and adjacent insula) for reward and punishment reversal learning when comparing correct reversal trials with correct acquisition trials, whereas we found overlapping activations in the right dorsolateral prefrontal cortex (DLPFC) when negative feedback signaled contingency change. The right lateral OFC and DLPFC also showed greater sensitivity to punishment than did their left homologues, indicating an asymmetry in how punishment is processed. We propose that the right lateral OFC and anterior insula are important for transforming affective feedback to behavioral adjustment, whereas the right DLPFC is involved in higher level attention control. These results provide insight into the neural mechanisms of reversal learning and behavioral flexibility, which can be leveraged to understand risky behaviors among vulnerable populations. PMID:24349211

Common neural mechanisms underlying reversal learning by reward and punishment.

PubMed

Xue, Gui; Xue, Feng; Droutman, Vita; Lu, Zhong-Lin; Bechara, Antoine; Read, Stephen

2013-01-01

Impairments in flexible goal-directed decisions, often examined by reversal learning, are associated with behavioral abnormalities characterized by impulsiveness and disinhibition. Although the lateral orbital frontal cortex (OFC) has been consistently implicated in reversal learning, it is still unclear whether this region is involved in negative feedback processing, behavioral control, or both, and whether reward and punishment might have different effects on lateral OFC involvement. Using a relatively large sample (N = 47), and a categorical learning task with either monetary reward or moderate electric shock as feedback, we found overlapping activations in the right lateral OFC (and adjacent insula) for reward and punishment reversal learning when comparing correct reversal trials with correct acquisition trials, whereas we found overlapping activations in the right dorsolateral prefrontal cortex (DLPFC) when negative feedback signaled contingency change. The right lateral OFC and DLPFC also showed greater sensitivity to punishment than did their left homologues, indicating an asymmetry in how punishment is processed. We propose that the right lateral OFC and anterior insula are important for transforming affective feedback to behavioral adjustment, whereas the right DLPFC is involved in higher level attention control. These results provide insight into the neural mechanisms of reversal learning and behavioral flexibility, which can be leveraged to understand risky behaviors among vulnerable populations.

A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement--Insights from Norway

ERIC Educational Resources Information Center

Hussein, Bassam A.

2015-01-01

The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients…

Increased functional connectivity in the ventral and dorsal streams during retrieval of novel words in professional musicians.

PubMed

Dittinger, Eva; Valizadeh, Seyed Abolfazl; Jäncke, Lutz; Besson, Mireille; Elmer, Stefan

2018-02-01

Current models of speech and language processing postulate the involvement of two parallel processing streams (the dual stream model): a ventral stream involved in mapping sensory and phonological representations onto lexical and conceptual representations and a dorsal stream contributing to sound-to-motor mapping, articulation, and to how verbal information is encoded and manipulated in memory. Based on previous evidence showing that music training has an influence on language processing, cognitive functions, and word learning, we examined EEG-based intracranial functional connectivity in the ventral and dorsal streams while musicians and nonmusicians learned the meaning of novel words through picture-word associations. In accordance with the dual stream model, word learning was generally associated with increased beta functional connectivity in the ventral stream compared to the dorsal stream. In addition, in the linguistically most demanding "semantic task," musicians outperformed nonmusicians, and this behavioral advantage was accompanied by increased left-hemispheric theta connectivity in both streams. Moreover, theta coherence in the left dorsal pathway was positively correlated with the number of years of music training. These results provide evidence for a complex interplay within a network of brain regions involved in semantic processing and verbal memory functions, and suggest that intensive music training can modify its functional architecture leading to advantages in novel word learning. © 2017 Wiley Periodicals, Inc.

The Social Consequences of Disability: An Experiential Approach.

ERIC Educational Resources Information Center

Brooks, Nancy A.

1980-01-01

Reports on the application of experiential learning to a college level sociology course on the social consequences of disability. The course involves traditional methods such as reading/lecture/examination and more innovative approaches such as experiential learning and directing students to manage their own learning processes. (Author/DB)

Students' Construction of External Representations in Design-Based Learning Situations

ERIC Educational Resources Information Center

de Vries, Erica

2006-01-01

This article develops a theoretical framework for the study of students' construction of mixed multiple external representations in design-based learning situations involving an adaptation of professional tasks and tools to a classroom setting. The framework draws on research on professional design processes and on learning with multiple external…

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…

Self, Peer and Group Assessment in E-Learning

ERIC Educational Resources Information Center

Roberts, Tim S.

2006-01-01

Contributions from researchers and practitioners involved in self, peer and group assessment in an online or e-learning environment investigate how assessment practices can be used to assist and improve the learning process. The book describes the principal characteristics of self, peer and group assessment; presents guidelines for effective…

Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language

ERIC Educational Resources Information Center

Bartolotti, James; Marian, Viorica

2017-01-01

Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts…

Students as Doers: Examples of Successful E-Learning Activities

ERIC Educational Resources Information Center

Tammelin, Maija; Peltonen, Berit; Puranen, Pasi; Auvinen, Lis

2012-01-01

This paper discusses learning language and communication activities that focus on students' concrete involvement in their learning process. The activities first deal with student-produced blogs and digital videos in business Spanish. They then present student-produced podcasts for Swedish business communication learners that are meant for speakers…

The Haptic Paradigm in Education: Challenges and Case Studies

ERIC Educational Resources Information Center

Hamza-Lup, Felix G.; Stanescu, Ioana A.

2010-01-01

The process of learning involves interaction with the learning environment through our five senses (sight, hearing, touch, smell, and taste). Until recently, distance education focused only on the first two of those senses, sight and sound. Internet-based learning environments are predominantly visual with auditory components. With the advent of…

The Contribution of Visualization to Learning Computer Architecture

ERIC Educational Resources Information Center

Yehezkel, Cecile; Ben-Ari, Mordechai; Dreyfus, Tommy

2007-01-01

This paper describes a visualization environment and associated learning activities designed to improve learning of computer architecture. The environment, EasyCPU, displays a model of the components of a computer and the dynamic processes involved in program execution. We present the results of a research program that analysed the contribution of…

Correlates of Mathematics Anxiety.

ERIC Educational Resources Information Center

McCoy, Leah P.

Learning is a complex operation that involves a several factors. In studying the learning process, both the characteristics of the learner and the conditions of instruction must be considered. This study examined some of the factors that may influence the learning of mathematics. In particular, it sought to identify relationships among mathematics…

The Cultural Context of Learning in International Joint Ventures.

ERIC Educational Resources Information Center

Liu, Shimin; Vince, Russ

1999-01-01

A study of Chinese-Western joint business ventures showed that cultural context and different modes of managing and organizing must be considered. Successful joint ventures involve a process of collective, two-way learning. (SK)

Span of Apprehension in Learning Disabled Boys.

ERIC Educational Resources Information Center

McIntyre, Curtis W.; And Others

1978-01-01

The span of apprehension (a measure of the amount of information processed simultaneously from a brief visual display) was studied in two experiments involving 40 normal and learning disabled boys (ages 6-11 years). (Author/DLS)

Emotional Involvement as a Factor in the Learning Process

ERIC Educational Resources Information Center

Mumpower, D. L.

1973-01-01

Sexual items on a pre-post vocabulary test of little known words in college level abnormal psychology produced the greatest evidence of learning; word associations and no aid'' conditions were used in comparison. (Editor)

Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

PubMed Central

Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

2015-01-01

Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201

The many facets of motor learning and their relevance for Parkinson's disease.

PubMed

Marinelli, Lucio; Quartarone, Angelo; Hallett, Mark; Frazzitta, Giuseppe; Ghilardi, Maria Felice

2017-07-01

The final goal of motor learning, a complex process that includes both implicit and explicit (or declarative) components, is the optimization and automatization of motor skills. Motor learning involves different neural networks and neurotransmitters systems depending on the type of task and on the stage of learning. After the first phase of acquisition, a motor skill goes through consolidation (i.e., becoming resistant to interference) and retention, processes in which sleep and long-term potentiation seem to play important roles. The studies of motor learning in Parkinson's disease have yielded controversial results that likely stem from the use of different experimental paradigms. When a task's characteristics, instructions, context, learning phase and type of measures are taken into consideration, it is apparent that, in general, only learning that relies on attentional resources and cognitive strategies is affected by PD, in agreement with the finding of a fronto-striatal deficit in this disease. Levodopa administration does not seem to reverse the learning deficits in PD, while deep brain stimulation of either globus pallidus or subthalamic nucleus appears to be beneficial. Finally and most importantly, patients with PD often show a decrease in retention of newly learned skill, a problem that is present even in the early stages of the disease. A thorough dissection and understanding of the processes involved in motor learning is warranted to provide solid bases for effective medical, surgical and rehabilitative approaches in PD. Copyright © 2017 International Federation of Clinical Neurophysiology. All rights reserved.

Persons' various experiences of learning processes in patient education for osteoarthritis, a qualitative phenomenographic approach.

PubMed

Larsson, Ingalill; Sundén, Anne; Ekvall Hansson, Eva

2018-03-30

Patient education (PE) is a core treatment of osteoarthritis (OA) with the aim to increase persons' knowledge, self-efficacy, and empowerment. To describe person's various experiences of learning processes in PE for OA. Phenomenography. Semi-structured interviews were performed with the same persons, pre- (11) and post- (9) education. Various experiences on learning processes were found and were described in an outcome space. Achieving knowledge describes self-regulated learning and strongly relates to Control, which describes a high order cognitive learning skill, and minor to Confirm, which describes a cognitive learning skill based on recognition and application. Receiving knowledge describes the expectancy of learning regulated from the educator and strongly relates to Comply, which describes a low-order cognitive learning skill, and minor to Confirm. Different experiences of motivation and learning impact on persons' learning processes which, in turn, influence the persons' capability to accomplish self-efficacy and empowerment. The outcome space may serve as a basis for discussions between healthcare educators involved in PE to better understand what learning implies and to develop PE further.

Metacognitive components in smart learning environment

NASA Astrophysics Data System (ADS)

Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

2018-03-01

Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

Transfer of Learning between Hemifields in Multiple Object Tracking: Memory Reduces Constraints of Attention

PubMed Central

Lapierre, Mark; Howe, Piers D. L.; Cropper, Simon J.

2013-01-01

Many tasks involve tracking multiple moving objects, or stimuli. Some require that individuals adapt to changing or unfamiliar conditions to be able to track well. This study explores processes involved in such adaptation through an investigation of the interaction of attention and memory during tracking. Previous research has shown that during tracking, attention operates independently to some degree in the left and right visual hemifields, due to putative anatomical constraints. It has been suggested that the degree of independence is related to the relative dominance of processes of attention versus processes of memory. Here we show that when individuals are trained to track a unique pattern of movement in one hemifield, that learning can be transferred to the opposite hemifield, without any evidence of hemifield independence. However, learning is not influenced by an explicit strategy of memorisation of brief periods of recognisable movement. The findings lend support to a role for implicit memory in overcoming putative anatomical constraints on the dynamic, distributed spatial allocation of attention involved in tracking multiple objects. PMID:24349555

Perceptual learning modules in mathematics: enhancing students' pattern recognition, structure extraction, and fluency.

PubMed

Kellman, Philip J; Massey, Christine M; Son, Ji Y

2010-04-01

Learning in educational settings emphasizes declarative and procedural knowledge. Studies of expertise, however, point to other crucial components of learning, especially improvements produced by experience in the extraction of information: perceptual learning (PL). We suggest that such improvements characterize both simple sensory and complex cognitive, even symbolic, tasks through common processes of discovery and selection. We apply these ideas in the form of perceptual learning modules (PLMs) to mathematics learning. We tested three PLMs, each emphasizing different aspects of complex task performance, in middle and high school mathematics. In the MultiRep PLM, practice in matching function information across multiple representations improved students' abilities to generate correct graphs and equations from word problems. In the Algebraic Transformations PLM, practice in seeing equation structure across transformations (but not solving equations) led to dramatic improvements in the speed of equation solving. In the Linear Measurement PLM, interactive trials involving extraction of information about units and lengths produced successful transfer to novel measurement problems and fraction problem solving. Taken together, these results suggest (a) that PL techniques have the potential to address crucial, neglected dimensions of learning, including discovery and fluent processing of relations; (b) PL effects apply even to complex tasks that involve symbolic processing; and (c) appropriately designed PL technology can produce rapid and enduring advances in learning. Copyright © 2009 Cognitive Science Society, Inc.

Distinct contributions of attention and working memory to visual statistical learning and ensemble processing.

PubMed

Hall, Michelle G; Mattingley, Jason B; Dux, Paul E

2015-08-01

The brain exploits redundancies in the environment to efficiently represent the complexity of the visual world. One example of this is ensemble processing, which provides a statistical summary of elements within a set (e.g., mean size). Another is statistical learning, which involves the encoding of stable spatial or temporal relationships between objects. It has been suggested that ensemble processing over arrays of oriented lines disrupts statistical learning of structure within the arrays (Zhao, Ngo, McKendrick, & Turk-Browne, 2011). Here we asked whether ensemble processing and statistical learning are mutually incompatible, or whether this disruption might occur because ensemble processing encourages participants to process the stimulus arrays in a way that impedes statistical learning. In Experiment 1, we replicated Zhao and colleagues' finding that ensemble processing disrupts statistical learning. In Experiments 2 and 3, we found that statistical learning was unimpaired by ensemble processing when task demands necessitated (a) focal attention to individual items within the stimulus arrays and (b) the retention of individual items in working memory. Together, these results are consistent with an account suggesting that ensemble processing and statistical learning can operate over the same stimuli given appropriate stimulus processing demands during exposure to regularities. (c) 2015 APA, all rights reserved).

Effects of Teacher Self-Disclosure on Student Learning and Perceptions of Teacher.

ERIC Educational Resources Information Center

McCarthy, Patricia R.; Schmeck, Ronald R.

Researchers in the area of human learning and memory have stressed the need for systematic studies of the factors involved in information processing and their effects on the retention and recall of the information processed. One such important factor may be self-reference. A lecturer may stimulate self-reference in students through…

The Relationship between Text Comprehension and Second Language Incidental Vocabulary Acquisition: A Matter of Topic Familiarity?

ERIC Educational Resources Information Center

Pulido, Diana

2007-01-01

The study reported in this article describes second language (L2) vocabulary learning outcomes associated with adult L2 reading comprehension processes, thus connecting L2 learning with the complex cognitive and linguistic processing involved in reading. The study aimed to determine whether background knowledge moderated the relationship between…

Transgressing the Norm: Transformative Agency in Community-Based Learning for Sustainability in Southern African Contexts

ERIC Educational Resources Information Center

Lotz-Sisitka, Heila; Mukute, Mutizwa; Chikunda, Charles; Baloi, Aristides; Pesanayi, Tichaona

2017-01-01

Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or "how" it contributes to the development of transformative agency in community…

How Differences in Interactions Affect Learning and Development of Design Expertise in the Context of Biomedical Engineering Design

ERIC Educational Resources Information Center

Svihla, Vanessa Lynn

2009-01-01

Authentic design commonly involves teams of designers collaborating on ill-structured problems over extended time periods. Nonetheless, design has been studied extensively in sequestered settings, limiting our understanding of design as process and especially of learning design process. This study addresses potential shortcomings of such studies…

Objects, Signs, and Representations in the Semio-Cognitive Analysis of the Processes Involved in Teaching and Learning Mathematics: A Duvalian Perspective

ERIC Educational Resources Information Center

Iori, Maura

2017-01-01

In mathematical activities and in the analysis of mathematics teaching-learning processes, "objects," "signs", and "representations" are often mentioned, where the meaning assigned to those words is sometimes very broad, sometimes limited, other times intuitive, allusive, or not completely clear. On the other hand, as…

The Role of Emotional Intelligence Skills in Teaching Excellence: The Validation of a Behavioral Skills Checklist

ERIC Educational Resources Information Center

Harville, Pamela Cherie

2012-01-01

The role of emotional intelligence in effective teaching can be developed and enhanced through the use of an assessment instrument as a new evaluation and learning process for teachers. This involves a formative learning process for the qualities associated with excellent teaching characteristics and behaviors for use with teacher evaluation…

A Joint Learning Activity in Process Control and Distance Collaboration between Future Engineers and Technicians

ERIC Educational Resources Information Center

Deschênes, Jean-Sebastien; Barka, Noureddine; Michaud, Mario; Paradis, Denis; Brousseau, Jean

2013-01-01

A joint learning activity in process control is presented, in the context of a distance collaboration between engineering and technical-level students, in a similar fashion as current practices in the industry involving distance coordination and troubleshooting. The necessary infrastructure and the setup used are first detailed, followed by a…

Building a Market Simulation to Teach Business Process Analysis: Effects of Realism on Engaged Learning

ERIC Educational Resources Information Center

Peng, Jacob; Abdullah, Ira

2018-01-01

The emphases of student involvement and meaningful engagement in the learner-centered education model have created a new paradigm in an effort to generate a more engaging learning environment. This study examines the success of using different simulation platforms in creating a market simulation to teach business processes in the accounting…

An Interdisciplinary Approach to Designing Online Learning: Fostering Pre-Service Mathematics Teachers' Capabilities in Mathematical Modelling

ERIC Educational Resources Information Center

Geiger, Vince; Mulligan, Joanne; Date-Huxtable, Liz; Ahlip, Rehez; Jones, D. Heath; May, E. Julian; Rylands, Leanne; Wright, Ian

2018-01-01

In this article we describe and evaluate processes utilized to develop an online learning module on mathematical modelling for pre-service teachers. The module development process involved a range of professionals working within the STEM disciplines including mathematics and science educators, mathematicians, scientists, in-service and pre-service…

Formative Assessment in the Classroom: Getting It Right

ERIC Educational Resources Information Center

Doffermyre, Janet Jackson

2016-01-01

Formative assessment, assessment for learning, involves checking in with students during the learning process to see if they understand concept or standard, before holding them accountable for mastery and moving on to the next concept or standard. This process can be used in the classroom during the lesson or across a subject area as teachers of…

From "Borrowing" to "Learning" in International Comparative Study: A Critical Reflection

ERIC Educational Resources Information Center

de Wet, Corene; Wolhuter, Charl

2007-01-01

The state of public education debate, which to a great extent only reflects policies and practices ab road, is examined. The process of learning from others should replace the process of borrowing (of usually inappropriate policies/practices) from others. Two examples of the issues involved in the debate on public education, namely, Outcomes-Based…

The Relation of Learners' Motivation with the Process of Collaborative Scientific Discovery Learning

ERIC Educational Resources Information Center

Saab, Nadira; van Joolingen, Wouter R.; van Hout-Wolters, B. H. A. M.

2009-01-01

In this study, we investigated the influence of individual learners' motivation on the collaborative discovery learning process. In this we distinguished the motivation of the individual learners and had eye for the composition of groups, which could be homogeneous or heterogeneous in terms of motivation. The study involved 73 dyads of 10th-grade…

Modeling To Enhance Critical Thinking and Decision Making Skills Development in the Instructional Process: The Social Studies.

ERIC Educational Resources Information Center

Peters, Richard

Students must be actively involved in the process of learning for it to have personal meaning and importance in their lives. Teachers must also become critical thinkers, creative individuals, and decision makers in order to create more challenging learning environments. Teachers need to blend structure and spontaneity into meaningful learning…

Cerebellar and prefrontal cortex contributions to adaptation, strategies, and reinforcement learning.

PubMed

Taylor, Jordan A; Ivry, Richard B

2014-01-01

Traditionally, motor learning has been studied as an implicit learning process, one in which movement errors are used to improve performance in a continuous, gradual manner. The cerebellum figures prominently in this literature given well-established ideas about the role of this system in error-based learning and the production of automatized skills. Recent developments have brought into focus the relevance of multiple learning mechanisms for sensorimotor learning. These include processes involving repetition, reinforcement learning, and strategy utilization. We examine these developments, considering their implications for understanding cerebellar function and how this structure interacts with other neural systems to support motor learning. Converging lines of evidence from behavioral, computational, and neuropsychological studies suggest a fundamental distinction between processes that use error information to improve action execution or action selection. While the cerebellum is clearly linked to the former, its role in the latter remains an open question. © 2014 Elsevier B.V. All rights reserved.

Cerebellar and Prefrontal Cortex Contributions to Adaptation, Strategies, and Reinforcement Learning

PubMed Central

Taylor, Jordan A.; Ivry, Richard B.

2014-01-01

Traditionally, motor learning has been studied as an implicit learning process, one in which movement errors are used to improve performance in a continuous, gradual manner. The cerebellum figures prominently in this literature given well-established ideas about the role of this system in error-based learning and the production of automatized skills. Recent developments have brought into focus the relevance of multiple learning mechanisms for sensorimotor learning. These include processes involving repetition, reinforcement learning, and strategy utilization. We examine these developments, considering their implications for understanding cerebellar function and how this structure interacts with other neural systems to support motor learning. Converging lines of evidence from behavioral, computational, and neuropsychological studies suggest a fundamental distinction between processes that use error information to improve action execution or action selection. While the cerebellum is clearly linked to the former, its role in the latter remains an open question. PMID:24916295

Strategy-Selection in Question-Answering.

DTIC Science & Technology

1985-10-03

34 form of "perceptual learning." They note that levels of processing (See Craik & Lockhart , 1972) affect recognition memory but not perceptual... Craik , F. I. M., & Lockhart , R. S. (1972). Levels of processing : A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11...practice, subjects seemed able to achieve higher levels of performance on both tasks. One possibility they consider is that the processes involved *. in the

Competencies for Learning Design: A Review of the Literature and a Proposed Framework

ERIC Educational Resources Information Center

MacLean, Piers; Scott, Bernard

2011-01-01

The term "learning design" is used in this paper to refer to the process of designing effective learning experiences for a variety of contexts: in the classroom or laboratory, in the field, online and via standalone packages using a range of media. Learning design involves a wide set of knowledge, skills and competencies, including:…

Join Us in a Participatory Approach to Training, Learning & Production. A Practical Guide to the Action Training Model.

ERIC Educational Resources Information Center

Frings, A.; And Others

This handbook is intended to help trainers and development workers plan and conduct training programs based on the Action Training Model (ATM). The ATM combines training with action and learning with production by building upon participants' knowledge and learning needs and involving participants in a process of active learning and cooperative…

Students' science process skill and analytical thinking ability in chemistry learning

NASA Astrophysics Data System (ADS)

Irwanto, Rohaeti, Eli; Widjajanti, Endang; Suyanta

2017-08-01

Science process skill and analytical thinking ability are needed in chemistry learning in 21st century. Analytical thinking is related with science process skill which is used by students to solve complex and unstructured problems. Thus, this research aims to determine science process skill and analytical thinking ability of senior high school students in chemistry learning. The research was conducted in Tiga Maret Yogyakarta Senior High School, Indonesia, at the middle of the first semester of academic year 2015/2016 is using the survey method. The survey involved 21 grade XI students as participants. Students were given a set of test questions consists of 15 essay questions. The result indicated that the science process skill and analytical thinking ability were relatively low ie. 30.67%. Therefore, teachers need to improve the students' cognitive and psychomotor domains effectively in learning process.

Educational Support System for Experiments Involving Construction of Sound Processing Circuits

ERIC Educational Resources Information Center

Takemura, Atsushi

2012-01-01

This paper proposes a novel educational support system for technical experiments involving the production of practical electronic circuits for sound processing. To support circuit design and production, each student uses a computer during the experiments, and can learn circuit design, virtual circuit making, and real circuit making. In the…

"Coherence at Last": Percival Gurrey's Contribution to English

ERIC Educational Resources Information Center

Hardcastle, John

2014-01-01

Reacting to incoherent English teaching in the 1930s, Percival Gurrey probed the psychological processes involved in literary appreciation. He sought ways of teaching poetry that avoided lifeless tasks such as labelling "poetic devices." Later, in the 1950s, he wrote about the processes involved in learning to write. At a time when…

p38 МАРK is Involved in Regulation of Epigenetic Mechanisms of Food Aversion Learning.

PubMed

Grinkevich, L N

2017-08-01

Consolidation of the conditioned food aversion response in Helix lucorum was associated with induction of histone H3 acetylation and methylation. We hypothesized that not only activatory, but also inhibitory p38 MARK-mediated pathways are involved in these processes. To assess the contribution of p38 MAPK to epigenetic processes, we studied the effect p38 MAPK inhibitor SB203580 on acetylation of histone H3 during training of Helix lucorum. Administration of SB203580 decreased learning-induced enhancement of histone H3 acetylation in the CNS of Helix lucorum, which was accompanied by long-term memory impairment. Thus, p38 MAPK is involved in the regulation of epigenetic mechanisms of long-term memory.

Improving Science Process Skills for Primary School Students Through 5E Instructional Model-Based Learning

NASA Astrophysics Data System (ADS)

Choirunnisa, N. L.; Prabowo, P.; Suryanti, S.

2018-01-01

The main objective of this study is to describe the effectiveness of 5E instructional model-based learning to improve primary school students’ science process skills. The science process skills is important for students as it is the foundation for enhancing the mastery of concepts and thinking skills needed in the 21st century. The design of this study was experimental involving one group pre-test and post-test design. The result of this study shows that (1) the implementation of learning in both of classes, IVA and IVB, show that the percentage of learning implementation increased which indicates a better quality of learning and (2) the percentage of students’ science process skills test results on the aspects of observing, formulating hypotheses, determining variable, interpreting data and communicating increased as well.

Empowering Prospective Teachers to Become Active Sense-Makers: Multimodal Modeling of the Seasons

NASA Astrophysics Data System (ADS)

Kim, Mi Song

2015-10-01

Situating science concepts in concrete and authentic contexts, using information and communications technologies, including multimodal modeling tools, is important for promoting the development of higher-order thinking skills in learners. However, teachers often struggle to integrate emergent multimodal models into a technology-rich informal learning environment. Our design-based research co-designs and develops engaging, immersive, and interactive informal learning activities called "Embodied Modeling-Mediated Activities" (EMMA) to support not only Singaporean learners' deep learning of astronomy but also the capacity of teachers. As part of the research on EMMA, this case study describes two prospective teachers' co-design processes involving multimodal models for teaching and learning the concept of the seasons in a technology-rich informal learning setting. Our study uncovers four prominent themes emerging from our data concerning the contextualized nature of learning and teaching involving multimodal models in informal learning contexts: (1) promoting communication and emerging questions, (2) offering affordances through limitations, (3) explaining one concept involving multiple concepts, and (4) integrating teaching and learning experiences. This study has an implication for the development of a pedagogical framework for teaching and learning in technology-enhanced learning environments—that is empowering teachers to become active sense-makers using multimodal models.

Comparison and Contrast between First and Second Language Learning

ERIC Educational Resources Information Center

Akhter, Javed; Amin, Muhammad; Saeed, Faria; Abdullah, Shumaila; Muhammad, Khair

2016-01-01

This research paper tends to focus on comparison and contrast between first and second language learning. It investigates the different factors that have inhibiting influences on the language learning process of the learners in the two different environments. There are many factors involved in this respect. The age factor is one of the vital…

Visualizing the Complex Process for Deep Learning with an Authentic Programming Project

ERIC Educational Resources Information Center

Peng, Jun; Wang, Minhong; Sampson, Demetrios

2017-01-01

Project-based learning (PjBL) has been increasingly used to connect abstract knowledge and authentic tasks in educational practice, including computer programming education. Despite its promising effects on improving learning in multiple aspects, PjBL remains a struggle due to its complexity. Completing an authentic programming project involves a…

EarthShapes: Potential for Place-Based Teacher Learning between the Virtual and the Actual

ERIC Educational Resources Information Center

Triggs, Valerie

2009-01-01

This contribution investigates a recent research project involving in-service teacher learning as experienced through an online/offline art studio in which common experiences of relationships to particular local landforms generate imaginative and collaborative processes and practices of teaching and learning. EarthShapes Studio is both a…

The Factor Structure of the Self-Directed Learning Readiness Scale (SDLRS).

ERIC Educational Resources Information Center

Wang, Xiaoping; And Others

A study involving teachers and administrators from 16 elementary, middle, and high schools in Tennessee investigated the factorial structure of the Self-Directed Learning Readiness Scale (SDLRS). The SDLRS includes 58 Likert-like items designed to measure the readiness of adult learners to assume self-direction in the learning process. Study…

LSQuiz: A Collaborative Classroom Response System to Support Active Learning through Ubiquitous Computing

ERIC Educational Resources Information Center

Caceffo, Ricardo; Azevedo, Rodolfo

2014-01-01

The constructivist theory indicates that knowledge is not something finished and complete. However, the individuals must construct it through the interaction with the physical and social environment. The Active Learning is a methodology designed to support the constructivism through the involvement of students in their learning process, allowing…

A Case Example of Insect Gymnastics: How Is Non-Euclidean Geometry Learned?

ERIC Educational Resources Information Center

Junius, Premalatha

2008-01-01

The focus of the article is on the complex cognitive process involved in learning the concept of "straightness" in Non-Euclidean geometry. Learning new material is viewed through a conflict resolution framework, as a student questions familiar assumptions understood in Euclidean geometry. A case study reveals how mathematization of the straight…

From Learning to Development: A Sociocultural Approach to Instruction

ERIC Educational Resources Information Center

Eun, Barohny

2010-01-01

Theories of human development and learning provide an essential framework in which to understand the mechanisms involved in the process of formal instruction as a specific form of teaching and learning in the school setting. The sociocultural theory of development, founded on the works of Lev Vygotsky, espouses the view that social interaction…

Interactions between attention, context and learning in primary visual cortex.

PubMed

Gilbert, C; Ito, M; Kapadia, M; Westheimer, G

2000-01-01

Attention in early visual processing engages the higher order, context dependent properties of neurons. Even at the earliest stages of visual cortical processing neurons play a role in intermediate level vision - contour integration and surface segmentation. The contextual influences mediating this process may be derived from long range connections within primary visual cortex (V1). These influences are subject to perceptual learning, and are strongly modulated by visuospatial attention, which is itself a learning dependent process. The attentional influences may involve interactions between feedback and horizontal connections in V1. V1 is therefore a dynamic and active processor, subject to top-down influences.

Renewed roles for librarians in problem-based learning in the medical curriculum.

PubMed

Mi, Misa

2011-01-01

Problem-based learning (PBL) is a teaching-learning process or method of instruction that is widely used in medical education curricula. Librarians play important roles as facilitators for PBL as well as guides for information resources. Involvement in PBL activities presents unique opportunities to incorporate library resources and instruction into the medical curriculum. This article reviews the problem-based learning method within the conceptual framework of the learning theory of constructivism. It describes how a medical librarian at a U.S. medical school used emerging technologies to facilitate PBL small group case discussions, guide students to quality information resources, and enhance the learning environment for the PBL process.

Evaluating groups in learning disabilities.

PubMed

Chia, S H

Groupwork can be effective in meeting a range of needs presented by students with profound learning disabilities. This article describes the process involved in setting up groups for these students, and includes examples of a group session and methods for evaluating groupwork.

Unpacking Sensemaking

ERIC Educational Resources Information Center

Kapon, Suulamit

2017-01-01

Learning science involves an ongoing process in which learners construct and reconstruct self-explanations and evaluate their relative soundness. This work coordinates and aligns complementary methodological and theoretical approaches to learning to both unpack sensemaking and better understand the conditions that facilitate it. I conceptualize…

What Are the Learning Approaches Applied by Undergraduate Students in English Process Writing Based on Gender?

ERIC Educational Resources Information Center

Veloo, Arsaythamby; Krishnasamy, Hariharan N.; Harun, Hana Mulyani

2015-01-01

The purpose of this study is to determine gender differences and type of learning approaches among Universiti Utara Malaysia (UUM) undergraduate students in English writing performance. The study involved 241 (32.8% male & 67.2% female) undergraduate students of UUM who were taking the Process Writing course. This study uses a Two-Factor Study…

Parents' and Teachers' Perceptions of Effective Communication in Two Schools in One Division in Virginia

ERIC Educational Resources Information Center

Lipscomb, Kecia O.

2015-01-01

Parents often perceive schools as the sole educator of their child when in actuality the school prefers parents to be involved as partners in the learning process (Comer & Haynes, 1991). Likewise, schools make the assumption that parents realize their role in the learning process, but do not effectively communicate the partnership to parents,…

Indexical Ways of Knowing: An Inquiry into the Indexical Sign and How to Educate for Novelty

ERIC Educational Resources Information Center

Campbell, Cary

2016-01-01

In this paper, I propose that the indexical sign can be used to derive a model for active (touching-and-feeling) learning. The implicit processes involved in the subtle reading of indices contain explanatory possibilities for understanding how students adapt to novelty in the learning process. Besides looking at how indexicality functions in human…

Partners in Learning: A Child-Centered Approach to Teaching the Social Studies.

ERIC Educational Resources Information Center

Hopkins, Lee Bennett; Arenstein, Misha

The underlying objective of this book is to review past and present curriculum patterns to emphasize the changes being carried out today so that preservice, beginning, and experienced teachers may glean some new ideas about involving the child in the process of learning. All of the social disciplines help explain the complex process of man's…

Perceptual Learning: Use-Dependent Cortical Plasticity.

PubMed

Li, Wu

2016-10-14

Our perceptual abilities significantly improve with practice. This phenomenon, known as perceptual learning, offers an ideal window for understanding use-dependent changes in the adult brain. Different experimental approaches have revealed a diversity of behavioral and cortical changes associated with perceptual learning, and different interpretations have been given with respect to the cortical loci and neural processes responsible for the learning. Accumulated evidence has begun to put together a coherent picture of the neural substrates underlying perceptual learning. The emerging view is that perceptual learning results from a complex interplay between bottom-up and top-down processes, causing a global reorganization across cortical areas specialized for sensory processing, engaged in top-down attentional control, and involved in perceptual decision making. Future studies should focus on the interactions among cortical areas for a better understanding of the general rules and mechanisms underlying various forms of skill learning.

Learning and memory: Steroids and epigenetics.

PubMed

Colciago, Alessandra; Casati, Lavinia; Negri-Cesi, Paola; Celotti, Fabio

2015-06-01

Memory formation and utilization is a complex process involving several brain structures in conjunction as the hippocampus, the amygdala and the adjacent cortical areas, usually defined as medial temporal lobe structures (MTL). The memory processes depend on the formation and modulation of synaptic connectivity affecting synaptic strength, synaptic plasticity and synaptic consolidation. The basic neurocognitive mechanisms of learning and memory are shortly recalled in the initial section of this paper. The effect of sex hormones (estrogens, androgens and progesterone) and of adrenocortical steroids on several aspects of memory processes are then analyzed on the basis of animal and human studies. A specific attention has been devoted to the different types of steroid receptors (membrane or nuclear) involved and on local metabolic transformations when required. The review is concluded by a short excursus on the steroid activated epigenetic mechanisms involved in memory formation. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Pedagogical Value of the Lecture Method: The Case of a Non-Formal Education Programme in Ghana

ERIC Educational Resources Information Center

Addae, David; Quan-Baffour, Kofi

2018-01-01

Adult learning rests on the foundation of learner experience and involvement in the teaching and learning process. The methods employed in facilitating adult learning have to a large extent sought to place the learner at the centre of the entire teaching and learning encounter. The lecture method is one of the many methods used to facilitate…

A Learning Analytics Methodology for Detecting Sentiment in Student Fora: A Case Study in Distance Education

ERIC Educational Resources Information Center

Kagklis, Vasileios; Karatrantou, Anthi; Tantoula, Maria; Panagiotakopoulos, Chris T.; Verykios, Vassilios S.

2015-01-01

Online fora have become not only one of the most popular communication tools in e-learning environments, but also one of the key factors of the learning process, especially in distance learning, as they can provide to the students involved, motivation for collaboration in order to achieve a common goal. The purpose of this study is to analyse data…

Learning With E-books and Project-based Strategy in a Community Health Nursing Course.

PubMed

Sung, Tien-Wen; Wu, Ting-Ting

2018-03-01

With advances in information technology, "information-assisted instruction" has been gradually introduced to nursing education curricula. Specifically, the integration of an e-book system can effectively enhance nursing students' attention and interest. Most studies on nursing education that incorporated e-books have focused on the advantages of convenience and assistance provided by e-books. Few studies have addressed community health nursing and off-campus practice activities in relation to suitable teaching strategies for learning activities. This study involved designing and planning a multimedia e-book learning system with a project-based learning activity that conforms to the curriculum and practical requirements of a community health nursing course. The purpose was to reduce the gap between theory and practice and realize an effective learning process. For learning evaluations, a final examination analysis with an independent sample t test; a scoring scheme with intrateam, interteam, and expert ratings; and Bloom's taxonomy-based analysis were conducted. The evaluation results indicated that the comprehension and learning abilities of the experimental group using the e-book system with a mobile device were effectively improved. In addition, the exploratory process involved in project-based learning can develop multiple cognitive skills and problem-solving ability, thereby realizing effective learning.

Epigenetic regulation and chromatin remodeling in learning and memory.

PubMed

Kim, Somi; Kaang, Bong-Kiun

2017-01-13

Understanding the underlying mechanisms of memory formation and maintenance has been a major goal in the field of neuroscience. Memory formation and maintenance are tightly controlled complex processes. Among the various processes occurring at different levels, gene expression regulation is especially crucial for proper memory processing, as some genes need to be activated while some genes must be suppressed. Epigenetic regulation of the genome involves processes such as DNA methylation and histone post-translational modifications. These processes edit genomic properties or the interactions between the genome and histone cores. They then induce structural changes in the chromatin and lead to transcriptional changes of different genes. Recent studies have focused on the concept of chromatin remodeling, which consists of 3D structural changes in chromatin in relation to gene regulation, and is an important process in learning and memory. In this review, we will introduce three major epigenetic processes involved in memory regulation: DNA methylation, histone methylation and histone acetylation. We will also discuss general mechanisms of long-term memory storage and relate the epigenetic control of learning and memory to chromatin remodeling. Finally, we will discuss how epigenetic mechanisms can contribute to the pathologies of neurological disorders and cause memory-related symptoms.

Impairment of learning and memory performances induced by BPA: Evidences from the literature of a MoA mediated through an ED.

PubMed

Mhaouty-Kodja, Sakina; Belzunces, Luc P; Canivenc, Marie-Chantal; Schroeder, Henri; Chevrier, Cécile; Pasquier, Elodie

2018-03-29

Many rodent studies and a few non-human primate data report impairments of spatial and non-spatial memory induced by exposure to bisphenol A (BPA), which are associated with neural modifications, particularly in processes involved in synaptic plasticity. BPA-induced alterations involve disruption of the estrogenic pathway as established by reversal of BPA-induced effects with estrogenic receptor antagonist or by interference of BPA with administered estradiol in ovariectomized animals. Sex differences in hormonal impregnation during critical periods of development and their influence on maturation of learning and memory processes may explain the sexual dimorphism observed in BPA-induced effects in some studies. Altogether, these data highly support the plausibility that alteration of learning and memory and synaptic plasticity by BPA is essentially mediated by disturbance of the estrogenic pathways. As memory function in humans involves similar signaling pathways, this mode of action of BPA has the potential to alter human cognitive abilities. Copyright © 2018. Published by Elsevier B.V.

Efficient model learning methods for actor-critic control.

PubMed

Grondman, Ivo; Vaandrager, Maarten; Buşoniu, Lucian; Babuska, Robert; Schuitema, Erik

2012-06-01

We propose two new actor-critic algorithms for reinforcement learning. Both algorithms use local linear regression (LLR) to learn approximations of the functions involved. A crucial feature of the algorithms is that they also learn a process model, and this, in combination with LLR, provides an efficient policy update for faster learning. The first algorithm uses a novel model-based update rule for the actor parameters. The second algorithm does not use an explicit actor but learns a reference model which represents a desired behavior, from which desired control actions can be calculated using the inverse of the learned process model. The two novel methods and a standard actor-critic algorithm are applied to the pendulum swing-up problem, in which the novel methods achieve faster learning than the standard algorithm.

Student Obstacles in Ratio and Proportion Learning

NASA Astrophysics Data System (ADS)

Andini, W.; Jupri, Al

2017-02-01

Ratio and proportion are mathematics topics that are learned in elementary school. In the learning process, teachers often found students who have difficulties in learning these topics. Analysing the difficulties on the topics is important for teachers, as an attempt to doa reflection of the learning process and as a reference in devising a learning plan, including for anticipation of the possibility of these barriers that might appear in the next learning process. This research used as the qualitative method, and involved 49 students of grade 5 and one teacher. From the analysis of the data, i.e., student test results and observation of the learning, we found some obstacles that faced by students, such as students confused in understanding about ratio and proportion topic, students found it difficult in completing the problem which have different contexts, the learning material of ratio and proportion topic that presented in textbooks are still partial (not depth), and the lack of ability of the teacher in creating problems.

Case study of a problem-based learning course of physics in a telecommunications engineering degree

NASA Astrophysics Data System (ADS)

Macho-Stadler, Erica; Jesús Elejalde-García, Maria

2013-08-01

Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a 'concrete problem' to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching-learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors' perspective, PBL strengths include better student attitude in class and increased instructor-student and student-student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.

When Is Ritalin the Answer?

ERIC Educational Resources Information Center

Laughlin, Carolyn; Hall, Susan B.

1995-01-01

Two elementary teachers discuss their experiences of having children with attention deficit disorder and learning disabilities in their second-grade classrooms, focusing on the process involved in deciding whether or not to medicate the children with Ritalin to enhance their ability to learn. (SM)

Prospective faculty developing understanding of teaching and learning processes in science

NASA Astrophysics Data System (ADS)

Pareja, Jose I.

Historically, teaching has been considered a burden by many academics at institutions of higher education, particularly research scientists. Furthermore, university faculty and prospective faculty often have limited exposure to issues associated with effective teaching and learning. As a result, a series of ineffective teaching and learning strategies are pervasive in university classrooms. This exploratory case study focuses on four biology graduate teaching fellows (BGF) who participated in a National Science Foundation (NSF) GK-12 Program. Such programs were introduced by NSF to enhance the preparation of prospective faculty for their future professional responsibilities. In this particular program, BGF were paired with high school biology teachers (pedagogical mentors) for at least one year. During this yearlong partnership, BGF were involved in a series of activities related to teaching and learning ranging from classroom teaching, tutoring, lesson planning, grading, to participating in professional development conferences and reflecting upon their practices. The purpose of this study was to examine the changes in BGF understanding of teaching and learning processes in science as a function of their pedagogical content knowledge (PCK). In addition, the potential transfer of this knowledge between high school and higher education contexts was investigated. The findings of this study suggest that understanding of teaching and learning processes in science by the BGF changed. Specific aspects of the BGF involvement in the program (such as classroom observations, practice teaching, communicating with mentors, and reflecting upon one's practice) contributed to PCK development. In fact, there is evidence to suggest that constant reflection is critical in the process of change. Concurrently, BGFs enhanced understanding of science teaching and learning processes may be transferable from the high school context to the university context. Future research studies should be designed to explore explicitly this transfer phenomenon.

The role of strategies in motor learning

PubMed Central

Taylor, Jordan A.; Ivry, Richard B.

2015-01-01

There has been renewed interest in the role of strategies in sensorimotor learning. The combination of new behavioral methods and computational methods has begun to unravel the interaction between processes related to strategic control and processes related to motor adaptation. These processes may operate on very different error signals. Strategy learning is sensitive to goal-based performance error. In contrast, adaptation is sensitive to prediction errors between the desired and actual consequences of a planned movement. The former guides what the desired movement should be, whereas the latter guides how to implement the desired movement. Whereas traditional approaches have favored serial models in which an initial strategy-based phase gives way to more automatized forms of control, it now seems that strategic and adaptive processes operate with considerable independence throughout learning, although the relative weight given the two processes will shift with changes in performance. As such, skill acquisition involves the synergistic engagement of strategic and adaptive processes. PMID:22329960

Design-Based Learning for Biology: Genetic Engineering Experience Improves Understanding of Gene Expression

ERIC Educational Resources Information Center

Ellefson, Michelle R.; Brinker, Rebecca A.; Vernacchio, Vincent J.; Schunn, Christian D.

2008-01-01

Gene expression is a difficult topic for students to learn and comprehend, at least partially because it involves various biochemical structures and processes occurring at the microscopic level. Designer Bacteria, a design-based learning (DBL) unit for high-school students, applies principles of DBL to the teaching of gene expression. Throughout…

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…

Such Low Temperatures in the Arctic Region: How Can the Polar Bears Call It Home?

ERIC Educational Resources Information Center

Pringle, Rose M.

2005-01-01

Science requires active learning--it is something that children do, rather than something that is done to them. The learning process involves students' thinking and doing to develop higher-order thinking skills, strengthen their reading and mathematical skills, and attain scientific knowledge. In the elementary grades, children learn biological…

The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia

ERIC Educational Resources Information Center

Vujicic, Lidija; Boneta, Željko; Ivkovic, Željka

2015-01-01

"Learning by doing" within and together with a "community that learns" ought to become the fundamental method of learning--not only for children, but also for their teachers and other participants in the educational process. To what extent are students of early and preschool education involved in such work methods, and what…

Iphras as an E-Learning Platform for Idiomatic Competence

ERIC Educational Resources Information Center

Kiryakova-Dineva, Teodora; Levunlieva, Milena; Kyurova, Vyara

2017-01-01

The integration of E-learning has expanded in a variety of directions to a degree that its successful application is of great importance to all sectors of education and training. E-learning can offer unquestionable advantages to everyone involved in both the assessment and the knowledge transfer process (Owens and Floyd 2007; Luchoomun, McLuckie…

Empowering ESL Students in the Mainstream through Self Assessment and Contracted Learning.

ERIC Educational Resources Information Center

Schraeder, Laura L.

A middle school teacher with both English-as-a-Second-Language (ESL) and mainstream students in her class attempted to foster learning independence by encouraging self-evaluation and examination of the learning process. Initially, this involved providing them with rubrics and checklists for assessing work on several assignments. A second step was…

Implementing Problem-Based Learning in a Taiwanese Elementary Classroom: A Case Study of Challenges and Strategies

ERIC Educational Resources Information Center

Li, Hui-Chuan

2012-01-01

This paper outlines some preliminary findings from a one-year problem-based learning (PBL) intervention in a Taiwanese elementary mathematics classroom. PBL stands within the philosophy of social constructivism, which emphasises that learning is a social process, not a product. In general, it involves three main characteristics. The first is that…

Measuring Social Relations in New Classroom Spaces: Development and Validation of the Social Context and Learning Environments (SCALE) Survey

ERIC Educational Resources Information Center

Walker, J. D.; Baepler, Paul

2017-01-01

This study addresses the need for reliable and valid information concerning how innovative classrooms on college and university campuses affect teaching and learning. The Social Context and Learning Environments (SCALE) survey was developed though a three-stage process involving approximately 1300 college students. Exploratory and confirmatory…

Local Instruction Theory on Division in Mathematics GASING: The Case of Rural Area's Student in Indonesia

ERIC Educational Resources Information Center

Prahmana, Rully Charitas Indra; Suwasti, Petra

2014-01-01

Several studies on learning mathematics for rural area's student indicate that students have difficulty in understanding the concept of division operation. Students are more likely to be introduced by the use of the formula without involving the concept itself and learning division separate the concrete situation of learning process. This…

The Impact of Project-Based Learning on Improving Student Learning Outcomes of Sustainability Concepts in Transportation Engineering Courses

ERIC Educational Resources Information Center

Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

2018-01-01

This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on…

Using Active Learning Strategies to Investigate Student Learning and Attitudes in a Large Enrollment, Introductory Geology Course

ERIC Educational Resources Information Center

Berry, Stacy Jane

2013-01-01

There has been an increased emphasis for college instruction to incorporate more active and collaborative involvement of students in the learning process. These views have been asserted by The Association of American Colleges (AAC), the National Science Foundation (NSF), and The National Research Counsel (NRC), which are advocating for the…

Computer-Mediated Counter-Arguments and Individual Learning

ERIC Educational Resources Information Center

Hsu, Jack Shih-Chieh; Huang, Hsieh-Hong; Linden, Lars P.

2011-01-01

This study explores a de-bias function for a decision support systems (DSS) that is designed to help a user avoid confirmation bias by increasing the user's learning opportunities. Grounded upon the theory of mental models, the use of DSS is viewed as involving a learning process, whereby a user is directed to build mental models so as to reduce…

Students' Readiness for E-Learning: A Case Study of Sukhothai Thammathirat Open University, Thailand

ERIC Educational Resources Information Center

Tuntirojanawong, Suttiwan

2013-01-01

The process of e-learning is the operations that involve humans, computers, the Internet, and instructional material, and that produces the outputs to learners and the organization. The purposes of this research were (1) to study students' readiness for e-learning of graduate students majoring in educational administration, School of Educational…

Applying Web-Based Co-Regulated Learning to Develop Students' Learning and Involvement in a Blended Computing Course

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2015-01-01

This research investigated, via quasi-experiments, the effects of web-based co-regulated learning (CRL) on developing students' computing skills. Two classes of 68 undergraduates in a one-semester course titled "Applied Information Technology: Data Processing" were chosen for this research. The first class (CRL group, n = 38) received…

Implicit Memory Influences on Metamemory during Verbal Learning after Traumatic Brain Injury

ERIC Educational Resources Information Center

Ramanathan, Pradeep; Kennedy, Mary R. T.; Marsolek, Chad J.

2014-01-01

Purpose: Prior research has shown that individuals with traumatic brain injury (TBI) may be overconfident in their judgments of learning (JOLs; online measures of self-monitoring of learning and memory). JOLs had been presumed to be driven by explicit processes, but recent research has also revealed implicit memory involvement. Given that implicit…

The Rubber Hand Illusion paradigm as a sensory learning process in patients with schizophrenia.

PubMed

Lev-Ari, L; Hirschmann, S; Dyskin, O; Goldman, O; Hirschmann, I

2015-10-01

The Rubber Hand Illusion (RHI) has previously been used to depict the hierarchy between visual, tactile and perceptual stimuli. Studies on schizophrenia inpatients (SZs) have found mixed results in the ability to first learn the illusion, and have yet to explain the learning process involved. This study's aim was two-fold: to examine the learning process of the RHI in SZs and healthy controls over time, and to better understand the relationship between psychotic symptoms and the RHI. Thirty schizophrenia inpatients and 30 healthy controls underwent five different trials of the RHI over a two-week period. As has been found in previous studies, SZs felt the initial illusion faster than healthy controls did, but their learning process throughout the trials was inconsistent. Furthermore, for SZs, no correlations between psychotic symptoms and the learning of the illusion emerged. Healthy individuals show a delayed reaction to first feeling the illusion (due to latent inhibition), but easily learn the illusion over time. For SZs, both strength of the illusion and the ability to learn the illusion over time are inconsistent. The cognitive impairment in SZ impedes the learning process of the RHI, and SZs are unable to utilize the repetition of the process as healthy individuals can. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Similar Neural Correlates for Language and Sequential Learning: Evidence from Event-Related Brain Potentials

PubMed Central

Christiansen, Morten H.; Conway, Christopher M.; Onnis, Luca

2011-01-01

We used event-related potentials (ERPs) to investigate the time course and distribution of brain activity while adults performed (a) a sequential learning task involving complex structured sequences, and (b) a language processing task. The same positive ERP deflection, the P600 effect, typically linked to difficult or ungrammatical syntactic processing, was found for structural incongruencies in both sequential learning as well as natural language, and with similar topographical distributions. Additionally, a left anterior negativity (LAN) was observed for language but not for sequential learning. These results are interpreted as an indication that the P600 provides an index of violations and the cost of integration of expectations for upcoming material when processing complex sequential structure. We conclude that the same neural mechanisms may be recruited for both syntactic processing of linguistic stimuli and sequential learning of structured sequence patterns more generally. PMID:23678205

Analysis of the ability of junior high school students’ performance in science in STEM project-based learning

NASA Astrophysics Data System (ADS)

Suryana, A.; Sinaga, P.; Suwarma, I. R.

2018-05-01

The challenges in 21st century demands the high competitiveness. The way of thinking ability, determine how it work ability and choose instrument be part of the skills will need in the 21st century. The competence it can be supported by learning involving the student performance skills. Based on the preliminary studies at one junior high school in Bandung found that the learning involving of performance skill is low.This is supported by data from respondent in received the opportunity to make devise a sketch in of learning especially based on practices or projects, the results are 75 % students said rarely and 18,75 % students said never. In addition seen also how the student activities in project based learning in class the results stated that 68,75 % of students said less, and 6.25 % of students said never. Therefore, we did a result to uncover profile performance on the design process and the performance process of junior high school student performances to the matter optical by using STEM project based learning. From this result. From the research obtained the average score classes in the activities of the design process is as much as 2,49 or dipersentasikan become 62,41 % are in the good category and the average score classes in the process of the performance of activities receive is 3,13 or 78,28 % are in the good category.

Validating the ACE Model for Evaluating Student Performance Using a Teaching-Learning Process Based on Computational Modeling Systems

ERIC Educational Resources Information Center

Louzada, Alexandre Neves; Elia, Marcos da Fonseca; Sampaio, Fábio Ferrentini; Vidal, Andre Luiz Pestana

2014-01-01

The aim of this work is to adapt and test, in a Brazilian public school, the ACE model proposed by Borkulo for evaluating student performance as a teaching-learning process based on computational modeling systems. The ACE model is based on different types of reasoning involving three dimensions. In addition to adapting the model and introducing…

Changes in Learning Process Caused by the Implementation of ICT in Education in Estonian In-Service and Pre-Service Teachers Perceptions

ERIC Educational Resources Information Center

Luik, Piret; Kukemelk, Hasso

2008-01-01

The current paper reports on a qualitative study examining in-service and pre-service teachers perceptions about changes in the learning process caused by the involvement of ICT (Information and Communication Technology) in Estonian schools. Based on five in-service and five pre-service teachers' interviews, findings indicate some positive, some…

Skill Development in Experimental Courses

ERIC Educational Resources Information Center

Bagán, Héctor; Sayós, Rosa; García, José F.

2015-01-01

Experimental courses offer a good opportunity to work with competences, promoting the incorporation of strategies oriented towards motivating students to actively involve in the learning process, promoting reflexive learning and developing generic skills. This study presents different ways of developing and evaluating some important general…

Developing Leadership Capacity through Organizational Learning

ERIC Educational Resources Information Center

Buchanan, Julia

2008-01-01

The relationship of human development to leadership growth and organizational learning is becoming more significant as organizations recognize the value of skilled leadership. In order to foster collective intelligence and innovation in groups, leadership throughout an organization benefits from the understanding of processes involved in…

Learning from the spinal cord: How the study of spinal cord plasticity informs our view of learning

PubMed Central

Grau, James W.

2013-01-01

The paper reviews research examining whether and how training can induce a lasting change in spinal cord function. A framework for the study of learning, and some essential issues in experimental design, are discussed. A core element involves delayed assessment under common conditions. Research has shown that brain systems can induce a lasting (memory-like) alteration in spinal function. Neurons within the lower (lumbosacral) spinal cord can also adapt when isolated from the brain by means of a thoracic transection. Using traditional learning paradigms, evidence suggests that spinal neurons support habituation and sensitization as well as Pavlovian and instrumental conditioning. At a neurobiological level, spinal systems support phenomena (e.g., long-term potentiation), and involve mechanisms (e.g., NMDA mediated plasticity, protein synthesis) implicated in brain-dependent learning and memory. Spinal learning also induces modulatory effects that alter the capacity for learning. Uncontrollable/unpredictable stimulation disables the capacity for instrumental learning and this effect has been linked to the cytokine tumor necrosis factor (TNF). Predictable/controllable stimulation enables learning and counters the adverse effects of uncontrollable simulation through a process that depends upon brain-derived neurotrophic factor (BDNF). Finally, uncontrollable, but not controllable, nociceptive stimulation impairs recovery after a contusion injury. A process-oriented approach (neurofunctionalism) is outlined that encourages a broader view of learning phenomena. PMID:23973905

Antennal tactile learning in the honeybee: effect of nicotinic antagonists on memory dynamics.

PubMed

Dacher, M; Lagarrigue, A; Gauthier, M

2005-01-01

Restrained worker honeybees (Apis mellifera L.) are able to learn to associate antennal-scanning of a metal plate with a sucrose reinforcement delivered to the mouthparts. Learning occurs reliably in a single association of the two sensory stimuli. The involvement of nicotinic pathways in memory formation and retrieval processes was tested by injecting, into the whole brain through the median ocellus, either mecamylamine (0.6 microg per bee) or alpha-bungarotoxin (2.4 ng per bee). Saline served as a control. Mecamylamine injected 10 min before the retrieval test impairs the retention level tested 3 h and 24 h after single- or multi-trial learning. Retrieval tests performed at various times after the injection show that the blocking effect of mecamylamine lasts about 1 h. The drug has no effect on the reconsolidation or extinction processes. Mecamylamine injected 10 min before conditioning impairs single-trial learning but has no effect on five-trial learning and on the consolidation process. By contrast, alpha-bungarotoxin only impairs the formation of long-term memory (24 h) induced by the five-trial learning and has no effect on medium-term memory (3 h), on single-trial learning or on the retrieval process. Hence, owing to previous data, at least two kinds of nicotinic receptors seem to be involved in honeybee memory, an alpha-bungarotoxin-sensitive and an alpha-bungarotoxin-insensitive receptor. Our results extend to antennal mechanosensory conditioning the role of the cholinergic system that we had previously described for olfactory conditioning in the honeybee. Moreover, we describe here in this insect a pharmacological dissociation between alpha-bungarotoxin sensitive long-term memory and alpha-bungarotoxin insensitive medium-term memory, the last one being affected by mecamylamine.

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

NASA Astrophysics Data System (ADS)

Wesnita, A.; Dewi, M.

2018-02-01

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

GABAergic interneurons: The orchestra or the conductor in fear learning and memory?

PubMed

Lucas, Elizabeth K; Clem, Roger L

2017-12-02

Fear conditioning is a form of associative learning that is fundamental to survival and involves potentiation of activity in excitatory projection neurons (PNs). Current models stipulate that the mechanisms underlying this process involve plasticity of PN synapses, which exhibit strengthening in response to fear conditioning. However, excitatory PNs are extensively modulated by a diverse array of GABAergic interneurons whose contributions to acquisition, storage, and expression of fear memory remain poorly understood. Here we review emerging evidence that genetically-defined interneurons play important subtype-specific roles in processing of fear-related stimuli and that these dynamics shape PN firing through both inhibition and disinhibition. Furthermore, interneurons exhibit structural, molecular, and electrophysiological evidence of fear learning-induced synaptic plasticity. These studies warrant discarding the notion of interneurons as passive bystanders in long-term memory. Copyright © 2017. Published by Elsevier Inc.

Coordination meetings as a means of fostering collective learning among jury members involved in the validation of prior learning (VPL).

PubMed

Sandrine, Cortessis

2012-01-01

Jury members involved in the validation of prior learning (VPL) are supposed to draw parallels between the skills the candidate has acquired and the criteria established in relation to the frame of reference. The recalibration of criteria is a form of collective work. During meetings, jury members face common obstacles together. They try to sidestep the prescribed work and then collectively take ownership of it. Collective meetings allow responsibilities to be shared. This contrast between the imposition of extremely narrow prescribed work and the possibility of modifying prescribed work during collective meetings, sets a dialogic process in motion. Such a process gives jury members the opportunity to evolve in their practices. This ensures that jury members are always in a position to reflect on their own methods of action.

A requirements engineering approach for improving the quality of diabetes education websites.

PubMed

Shabestari, Omid; Roudsari, Abdul

2011-01-01

Diabetes Mellitus is a major chronic disease with multi-organ involvement and high-cost complications. Although it has been proved that structured education can control the risk of developing these complications, there is big room for improvement in the educational services for these patients. e-learning can be a good solution to fill this gap. Most of the current e-learning solutions for diabetes were designed by computer experts and healthcare professionals but the patients, as end-users of these systems, haven't been deeply involved in the design process. Considering the expectations of the patients, this article investigates a requirement engineering process comparing the level of importance given to different attributes of the e-learning by patients and healthcare professionals. The results of this comparison can be used for improving the currently developed online diabetes education systems.

Putting sex education in its place.

PubMed

Cassell, C

1981-04-01

In order to help reduce fears and anxieties regarding the influence of sex education in a public school setting, school and community sexuality educators need to better articulate the difference between formal and structured sex education and non-formal, informal and incidental sex learning. Sex education is only 1 aspect of the sexual learning process. 2 main points have to be clarified for parents and the general public to set the stage for a new way to view the school and community involvement in the sexual learning process: the schools' sexuality education courses constitute only a small portion of the sexual learning process; and sexual learning is not an event for youth only, but a process spanning life. Sex education (the process) connotates an academic setting with a specific curricula taught by a trained instructor, but sexual learning relates to environmental, non-formal incidental learning from a multitude of sources. Studies indicate that teenagers receive about 90% of their contraceptive and sexuality informaation from peers and mass media and that these sources of information are becoming their preferred sources of sex education. What is needed is a way to address and improve the conditions of sexual learning in the community. As home is the ideal environment for primary and positive sexual learning, parents need support in their role as sex educators. Classroom sexuality education curricula in all school settings have a solid place in the process of sexual learning.

The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

NASA Astrophysics Data System (ADS)

Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

2018-05-01

This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students' learning outcomes. To evaluate and compare students' learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students' learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy.

Managing the Process of International Collaboration in Online Course Development: A Case-Example Involving Higher Education Institutions in Ireland, Switzerland, Austria, and the United Kingdom

ERIC Educational Resources Information Center

Ryan, Cathal; Bergin, Michael; Titze, Sylvia; Ruf, Wolfgang; Kunz, Stefan; Mazza, Riccardo; Chalder, Trudie; Windgassen, Sula; Miner, Dianne Cooney; Wells, John S. G.

2017-01-01

There has been significant growth recently in online learning and joint programmes of education involving collaborative partnerships between and among higher education institutions in different jurisdictions. Utilising an interdisciplinary team model (Care and Scanlan 2001), we describe in this article the process of collaboration among four…

Multi-Interval Discretization of Continuous-Valued Attributes for Classification Learning

NASA Technical Reports Server (NTRS)

Fayyad, U.; Irani, K.

1993-01-01

Since most real-world applications of classification learning involve continuous-valued attributes, properly addressing the discretization process is an important problem. This paper addresses the use of the entropy minimization heuristic for discretizing the range of a continuous-valued attribute into multiple intervals.

Listening from the Inside Out.

ERIC Educational Resources Information Center

Joiner, Elizabeth G.

1984-01-01

Examines studies in brain research which are closely related to language learning. Discusses Asher's Total Physical Response and Lozanov's Suggestopedia as approaches which activate the right brain hemisphere and involve it in the language learning process. Discusses practical applications for what is currently known about listening. (SED)

A Symbolic Model of the Nonconscious Acquisition of Information.

ERIC Educational Resources Information Center

Ling, Charles X.; Marinov, Marin

1994-01-01

Challenges Smolensky's theory that human intuitive/nonconscious cognitive processes can only be accurately explained in terms of subsymbolic computations in artificial neural networks. Symbolic learning models of two cognitive tasks involving nonconscious acquisition of information are presented: learning production rules and artificial finite…

The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement, and satisfaction: a structural model

PubMed Central

De la Fuente, Jesus; Zapata, Lucía; Martínez-Vicente, Jose M.; Sander, Paul; Cardelle-Elawar, María

2014-01-01

The present investigation examines how personal self-regulation (presage variable) and regulatory teaching (process variable of teaching) relate to learning approaches, strategies for coping with stress, and self-regulated learning (process variables of learning) and, finally, how they relate to performance and satisfaction with the learning process (product variables). The objective was to clarify the associative and predictive relations between these variables, as contextualized in two different models that use the presage-process-product paradigm (the Biggs and DEDEPRO models). A total of 1101 university students participated in the study. The design was cross-sectional and retrospective with attributional (or selection) variables, using correlations and structural analysis. The results provide consistent and significant empirical evidence for the relationships hypothesized, incorporating variables that are part of and influence the teaching–learning process in Higher Education. Findings confirm the importance of interactive relationships within the teaching–learning process, where personal self-regulation is assumed to take place in connection with regulatory teaching. Variables that are involved in the relationships validated here reinforce the idea that both personal factors and teaching and learning factors should be taken into consideration when dealing with a formal teaching–learning context at university. PMID:25964764

The Flynn effect and memory function.

PubMed

Baxendale, Sallie

2010-08-01

The Flynn effect refers to the steady increase in IQ that appears to date back at least to the inception of modern-day IQ tests. This study examined the possible Flynn effects on clinical memory tests involving the learning and recall of verbal and nonverbal material. Comparisons of the age-related norms on the list learning and design learning tasks from the Adult Memory and Information Processing Battery (AMIPB), published in 1985, and its successor, the BIRT (Brain Injury Rehabilitation Trust) Memory and Information Processing Battery (BMIPB) published in 2007, indicate that there is a significant Flynn effect on tests of memory function. This effect appears to be material specific with statistically significant improvements in all scores on tests involving the learning and recall of visual material in every age range evident over a 22-year period. Verbal memory abilities appear to be relatively stable with no significant differences between the scores in the majority of age ranges. The ramifications for the clinical interpretation of these tests are discussed.

Talker-specific learning in amnesia: Insight into mechanisms of adaptive speech perception

PubMed Central

Trude, Alison M.; Duff, Melissa C.; Brown-Schmidt, Sarah

2014-01-01

A hallmark of human speech perception is the ability to comprehend speech quickly and effortlessly despite enormous variability across talkers. However, current theories of speech perception do not make specific claims about the memory mechanisms involved in this process. To examine whether declarative memory is necessary for talker-specific learning, we tested the ability of amnesic patients with severe declarative memory deficits to learn and distinguish the accents of two unfamiliar talkers by monitoring their eye-gaze as they followed spoken instructions. Analyses of the time-course of eye fixations showed that amnesic patients rapidly learned to distinguish these accents and tailored perceptual processes to the voice of each talker. These results demonstrate that declarative memory is not necessary for this ability and points to the involvement of non-declarative memory mechanisms. These results are consistent with findings that other social and accommodative behaviors are preserved in amnesia and contribute to our understanding of the interactions of multiple memory systems in the use and understanding of spoken language. PMID:24657480

Lessons learned: clinicians' post-occupancy perspective of facility design involvement.

PubMed

Reno, Kathy; Okland, Kathy; Finis, Nanne; Lamantia, Gina; Call, Roger; Cardon, Kerrie; Gerber, Deborah; Zeigler, Janet

2014-01-01

The research was conducted to determine clinician knowledge needs for competent involvement with the facility design process as well as to gather lessons learned on building stronger design teams. As clinical stakeholders are invited to the healthcare facility design table, the question arises as to the ability of professionally diverse team members to translate each other's comments and ideas accurately. In the past, hospitals were designed by a handful of hospital leaders and architects. More recently, multiple players have become involved throughout the design and construction of new healthcare facilities. Clinical consultants from two international healthcare companies observed that many clinicians were unprepared to effectively translate their needs to the architectural community or to competently utilize architectural tools and documents. A qualitative, post-occupancy cross-case study was conducted to understand how clinicians could increase their competencies for successful involvement in facility design. Focus group interviews were held with teams from healthcare facilities occupying their new facility for more than 6 months and less than 2 years. Curriculum topics were validated and additional areas recommended based on the interviews. Open-ended questioins on lessons learned provided several new dimensions to the research. Although validating the curriculum was the initial intent, the feedback from the focus groups on lessons learned provided rich concepts for practice implications and further research on post-occupancy. Decision-making, design process, interdisciplinary, planning, post-occupancy.

The Systems Engineering Approach to Mechanical Failure Prevention. Proceedings of the Meeting of the Mechanical Failures Prevention Group (47th) Held in Virginia Beach, Virginia on April 13-15, 1993.

DTIC Science & Technology

1993-04-15

Czyryca from the Naval Surface Warfare Center gave a Plenary Aodress on Lessons Learned in Metallurgical Failure Analyses of Naval Machinery. The...processing methods take many years to implement, because of the large capital investments and the learning process involved, we feel confident that they will...signals experienced by the self. Filters are an indistinguishable part of the self. As we learn about the causes of our failures, and see that we can

Audio-based, unsupervised machine learning reveals cyclic changes in earthquake mechanisms in the Geysers geothermal field, California

NASA Astrophysics Data System (ADS)

Holtzman, B. K.; Paté, A.; Paisley, J.; Waldhauser, F.; Repetto, D.; Boschi, L.

2017-12-01

The earthquake process reflects complex interactions of stress, fracture and frictional properties. New machine learning methods reveal patterns in time-dependent spectral properties of seismic signals and enable identification of changes in faulting processes. Our methods are based closely on those developed for music information retrieval and voice recognition, using the spectrogram instead of the waveform directly. Unsupervised learning involves identification of patterns based on differences among signals without any additional information provided to the algorithm. Clustering of 46,000 earthquakes of $0.3

A Roadmap to Cope with Common Problems in E-Learning Research Designs

ERIC Educational Resources Information Center

Sarsa, Javier; Escudero, Tomás

2016-01-01

E-learning research is plenty of difficulties, as also research in education is. Usually, the high number of features involved in e-learning processes complicates and masks the identification and isolation of the factors which cause the expected benefits, when they exist. At the same time, a bunch of threats are ready to weaken the validity of the…

The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools. A Report for CASEL

ERIC Educational Resources Information Center

Bridgeland, John; Bruce, Mary; Hariharan, Arya

2013-01-01

The central message of this report is that teachers across America understand that social and emotional learning (SEL) is critical to student success in school, work, and life. Social and emotional learning involves the processes of developing competencies, including self-awareness, self-management, social awareness, relationship skills, and…

Quality of Blended Learning within the Scope of the Bologna Process

ERIC Educational Resources Information Center

Monteiro, Angelica; Leite, Carlinda; Lima, Lurdes

2013-01-01

This article builds on existing data about the blended learning approach in higher education. It presents the theoretical framework and data of an empirical study conducted at the University of Porto in Portugal involving teachers who won the E-Learning Prize of Excellence in the period between 2006 and 2010. The main objective of this article is…

Neuroscience and Learning: Lessons from Studying the Involvement of a Region of Cerebellar Cortex in Eyeblink Classical Conditioning

ERIC Educational Resources Information Center

Villarreal, Ronald P.; Steinmetz, Joseph E.

2005-01-01

How the nervous system encodes learning and memory processes has interested researchers for 100 years. Over this span of time, a number of basic neuroscience methods has been developed to explore the relationship between learning and the brain, including brain lesion, stimulation, pharmacology, anatomy, imaging, and recording techniques. In this…

Readers Theater as a Tool to Understand Difficult Concept in Economics

ERIC Educational Resources Information Center

Wulandari, Dwi; Narmaditya, Bagus Shandy

2017-01-01

Readers Theater is one of the innovative learning in an effort to increase the understanding and value students' learning processes that involve the activity of reading, writing, listening and speaking. In this type of learning, students read a manuscript of a certain literature and other students grasp the meaning of what was read and is shown by…

Cognitive Task Analysis of Experts in Designing Multimedia Learning Object Guideline (M-LOG)

ERIC Educational Resources Information Center

Razak, Rafiza Abdul; Palanisamy, Punithavathy

2013-01-01

The purpose of this study was to design and develop a set of guidelines for multimedia learning objects to inform instructional designers (IDs) about the procedures involved in the process of content analysis. This study was motivated by the absence of standardized procedures in the beginning phase of the multimedia learning object design which is…

Colors of Competence in Competition: A Guide for Active Learning in Competitive Activities

ERIC Educational Resources Information Center

Bernstein, Eve; Rasmussen, Jennifer F.

2013-01-01

The idea of actively involving children in the learning process can be beneficial for both teacher and student on a number of levels. Allowing students in physical education class to make choices has been incorporated into elementary-age teaching successfully. As a way to invite students to become more active participants in their learning,…

Striatal degeneration impairs language learning: evidence from Huntington's disease.

PubMed

De Diego-Balaguer, R; Couette, M; Dolbeau, G; Dürr, A; Youssov, K; Bachoud-Lévi, A-C

2008-11-01

Although the role of the striatum in language processing is still largely unclear, a number of recent proposals have outlined its specific contribution. Different studies report evidence converging to a picture where the striatum may be involved in those aspects of rule-application requiring non-automatized behaviour. This is the main characteristic of the earliest phases of language acquisition that require the online detection of distant dependencies and the creation of syntactic categories by means of rule learning. Learning of sequences and categorization processes in non-language domains has been known to require striatal recruitment. Thus, we hypothesized that the striatum should play a prominent role in the extraction of rules in learning a language. We studied 13 pre-symptomatic gene-carriers and 22 early stage patients of Huntington's disease (pre-HD), both characterized by a progressive degeneration of the striatum and 21 late stage patients Huntington's disease (18 stage II, two stage III and one stage IV) where cortical degeneration accompanies striatal degeneration. When presented with a simplified artificial language where words and rules could be extracted, early stage Huntington's disease patients (stage I) were impaired in the learning test, demonstrating a greater impairment in rule than word learning compared to the 20 age- and education-matched controls. Huntington's disease patients at later stages were impaired both on word and rule learning. While spared in their overall performance, gene-carriers having learned a set of abstract artificial language rules were then impaired in the transfer of those rules to similar artificial language structures. The correlation analyses among several neuropsychological tests assessing executive function showed that rule learning correlated with tests requiring working memory and attentional control, while word learning correlated with a test involving episodic memory. These learning impairments significantly correlated with the bicaudate ratio. The overall results support striatal involvement in rule extraction from speech and suggest that language acquisition requires several aspects of memory and executive functions for word and rule learning.

Data Processing And Machine Learning Methods For Multi-Modal Operator State Classification Systems

NASA Technical Reports Server (NTRS)

Hearn, Tristan A.

2015-01-01

This document is intended as an introduction to a set of common signal processing learning methods that may be used in the software portion of a functional crew state monitoring system. This includes overviews of both the theory of the methods involved, as well as examples of implementation. Practical considerations are discussed for implementing modular, flexible, and scalable processing and classification software for a multi-modal, multi-channel monitoring system. Example source code is also given for all of the discussed processing and classification methods.

How much of reinforcement learning is working memory, not reinforcement learning? A behavioral, computational, and neurogenetic analysis

PubMed Central

Collins, Anne G. E.; Frank, Michael J.

2012-01-01

Instrumental learning involves corticostriatal circuitry and the dopaminergic system. This system is typically modeled in the reinforcement learning (RL) framework by incrementally accumulating reward values of states and actions. However, human learning also implicates prefrontal cortical mechanisms involved in higher level cognitive functions. The interaction of these systems remains poorly understood, and models of human behavior often ignore working memory (WM) and therefore incorrectly assign behavioral variance to the RL system. Here we designed a task that highlights the profound entanglement of these two processes, even in simple learning problems. By systematically varying the size of the learning problem and delay between stimulus repetitions, we separately extracted WM-specific effects of load and delay on learning. We propose a new computational model that accounts for the dynamic integration of RL and WM processes observed in subjects' behavior. Incorporating capacity-limited WM into the model allowed us to capture behavioral variance that could not be captured in a pure RL framework even if we (implausibly) allowed separate RL systems for each set size. The WM component also allowed for a more reasonable estimation of a single RL process. Finally, we report effects of two genetic polymorphisms having relative specificity for prefrontal and basal ganglia functions. Whereas the COMT gene coding for catechol-O-methyl transferase selectively influenced model estimates of WM capacity, the GPR6 gene coding for G-protein-coupled receptor 6 influenced the RL learning rate. Thus, this study allowed us to specify distinct influences of the high-level and low-level cognitive functions on instrumental learning, beyond the possibilities offered by simple RL models. PMID:22487033

When the user is not the chooser: learning from stakeholder involvement in technology adoption decisions in infection control.

PubMed

Ahmad, R; Kyratsis, Y; Holmes, A

2012-07-01

Health systems need efficient and effective innovation decisions to provide maximum benefit to patients, particularly in a climate of financial constraints. Although evidence-based innovations exist for helping to address healthcare-associated infections, the uptake and implementation of these is highly variable and in some cases very slow. To investigate innovation adoption decisions and implementation processes from an organizational perspective, focusing on the implications of stakeholder involvement during the innovation process. Thirty-eight technology adoption decisions and implementation processes were examined through 121 qualitative interviews in 12 National Health Service healthcare organizations across England. Stakeholder involvement varied across organizations with decisions highly exclusive to the infection prevention and control (IPC) team, to highly inclusive of wider organizational members. The context, including organizational culture, previous experience, and logistical factors influenced the level of stakeholder engagement. The timing of stakeholder involvement in the process impacted on: (i) the range of innovations considered; (ii) the technologies selected, and (iii) the success of technology implementation. Cases of non-adoption, discontinued adoption, and of successful implementation are presented to share learning. The potential benefits of stakeholder involvement for 'successful' innovation adoption are presented including a goal-oriented framework for involvement. Key stakeholder involvement can lead to innovation adoption and implementation compatible with structural and cultural contexts, particularly when involvement crosses the phases of initiation, decision-making and implementation. Involving members of the wider healthcare organization can raise the profile of IPC and reinforce efforts to make IPC everybody's business. Copyright © 2012 The Healthcare Infection Society. Published by Elsevier Ltd. All rights reserved.

Can theories of animal discrimination explain perceptual learning in humans?

PubMed

Mitchell, Chris; Hall, Geoffrey

2014-01-01

We present a review of recent studies of perceptual learning conducted with nonhuman animals. The focus of this research has been to elucidate the mechanisms by which mere exposure to a pair of similar stimuli can increase the ease with which those stimuli are discriminated. These studies establish an important role for 2 mechanisms, one involving inhibitory associations between the unique features of the stimuli, the other involving a long-term habituation process that enhances the relative salience of these features. We then examine recent work investigating equivalent perceptual learning procedures with human participants. Our aim is to determine the extent to which the phenomena exhibited by people are susceptible to explanation in terms of the mechanisms revealed by the animal studies. Although we find no evidence that associative inhibition contributes to the perceptual learning effect in humans, initial detection of unique features (those that allow discrimination between 2 similar stimuli) appears to depend on an habituation process. Once the unique features have been detected, a tendency to attend to those features and to learn about their properties enhances subsequent discrimination. We conclude that the effects obtained with humans engage mechanisms additional to those seen in animals but argue that, for the most part, these have their basis in learning processes that are common to animals and people. In a final section, we discuss some implications of this analysis of perceptual learning for other aspects of experimental psychology and consider some potential applications. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Bridging the School-Home Divide in the Middle Grades: A Process for Strengthening School-Family Partnerships

ERIC Educational Resources Information Center

Kyzar, Kathleen; Jimerson, Jo Beth

2018-01-01

Evidence around adolescent learning and development is clear: School-family partnerships matter. However, traditional methods for engaging families that narrowly define who is involved and what constitutes involvement fall short of promoting optimal outcomes. Meaningful family engagement practices involve reciprocal, two-way interactions between…

A case study analysing the process of analogy-based learning in a teaching unit about simple electric circuits

NASA Astrophysics Data System (ADS)

Paatz, Roland; Ryder, James; Schwedes, Hannelore; Scott, Philip

2004-09-01

The purpose of this case study is to analyse the learning processes of a 16-year-old student as she learns about simple electric circuits in response to an analogy-based teaching sequence. Analogical thinking processes are modelled by a sequence of four steps according to Gentner's structure mapping theory (activate base domain, postulate local matches, connect them to a global match, draw candidate inferences). We consider whether Gentner's theory can be used to account for the details of this specific teaching/learning context. The case study involved video-taping teaching and learning activities in a 10th-grade high school course in Germany. Teaching used water flow through pipes as an analogy for electrical circuits. Using Gentner's theory, relational nets were created from the student's statements at different stages of her learning. Overall, these nets reflect the four steps outlined earlier. We also consider to what extent the learning processes revealed by this case study are different from previous analyses of contexts in which no analogical knowledge is available.

Software Process Improvement Journey: IBM Australia Application Management Services

DTIC Science & Technology

2005-03-01

learned from its successes and mistakes and then applied that learning to the next project . 28 CMU/SEI-2005-TR...worldwide re- quirements for project management and quality; it was the organization’s staff members who played a part in the development of the ...environ- ment and that it involves personnel from a variety of areas, ideally not part of the group that developed the technology or process

Outcomes-Based Authentic Learning, Portfolio Assessment, and a Systems Approach to "Complex Problem-Solving": Related Pillars for Enhancing the Innovative Role of PBL in Future Higher Education

ERIC Educational Resources Information Center

Richards, Cameron

2015-01-01

The challenge of better reconciling individual and collective aspects of innovative problem-solving can be productively addressed to enhance the role of PBL as a key focus of the creative process in future higher education. This should involve "active learning" approaches supported by related processes of teaching, assessment and…

Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance.

PubMed

Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A

2015-02-01

Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Pre-Columbian Curriculum Motivators: An Approach to Bi-cultural Instruction.

ERIC Educational Resources Information Center

Jimenez, Randall Cosme

A process that could facilitate a cross-cultural learning environment was designed. The process involved (1) developing motivational devices using an historical selection process that incorporated a "significant difference", evaluated reconstructed historical materials, devices that prevent a "past-present" dichotomy,…

Dopamine selectively remediates ‘model-based’ reward learning: a computational approach

PubMed Central

Sharp, Madeleine E.; Foerde, Karin; Daw, Nathaniel D.

2016-01-01

Patients with loss of dopamine due to Parkinson’s disease are impaired at learning from reward. However, it remains unknown precisely which aspect of learning is impaired. In particular, learning from reward, or reinforcement learning, can be driven by two distinct computational processes. One involves habitual stamping-in of stimulus-response associations, hypothesized to arise computationally from ‘model-free’ learning. The other, ‘model-based’ learning, involves learning a model of the world that is believed to support goal-directed behaviour. Much work has pointed to a role for dopamine in model-free learning. But recent work suggests model-based learning may also involve dopamine modulation, raising the possibility that model-based learning may contribute to the learning impairment in Parkinson’s disease. To directly test this, we used a two-step reward-learning task which dissociates model-free versus model-based learning. We evaluated learning in patients with Parkinson’s disease tested ON versus OFF their dopamine replacement medication and in healthy controls. Surprisingly, we found no effect of disease or medication on model-free learning. Instead, we found that patients tested OFF medication showed a marked impairment in model-based learning, and that this impairment was remediated by dopaminergic medication. Moreover, model-based learning was positively correlated with a separate measure of working memory performance, raising the possibility of common neural substrates. Our results suggest that some learning deficits in Parkinson’s disease may be related to an inability to pursue reward based on complete representations of the environment. PMID:26685155

Piaget and Organic Chemistry: Teaching Introductory Organic Chemistry through Learning Cycles

NASA Astrophysics Data System (ADS)

Libby, R. Daniel

1995-07-01

This paper describes the first application of the Piaget-based learning cycle technique (Atkin & Karplus, Sci. Teach. 1962, 29, 45-51) to an introductory organic chemistry course. It also presents the step-by-step process used to convert a lecture course into a discussion-based active learning course. The course is taught in a series of learning cycles. A learning cycle is a three phase process that provides opportunities for students to explore new material and work with an instructor to recognize logical patterns in data, and devise and test hypotheses. In this application, the first phase, exploration, involves out-of-class student evaluation of data in attempts to identify significant trends and develop hypotheses that might explain the trends in terms of fundamental scientific principles. In the second phase, concept invention, the students and instructor work together in-class to evaluate student hypotheses and find concepts that work best in explaining the data. The third phase, application, is an out-of-class application of the concept to new situations. The development of learning cycles from lecture notes is presented as an 8 step procedure. The process involves revaluation and restructuring of the course material to maintain a continuity of concept development according to the instructor's logic, dividing topics into individual concepts or techniques, and refocusing the presentation in terms of large numbers of examples that can serve as data for students in their exploration and application activities. A sample learning cycle and suggestions for ways of limited implementation of learning cycles into existing courses are also provided.

Practicing Improvisation: Preparing Multicultural Educators

ERIC Educational Resources Information Center

Hull, Karla

2015-01-01

Preparing competent multicultural educators involves a dynamic process requiring constant self-reflection and assisting pre-service teachers to sharpen their cultural vision as they learn to be responsive educators. Reflections on lessons learned as a teacher educator are shared through personal experiences that are identified as keys to prepare…

Real-Time Teaching: Lessons from Katrina

ERIC Educational Resources Information Center

Phillips, Antoinette S.; Phillips, Carl R.

2008-01-01

Professors strive constantly to find ways for students to apply what they are learning in the classroom, thereby reinforcing principles being taught and increasing student interest and involvement in the learning process. Hurricane Katrina's devastating impact on the Gulf Coast had wide-ranging consequences. As a result, many individuals…

Constructive Use of Authoritative Sources in Science Meaning-making

NASA Astrophysics Data System (ADS)

Yeo, Jennifer; Chee Tan, Seng

2010-09-01

Researchers are skeptical about the role of authoritative sources of information in a constructivist learning environment for fear of usurping students' critical thinking. Taking a social semiotics perspective in this study, authoritative sources are regarded as inscriptions of cultural artifacts, and science learning involves meaning-making of these cultural artifacts. In studying the meaning-making process of a group of students doing problem-based learning (PBL), our findings show that authoritative sources played an important role in deepening and expanding students' scientific knowledge. We also found that constructive use of authoritative sources involves interpretation of meaning in context. This structural coupling of authoritative sources and context for meaningful sense-making has to be taken into consideration in the design of learning environment.

The effects of oxytocin on social reward learning in humans.

PubMed

Clark-Elford, Rebecca; Nathan, Pradeep J; Auyeung, Bonnie; Voon, Valerie; Sule, Akeem; Müller, Ulrich; Dudas, Robert; Sahakian, Barbara J; Phan, K Luan; Baron-Cohen, Simon

2014-02-01

It has been hypothesised that the mechanisms modulating social affiliation are regulated by reward circuitry. Oxytocin, previously shown to support affiliative behaviour and the processing of socio-emotional stimuli, is expressed in areas of the brain involved in reward and motivation. However, limited data are available that test if oxytocin is directly involved in reward learning, or whether oxytocin can modulate the effect of emotion on reward learning. In a double-blind, randomised, placebo-controlled, within-group study design, 24 typical male volunteers were administered 24 IU of oxytocin or placebo and subsequently completed an affective reward learning task. Oxytocin selectively reduced performance of learning rewards, but not losses, from happy faces. The mechanism by which oxytocin may be exerting this effect is discussed in terms of whether oxytocin is affecting identity recognition via affecting the salience of happy faces. We conclude that oxytocin detrimentally affects learning rewards from happy faces in certain contexts.

Nogo-A regulates spatial learning as well as memory formation and modulates structural plasticity in the adult mouse hippocampus.

PubMed

Zagrebelsky, Marta; Lonnemann, Niklas; Fricke, Steffen; Kellner, Yves; Preuß, Eike; Michaelsen-Preusse, Kristin; Korte, Martin

2017-02-01

Behavioral learning has been shown to involve changes in the function and structure of synaptic connections of the central nervous system (CNS). On the other hand, the neuronal circuitry in the mature brain is characterized by a high degree of stability possibly providing a correlate for long-term storage of information. This observation indicates the requirement for a set of molecules inhibiting plasticity and promoting stability thereby providing temporal and spatial specificity to plastic processes. Indeed, signaling of Nogo-A via its receptors has been shown to play a crucial role in restricting activity-dependent functional and structural plasticity in the adult CNS. However, whether Nogo-A controls learning and memory formation and what are the cellular and molecular mechanisms underlying this function is still unclear. Here we show that Nogo-A signaling controls spatial learning and reference memory formation upon training in the Morris water maze and negatively modulates structural changes at spines in the mouse hippocampus. Learning processes and the correlated structural plasticity have been shown to involve changes in excitatory as well as in inhibitory neuronal connections. We show here that Nogo-A is highly expressed not only in excitatory, but also in inhibitory, Parvalbumin positive neurons in the adult hippocampus. By this means our current and previous data indicate that Nogo-A loss-of-function positively influences spatial learning by priming the neuronal structure to a higher plasticity level. Taken together our results link the role of Nogo-A in negatively regulating plastic processes to a physiological function in controlling learning and memory processes in the mature hippocampus and open the interesting possibility that it might mainly act by controlling the function of the hippocampal inhibitory circuitry. Copyright © 2016 Elsevier Inc. All rights reserved.

The Michelin red guide of the brain: role of dopamine in goal-oriented navigation.

PubMed

Retailleau, Aude; Boraud, Thomas

2014-01-01

Spatial learning has been recognized over the years to be under the control of the hippocampus and related temporal lobe structures. Hippocampal damage often causes severe impairments in the ability to learn and remember a location in space defined by distal visual cues. Such cognitive disabilities are found in Parkinsonian patients. We recently investigated the role of dopamine in navigation in the 6-Hydroxy-dopamine (6-OHDA) rat, a model of Parkinson's disease (PD) commonly used to investigate the pathophysiology of dopamine depletion (Retailleau et al., 2013). We demonstrated that dopamine (DA) is essential to spatial learning as its depletion results in spatial impairments. Our results showed that the behavioral effect of DA depletion is correlated with modification of the neural encoding of spatial features and decision making processes in hippocampus. However, the origin of these alterations in the neural processing of the spatial information needs to be clarified. It could result from a local effect: dopamine depletion disturbs directly the processing of relevant spatial information at hippocampal level. Alternatively, it could result from a more distributed network effect: dopamine depletion elsewhere in the brain (entorhinal cortex, striatum, etc.) modifies the way hippocampus processes spatial information. Recent experimental evidence in rodents, demonstrated indeed, that other brain areas are involved in the acquisition of spatial information. Amongst these, the cortex-basal ganglia (BG) loop is known to be involved in reinforcement learning and has been identified as an important contributor to spatial learning. In particular, it has been shown that altered activity of the BG striatal complex can impair the ability to perform spatial learning tasks. The present review provides a glimpse of the findings obtained over the past decade that support a dialog between these two structures during spatial learning under DA control.

Genetic architecture of learning and delayed recall: a twin study of episodic memory.

PubMed

Panizzon, Matthew S; Lyons, Michael J; Jacobson, Kristen C; Franz, Carol E; Grant, Michael D; Eisen, Seth A; Xian, Hong; Kremen, William S

2011-07-01

Although episodic memory is often conceptualized as consisting of multiple component processes, there is a lack of understanding as to whether these processes are influenced by the same or different genetic determinants. The aim of the present study was to utilize multivariate twin analyses to elucidate the degree to which learning and delayed recall, two critical measures of episodic memory performance, have common or different genetic and environmental influences. Participants from the Vietnam Era Twin Study of Aging (314 monozygotic twin pairs, 259 dizygotic twin pairs, and 47 unpaired twins) were assessed using the second edition of the California Verbal Learning Test. Mean age at the time of the evaluation was 55.4 years (SD = 2.5). Model fitting revealed the presence of a higher-order latent factor influencing learning, short- and long-delay free recall, with a heritability of .36. The best-fitting model also indicated specific genetic influences on learning, which accounted for 10% of the overall variance. Given that learning involves the acquisition and retrieval of information, whereas delayed recall involves only retrieval, we conclude that these specific effects are likely to reflect genes that are specific to acquisition processes. These results demonstrate that even in nonclinical populations, it is possible to differentiate component processes in episodic memory. These different genetic influences may have implications for gene association studies, as well as other genetic studies of cognitive aging and disorders of episodic memory such as Alzheimer's disease or mild cognitive impairment. PsycINFO Database Record (c) 2011 APA, all rights reserved.

Emotional Modulation of Learning and Memory: Pharmacological Implications.

PubMed

LaLumiere, Ryan T; McGaugh, James L; McIntyre, Christa K

2017-07-01

Memory consolidation involves the process by which newly acquired information becomes stored in a long-lasting fashion. Evidence acquired over the past several decades, especially from studies using post-training drug administration, indicates that emotional arousal during the consolidation period influences and enhances the strength of the memory and that multiple different chemical signaling systems participate in this process. The mechanisms underlying the emotional influences on memory involve the release of stress hormones and activation of the basolateral amygdala, which work together to modulate memory consolidation. Moreover, work suggests that this amygdala-based memory modulation occurs with numerous types of learning and involves interactions with many different brain regions to alter consolidation. Additionally, studies suggest that emotional arousal and amygdala activity in particular influence synaptic plasticity and associated proteins in downstream brain regions. This review considers the historical understanding for memory modulation and cellular consolidation processes and examines several research areas currently using this foundational knowledge to develop therapeutic treatments. Copyright © 2017 by The American Society for Pharmacology and Experimental Therapeutics.

Translational studies of goal-directed action as a framework for classifying deficits across psychiatric disorders

PubMed Central

Griffiths, Kristi R.; Morris, Richard W.; Balleine, Bernard W.

2014-01-01

The ability to learn contingencies between actions and outcomes in a dynamic environment is critical for flexible, adaptive behavior. Goal-directed actions adapt to changes in action-outcome contingencies as well as to changes in the reward-value of the outcome. When networks involved in reward processing and contingency learning are maladaptive, this fundamental ability can be lost, with detrimental consequences for decision-making. Impaired decision-making is a core feature in a number of psychiatric disorders, ranging from depression to schizophrenia. The argument can be developed, therefore, that seemingly disparate symptoms across psychiatric disorders can be explained by dysfunction within common decision-making circuitry. From this perspective, gaining a better understanding of the neural processes involved in goal-directed action, will allow a comparison of deficits observed across traditional diagnostic boundaries within a unified theoretical framework. This review describes the key processes and neural circuits involved in goal-directed decision-making using evidence from animal studies and human neuroimaging. Select studies are discussed to outline what we currently know about causal judgments regarding actions and their consequences, action-related reward evaluation, and, most importantly, how these processes are integrated in goal-directed learning and performance. Finally, we look at how adaptive decision-making is impaired across a range of psychiatric disorders and how deepening our understanding of this circuitry may offer insights into phenotypes and more targeted interventions. PMID:24904322

Biological complexity and adaptability of simple mammalian olfactory memory systems.

PubMed

Brennan, P; Keverne, E B

2015-03-01

Chemosensory systems play vital roles in the lives of most mammals, including the detection and identification of predators, as well as sex and reproductive status and the identification of individual conspecifics. All of these capabilities require a process of recognition involving a combination of innate (kairomonal/pheromonal) and learned responses. Across very different phylogenies, the mechanisms for pheromonal and odour learning have much in common. They are frequently associated with plasticity of GABA-ergic feedback at the initial level of processing the chemosensory information, which enhances its pattern separation capability. Association of odourant features into an odour object primarily involves anterior piriform cortex for non-social odours. However, the medial amygdala appears to be involved in both the recognition of social odours and their association with chemosensory information sensed by the vomeronasal system. Unusually not only the sensory neurons themselves, but also the GABA-ergic interneurons in the olfactory bulb are continually being replaced, with implications for the induction and maintenance of learned chemosensory responses. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Process Use as a Usefulism

ERIC Educational Resources Information Center

Patton, Michael Quinn

2007-01-01

Process use refers to changes in attitude, thinking, and behavior that result from participating in an evaluation. Process use includes individual learnings from evaluation involvement as well as effects on program functioning and organizational culture. The "Encyclopedia of Social Science Research Methods," in an entry on operationalization,…

Socially Mediated Metacognition and Learning to Write

ERIC Educational Resources Information Center

Larkin, Shirley

2009-01-01

Writing can be viewed as a recursive process involving both cognitive and metacognitive processes. Task, environment, individual cognition and affective processes all impact on producing written text. Recent research on the development of metacognition in young children has highlighted social constructivist and socio-cultural factors.…

Project Based Learning (PBL) and Webquest: New Dimensions in Achieving Learner Autonomy in a Class at Tertiary Level

ERIC Educational Resources Information Center

Akhand, Mohd. Moniruzzaman

2015-01-01

Now a day, the buzz word for a language classroom is "learner autonomy" that is defined differently by different experts. The fundamental of learner autonomy, however, is to involve the learning in the teaching and learning process. The term "webquest" is also a new concept to the teachers in this part of the world. A webquest…

The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools. A Report for CASEL. Executive Summary

ERIC Educational Resources Information Center

Bridgeland, John; Bruce, Mary; Hariharan, Arya

2013-01-01

The central message of this report is that teachers across America understand that social and emotional learning (SEL) is critical to student success in school, work, and life. Social and emotional learning involves the processes of developing competencies, including self-awareness, self-management, social awareness, relationship skills, and…

Implementation of Evidence-Based Practice From a Learning Perspective.

PubMed

Nilsen, Per; Neher, Margit; Ellström, Per-Erik; Gardner, Benjamin

2017-06-01

For many nurses and other health care practitioners, implementing evidence-based practice (EBP) presents two interlinked challenges: acquisition of EBP skills and adoption of evidence-based interventions and abandonment of ingrained non-evidence-based practices. The purpose of this study to describe two modes of learning and use these as lenses for analyzing the challenges of implementing EBP in health care. The article is theoretical, drawing on learning and habit theory. Adaptive learning involves a gradual shift from slower, deliberate behaviors to faster, smoother, and more efficient behaviors. Developmental learning is conceptualized as a process in the "opposite" direction, whereby more or less automatically enacted behaviors become deliberate and conscious. Achieving a more EBP depends on both adaptive and developmental learning, which involves both forming EBP-conducive habits and breaking clinical practice habits that do not contribute to realizing the goals of EBP. From a learning perspective, EBP will be best supported by means of adaptive learning that yields a habitual practice of EBP such that it becomes natural and instinctive to instigate EBP in appropriate contexts by means of seeking out, critiquing, and integrating research into everyday clinical practice as well as learning new interventions best supported by empirical evidence. However, the context must also support developmental learning that facilitates disruption of existing habits to ascertain that the execution of the EBP process or the use of evidence-based interventions in routine practice is carefully and consciously considered to arrive at the most appropriate response. © 2017 Sigma Theta Tau International.

Enactive Metaphors: Learning through Full-Body Engagement

ERIC Educational Resources Information Center

Gallagher, Shaun; Lindgren, Robb

2015-01-01

Building on both cognitive semantics and enactivist approaches to cognition, we explore the concept of enactive metaphor and its implications for learning. Enactive approaches to cognition involve the idea that online sensory-motor and affective processes shape the way the perceiver-thinker experiences the world and interacts with others.…

Collaborative Learning in Online Courses: Exploring Students' Perceptions

ERIC Educational Resources Information Center

Faja, Silvana

2013-01-01

Virtual collaborative activities have the potential to keep students engaged, create a sense of community in online courses and allow them to experience and practice virtual teamwork skills. This study presents an attempt to explore students' perceptions of online collaborative learning involving both process and product oriented activities. The…

Flexible Pedagogies: New Pedagogical Ideas. Flexible Pedagogies: Preparing for the Future Series

ERIC Educational Resources Information Center

Ryan, Alex; Tilbury, Daniella

2014-01-01

This publication is part of our five-strand research project "Flexible Pedagogies: preparing for the future". It identifies six "new pedagogical ideas" offering new pathways for learning. These include: (1) actively involving students in learning development and processes of "co-creation" thereby challenging existing…

Technology Project Learning versus Lab Experimentation

ERIC Educational Resources Information Center

Waks, S.; Sabag, N.

2004-01-01

The Project-Based Learning (PBL) approach enables the student to construct knowledge in his/her own way. Piaget, the founder of constructivism, saw the development of intelligence as a process involving the relationship between brain maturity and individual experience. The technology PBL (TPBL) approach confronts the student with a personal…

Action Learning as Relational Practice

ERIC Educational Resources Information Center

Boydell, Tom; Blantern, Chris

2007-01-01

In this paper we propose that all knowledge is made through social processes and is political (of the people involved). If one invests in a relational or historical ontology (a philosophical choice) there are implications for the way action learning is practiced. We illuminate some of these "relational practices". We purport that action learning…

Environmental Sustainability Change Management in SMEs: Learning from Sustainability Champions

ERIC Educational Resources Information Center

Chadee, Doren; Wiesner, Retha; Roxas, Banjo

2011-01-01

This study identifies the change management processes involved in undertaking environmental sustainability (ES) initiatives within Small and Medium Size Enterprises (SMEs) and relate these to the main attributes of learning organisations. Using case study techniques, the study draws from the change management experiences of a sample of 12 ES…

Fostering Learning Opportunities through Employee Participation amid Organizational Change

ERIC Educational Resources Information Center

Valleala, Ulla Maija; Herranen, Sanna; Collin, Kaija; Paloniemi, Susanna

2015-01-01

Health care organizations are facing rapid changes, frequently involving modification of existing procedures. The case study reported here examined change processes and learning in a health care organization. The organizational change in question occurred in the emergency clinic of a Finnish central hospital where a new action model for…

Supporting Content Learning for English Learners

ERIC Educational Resources Information Center

Bauer, Eurydice B.; Manyak, Patrick C.; Cook, Crystal

2010-01-01

In this column, the three authors address the teaching of ELs within the content areas. Specifically, they highlight the difference between having language and content objectives, utilizing small-group work to maximize involvement, and inclusion of beginning English speakers into the learning process. Currently there is a gap of 36 points between…

Using Pop Culture to Teach Biomechanics

ERIC Educational Resources Information Center

Ludwig, Kathryn

2012-01-01

The self-referential effect uses what students know and have experienced to help them learn. This method of teaching involves engaging students in the learning process by encouraging them to relate information to aspects of themselves. Several scholarly works by teachers and academics promote the use of students' interests in popular culture to…

Septohippocampal Acetylcholine: Involved in but Not Necessary for Learning and Memory?

ERIC Educational Resources Information Center

Parent, Marise B.; Baxter, Mark G.

2004-01-01

The neurotransmitter acetylcholine (ACh) has been accorded an important role in supporting learning and memory processes in the hippocampus. Cholinergic activity in the hippocampus is correlated with memory, and restoration of ACh in the hippocampus after disruption of the septohippocampal pathway is sufficient to rescue memory. However, selective…

AIDS Education and Citizenship Development in a University/K-12 Partnership.

ERIC Educational Resources Information Center

Mitchell, James M.

The move toward standards-based instruction calls for greater student involvement in the learning process. Cooperative learning is widely used as many standards-based school departments advocate greater employment of constructivist classrooms as the most appropriate vehicle of instruction. During academic year 2002-03, 42 students from California…

Enhancing Students' Problem-Solving Skills through Context-Based Learning

ERIC Educational Resources Information Center

Yu, Kuang-Chao; Fan, Szu-Chun; Lin, Kuen-Yi

2015-01-01

Problem solving is often challenging for students because they do not understand the problem-solving process (PSP). This study presents a three-stage, context-based, problem-solving, learning activity that involves watching detective films, constructing a context-simulation activity, and introducing a project design to enable students to construct…

Studying Biotechnological Methods Using Animations: The Teacher's Role

ERIC Educational Resources Information Center

Yarden, Hagit; Yarden, Anat

2011-01-01

Animation has great potential for improving the way people learn. A number of studies in different scientific disciplines have shown that instruction involving computer animations can facilitate the understanding of processes at the molecular level. However, using animation alone does not ensure learning. Students sometimes miss essential features…

Examining Self Regulated Learning in Relation to Certain Selected Variables

ERIC Educational Resources Information Center

Johnson, N.

2012-01-01

Self-regulation is the controlling of a process or activity by the students who are involved in Problem solving in Physics rather than by an external agency (Johnson, 2011). Selfregulated learning consists of three main components: cognition, metacognition, and motivation. Cognition includes skills necessary to encode, memorise, and recall…

Art Isn't Easy . . . but It Makes Learning Easier: Using Art to Improve Cognition

ERIC Educational Resources Information Center

Wachter, Michael; Kirkwood-Mazik, Heather

2015-01-01

This paper describes an innovative assignment in which students associate marketing concepts with artwork from a specified photographic exhibit. During the encoding process, linking various topics with pieces of art activates high-involvement learning, creative elaboration, and analytical reasoning. Consequently, students experience higher levels…

Silenced Voices: Learning about Early Childhood Programs in the South East Asian Region.

ERIC Educational Resources Information Center

MacNaughton, Glenda

1996-01-01

Explores political, cultural, historical, and economic dynamics of the Asian region. Suggests how English-speaking Australians might begin the process of learning about early childhood programs in Asia. Addresses political and practical challenges that monolingual, English-speaking Australians face when involved in cross-cultural exchanges with…

Environment for Learning: The 1970's.

ERIC Educational Resources Information Center

Green, Alan C.

The presentation by Alan C. Green briefly discusses the activities and concerns of EFL and elaborates on the learning environment of the 1970's. Building programming is discussed along with the need to consider--(1) time utilization, (2) architect's early involvement in the process of building programming, (3) prevention of domination over the…

Practical Applications of the Research on Epistemological Beliefs

ERIC Educational Resources Information Center

Nist, Sherrie L.; Holschuh, Jodi Patrick

2005-01-01

Theories of epistemological beliefs focus on individuals' perceptions about what knowledge is and where knowledge comes from. These beliefs are part of, and may in fact direct, the cognitive processes involved in learning. Research stemming from these theories offers varied explanations as to how beliefs relate to student learning and academic…

Action Research on "Visible Learning" in Science

ERIC Educational Resources Information Center

Paterson, David

2014-01-01

"Visible teaching and learning" is an educational philosophy that makes the processes and endpoints in a classroom highly visible and understandable to all involved. This was translated into a series of lesson "roadmaps" for a group of chemistry students studying rates of reaction and reaction energetics. Their end-of-unit…

Learning a Foreign Language: A New Path to Enhancement of Cognitive Functions

ERIC Educational Resources Information Center

Shoghi Javan, Sara; Ghonsooly, Behzad

2018-01-01

The complicated cognitive processes involved in natural (primary) bilingualism lead to significant cognitive development. Executive functions as a fundamental component of human cognition are deemed to be affected by language learning. To date, a large number of studies have investigated how natural (primary) bilingualism influences executive…

The Role of Networked Learning in Academics' Writing

ERIC Educational Resources Information Center

McCulloch, Sharon; Tusting, Karin; Hamilton, Mary

2017-01-01

This article explores academics' writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research project that has involved working closely with academics across different disciplines and institutions to explore their writing practices,…

Discussion of the enabling environments for decentralised water systems.

PubMed

Moglia, M; Alexander, K S; Sharma, A

2011-01-01

Decentralised water supply systems are becoming increasingly affordable and commonplace in Australia and have the potential to alleviate urban water shortages and reduce pollution into natural receiving marine and freshwater streams. Learning processes are necessary to support the efficient implementation of decentralised systems. These processes reveal the complex socio-technical and institutional factors to be considered when developing an enabling environment supporting decentralised water and wastewater servicing solutions. Critical to the technological transition towards established decentralised systems is the ability to create strategic and adaptive capacity to promote learning and dialogue. Learning processes require institutional mechanisms to ensure the lessons are incorporated into the formulation of policy and regulation, through constructive involvement of key government institutions. Engagement of stakeholders is essential to the enabling environment. Collaborative learning environments using systems analysis with communities (social learning) and adaptive management techniques are useful in refining and applying scientists' and managers' knowledge (knowledge management).

Re-engineering the process of medical imaging physics and technology education and training.

PubMed

Sprawls, Perry

2005-09-01

The extensive availability of digital technology provides an opportunity for enhancing both the effectiveness and efficiency of virtually all functions in the process of medical imaging physics and technology education and training. This includes degree granting academic programs within institutions and a wide spectrum of continuing education lifelong learning activities. Full achievement of the advantages of technology-enhanced education (e-learning, etc.) requires an analysis of specific educational activities with respect to desired outcomes and learning objectives. This is followed by the development of strategies and resources that are based on established educational principles. The impact of contemporary technology comes from its ability to place learners into enriched learning environments. The full advantage of a re-engineered and implemented educational process involves changing attitudes and functions of learning facilitators (teachers) and resource allocation and sharing both within and among institutions.

Learning new meanings for known words: Biphasic effects of prior knowledge.

PubMed

Fang, Xiaoping; Perfetti, Charles; Stafura, Joseph

2017-01-01

In acquiring word meanings, learners are often confronted by a single word form that is mapped to two or more meanings. For example, long after how to roller-"skate", one may learn that "skate" is also a kind of fish. Such learning of new meanings for familiar words involves two potentially contrasting processes, relative to new form-new meaning learning: 1) Form-based familiarity may facilitate learning a new meaning, and 2) meaning-based interference may inhibit learning a new meaning. We examined these two processes by having native English speakers learn new, unrelated meanings for familiar (high frequency) and less familiar (low frequency) English words, as well as for unfamiliar (novel or pseudo-) words. Tracking learning with cued-recall tasks at several points during learning revealed a biphasic pattern: higher learning rates and greater learning efficiency for familiar words relative to novel words early in learning and a reversal of this pattern later in learning. Following learning, interference from original meanings for familiar words was detected in a semantic relatedness judgment task. Additionally, lexical access to familiar words with new meanings became faster compared to their exposure controls, but no such effect occurred for less familiar words. Overall, the results suggest a biphasic pattern of facilitating and interfering processes: Familiar word forms facilitate learning earlier, while interference from original meanings becomes more influential later. This biphasic pattern reflects the co-activation of new and old meanings during learning, a process that may play a role in lexicalization of new meanings.

An Examination of the Influence of Clicker Technology on College Student Involvement and Recall

ERIC Educational Resources Information Center

Vaterlaus, J. Mitch; Beckert, Troy E.; Fauth, Elizabeth B.; Teemant, Boyd

2012-01-01

Educators in a variety of disciplines have used clicker technology to engage college students in the learning process. This study investigated the influence of clicker technology on student recall and student involvement in higher education. Student Involvement Theory was used to inform and guide this research. Student recall was evaluated using…

Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

NASA Astrophysics Data System (ADS)

Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

2017-02-01

Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design ( N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education.

Curriculum Development: Teacher Involvement in Curriculum Development

ERIC Educational Resources Information Center

Alsubaie, Merfat Ayesh

2016-01-01

In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program ("Guide to curriculum…

Physics Education Research and its Impact on Classroom Instruction

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2006-05-01

In recent years systematic investigations into student learning of physics have been carried out at an increasing pace, particularly at the undergraduate level. This work, broadly known as ``physics education research,'' involves exploring the process by which students come to understand physics concepts, and uncovering the difficulties and obstacles encountered by students as they learn. The ultimate outcome of this work is the development of new and more effective instructional materials and pedagogical strategies. I will outline the principal goals and methods of this research and show how it can lead to improved learning in the classroom. I will illustrate the process by discussing an ongoing investigation into student learning of thermal physics.

Discrete Dynamical Modeling.

ERIC Educational Resources Information Center

Sandefur, James T.

1991-01-01

Discussed is the process of translating situations involving changing quantities into mathematical relationships. This process, called dynamical modeling, allows students to learn new mathematics while sharpening their algebraic skills. A description of dynamical systems, problem-solving methods, a graphical analysis, and available classroom…

Empowerment and assessment: a dichotomy?

PubMed

Massey, Debbie; Osborne, Debora

2004-07-01

Institutions of higher education are sites where the rhetoric of learning increasingly collides with the diverse needs of both learners and educators. Demands on tertiary institutions from the workplace, students themselves and the increasing demand for skilled graduates in the face of diminishing resources strongly suggest that intelligent and creative approaches to learning play a pivotal role in the success of higher education. Throughout tertiary education the subject of assessment is central to the complex processes involved in student learning. Therefore, it is important that nursing academics and practitioners involved in assessing student learning develop insight and awareness of the theories and philosophies that underpin different assessment strategies. This will inform teaching and learning practice to the benefit of all stakeholders. This paper examines issues of assessment in higher education; it will locate and deconstruct some principles underpinning traditional and innovative methods associated with assessment and suggest that creative approaches that embrace adult learning principles will empower students and ultimately facilitate more effective learning.

The 5-HT7 receptor in learning and memory. Importance of the hippocampus

PubMed Central

Roberts, Amanda J.; Hedlund, Peter B.

2011-01-01

The 5-HT7 receptor is a more recently discovered G-protein-coupled receptor for serotonin. The functions and possible clinical relevance of this receptor are not yet fully understood. The present paper reviews to what extent the use of animal models of learning and memory and other techniques have implicated the 5-HT7 receptor in such processes. The studies have used a combination of pharmacological and genetic tools targeting the receptor to evaluate effects on behavior and cellular mechanisms. In tests such as the Barnes maze, contextual fear conditioning and novel location recognition that involve spatial learning and memory there is a considerable amount of evidence supporting an involvement of the 5-HT7 receptor. Supporting evidence has also been obtained in studies of mRNA expression and cellular signaling as well as in electrophysiological experiments. Especially interesting are the subtle but distinct effects observed in hippocampus-dependent models of place learning where impairments have been described in mice lacking the 5-HT7 receptor or after administration of a selective antagonist. While more work is required, it appears that 5-HT7 receptors are particularly important in allocentric representation processes. In instrumental learning tasks both procognitive effects and impairments in memory have been observed using pharmacological tools targeting the 5-HT7 receptor. In conclusion, the use of pharmacological and genetic tools in animal studies of learning and memory suggest a potentially important role for the 5-HT7 receptor in cognitive processes. PMID:21484935

Step-by-step: a model for practice-based learning.

PubMed

Kane, Gabrielle M

2007-01-01

Innovative technology has led to high-precision radiation therapy that has dramatically altered the practice of radiation oncology. This qualitative study explored the implementation of this innovation into practice from the perspective of the practitioners in a large academic radiation medicine program and aimed to improve understanding of and facilitate the educational process of this change. Multiprofession staff participated in a series of seven focus groups and nine in-depth interviews, and the descriptive data from the transcripts were analyzed using grounded theory methodology. Practitioners believed that there had been a major effect on many aspects of their practice. The team structure supported the adoption of change. The technology changed the way the practices worked. Learning new skills increased workload and stress but led to a new conception of the discipline and the generation of new practice-based knowledge. When the concepts were examined longitudinally, a four-step process of learning was identified. In step 1, there was anxiety as staff acquired the skills to use the technology. Step 2 involved learning to interpret new findings and images, experiencing uncertainty until new perspectives developed. Step 3 involved questioning assumptions and critical reflection, which resulted in new understanding. The final step 4 identified a process of constructing new knowledge through research, development, and dialogue within the profession. These findings expand our understanding of how practice-based learning occurs in the context of change and can guide learning activities appropriate to each stage.

Dopamine selectively remediates 'model-based' reward learning: a computational approach.

PubMed

Sharp, Madeleine E; Foerde, Karin; Daw, Nathaniel D; Shohamy, Daphna

2016-02-01

Patients with loss of dopamine due to Parkinson's disease are impaired at learning from reward. However, it remains unknown precisely which aspect of learning is impaired. In particular, learning from reward, or reinforcement learning, can be driven by two distinct computational processes. One involves habitual stamping-in of stimulus-response associations, hypothesized to arise computationally from 'model-free' learning. The other, 'model-based' learning, involves learning a model of the world that is believed to support goal-directed behaviour. Much work has pointed to a role for dopamine in model-free learning. But recent work suggests model-based learning may also involve dopamine modulation, raising the possibility that model-based learning may contribute to the learning impairment in Parkinson's disease. To directly test this, we used a two-step reward-learning task which dissociates model-free versus model-based learning. We evaluated learning in patients with Parkinson's disease tested ON versus OFF their dopamine replacement medication and in healthy controls. Surprisingly, we found no effect of disease or medication on model-free learning. Instead, we found that patients tested OFF medication showed a marked impairment in model-based learning, and that this impairment was remediated by dopaminergic medication. Moreover, model-based learning was positively correlated with a separate measure of working memory performance, raising the possibility of common neural substrates. Our results suggest that some learning deficits in Parkinson's disease may be related to an inability to pursue reward based on complete representations of the environment. © The Author (2015). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Specifying the Mechanisms in a Levels-of-Processing Approach to Memory

ERIC Educational Resources Information Center

Klein, Kitty; Saltz, Eli

1976-01-01

Craik and Lockhart's (1972) levels-of-processing theory has spurred new interest in semantic processing as a factor in memory, particularly with regard to free recall following incidental learning. However, their formulation lacks a clear description of the operations and structures involved in semantic processing. This research outlines a…

Fostering Faculty Leadership in the Institutional Assessment Process.

ERIC Educational Resources Information Center

La Potin, Armand S.; Haessig, Carolyn J.

1999-01-01

Applies John P. Kotter's eight-stage process as a model to demonstrate how faculty leadership can evolve in an institutional-assessment process that promotes change in campus tradition. Supports the idea that because faculty are responsible for student learning, the process of involving them as leaders will enhance the quality of the outcomes.…

The dynamic network subserving the three phases of cognitive procedural learning.

PubMed

Hubert, Valérie; Beaunieux, Hélène; Chételat, Gaël; Platel, Hervé; Landeau, Brigitte; Danion, Jean-Marie; Viader, Fausto; Desgranges, Béatrice

2007-12-01

Cognitive procedural learning is characterized by three phases (cognitive, associative, and autonomous), each involving distinct processes. We performed a behavioral study and a positron emission tomography (PET) activation study using the Tower of Toronto task. The aim of the behavioral study was to determine cognitive predictors for the length of each of the three learning phases, in order to preselect subjects for the PET study. The objective of the second study was to describe the cerebral substrates subtending these three phases. Contrasted with a reference (motor) task, the cognitive phase activated the prefrontal cortex, cerebellum, and parietal regions, all of which became less active as learning progressed. The associative phase was characterized by the activation of the occipital regions, right thalamus, and caudate nucleus. During the autonomous phase, new regions were involved, including the left thalamus and an anterior part of the cerebellum. These results, by employing a direct comparison between phases, provide the first evidence of the involvement and the time course of activation of different regions in each learning phase, in accordance with current models of cognitive procedural learning. The involvement of a frontoparietal network suggests the use of strategies in problem solving during the cognitive phase. The involvement of the occipital regions during the associative and autonomous phase suggests the intervention of mental imagery. Lastly, the activation of the cerebellum during the autonomous phase is consistent with the fact that performance in this phase is determined by psychomotor abilities. (copyright) 2007 Wiley-Liss, Inc.

Dual learning processes in interactive skill acquisition.

PubMed

Fu, Wai-Tat; Anderson, John R

2008-06-01

Acquisition of interactive skills involves the use of internal and external cues. Experiment 1 showed that when actions were interdependent, learning was effective with and without external cues in the single-task condition but was effective only with the presence of external cues in the dual-task condition. In the dual-task condition, actions closer to the feedback were learned faster than actions farther away but this difference was reversed in the single-task condition. Experiment 2 tested how knowledge acquired in single and dual-task conditions would transfer to a new reward structure. Results confirmed the two forms of learning mediated by the secondary task: A declarative memory encoding process that simultaneously assigned credits to actions and a reinforcement-learning process that slowly propagated credits backward from the feedback. The results showed that both forms of learning were engaged during training, but only at the response selection stage, one form of knowledge may dominate over the other depending on the availability of attentional resources. (c) 2008 APA, all rights reserved

The Screening of Genes Sensitive to Long-Term, Low-Level Microwave Exposure and Bioinformatic Analysis of Potential Correlations to Learning and Memory.

PubMed

Zhao, Ya Li; Li, Ying Xian; Ma, Hong Bo; Li, Dong; Li, Hai Liang; Jiang, Rui; Kan, Guang Han; Yang, Zhen Zhong; Huang, Zeng Xin

2015-08-01

To gain a better understanding of gene expression changes in the brain following microwave exposure in mice. This study hopes to reveal mechanisms contributing to microwave-induced learning and memory dysfunction. Mice were exposed to whole body 2100 MHz microwaves with specific absorption rates (SARs) of 0.45 W/kg, 1.8 W/kg, and 3.6 W/kg for 1 hour daily for 8 weeks. Differentially expressing genes in the brains were screened using high-density oligonucleotide arrays, with genes showing more significant differences further confirmed by RT-PCR. The gene chip results demonstrated that 41 genes (0.45 W/kg group), 29 genes (1.8 W/kg group), and 219 genes (3.6 W/kg group) were differentially expressed. GO analysis revealed that these differentially expressed genes were primarily involved in metabolic processes, cellular metabolic processes, regulation of biological processes, macromolecular metabolic processes, biosynthetic processes, cellular protein metabolic processes, transport, developmental processes, cellular component organization, etc. KEGG pathway analysis showed that these genes are mainly involved in pathways related to ribosome, Alzheimer's disease, Parkinson's disease, long-term potentiation, Huntington's disease, and Neurotrophin signaling. Construction of a protein interaction network identified several important regulatory genes including synbindin (sbdn), Crystallin (CryaB), PPP1CA, Ywhaq, Psap, Psmb1, Pcbp2, etc., which play important roles in the processes of learning and memorye. Long-term, low-level microwave exposure may inhibit learning and memory by affecting protein and energy metabolic processes and signaling pathways relating to neurological functions or diseases. Copyright © 2015 The Editorial Board of Biomedical and Environmental Sciences. Published by China CDC. All rights reserved.

How does Learning Impact Development in Infancy? The Case of Perceptual Organization

PubMed Central

Bhatt, Ramesh S.; Quinn, Paul C.

2011-01-01

Pattern perception and organization are critical functions of the visual cognition system. Many organizational processes are available early in life, such that infants as young 3 months of age are able to readily utilize a variety of cues to organize visual patterns. However, other processes are not readily evident in young infants, and their development involves perceptual learning. We describe a theoretical framework that addresses perceptual learning in infancy and the manner in which it affects visual organization and development. It identifies five kinds of experiences that induce learning, and suggests that they work via attentional and unitization mechanisms to modify visual organization. In addition, the framework proposes that this kind of learning is abstract, domain general, functional at different ages in a qualitatively similar manner, and has a long-term impact on development through a memory reactivation process. Although most models of development assume that experience is fundamental to development, very little is actually known about the process by which experience affects development. The proposed framework is an attempt to account for this process in the domain of perception. PMID:21572570

Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.

PubMed

Geary, David C

2013-02-01

Children's quantitative competencies upon entry into school can have lifelong consequences. Children who start behind generally stay behind, and mathematical skills at school completion influence employment prospects and wages in adulthood. I review the current debate over whether early quantitative learning is supported by (a) an inherent system for representing approximate magnitudes, (b) an attentional-control system that enables explicit processing of quantitative symbols, such as Arabic numerals, or (c) the logical problem-solving abilities that facilitate learning of the relations among numerals. Studies of children with mathematical learning disabilities and difficulties have suggested that each of these competencies may be involved, but to different degrees and at different points in the learning process. Clarifying how and when these competencies facilitate early quantitative learning and developing interventions to address their impact on children have the potential to yield substantial benefits for individuals and for society.

Vicarious Neural Processing of Outcomes during Observational Learning

PubMed Central

Monfardini, Elisabetta; Gazzola, Valeria; Boussaoud, Driss

2013-01-01

Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI) to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others’ incorrect outcomes during learning in the posterior medial frontal cortex (pMFC), the anterior insula and the posterior superior temporal sulcus (pSTS). PMID:24040104

Contributions of the hippocampus to feedback learning

PubMed Central

Dickerson, Kathryn C.; Delgado, Mauricio R.

2015-01-01

Humans learn about the world in a variety of manners, including by observation, by associating cues in the environment, and via feedback. Across species, two brain structures have been predominantly involved in these learning processes: the hippocampus—supporting learning via observation and paired association—and the striatum—critical for feedback learning. This simple dichotomy, however, has recently been challenged by reports of hippocampal engagement in feedback learning, although the role of the hippocampus is not fully understood. The purpose of this experiment was to characterize the hippocampal response during feedback learning by manipulating varying levels of memory interference. Consistent with prior reports, feedback learning recruited the striatum and midbrain. Notably, feedback learning also engaged the hippocampus. The level of activity in these regions was modulated by the degree of memory interference, such that the greatest activation occurred during the highest level of memory interference. Importantly, the accuracy of information learned via feedback correlated with hippocampal activation and was reduced by the presence of high memory interference. Taken together, these findings provide evidence of hippocampal involvement in feedback learning by demonstrating both its relevance for the accuracy of information learned via feedback and its susceptibility to interference. PMID:26055632

Learning just-in-time in medical informatics.

PubMed

Sancho, J J; Sanz, F

2000-01-01

Just-in-time learning (JITL) methodology has been applied to many areas of knowledge acquisition and dissemination. The paradigm is a challenge to the traditional classroom course-oriented approach with the aim to shorten the learning time, increasing the efficiency of the learning process, improve availability and save money. The information technology tools and platforms have been heavily involved to develop and deliver JITL. This paper discusses the main characteristics of JITL with regard to its implementation to teaching Medical Informatics.

Arc mRNA induction in striatal efferent neurons associated with response learning.

PubMed

Daberkow, D P; Riedy, M D; Kesner, R P; Keefe, K A

2007-07-01

The dorsal striatum is involved in motor-response learning, but the extent to which distinct populations of striatal efferent neurons are differentially involved in such learning is unknown. Activity-regulated, cytoskeleton-associated (Arc) protein is an effector immediate-early gene implicated in synaptic plasticity. We examined arc mRNA expression in striatopallidal vs. striatonigral efferent neurons in dorsomedial and dorsolateral striatum of rats engaged in reversal learning on a T-maze motor-response task. Male Sprague-Dawley rats learned to turn right or left for 3 days. Half of the rats then underwent reversal training. The remaining rats were yoked to rats undergoing reversal training, such that they ran the same number of trials but ran them as continued-acquisition trials. Brains were removed and processed using double-label fluorescent in situ hybridization for arc and preproenkephalin (PPE) mRNA. In the reversal, but not the continued-acquisition, group there was a significant relation between the overall arc mRNA signal in dorsomedial striatum and the number of trials run, with rats reaching criterion in fewer trials having higher levels of arc mRNA expression. A similar relation was seen between the numbers of PPE(+) and PPE(-) neurons in dorsomedial striatum with cytoplasmic arc mRNA expression. Interestingly, in behaviourally activated animals significantly more PPE(-) neurons had cytoplasmic arc mRNA expression. These data suggest that Arc in both striatonigral and striatopallidal efferent neurons is involved in striatal synaptic plasticity mediating motor-response learning in the T-maze and that there is differential processing of arc mRNA in distinct subpopulations of striatal efferent neurons.

Research with and by people with learning disabilities.

PubMed

Durell, Shirley

Many people with learning disabilities are frequently excluded from active involvement in research and, as a result, along with researchers, have questioned research processes. These discussions have influenced how research is undertaken by, and with, people who have learning disabilities. Learning disability research is now increasingly framed as inclusive. This article explores the development of inclusive learning disability research by tracing its background and influences, identifying key characteristics and highlighting some of the challenges in its application. It demonstrates how inclusive research can give people with learning disabilities a voice that will help to inform practice.

Big data learning and suggestions in modern apps

NASA Astrophysics Data System (ADS)

Sharma, G.; Nadesh, R. K.; ArivuSelvan, K.

2017-11-01

Among many other tasks involved for emergent location-based applications such as those involved in prescribing touring places and those focused on publicizing based on destination, destination prediction is vital. Dealing with destination prediction involves determining the probability of a location (destination) depending on historical trajectories. In this paper, a destination prediction based on probabilistic model (Machine Learning Model) feed-forward neural networks will be presented, which will work by making the observation of driver’s habits. Some individuals drive to same locations such as work involving same route every day of the working week. Here, streaming of real-time driving data will be sent through Kafka queue in apache storm for real-time processing and finally storing the data in MongoDB.

Role Played by the Passage of Time in Reversal Learning.

PubMed

Goarin, Estelle H F; Lingawi, Nura W; Laurent, Vincent

2018-01-01

Reversal learning is thought to involve an extinction-like process that inhibits the expression of the initial learning. However, behavioral evidence for this inhibition remains difficult to interpret as various procedures have been employed to study reversal learning. Here, we used a discrimination task in rats to examine whether the inhibition produced by reversal learning is as sensitive to the passage of time as the inhibition produced by extinction. Experiment 1 showed that when tested immediately after reversal training, rats were able to use the reversed contingencies to solve the discrimination task in an outcome-specific manner. This ability to use outcome-specific information was lost when a delay was inserted between reversal training and test. However, interpretation of these data was made difficult by a potential floor effect. This concern was addressed in Experiment 2 in which it was confirmed that the passage of time impaired the ability of the rats to use the reversed contingencies in an outcome-specific manner to solve the task. Further, it revealed that the delay between initial learning and test was not responsible for this impairment. Additional work demonstrated that solving the discrimination task was unaffected by Pavlovian extinction but that the discriminative stimuli were able to block conditioning to a novel stimulus, suggesting that Pavlovian processes were likely to contribute to solving the discrimination. We therefore concluded that the expression of reversal and extinction learning do share the same sensitivity to the effect of time. However, this sensitivity was most obvious when we assessed outcome-specific information following reversal learning. This suggests that the processes involved in reversal learning are somehow distinct from those underlying extinction learning, as the latter has usually been found to leave outcome-specific information relatively intact. Thus, the present study reveals that a better understanding of the mechanisms supporting reversal training requires assessing the impact that this training exerts on the content of learning rather than performance per se .

Role Played by the Passage of Time in Reversal Learning

PubMed Central

Goarin, Estelle H. F.; Lingawi, Nura W.; Laurent, Vincent

2018-01-01

Reversal learning is thought to involve an extinction-like process that inhibits the expression of the initial learning. However, behavioral evidence for this inhibition remains difficult to interpret as various procedures have been employed to study reversal learning. Here, we used a discrimination task in rats to examine whether the inhibition produced by reversal learning is as sensitive to the passage of time as the inhibition produced by extinction. Experiment 1 showed that when tested immediately after reversal training, rats were able to use the reversed contingencies to solve the discrimination task in an outcome-specific manner. This ability to use outcome-specific information was lost when a delay was inserted between reversal training and test. However, interpretation of these data was made difficult by a potential floor effect. This concern was addressed in Experiment 2 in which it was confirmed that the passage of time impaired the ability of the rats to use the reversed contingencies in an outcome-specific manner to solve the task. Further, it revealed that the delay between initial learning and test was not responsible for this impairment. Additional work demonstrated that solving the discrimination task was unaffected by Pavlovian extinction but that the discriminative stimuli were able to block conditioning to a novel stimulus, suggesting that Pavlovian processes were likely to contribute to solving the discrimination. We therefore concluded that the expression of reversal and extinction learning do share the same sensitivity to the effect of time. However, this sensitivity was most obvious when we assessed outcome-specific information following reversal learning. This suggests that the processes involved in reversal learning are somehow distinct from those underlying extinction learning, as the latter has usually been found to leave outcome-specific information relatively intact. Thus, the present study reveals that a better understanding of the mechanisms supporting reversal training requires assessing the impact that this training exerts on the content of learning rather than performance per se. PMID:29740293

A data science approach to candidate gene selection of pain regarded as a process of learning and neural plasticity.

PubMed

Ultsch, Alfred; Kringel, Dario; Kalso, Eija; Mogil, Jeffrey S; Lötsch, Jörn

2016-12-01

The increasing availability of "big data" enables novel research approaches to chronic pain while also requiring novel techniques for data mining and knowledge discovery. We used machine learning to combine the knowledge about n = 535 genes identified empirically as relevant to pain with the knowledge about the functions of thousands of genes. Starting from an accepted description of chronic pain as displaying systemic features described by the terms "learning" and "neuronal plasticity," a functional genomics analysis proposed that among the functions of the 535 "pain genes," the biological processes "learning or memory" (P = 8.6 × 10) and "nervous system development" (P = 2.4 × 10) are statistically significantly overrepresented as compared with the annotations to these processes expected by chance. After establishing that the hypothesized biological processes were among important functional genomics features of pain, a subset of n = 34 pain genes were found to be annotated with both Gene Ontology terms. Published empirical evidence supporting their involvement in chronic pain was identified for almost all these genes, including 1 gene identified in March 2016 as being involved in pain. By contrast, such evidence was virtually absent in a randomly selected set of 34 other human genes. Hence, the present computational functional genomics-based method can be used for candidate gene selection, providing an alternative to established methods.

Learning basic programming using CLIS through gamification

NASA Astrophysics Data System (ADS)

Prabawa, H. W.; Sutarno, H.; Kusnendar, J.; Rahmah, F.

2018-05-01

The difficulty of understanding programming concept is a major problem in basic programming lessons. Based on the results of preliminary studies, 60% of students reveal the monotonous of learning process caused by the limited number of media. Children Learning in Science (CLIS) method was chosen as solution because CLIS has facilitated students’ initial knowledge to be optimized into conceptual knowledge. Technological involvement in CLIS (gamification) helped students to understand basic programming concept. This research developed a media using CLIS method with gamification elements to increase the excitement of learning process. This research declared that multimedia is considered good by students, especially regarding the mechanical aspects of multimedia, multimedia elements and aspects of multimedia information structure. Multimedia gamification learning with the CLIS model showed increased number of students’ concept understanding.

Strategies to Reduce the Negative Effects of Spoken Explanatory Text on Integrated Tasks

ERIC Educational Resources Information Center

Singh, Anne-Marie; Marcus, Nadine; Ayres, Paul

2017-01-01

Two experiments involving 125 grade-10 students learning about commerce investigated strategies to overcome the transient information effect caused by explanatory spoken text. The transient information effect occurs when learning is reduced as a result of information disappearing before the learner has time to adequately process it, or link it…

Global Conceptualization of the Professional Learning Community Process: Transitioning from Country Perspectives to International Commonalities

ERIC Educational Resources Information Center

Huffman, Jane B.; Olivier, Dianne F.; Wang, Ting; Chen, Peiying; Hairon, Salleh; Pang, Nicholas

2016-01-01

The authors seek to find common PLC structures and actions among global educational systems to enhance understanding and practice. Six international researchers formed the Global Professional Learning Community Network (GloPLCNet), conducted literature reviews of each country's involvement with PLC actions, and noted similarities and common…

Re-Learning the Traditional Art of Inuit Grass Basket-Making

ERIC Educational Resources Information Center

Cowan, Cindy

2005-01-01

This paper describes an adult learning project to revitalise the traditional Inuit art of weaving grass baskets. The participants involved in the project, all older women who speak an indigenous first language (Inuktitut) and who have limited experience with formal education, largely on their own initiative, undertook the process of successfully…

Marine Hydrokinetic Energy Regulators Workshop: Lessons from Wind

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

Baring-Gould, E. Ian

2015-09-03

Ian Baring-Gould presented these lessons learned from wind energy to an audience of marine hydrokinetic regulators. Lessons learned spanned the areas of technology advances, using collaborative approaches to involve key stakeholders; using baseline studies to measure and prioritize wildlife impacts, and look at avoidance and mitigation options early in the process.

The Effect of Subliminal HELP Presentations on Learning a Text Editor.

ERIC Educational Resources Information Center

Wallace, F. Layne; And Others

1991-01-01

Discussion of subliminal stimuli focuses on a study of undergraduates that was conducted to determine the feasibility of presenting subliminal information in a passive manner to reinforce the learning process involved in computer-based text editing. The Texas Instruments microcomputers used in the study are described, and further research is…

Physical Education in Tunisia: Teachers' Practical Epistemology, Students' Positioning and Gender Issues

ERIC Educational Resources Information Center

Amade-Escot, Chantal; Elandoulsi, Souha; Verscheure, Ingrid

2015-01-01

This paper explores gendered student learning in physical education (PE) viewed as a situated emerging process involving a triadic relationship between teacher, student(s) and forms of knowledge that are socioculturally bounded. It concerns gymnastic teaching and learning in Tunisia. It was conducted against the background of the Joint Action…

Widening and Deepening Questions in Web-Based Investigative Learning

ERIC Educational Resources Information Center

Kashihara, Akihiro; Akiyama, Naoto

2016-01-01

Web allows learners to investigate any question with a great variety of Web resources, in which they could construct a wider, and deeper knowledge. In such investigative learning process, it is important for them to deepen and widen the question, which involves decomposing the question into the sub-questions to be further investigated. This…

Learning Environments in Children's Museums: Aesthetics, Environmental Preference and Creativity.

ERIC Educational Resources Information Center

Lackney, Jeffery A.

This paper discusses environmental preference, particularly related to the design of children's museums. It explains that preference for an environment leads to motivation to interact with the environment, which leads to learning. It lays out several design principles: (1) involve children in the process of children's museum design in a way that…

Choosing an Angle: Citizenship through Video Production

ERIC Educational Resources Information Center

Verrall, Ben

2006-01-01

Citizenship education is an important part of the development of young adults, enabling them to learn about their rights and responsibilities, and to understand how society works. Video is an effective medium for young people to express their views and, through involvement in a production process, they are able to learn more about putting forward…

Process and Learning Outcomes from Remotely-Operated, Simulated, and Hands-on Student Laboratories

ERIC Educational Resources Information Center

Corter, James E.; Esche, Sven K.; Chassapis, Constantin; Ma, Jing; Nickerson, Jeffrey V.

2011-01-01

A large-scale, multi-year, randomized study compared learning activities and outcomes for hands-on, remotely-operated, and simulation-based educational laboratories in an undergraduate engineering course. Students (N = 458) worked in small-group lab teams to perform two experiments involving stress on a cantilever beam. Each team conducted the…

Latino Youth's Out-of-School Math and Science Experiences: Impact on Teacher Candidates

ERIC Educational Resources Information Center

Diaz, Maria E.; Bussert-Webb, Kathy

2017-01-01

This qualitative study examines the learning and interaction processes between Latino/a teacher candidates (TCs) and youth during a community service-learning program involving science and math. Knowing and affirming nondominant youth's strengths are essential from funds of knowledge and Third Space perspectives. Participants were 11 TCs and their…

Answering the Call: Reflections on Professional Learning and English Teaching

ERIC Educational Resources Information Center

Curwood, Jen Scott; O'Grady, Alison

2015-01-01

Research in English involves understanding the complex process of professional learning, which begins in teacher education programs. In this special issue of "English in Australia," we draw on our experiences as researchers and teacher educators at the University of Sydney. We take a sociocultural and situated perspective in order to…

Fostering Radical Conceptual Change through Dual-Situated Learning Model

ERIC Educational Resources Information Center

She, Hsiao-Ching

2004-01-01

This article examines how the Dual-Situated Learning Model (DSLM) facilitates a radical change of concepts that involve the understanding of matter, process, and hierarchical attributes. The DSLM requires knowledge of students' prior beliefs of science concepts and the nature of these concepts. In addition, DSLM also serves two functions: it…

A Social Cognitive View of Self-Regulated Learning about Health

ERIC Educational Resources Information Center

Clark, Noreen M.; Zimmerman, Barry J.

2014-01-01

Researchers interested in health-related learning have recently begun to study processes people use to self-regulate their health and their ability to prevent or control chronic disease. This paper represents a social cognitive view of self-regulation that involves three classes of influence on self-regulating behavior: personal, behavioral, and…

Manipulatives and Problem Situations as Escalators for Students' Geometric Understanding: A Semiotic Analysis

ERIC Educational Resources Information Center

Daher, Wajeeh M.

2014-01-01

Mathematical learning and teaching are increasingly seen as a multimodal experience involved in cultural and social semiotic registers and means, and as such social-cultural semiotic analysis is expected to shed light on learning and teaching processes occurring in the mathematics classroom. In this research, three social-cultural semiotic…

Is This a Meaningful Learning Experience? Interactive Critical Self-Inquiry as Investigation

ERIC Educational Resources Information Center

Allard, Andrea C.; Gallant, Andrea

2012-01-01

What conditions enable educators to engage in meaningful learning experiences with peers and beginning practitioners? This article documents a self-study on our actions-in-practice in a peer mentoring project. The investigation involved an iterative process to improve our knowledge as teacher educators, reflective practitioners, and researchers.…

Appreciative Inquiry: An Experiential Exercise and Course Feedback Tool

ERIC Educational Resources Information Center

Scandura, Terri A.

2017-01-01

The action research method of appreciative inquiry (AI) was employed to develop a teaching tool. This exercise involves students' reflections on a course, noting when they learned the most. The AI process of appreciating, envisioning, dialoging, and innovating is used to help students reflect on how they learn. Instructors of all types of courses…

Teaching Dance in Physical Education Using Exergames

ERIC Educational Resources Information Center

Gibbs, Béatrice; Quennerstedt, Mikael; Larsson, Håkan

2017-01-01

This article explores the different ways in which a dance exergame can be used to teach dance in upper secondary school physical education. Particular attention is paid to the learning processes that students are involved in when the dance game is used as a teaching resource. A socio-cultural perspective on learning constitutes the analytical…

Learning from Texts: Activation of Information from Previous Texts during Reading

ERIC Educational Resources Information Center

Beker, Katinka; Jolles, Dietsje; Lorch, Robert F., Jr.; van den Broek, Paul

2016-01-01

Learning often involves integration of information from multiple texts. The aim of the current study was to determine whether relevant information from previously read texts is spontaneously activated during reading, allowing for integration between texts (experiment 1 and 2), and whether this process is related to the representation of the texts…

Give Me a Customizable Dashboard: Personalized Learning Analytics Dashboards in Higher Education

ERIC Educational Resources Information Center

Roberts, Lynne D.; Howell, Joel A.; Seaman, Kristen

2017-01-01

With the increased capability of learning analytics in higher education, more institutions are developing or implementing student dashboards. Despite the emergence of dashboards as an easy way to present data to students, students have had limited involvement in the dashboard development process. As part of a larger program of research examining…

Dual Learning Processes in Interactive Skill Acquisition

ERIC Educational Resources Information Center

Fu, Wai-Tat; Anderson, John R.

2008-01-01

Acquisition of interactive skills involves the use of internal and external cues. Experiment 1 showed that when actions were interdependent, learning was effective with and without external cues in the single-task condition but was effective only with the presence of external cues in the dual-task condition. In the dual-task condition, actions…

Motivations, Costs and Results of AOL: Perceptions of Accounting and Economics Faculty

ERIC Educational Resources Information Center

Eschenfelder, Mark J.; Bryan, Lois D.; Lee, Tanya M.

2014-01-01

The emphasis of the Association to Advance Collegiate Schools of Business (AACSB) on improving student learning through Assurance of Learning (AOL) makes faculty involvement in the process at AACSB accredited schools important. This study examines the attitudes of accounting and economics faculty at AACSB accredited institutions toward the AOL…

A Strategic Planning Approach to Technology Integration: Critical Success Factors.

ERIC Educational Resources Information Center

Shaw, Sam; Zabudsky, Jeff

Within most institutions of higher learning, the typical approach to the integration of new information and communications technologies into the teaching and learning process has involved a heavy reliance on early adopters. This path of least resistance approach has provided organizations with the opportunity to quickly claim a presence in the…

AT Advocates Tackle Attitudes & Education towards Learning Disabilities

ERIC Educational Resources Information Center

Williams, John M.

2006-01-01

Learning disabilities are present in 10 percent of the population, and the condition is defined as, "A disorder in basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or use mathematical calculations". In this…

Developing a Teacher Identity: TAs' Perspectives about Learning to Teach Inquiry-Based Biology Labs

ERIC Educational Resources Information Center

Gormally, Cara

2016-01-01

Becoming a teacher involves a continual process of identity development and negotiation. Expectations and norms for particular pedagogies impact and inform this development. In inquiry based classes, instructors are expected to act as learning facilitators rather than information providers. For novice inquiry instructors, developing a teacher…

Linguistic Skills Involved in Learning to Spell: An Australian Study

ERIC Educational Resources Information Center

Daffern, Tessa

2017-01-01

Being able to accurately spell in Standard English requires efficient coordination of multiple knowledge sources. Therefore, spelling is a word-formation problem-solving process that can be difficult to learn. The present study uses Triple Word Form Theory as a conceptual framework to analyse Standard English spelling performance levels of…

Attitudes of Prospective Human Resource Personnel towards Distance Learning Degrees

ERIC Educational Resources Information Center

Udegbe, I. Bola

2012-01-01

This study investigated the attitudes of Prospective Human Resource Personnel toward degrees obtained by distance learning in comparison to those obtained through conventional degree program. Using a cross-sectional survey design, a total of 215 postgraduate students who had been or had potential to be involved in the hiring process in their…

Who Needs 3D When the Universe Is Flat?

ERIC Educational Resources Information Center

Eriksson, Urban; Linder, Cedric; Airey, John; Redfors, Andreas

2014-01-01

An overlooked feature in astronomy education is the need for students to learn to extrapolate three-dimensionality and the challenges that this may involve. Discerning critical features in the night sky that are embedded in dimensionality is a long-term learning process. Several articles have addressed the usefulness of three-dimensional (3D)…

Portfolio Assessment of an Undergraduate Group Project

ERIC Educational Resources Information Center

Kuisma, Raija

2007-01-01

Students in the Physiotherapy Programme carried out a group project in their final year of studies. The objectives of the project were that the students learn and appreciate the process and activities involved in research, acquire deeper understanding of a topic in their professional interest, learn to work as a team, manage their own time,…

The Anaphase Promoting Complex Is Required for Memory Function in Mice

ERIC Educational Resources Information Center

Kuczera, Tanja; Stilling, Roman Manuel; Hsia, Hung-En; Bahari-Javan, Sanaz; Irniger, Stefan; Nasmyth, Kim; Sananbenesi, Farahnaz; Fischer, Andre

2011-01-01

Learning and memory processes critically involve the orchestrated regulation of de novo protein synthesis. On the other hand it has become clear that regulated protein degradation also plays a major role in neuronal plasticity and learning behavior. One of the key pathways mediating protein degradation is proteosomal protein destruction. The…

Learning a New Method: Teaching Games for Understanding in the Coaches' Eyes

ERIC Educational Resources Information Center

Harvey, Stephen; Cushion, Christopher J.; Massa-Gonzalez, Ada N.

2010-01-01

Background: Coaches' knowledge and actions are both the product and manifestation of a personally experienced involvement with the coaching process; they are linked to the coach's history and both are attributable to how they were learned. Changing established coaching practice can be problematic, particularly as coaching lacks a critical…

Conditions in the Reader that Affect His Embodiment of the Text.

ERIC Educational Resources Information Center

Myers, Jeanette S.

Three factors in the reader have a generalized effect on all perception, including reading: competence, purpose, and set. Competence involves applying past learning to new learning through transference, understanding the conventions of different types of texts, and transforming the text through the perceptual process into a new entity. Competent…

Developing effective assignment feedback for an interprofessional learning module-An action research project.

PubMed

Strudwick, Ruth; Day, Jane

2015-09-01

The first year interprofessional learning module at University Campus Suffolk (UCS) is delivered to 300 students and the students' assignments are marked by 20 members of staff from different health and social care professions. We were keen to find a way to reduce any inconsistencies and work with both staff and students to ensure that the essay and subsequent feedback were useful for all involved. The aims of the project were to evaluate the current marking process and feedback sheets used for year one inter-professional learning (IPL) marking, and to develop an appropriate marking tool and feedback sheet that would enable markers to provide more consistent feedback to the students. Participatory action research was used with both students and staff members being involved. Focus group and questions were used to ascertain views about the assignment feedback. The feedback from this action learning project helped us to enhance the feedback for students. There was also an increase in engagement with the assessment and feedback process amongst both staff and students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Talker-specific learning in amnesia: Insight into mechanisms of adaptive speech perception.

PubMed

Trude, Alison M; Duff, Melissa C; Brown-Schmidt, Sarah

2014-05-01

A hallmark of human speech perception is the ability to comprehend speech quickly and effortlessly despite enormous variability across talkers. However, current theories of speech perception do not make specific claims about the memory mechanisms involved in this process. To examine whether declarative memory is necessary for talker-specific learning, we tested the ability of amnesic patients with severe declarative memory deficits to learn and distinguish the accents of two unfamiliar talkers by monitoring their eye-gaze as they followed spoken instructions. Analyses of the time-course of eye fixations showed that amnesic patients rapidly learned to distinguish these accents and tailored perceptual processes to the voice of each talker. These results demonstrate that declarative memory is not necessary for this ability and points to the involvement of non-declarative memory mechanisms. These results are consistent with findings that other social and accommodative behaviors are preserved in amnesia and contribute to our understanding of the interactions of multiple memory systems in the use and understanding of spoken language. Copyright © 2014 Elsevier Ltd. All rights reserved.

Acquiring skill at medical image inspection: learning localized in early visual processes

NASA Astrophysics Data System (ADS)

Sowden, Paul T.; Davies, Ian R. L.; Roling, Penny; Watt, Simon J.

1997-04-01

Acquisition of the skill of medical image inspection could be due to changes in visual search processes, 'low-level' sensory learning, and higher level 'conceptual learning.' Here, we report two studies that investigate the extent to which learning in medical image inspection involves low- level learning. Early in the visual processing pathway cells are selective for direction of luminance contrast. We exploit this in the present studies by using transfer across direction of contrast as a 'marker' to indicate the level of processing at which learning occurs. In both studies twelve observers trained for four days at detecting features in x- ray images (experiment one equals discs in the Nijmegen phantom, experiment two equals micro-calcification clusters in digitized mammograms). Half the observers examined negative luminance contrast versions of the images and the remainder examined positive contrast versions. On the fifth day, observers swapped to inspect their respective opposite contrast images. In both experiments leaning occurred across sessions. In experiment one, learning did not transfer across direction of luminance contrast, while in experiment two there was only partial transfer. These findings are consistent with the contention that some of the leaning was localized early in the visual processing pathway. The implications of these results for current medical image inspection training schedules are discussed.

Toxin-Induced Experimental Models of Learning and Memory Impairment

PubMed Central

More, Sandeep Vasant; Kumar, Hemant; Cho, Duk-Yeon; Yun, Yo-Sep; Choi, Dong-Kug

2016-01-01

Animal models for learning and memory have significantly contributed to novel strategies for drug development and hence are an imperative part in the assessment of therapeutics. Learning and memory involve different stages including acquisition, consolidation, and retrieval and each stage can be characterized using specific toxin. Recent studies have postulated the molecular basis of these processes and have also demonstrated many signaling molecules that are involved in several stages of memory. Most insights into learning and memory impairment and to develop a novel compound stems from the investigations performed in experimental models, especially those produced by neurotoxins models. Several toxins have been utilized based on their mechanism of action for learning and memory impairment such as scopolamine, streptozotocin, quinolinic acid, and domoic acid. Further, some toxins like 6-hydroxy dopamine (6-OHDA), 1-methyl-4-phenyl-1,2,3,6-tetrahydropyridine (MPTP) and amyloid-β are known to cause specific learning and memory impairment which imitate the disease pathology of Parkinson’s disease dementia and Alzheimer’s disease dementia. Apart from these toxins, several other toxins come under a miscellaneous category like an environmental pollutant, snake venoms, botulinum, and lipopolysaccharide. This review will focus on the various classes of neurotoxin models for learning and memory impairment with their specific mechanism of action that could assist the process of drug discovery and development for dementia and cognitive disorders. PMID:27598124

Toxin-Induced Experimental Models of Learning and Memory Impairment.

PubMed

More, Sandeep Vasant; Kumar, Hemant; Cho, Duk-Yeon; Yun, Yo-Sep; Choi, Dong-Kug

2016-09-01

Animal models for learning and memory have significantly contributed to novel strategies for drug development and hence are an imperative part in the assessment of therapeutics. Learning and memory involve different stages including acquisition, consolidation, and retrieval and each stage can be characterized using specific toxin. Recent studies have postulated the molecular basis of these processes and have also demonstrated many signaling molecules that are involved in several stages of memory. Most insights into learning and memory impairment and to develop a novel compound stems from the investigations performed in experimental models, especially those produced by neurotoxins models. Several toxins have been utilized based on their mechanism of action for learning and memory impairment such as scopolamine, streptozotocin, quinolinic acid, and domoic acid. Further, some toxins like 6-hydroxy dopamine (6-OHDA), 1-methyl-4-phenyl-1,2,3,6-tetrahydropyridine (MPTP) and amyloid-β are known to cause specific learning and memory impairment which imitate the disease pathology of Parkinson's disease dementia and Alzheimer's disease dementia. Apart from these toxins, several other toxins come under a miscellaneous category like an environmental pollutant, snake venoms, botulinum, and lipopolysaccharide. This review will focus on the various classes of neurotoxin models for learning and memory impairment with their specific mechanism of action that could assist the process of drug discovery and development for dementia and cognitive disorders.

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

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

A work-based learning approach for clinical support workers on mental health inpatient wards.

PubMed

Kemp, Philip; Gilding, Moorene; Seewooruttun, Khooseal; Walsh, Hannah

2016-09-14

Background With a rise in the number of unqualified staff providing health and social care, and reports raising concerns about the quality of care provided, there is a need to address the learning needs of clinical support workers. This article describes a qualitative evaluation of a service improvement project that involved a work-based learning approach for clinical support workers on mental health inpatient wards. Aim To investigate and identify insights in relation to the content and process of learning using a work-based learning approach for clinical support workers. Method This was a qualitative evaluation of a service improvement project involving 25 clinical support workers at the seven mental health inpatient units in South London and Maudsley NHS Foundation Trust. Three clinical skills tutors were appointed to develop, implement and evaluate the work-based learning approach. Four sources of data were used to evaluate this approach, including reflective journals, qualitative responses to questionnaires, three focus groups involving the clinical support workers and a group interview involving the clinical skills tutors. Data were analysed using thematic analysis. Findings The work-based learning approach was highly valued by the clinical support workers and enhanced learning in practice. Face-to-face learning in practice helped the clinical support workers to develop practice skills and reflective learning skills. Insights relating to the role of clinical support workers were also identified, including the benefits of face-to-face supervision in practice, particularly in relation to the interpersonal aspects of care. Conclusion A work-based learning approach has the potential to enhance care delivery by meeting the learning needs of clinical support workers and enabling them to apply learning to practice. Care providers should consider how the work-based learning approach can be used on a systematic, organisation-wide basis in the context of budgetary restrictions.

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.

Cortical regions recruited for complex active-learning strategies and action planning exhibit rapid reactivation during memory retrieval.

PubMed

Voss, Joel L; Galvan, Ashley; Gonsalves, Brian D

2011-12-01

Memory retrieval can involve activity in the same sensory cortical regions involved in perception of the original event, and this neural "reactivation" has been suggested as an important mechanism of memory retrieval. However, it is still unclear if fragments of experience other than sensory information are retained and later reactivated during retrieval. For example, learning in non-laboratory settings generally involves active exploration of memoranda, thus requiring the generation of action plans for behavior and the use of strategies deployed to improve subsequent memory performance. Is information pertaining to action planning and strategic processing retained and reactivated during retrieval? To address this question, we compared ERP correlates of memory retrieval for objects that had been studied in an active manner involving action planning and strategic processing to those for objects that had been studied passively. Memory performance was superior for actively studied objects, and unique ERP retrieval correlates for these objects were identified when subjects remembered the specific spatial locations at which objects were studied. Early-onset frontal shifts in ERP correlates of retrieval were noted for these objects, which parallel the recruitment of frontal cortex during learning object locations previously identified using fMRI with the same paradigm. Notably, ERPs during recall for items studied with a specific viewing strategy localized to the same supplementary motor cortex region previously identified with fMRI when this strategy was implemented during study, suggesting rapid reactivation of regions directly involved in strategic action planning. Collectively, these results implicate neural populations involved in learning in important retrieval functions, even for those populations involved in strategic control and action planning. Notably, these episodic features are not generally reported during recollective experiences, suggesting that reactivation is a more general property of memory retrieval that extends beyond those fragments of perceptual information that might be needed to re-live the past. Copyright © 2011 Elsevier Ltd. All rights reserved.

A review of assertions about the processes and outcomes of social learning in natural resource management.

PubMed

Cundill, G; Rodela, R

2012-12-30

Social learning has become a central theme in natural resource management. This growing interest is underpinned by a number of assertions about the outcomes of social learning, and about the processes that support these outcomes. Yet researchers and practitioners who seek to engage with social learning through the natural resource management literature often become disorientated by the myriad processes and outcomes that are identified. We trace the roots of current assertions about the processes and outcomes of social learning in natural resource management, and assess the extent to which there is an emerging consensus on these assertions. Results suggest that, on the one hand, social learning is described as taking place through deliberative interactions amongst multiple stakeholders. During these interactions, it is argued that participants learn to work together and build relationships that allow for collective action. On the other hand, social learning is described as occurring through deliberate experimentation and reflective practice. During these iterative cycles of action, monitoring and reflection, participants learn how to cope with uncertainty when managing complex systems. Both of these processes, and their associated outcomes, are referred to as social learning. Where, therefore, should researchers and practitioners focus their attention? Results suggest that there is an emerging consensus that processes that support social learning involve sustained interaction between stakeholders, on-going deliberation and the sharing of knowledge in a trusting environment. There is also an emerging consensus that the key outcome of such learning is improved decision making underpinned by a growing awareness of human-environment interactions, better relationships and improved problem-solving capacities for participants. Copyright © 2012 Elsevier Ltd. All rights reserved.

Developing a 'critical' approach to patient and public involvement in patient safety in the NHS: learning lessons from other parts of the public sector?

PubMed

Ocloo, Josephine E; Fulop, Naomi J

2012-12-01

There has been considerable momentum within the NHS over the last 10 years to develop greater patient and public involvement (PPI). This commitment has been reflected in numerous policy initiatives. In patient safety, the drive to increase involvement has increasingly been seen as an important way of building a safety culture. Evidence suggests, however, that progress has been slow and even more variable than in health care generally. Given this context, the paper analyses some of the key underlying drivers for involvement in the wider context of health and social care and makes some suggestions on what lessons can be learned for developing the PPI agenda in patient safety. To develop PPI further, it is argued that a greater understanding is needed of the contested nature of involvement in patient safety and how this has similarities to the emergence of user involvement in other parts of the public services. This understanding has led to the development of a range of critical theories to guide involvement that also make more explicit the underlying factors that support and hinder involvement processes, often related to power inequities and control. Achieving greater PPI in patient safety is therefore seen to require a more critical framework for understanding processes of involvement that can also help guide and evaluate involvement practices. © 2011 Blackwell Publishing Ltd.

Learning new meanings for known words: Biphasic effects of prior knowledge

PubMed Central

Fang, Xiaoping; Perfetti, Charles; Stafura, Joseph

2017-01-01

In acquiring word meanings, learners are often confronted by a single word form that is mapped to two or more meanings. For example, long after how to roller-“skate”, one may learn that “skate” is also a kind of fish. Such learning of new meanings for familiar words involves two potentially contrasting processes, relative to new form-new meaning learning: 1) Form-based familiarity may facilitate learning a new meaning, and 2) meaning-based interference may inhibit learning a new meaning. We examined these two processes by having native English speakers learn new, unrelated meanings for familiar (high frequency) and less familiar (low frequency) English words, as well as for unfamiliar (novel or pseudo-) words. Tracking learning with cued-recall tasks at several points during learning revealed a biphasic pattern: higher learning rates and greater learning efficiency for familiar words relative to novel words early in learning and a reversal of this pattern later in learning. Following learning, interference from original meanings for familiar words was detected in a semantic relatedness judgment task. Additionally, lexical access to familiar words with new meanings became faster compared to their exposure controls, but no such effect occurred for less familiar words. Overall, the results suggest a biphasic pattern of facilitating and interfering processes: Familiar word forms facilitate learning earlier, while interference from original meanings becomes more influential later. This biphasic pattern reflects the co-activation of new and old meanings during learning, a process that may play a role in lexicalization of new meanings. PMID:29399593

Nurses' various ways of conceiving their learning process as doctoral students: a phenomenographic study.

PubMed

Arvidsson, Barbro; Franke, Anita

2013-01-01

The aim was to describe variations in how doctoral students conceive their learning process to become researchers in the light of their professional background as nurses. Nursing research is an emerging discipline and the number of nurses who acquire a doctor's degree is increasing. The study had a descriptive, qualitative design with a phenomenographic approach and was carried out by means of 20 interviews. Three different description categories emerged: (1) A learning process that provides a synthesis of different parts of the research process aimed at developing preparedness for action within the nursing profession. (2) A learning process where practical problems are integrated with and problematised in relation to scientific theories. (3) A learning process involving the transformation from nurse to researcher. The description categories revealed that the focus was on solving problems that occur in health care and synthesising them by means of research tools. Furthermore, the doctoral students explored different ways of understanding and developing their awareness of the nature of research. Focus was also on the nursing profession and practice and a shift towards the role of a researcher was evident. Copyright © 2012 Elsevier Ltd. All rights reserved.

Parent Involvement in the USA and in Austria.

ERIC Educational Resources Information Center

Krumm, Volker; And Others

Teachers' educational methods to procure or enhance parent involvement in their children's learning processes in schools in German-speaking countries are examined in this comparative study. This Austrian replication of a study conducted in the United States (Epstein, 1986) administered questionnaires to 124 first-, third-, and fifth-grade teachers…

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

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

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

1988-01-01

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

[Learning and implicit memory: mechanisms and neuroplasticity].

PubMed

Machado, S; Portella, C E; Silva, J G; Velasques, B; Bastos, V H; Cunha, M; Basile, L; Cagy, M; Piedade, R A; Ribeiro, P

Learning and memory are complex processes that researchers have been attempting to unravel for over a century in order to gain a clear view of the underlying mechanisms. To review the basic cellular and molecular mechanisms involved in the process of procedural retention, to offer an overall view of the fundamental mechanisms involved in storing information by means of theories and models of memory, and to discuss the different types of memory and the role played by the cerebellum as a modulator of procedural memory. Experimental results from recent decades have opened up new areas of study regarding the participation of the biochemical and cellular processes related to the consolidation of information in the nervous system. The neuronal circuits involved in acquiring and consolidating memory are still not fully understood and the exact location of memory in the nervous system remains unknown. A number of intrinsic and extrinsic factors interfere in these processes, such as molecular (long-term potentiation and depression) and cellular mechanisms, which respond to communication and transmission between nerve cells. There are also factors that have their origin in the outside environment, which use the association of events to bring about the formation of new memories or may divert the subject from his or her main focus. Memory is not a singular occurrence; it is sub-divided into declarative and non-declarative or, when talking about the time it lasts, into short and long-term memory. Moreover, given its relation with neuronal mechanisms of learning, memory cannot be said to constitute an isolated process.

Role for the M1 Muscarinic Acetylcholine Receptor in Top-Down Cognitive Processing Using a Touchscreen Visual Discrimination Task in Mice.

PubMed

Gould, R W; Dencker, D; Grannan, M; Bubser, M; Zhan, X; Wess, J; Xiang, Z; Locuson, C; Lindsley, C W; Conn, P J; Jones, C K

2015-10-21

The M1 muscarinic acetylcholine receptor (mAChR) subtype has been implicated in the underlying mechanisms of learning and memory and represents an important potential pharmacotherapeutic target for the cognitive impairments observed in neuropsychiatric disorders such as schizophrenia. Patients with schizophrenia show impairments in top-down processing involving conflict between sensory-driven and goal-oriented processes that can be modeled in preclinical studies using touchscreen-based cognition tasks. The present studies used a touchscreen visual pairwise discrimination task in which mice discriminated between a less salient and a more salient stimulus to assess the influence of the M1 mAChR on top-down processing. M1 mAChR knockout (M1 KO) mice showed a slower rate of learning, evidenced by slower increases in accuracy over 12 consecutive days, and required more days to acquire (achieve 80% accuracy) this discrimination task compared to wild-type mice. In addition, the M1 positive allosteric modulator BQCA enhanced the rate of learning this discrimination in wild-type, but not in M1 KO, mice when BQCA was administered daily prior to testing over 12 consecutive days. Importantly, in discriminations between stimuli of equal salience, M1 KO mice did not show impaired acquisition and BQCA did not affect the rate of learning or acquisition in wild-type mice. These studies are the first to demonstrate performance deficits in M1 KO mice using touchscreen cognitive assessments and enhanced rate of learning and acquisition in wild-type mice through M1 mAChR potentiation when the touchscreen discrimination task involves top-down processing. Taken together, these findings provide further support for M1 potentiation as a potential treatment for the cognitive symptoms associated with schizophrenia.

Brain signal complexity rises with repetition suppression in visual learning.

PubMed

Lafontaine, Marc Philippe; Lacourse, Karine; Lina, Jean-Marc; McIntosh, Anthony R; Gosselin, Frédéric; Théoret, Hugo; Lippé, Sarah

2016-06-21

Neuronal activity associated with visual processing of an unfamiliar face gradually diminishes when it is viewed repeatedly. This process, known as repetition suppression (RS), is involved in the acquisition of familiarity. Current models suggest that RS results from interactions between visual information processing areas located in the occipito-temporal cortex and higher order areas, such as the dorsolateral prefrontal cortex (DLPFC). Brain signal complexity, which reflects information dynamics of cortical networks, has been shown to increase as unfamiliar faces become familiar. However, the complementarity of RS and increases in brain signal complexity have yet to be demonstrated within the same measurements. We hypothesized that RS and brain signal complexity increase occur simultaneously during learning of unfamiliar faces. Further, we expected alteration of DLPFC function by transcranial direct current stimulation (tDCS) to modulate RS and brain signal complexity over the occipito-temporal cortex. Participants underwent three tDCS conditions in random order: right anodal/left cathodal, right cathodal/left anodal and sham. Following tDCS, participants learned unfamiliar faces, while an electroencephalogram (EEG) was recorded. Results revealed RS over occipito-temporal electrode sites during learning, reflected by a decrease in signal energy, a measure of amplitude. Simultaneously, as signal energy decreased, brain signal complexity, as estimated with multiscale entropy (MSE), increased. In addition, prefrontal tDCS modulated brain signal complexity over the right occipito-temporal cortex during the first presentation of faces. These results suggest that although RS may reflect a brain mechanism essential to learning, complementary processes reflected by increases in brain signal complexity, may be instrumental in the acquisition of novel visual information. Such processes likely involve long-range coordinated activity between prefrontal and lower order visual areas. Copyright © 2016 IBRO. Published by Elsevier Ltd. All rights reserved.

Integrating Process Skills Instruction into the Traditional Science Curriculum.

ERIC Educational Resources Information Center

Radford, David L.

The study of science involves learning the processes of science as well as its content. The recent revival of interest in developing thinking skills has encouraged added emphasis on process skills instruction. A science teacher wanting to add instruction of process skills is faced with several problems: (1) texts and lab manuals are not likely to…

Six to Ten Digits Multiplication Fun Learning Using Puppet Prototype

NASA Astrophysics Data System (ADS)

Islamiah Rosli, D.'oria; Ali, Azita; Peng, Lim Soo; Sujardi, Imam; Usodo, Budi; Adie Perdana, Fengky

2017-01-01

Logic and technical subjects require students to understand basic knowledge in mathematic. For instance, addition, minus, division and multiplication operations need to be mastered by students due to mathematic complexity as the learning mathematic grows higher. Weak foundation in mathematic also contribute to high failure rate in mathematic subjects in schools. In fact, students in primary schools are struggling to learn mathematic because they need to memorize formulas, multiplication or division operations. To date, this study will develop a puppet prototyping for learning mathematic for six to ten digits multiplication. Ten participants involved in the process of developing the prototype in this study. Students involved in the study were those from the intermediate class students whilst teachers were selected based on their vast knowledge and experiences and have more than five years of experience in teaching mathematic. Close participatory analysis will be used in the prototyping process as to fulfil the requirements of the students and teachers whom will use the puppet in learning six to ten digit multiplication in mathematic. Findings showed that, the students had a great time and fun learning experience in learning multiplication and they able to understand the concept of multiplication using puppet. Colour and materials of the puppet also help to attract student attention during learning. Additionally, students able to visualized and able to calculate accurate multiplication value and the puppet help them to recall in multiplying and adding the digits accordingly.

Adaptive Management for Urban Watersheds: The Slavic Village Pilot Project

EPA Science Inventory

Adaptive management is an environmental management strategy that uses an iterative process of decision-making to reduce the uncertainty in environmental management via system monitoring. A central tenet of adaptive management is that management involves a learning process that ca...

Searching for the Hebb Effect in down Syndrome: Evidence for a Dissociation between Verbal Short-Term Memory and Domain-General Learning of Serial Order

ERIC Educational Resources Information Center

Mosse, E. K.; Jarrold, C.

2010-01-01

Background: The Hebb effect is a form of repetition-driven long-term learning that is thought to provide an analogue for the processes involved in new word learning. Other evidence suggests that verbal short-term memory also constrains now vocabulary acquisition, but if the Hebb effect is independent of short-term memory, then it may be possible…

Testing the effectiveness of problem-based learning with learning-disabled students in biology

NASA Astrophysics Data System (ADS)

Guerrera, Claudia Patrizia

The purpose of the present study was to investigate the effects of problem-based learning (PBL) with learning-disabled (LD) students. Twenty-four students (12 dyads) classified as LD and attending a school for the learning-disabled participated in the study. Students engaged in either a computer-based environment involving BioWorld, a hospital simulation designed to teach biology students problem-solving skills, or a paper-and-pencil version based on the computer program. A hybrid model of learning was adopted whereby students were provided with direct instruction on the digestive system prior to participating in a problem-solving activity. Students worked in dyads and solved three problems involving the digestive system in either a computerized or a paper-and-pencil condition. The experimenter acted as a coach to assist students throughout the problem-solving process. A follow-up study was conducted, one month later, to measure the long-term learning gains. Quantitative and qualitative methods were used to analyze three types of data: process data, outcome data, and follow-up data. Results from the process data showed that all students engaged in effective collaboration and became more systematic in their problem solving over time. Findings from the outcome and follow-up data showed that students in both treatment conditions, made both learning and motivational gains and that these benefits were still evident one month later. Overall, results demonstrated that the computer facilitated students' problem solving and scientific reasoning skills. Some differences were noted in students' collaboration and the amount of assistance required from the coach in both conditions. Thus, PBL is an effective learning approach with LD students in science, regardless of the type of learning environment. These results have implications for teaching science to LD students, as well as for future designs of educational software for this population.

The implementation of e-learning tools to enhance undergraduate bioinformatics teaching and learning: a case study in the National University of Singapore

PubMed Central

2009-01-01

Background The rapid advancement of computer and information technology in recent years has resulted in the rise of e-learning technologies to enhance and complement traditional classroom teaching in many fields, including bioinformatics. This paper records the experience of implementing e-learning technology to support problem-based learning (PBL) in the teaching of two undergraduate bioinformatics classes in the National University of Singapore. Results Survey results further established the efficiency and suitability of e-learning tools to supplement PBL in bioinformatics education. 63.16% of year three bioinformatics students showed a positive response regarding the usefulness of the Learning Activity Management System (LAMS) e-learning tool in guiding the learning and discussion process involved in PBL and in enhancing the learning experience by breaking down PBL activities into a sequential workflow. On the other hand, 89.81% of year two bioinformatics students indicated that their revision process was positively impacted with the use of LAMS for guiding the learning process, while 60.19% agreed that the breakdown of activities into a sequential step-by-step workflow by LAMS enhances the learning experience Conclusion We show that e-learning tools are useful for supplementing PBL in bioinformatics education. The results suggest that it is feasible to develop and adopt e-learning tools to supplement a variety of instructional strategies in the future. PMID:19958511

Facilitating learning through an international virtual collaborative practice: A case study.

PubMed

Wihlborg, Monne; Friberg, Elizabeth E; Rose, Karen M; Eastham, Linda

2018-02-01

Internationalisation of higher education involving information and communication technology such as e-learning opens opportunities for innovative learning approaches across nations and cultures. Describe a case in practice of collaborative and transformative learning in relation to 'internationalisation on home grounds' with the broader learning objective of 'becoming aware and knowledgeable'. A mutually developed project established a virtual international collaborative exchange for faculty and students using a course management software (MOODLE) and open access technology (Adobe CONNECT). Two research universities in Sweden and the United States. Approximately 90 nursing students from each university per semester over several semesters. A collaborative process to develop a joint learning community to construct a virtual module and learning activity involving academics and nursing students in two countries using principles of meaning construction and negotiated learning. Developed possibilities for dealing with the challenges and finding strategies for a future higher education system that opens dialogues worldwide. Virtual international exchanges open innovative communication and learning contexts across nations and cultures. Internationalisation is so much more than students and teachers' mobility. 'Internationalisation on home grounds' (internationalisation for all) should receive more attention to support faculty and student collaboration, learning, and professional development. Copyright © 2017 Elsevier Ltd. All rights reserved.

Caudate nucleus reactivity predicts perceptual learning rate for visual feature conjunctions.

PubMed

Reavis, Eric A; Frank, Sebastian M; Tse, Peter U

2015-04-15

Useful information in the visual environment is often contained in specific conjunctions of visual features (e.g., color and shape). The ability to quickly and accurately process such conjunctions can be learned. However, the neural mechanisms responsible for such learning remain largely unknown. It has been suggested that some forms of visual learning might involve the dopaminergic neuromodulatory system (Roelfsema et al., 2010; Seitz and Watanabe, 2005), but this hypothesis has not yet been directly tested. Here we test the hypothesis that learning visual feature conjunctions involves the dopaminergic system, using functional neuroimaging, genetic assays, and behavioral testing techniques. We use a correlative approach to evaluate potential associations between individual differences in visual feature conjunction learning rate and individual differences in dopaminergic function as indexed by neuroimaging and genetic markers. We find a significant correlation between activity in the caudate nucleus (a component of the dopaminergic system connected to visual areas of the brain) and visual feature conjunction learning rate. Specifically, individuals who showed a larger difference in activity between positive and negative feedback on an unrelated cognitive task, indicative of a more reactive dopaminergic system, learned visual feature conjunctions more quickly than those who showed a smaller activity difference. This finding supports the hypothesis that the dopaminergic system is involved in visual learning, and suggests that visual feature conjunction learning could be closely related to associative learning. However, no significant, reliable correlations were found between feature conjunction learning and genotype or dopaminergic activity in any other regions of interest. Copyright © 2015 Elsevier Inc. All rights reserved.

Dynamics of EEG functional connectivity during statistical learning.

PubMed

Tóth, Brigitta; Janacsek, Karolina; Takács, Ádám; Kóbor, Andrea; Zavecz, Zsófia; Nemeth, Dezso

2017-10-01

Statistical learning is a fundamental mechanism of the brain, which extracts and represents regularities of our environment. Statistical learning is crucial in predictive processing, and in the acquisition of perceptual, motor, cognitive, and social skills. Although previous studies have revealed competitive neurocognitive processes underlying statistical learning, the neural communication of the related brain regions (functional connectivity, FC) has not yet been investigated. The present study aimed to fill this gap by investigating FC networks that promote statistical learning in humans. Young adults (N=28) performed a statistical learning task while 128-channels EEG was acquired. The task involved probabilistic sequences, which enabled to measure incidental/implicit learning of conditional probabilities. Phase synchronization in seven frequency bands was used to quantify FC between cortical regions during the first, second, and third periods of the learning task, respectively. Here we show that statistical learning is negatively correlated with FC of the anterior brain regions in slow (theta) and fast (beta) oscillations. These negative correlations increased as the learning progressed. Our findings provide evidence that dynamic antagonist brain networks serve a hallmark of statistical learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

NASA Astrophysics Data System (ADS)

Reza, M.; Ibrahim, M.; Rahayu, Y. S.

2018-01-01

This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.

[Stimulation of D1-receptors improves passive avoidance learning of female rats during ovary cycle].

PubMed

Fedotova, Iu O; Sapronov, N S

2012-01-01

The involvement of D1-receptors in learning/memory processes during ovary cycle was assessed in the adult female rats. SKF-38393 (0,1 mg/kg, i.p.), D1-receptor agonist and SCH-23390 (0,1 mg/kg, i.p.), D1-receptor antagonist were injected chronically to adult female rats. Learning of these animals was assessed in different models: passive avoidance performance and Morris water maze. Chronic SKF-3839 administration to females resulted in the appearance of the passive avoidance performance in proestrous and estrous, as distinct from the control animals, but failed to change the dynamics of spatial learning in Morris water maze. Chronic SCH-23390 administration similarly impaired non-spatial and spatial learning in females during all phases of ovary cycle. The results of the study suggest modulating role of D1-receptors in learning/memory processes during ovary cycle in the adult female rats.

[Stimulation of D2-receptors improves passive avoidance learning in female rats].

PubMed

Fedotova, Iu O

2012-01-01

The involvement of D2-receptors in learning/memory processes during ovary cycle was assessed in the adult female rats. Quinperole (0,1 mg/kg, i.p.), D2-receptor agonist and sulpiride (10,0 mg/kg, i.p.), D2-receptor antagonist were injected chronically to adult female rats. Learning of these animals was assessed in different models: passive avoidance performance and Morris water maze. Chronic quinperole administration to females resulted in the appearance of the passive avoidance performance in proestrous and estrous, as distinct from the control animals. Also, quinperole improved spatial learning in proestrous and stimulated it in estrous in Morris water maze. Chronic sulpiride administration similarly impaired non-spatial and spatial learning in females during all phases of ovary cycle. The results of the study suggest modulating role of D2-receptors in learning/memory processes during ovary cycle in the adult female rats.

Microscopic Virtual Media (MVM) in Physics Learning: Case Study on Students Understanding of Heat Transfer

NASA Astrophysics Data System (ADS)

Wibowo, F. C.; Suhandi, A.; Rusdiana, D.; Darman, D. R.; Ruhiat, Y.; Denny, Y. R.; Suherman; Fatah, A.

2016-08-01

A Study area in physics learning is purposeful on the effects of various types of learning interventions to help students construct the basic of scientific conception about physics. Microscopic Virtual Media (MVM) are applications for physics learning to support powerful modelling microscopic involving physics concepts and processes. In this study groups (experimental) of 18±20 years old, students were studied to determine the role of MVM in the development of functional understanding of the concepts of thermal expansion in heat transfer. The experimental group used MVM in learning process. The results show that students who learned with virtual media exhibited significantly higher scores in the research tasks. Our findings proved that the MVM may be used as an alternative instructional tool, in order to help students to confront and constructed their basic of scientific conception and developed their understanding.

Link lecturers' views on supporting student nurses who have a learning difficulty in clinical placement.

PubMed

King, Liz

2018-02-08

literature that reports the experiences of facilitating reasonable adjustments for student nurses who have a learning difficulty (LD) in clinical placement from the viewpoint of link lecturers is limited and warrants further exploration. Research aim: to explore link lecturers' views on reasonable adjustments in clinical placement and whether they are confident with their own knowledge of the processes involved. data were collected using interviews with three link lecturers from three fields of nursing (adult, child and mental health). Audio-recorded interviews were transcribed, coded and thematically analysed. three main themes were identified: student engagement, clarity of link lecturer role and external barriers. findings demonstrate that link lecturers have some confidence with their own knowledge of the processes involved with supporting student nurses with an LD in clinical placement, but these processes are complex with many barriers preventing successful facilitation of available reasonable adjustments.

Differential implication of dorsolateral and dorsomedial srtiatum in encoding and recovery processes of latent inhibition.

PubMed

Díaz, Estrella; Vargas, Juan Pedro; Quintero, Esperanza; Gonzalo de la Casa, Luis; O'Donnell, Patricio; Lopez, Juan Carlos

2014-05-01

The dorsal striatum has been ascribed to different behavioral roles. While the lateral area (dls) is implicated in habitual actions, its medial part (dms) is linked to goal expectancy. According to this model, dls function includes representation of stimulus-response associations, but not of goals. Dls function has been typically analyzed with regard to movement, and there is no data indicating whether this region could processes specific stimulus-outcome associations. To test this possibility, we analyzed the effects of dls and dms inactivation on the retrieval phase, and dms lesion on the acquisition phase of a latent inhibition procedure using two conditions, long and short presentations of the future conditioned stimulus. Contrary to current theories of basal ganglia function, we report evidence in favor of the dls involvement in cognitive processes of learning and retrieval. Moreover, we provide data about the sequential relationship between dms and dls, in which the dms could be involved, but it would not be critical, in new learning and the dls could be subsequently involved in consolidating cognitive routines. Copyright © 2014 Elsevier Inc. All rights reserved.

The educational value of Disaster Victim Identification (DVI) missions-transfer of knowledge.

PubMed

Winskog, Calle; Tonkin, Anne; Byard, Roger W

2012-06-01

Transfer of knowledge is the cornerstone of any educational organisation, with senior staff expected to participate in the training of less experienced colleagues and students. Teaching in the field is, however, slightly different, and a less theoretical approach is usually recommended. In terms of Disaster Victim Identification (DVI) activities, practical work under supervision of a field team stimulates tactile memory. A more practical approach is also useful when multiple organizations from a variety of countries are involved, as language barriers make it easier to manually show someone how to solve a problem, instead of attempting to explain complex concepts verbally. "See one, do one, teach one" is an approach that can be used to ensure that teaching is undertaken with the teacher grasping the essentials of a situation before passing on the information to someone else. The key principles of adult learning that need to be applied to DVI situations include the following: participants need to know why they are learning and to be motivated to learn by the need to solve problems; previous experience must be respected and built upon and learning approaches should match participants' background and diversity; and finally participants need to be actively involved in the learning process. Active learning involves the active acquisition of knowledge and/or skills during the performance of a task and characterizes DVI activities. Learning about DVI structure, activities and responsibilities incorporates both the learning of facts ("declarative knowledge") and practical skills ("procedural knowledge"). A fundamental requirement of all DVI exercises should be succession planning with involvement of less experienced colleagues at every opportunity so that essential teaching and learning opportunities are maximized. DVI missions provide excellent teaching opportunities and international agencies have a responsibility to teach less experienced colleagues and local staff during deployment.

Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study

ERIC Educational Resources Information Center

de Bruin, Leon R.

2018-01-01

The way an improviser practices is a vital and significant aspect to a musician's means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist…

The Evolution of School Improvement from the Classroom Teacher's Perspective.

ERIC Educational Resources Information Center

Thompson, Marci; Mitchell, Deborah

2002-01-01

Highlights changes that have occurred since 1992 at Elm Dale Elementary School (Greenfield, Wisconsin) through the school improvement process. Describes how teachers have become involved in and developed ownership of the improvement process, and how they have learned to analyze data. Asserts that the school improvement process has changed the…

The Development of Reading for Comprehension: An Information Processing Analysis. Final Report.

ERIC Educational Resources Information Center

Schadler, Margaret; Juola, James F.

This report summarizes research performed at the Universtiy of Kansas that involved several topics related to reading and learning to read, including the development of automatic word recognition processes, reading for comprehension, and the development of new computer technologies designed to facilitate the reading process. The first section…

Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning

ERIC Educational Resources Information Center

Peters, Vanessa L.; Songer, Nancy Butler

2013-01-01

This paper reports the results of a three-stage usability test of a modeling tool designed to support learners' deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school…

Retesting the Limits of Data-Driven Learning: Feedback and Error Correction

ERIC Educational Resources Information Center

Crosthwaite, Peter

2017-01-01

An increasing number of studies have looked at the value of corpus-based data-driven learning (DDL) for second language (L2) written error correction, with generally positive results. However, a potential conundrum for language teachers involved in the process is how to provide feedback on students' written production for DDL. The study looks at…

Cerebellar Deep Nuclei Involvement in Cognitive Adaptation and Automaticity

ERIC Educational Resources Information Center

Callu, Delphine; Lopez, Joelle; El Massioui, Nicole

2013-01-01

To determine the role of the interpositus nuclei of cerebellum in rule-based learning and optimization processes, we studied (1) successive transfers of an initially acquired response rule in a cross maze and (2) behavioral strategies in learning a simple response rule in a T maze in interpositus lesioned rats (neurotoxic or electrolytic lesions).…

Project-Based Learning: Application to a Research Master Subject of Thermal Engineering

ERIC Educational Resources Information Center

Arce, María Elena; Míguez-Tabarés, José Luis; Granada, Enrique; Míguez, Carla; Cacabelos, Antón

2013-01-01

The European Higher Education Area (EHEA) requires students to engage in more autonomous work. This autonomy is an outcome of the self-regulated learning process. Self-regulation involves a self-management skill set that can cope with any adverse contingency and requires both knowledge of the available abilities and personal control to put these…

Learning and Teaching Elementary Subjects. Advances in Research on Teaching. Volume 5.

ERIC Educational Resources Information Center

Brophy, Jere, Ed.

This publication is the fifth volume in the "Advanced in Research on Teaching" series, which has been established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. This volume focuses on the work of the Center for the Learning and Teaching of Elementary Subjects in…

EFL Students' Experiences in Learning "CALL" through Project Based Instructions

ERIC Educational Resources Information Center

Mali, Yustinus Calvin Gai

2017-01-01

Various initiatives led by Ministries of Education and related entities in many countries around the world have encouraged teachers not only to integrate technology in their teaching practices but also to employ various sound teaching methods that allow learners to be actively involved in the teaching and learning process. As a response to these…

Teachers as Participatory Designers: Two Case Studies with Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

Cober, Rebecca; Tan, Esther; Slotta, Jim; So, Hyo-Jeong; Könings, Karen D.

2015-01-01

Teachers are not typically involved as participatory designers in the design of technology-enhanced learning environments. As they have unique and valuable perspectives on the role of technology in education, it is of utmost importance to engage them in a participatory design process. Adopting a case study methodology, we aim to reveal in what…

Collaborative Teacher Educator Professional Development in Europe: Different Voices, One Goal

ERIC Educational Resources Information Center

Lunenberg, Mieke; Murray, Jean; Smith, Kari; Vanderlinde, Ruben

2017-01-01

In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes of professional learning across national…

Students' Involvement in Continuous Assessment Methodologies: A Case Study for a Distributed Information Systems Course

ERIC Educational Resources Information Center

Cano, M.-D.

2011-01-01

The creation of the new European Higher Education Area (EHEA), with the corresponding changes in the structure and content of university degrees, offers a great opportunity to review learning methodologies. This paper investigates the effect on students of moving from a traditional learning process, based on lectures and laboratory work, to an…

Ten Years of Open Practice: A Reflection on the Impact of OpenLearn

ERIC Educational Resources Information Center

Law, Patrina; Jelfs, Anne

2016-01-01

The Open University (OU) makes a proportion of all its taught modules available to the public via OpenLearn each year. This process involves the modification, of module excerpts, showcasing subject matter and teaching approach. This activity serves both the University's social and business missions through the delivery of free courses to the…

The Effects of 3D-Representation Instruction on Composite-Solid Surface-Area Learning for Elementary School Students

ERIC Educational Resources Information Center

Sung, Yao-Ting; Shih, Pao-Chen; Chang, Kuo-En

2015-01-01

Providing instruction on spatial geometry, specifically how to calculate the surface areas of composite solids, challenges many elementary school teachers. Determining the surface areas of composite solids involves complex calculations and advanced spatial concepts. The goals of this study were to build on students' learning processes for…

Memory and Attention Make Smart Word Learning: An Alternative Account of Akhtar, Carpenter, and Tomasello.

ERIC Educational Resources Information Center

Samuelson, Larissa K.; Smith, Linda B.

1998-01-01

Used a modification of Akhtar, Carpenter, and Tomasello's (1996) task involving interpretation of novel nouns to test whether 18- to 28-month-olds' smart word learning derived from general attention and memory processes rather than knowledge about the communicative intents of others. Findings similar to those of Akhtar and colleagues suggest that…

Integral Mindflow: A Process of Mindfulness-in-Flow to Enhance Individual and Organization Learning

ERIC Educational Resources Information Center

Cacioppe, Ron Lewis

2017-01-01

Purpose: This paper aims to examine the differences in mindfulness, meditation and flow and the conditions in which each occurs. It summarizes research that demonstrates positive benefits of these three for employee and organizational learning. While mindfulness focuses awareness on what is occurring in the moment, flow involves total immersion in…

Integrating Group-Self Evaluation in Open and Distance Learning System

ERIC Educational Resources Information Center

Osuji, U. S. Ajunwa

2010-01-01

Every instructional process involves a strategic assessment system for a complete teaching leaning circle. Any assessment system which is seriously flawed, should call for a change, a rethink or a repackaging for sustainability, and to be a part of teaching and learning. Assessment should be meaningful to both the assessors and the assessees. The…

The Effect of Surprising Events in a Serious Game on Learning Mathematics

ERIC Educational Resources Information Center

Wouters, Pieter; van Oostendorp, Herre; ter Vrugte, Judith; vanderCruysse, Sylke; de Jong, Ton; Elen, Jan

2017-01-01

The challenge in serious games is to improve the effectiveness of learning by stimulating relevant cognitive processes. In this paper, we investigate the potential of surprise in two experiments with prevocational students in the domain of proportional reasoning. Surprise involves an emotional reaction, but it also serves a cognitive goal as it…

Perceiving Permutations as Distinct Outcomes: The Accommodation of a Complex Knowledge System

ERIC Educational Resources Information Center

Kapon, Shulamit; Ron, Gila; Hershkowitz, Rina; Dreyfus, Tommy

2015-01-01

There is ample evidence that reasoning about stochastic phenomena is often subject to systematic bias even after instruction. Few studies have examined the detailed learning processes involved in learning probability. This paper examines a case study drawn from a large corpus of data collected as part of a research project that dealt with the…

Perceptions of School Counselors Regarding Their Roles in Transition Services for Students with Learning Disabilities towards Post Secondary Education

ERIC Educational Resources Information Center

Tait, Molly

2013-01-01

The purpose of this study was to analyze the perceptions of secondary school counselors regarding their roles in the postsecondary transition process for individuals with learning disabilities. Five research areas were discussed knowledge, advocacy, collaboration, self determination, and parent/student involvement with regard to transition…

Similar Neural Correlates for Language and Sequential Learning: Evidence from Event-Related Brain Potentials

ERIC Educational Resources Information Center

Christiansen, Morten H.; Conway, Christopher M.; Onnis, Luca

2012-01-01

We used event-related potentials (ERPs) to investigate the time course and distribution of brain activity while adults performed (1) a sequential learning task involving complex structured sequences and (2) a language processing task. The same positive ERP deflection, the P600 effect, typically linked to difficult or ungrammatical syntactic…

Remembering versus Knowing during Face Recognition in Unilateral Temporal Lobe Epilepsy Patients with or without Hippocampal Sclerosis

ERIC Educational Resources Information Center

Bengner, Thomas; Malina, Thomas

2008-01-01

Recognition memory involves knowing an item was learned (familiarity) and remembering contextual details about the prior learning episode (recollection). We tested three competing hypotheses about the role of the hippocampus in recollection and familiarity. It mediates either recollection or familiarity, or serves both processes. We further tested…

Planning and Managing Learning Tasks and Activities. Advances in Research on Teaching. Volume 3.

ERIC Educational Resources Information Center

Brophy, Jere, Ed.

This publication is the third volume in the "Advanced in Research on Teaching" series, which has been established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. This volume focuses on the planning and managing of learning tasks and activities, in particular,…

Professional Writing in the English Classroom: Professional Collaborative Writing--Teaching, Writing, and Learning--Together.

ERIC Educational Resources Information Center

Bush, Jonathan; Zuidema, Leah

2013-01-01

In this article, the authors report the importance of teaching students about collaborative writing. When teachers are effective in helping students to learn processes for collaborative writing, everyone involved needs to speak, listen, write, and read about how to write well and what makes writing good. Students are forced to "go meta"…

"Cancer Cell Biology:" A Student-Centered Instructional Module Exploring the Use of Multimedia to Enrich Interactive, Constructivist Learning of Science

ERIC Educational Resources Information Center

Bockholt, Susanne M.; West, J. Paige; Bollenbacher, Walter E.

2003-01-01

Multimedia has the potential of providing bioscience education novel learning environments and pedagogy applications to foster student interest, involve students in the research process, advance critical thinking/problem-solving skills, and develop conceptual understanding of biological topics. "Cancer Cell Biology," an interactive, multimedia,…

An Exploratory Study of Informal Learning and Team Performance in the Pre-Consulting Phase

ERIC Educational Resources Information Center

Sibarani, Roza Marsaulina

2014-01-01

This paper reports the process of informal learning in the pre-consulting phase in management-consulting firms in Indonesia. As the consulting industry significantly grows in Indonesia, more organisations use consultant services to improve their business. Pre-consulting is an important phase to define the right solutions, which involves a lot of…

Productive Group Engagement in Cognitive Activity and Metacognitive Regulation during Collaborative Learning: Can It Explain Differences in Students' Conceptual Understanding?

ERIC Educational Resources Information Center

Khosa, Deep K.; Volet, Simone E.

2014-01-01

This paper addresses the nature and significance of productive engagement in cognitive activity and metacognitive regulation in collaborative learning tasks that involve complex scientific knowledge. A situative framework, combining the constructs of social regulation and content processing, provided the theoretical basis for the development of a…

An Evaluation-Driven Design Approach to Develop Learning Environments Based on Full-Body Interaction

ERIC Educational Resources Information Center

Malinverni, Laura; Schaper, Marie-Monique; Pares, Narcís

2016-01-01

The development of learning environments based on full-body interaction has become an increasingly important field of research in recent years. However, the design and evaluation strategies currently used present some significant limitations. Two major shortcomings are: the inadequate involvement of children in the design process and a lack of…

Advancing Integrated STEM Learning through Engineering Design: Sixth-Grade Students' Design and Construction of Earthquake Resistant Buildings

ERIC Educational Resources Information Center

English, Lyn D.; King, Donna; Smeed, Joanna

2017-01-01

As part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of…

Circuit mechanisms of sensorimotor learning

PubMed Central

Makino, Hiroshi; Hwang, Eun Jung; Hedrick, Nathan G.; Komiyama, Takaki

2016-01-01

SUMMARY The relationship between the brain and the environment is flexible, forming the foundation for our ability to learn. Here we review the current state of our understanding of the modifications in the sensorimotor pathway related to sensorimotor learning. We divide the process in three hierarchical levels with distinct goals: 1) sensory perceptual learning, 2) sensorimotor associative learning, and 3) motor skill learning. Perceptual learning optimizes the representations of important sensory stimuli. Associative learning and the initial phase of motor skill learning are ensured by feedback-based mechanisms that permit trial-and-error learning. The later phase of motor skill learning may primarily involve feedback-independent mechanisms operating under the classic Hebbian rule. With these changes under distinct constraints and mechanisms, sensorimotor learning establishes dedicated circuitry for the reproduction of stereotyped neural activity patterns and behavior. PMID:27883902

Double dissociation of the anterior and posterior dorsomedial caudate-putamen in the acquisition and expression of associative learning with the nicotine stimulus.

PubMed

Charntikov, Sergios; Pittenger, Steven T; Swalve, Natashia; Li, Ming; Bevins, Rick A

2017-07-15

Tobacco use is the leading cause of preventable deaths worldwide. This habit is not only debilitating to individual users but also to those around them (second-hand smoking). Nicotine is the main addictive component of tobacco products and is a moderate stimulant and a mild reinforcer. Importantly, besides its unconditional effects, nicotine also has conditioned stimulus effects that may contribute to the tenacity of the smoking habit. Because the neurobiological substrates underlying these processes are virtually unexplored, the present study investigated the functional involvement of the dorsomedial caudate putamen (dmCPu) in learning processes with nicotine as an interoceptive stimulus. Rats were trained using the discriminated goal-tracking task where nicotine injections (0.4 mg/kg; SC), on some days, were paired with intermittent (36 per session) sucrose deliveries; sucrose was not available on interspersed saline days. Pre-training excitotoxic or post-training transient lesions of anterior or posterior dmCPu were used to elucidate the role of these areas in acquisition or expression of associative learning with nicotine stimulus. Pre-training lesion of p-dmCPu inhibited acquisition while post-training lesions of p-dmCPu attenuated the expression of associative learning with the nicotine stimulus. On the other hand, post-training lesions of a-dmCPu evoked nicotine-like responding following saline treatment indicating the role of this area in disinhibition of learned motor behaviors. These results, for the first time, show functionally distinct involvement of a- and p-dmCPu in various stages of associative learning using nicotine stimulus and provide an initial account of neural plasticity underlying these learning processes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Planning Model of Physics Learning In Senior High School To Develop Problem Solving Creativity Based On National Standard Of Education

NASA Astrophysics Data System (ADS)

Putra, A.; Masril, M.; Yurnetti, Y.

2018-04-01

One of the causes of low achievement of student’s competence in physics learning in high school is the process which they have not been able to develop student’s creativity in problem solving. This is shown that the teacher’s learning plan is not accordance with the National Eduction Standard. This study aims to produce a reconstruction model of physics learning that fullfil the competency standards, content standards, and assessment standards in accordance with applicable curriculum standards. The development process follows: Needs analysis, product design, product development, implementation, and product evaluation. The research process involves 2 peers judgment, 4 experts judgment and two study groups of high school students in Padang. The data obtained, in the form of qualitative and quantitative data that collected through documentation, observation, questionnaires, and tests. The result of this research up to the product development stage that obtained the physics learning plan model that meets the validity of the content and the validity of the construction in terms of the fulfillment of Basic Competence, Content Standards, Process Standards and Assessment Standards.

A duetting perspective on avian song learning.

PubMed

Rivera-Cáceres, Karla D; Templeton, Christopher N

2017-12-25

Avian song learning has a rich history of study and has become the preeminent system for understanding the ontogeny of vocal communication in animals. Song learning in birds has many parallels with human language learning, ranging from the neural mechanisms involved to the importance of social factors in shaping signal acquisition. While much has been learned about the process of song learning, virtually all of the research done to date has focused on temperate species, where often only one sex (the male) sings. Duetting species, in which both males and females learn to sing and learn to combine their songs into temporally coordinated joint displays, could provide many insights into the processes by which vocal learning takes place. Here we highlight three key features of song learning-neuroendocrine control mechanisms, timing and life history stages of song acquisition, and the role of social factors in song selection and use-that have been elucidated from species where only males sing, and compare these with duetting species. We summarize what is known about song learning in duetting species and then provide several suggestions for fruitful directions for future research. We suggest that focusing research efforts on duetting species could significantly advance our understanding of vocal learning in birds and further cement the importance of avian species as models for understanding human conversations and the processes of vocal learning more broadly. Copyright © 2017 Elsevier B.V. All rights reserved.

Garbage Grows Great Plants.

ERIC Educational Resources Information Center

Brittain, Alexander N.

1996-01-01

Describes activities in which students explore composting. Enables students to learn that all organic material returns naturally to the earth through a process of decomposition that involves many living organisms. (JRH)

Influence on Learning of a Collaborative Learning Method Comprising the Jigsaw Method and Problem-based Learning (PBL).

PubMed

Takeda, Kayoko; Takahashi, Kiyoshi; Masukawa, Hiroyuki; Shimamori, Yoshimitsu

2017-01-01

Recently, the practice of active learning has spread, increasingly recognized as an essential component of academic studies. Classes incorporating small group discussion (SGD) are conducted at many universities. At present, assessments of the effectiveness of SGD have mostly involved evaluation by questionnaires conducted by teachers, by peer assessment, and by self-evaluation of students. However, qualitative data, such as open-ended descriptions by students, have not been widely evaluated. As a result, we have been unable to analyze the processes and methods involved in how students acquire knowledge in SGD. In recent years, due to advances in information and communication technology (ICT), text mining has enabled the analysis of qualitative data. We therefore investigated whether the introduction of a learning system comprising the jigsaw method and problem-based learning (PBL) would improve student attitudes toward learning; we did this by text mining analysis of the content of student reports. We found that by applying the jigsaw method before PBL, we were able to improve student attitudes toward learning and increase the depth of their understanding of the area of study as a result of working with others. The use of text mining to analyze qualitative data also allowed us to understand the processes and methods by which students acquired knowledge in SGD and also changes in students' understanding and performance based on improvements to the class. This finding suggests that the use of text mining to analyze qualitative data could enable teachers to evaluate the effectiveness of various methods employed to improve learning.

Synchrony and motor mimicking in chimpanzee observational learning

PubMed Central

Fuhrmann, Delia; Ravignani, Andrea; Marshall-Pescini, Sarah; Whiten, Andrew

2014-01-01

Cumulative tool-based culture underwrote our species' evolutionary success, and tool-based nut-cracking is one of the strongest candidates for cultural transmission in our closest relatives, chimpanzees. However the social learning processes that may explain both the similarities and differences between the species remain unclear. A previous study of nut-cracking by initially naïve chimpanzees suggested that a learning chimpanzee holding no hammer nevertheless replicated hammering actions it witnessed. This observation has potentially important implications for the nature of the social learning processes and underlying motor coding involved. In the present study, model and observer actions were quantified frame-by-frame and analysed with stringent statistical methods, demonstrating synchrony between the observer's and model's movements, cross-correlation of these movements above chance level and a unidirectional transmission process from model to observer. These results provide the first quantitative evidence for motor mimicking underlain by motor coding in apes, with implications for mirror neuron function. PMID:24923651

Synchrony and motor mimicking in chimpanzee observational learning.

PubMed

Fuhrmann, Delia; Ravignani, Andrea; Marshall-Pescini, Sarah; Whiten, Andrew

2014-06-13

Cumulative tool-based culture underwrote our species' evolutionary success, and tool-based nut-cracking is one of the strongest candidates for cultural transmission in our closest relatives, chimpanzees. However the social learning processes that may explain both the similarities and differences between the species remain unclear. A previous study of nut-cracking by initially naïve chimpanzees suggested that a learning chimpanzee holding no hammer nevertheless replicated hammering actions it witnessed. This observation has potentially important implications for the nature of the social learning processes and underlying motor coding involved. In the present study, model and observer actions were quantified frame-by-frame and analysed with stringent statistical methods, demonstrating synchrony between the observer's and model's movements, cross-correlation of these movements above chance level and a unidirectional transmission process from model to observer. These results provide the first quantitative evidence for motor mimicking underlain by motor coding in apes, with implications for mirror neuron function.

Reverse inference of memory retrieval processes underlying metacognitive monitoring of learning using multivariate pattern analysis.

PubMed

Stiers, Peter; Falbo, Luciana; Goulas, Alexandros; van Gog, Tamara; de Bruin, Anique

2016-05-15

Monitoring of learning is only accurate at some time after learning. It is thought that immediate monitoring is based on working memory, whereas later monitoring requires re-activation of stored items, yielding accurate judgements. Such interpretations are difficult to test because they require reverse inference, which presupposes specificity of brain activity for the hidden cognitive processes. We investigated whether multivariate pattern classification can provide this specificity. We used a word recall task to create single trial examples of immediate and long term retrieval and trained a learning algorithm to discriminate them. Next, participants performed a similar task involving monitoring instead of recall. The recall-trained classifier recognized the retrieval patterns underlying immediate and long term monitoring and classified delayed monitoring examples as long-term retrieval. This result demonstrates the feasibility of decoding cognitive processes, instead of their content. Copyright © 2016 Elsevier Inc. All rights reserved.

Different forms of MARCKS protein are involved in memory formation in the learning process of imprinting.

PubMed

Solomonia, Revaz O; Apkhazava, David; Nozadze, Maia; Jackson, Antony P; McCabe, Brian J; Horn, Gabriel

2008-06-01

There is strong evidence that a restricted part of the chick forebrain, the IMM (formerly IMHV), stores information acquired through the learning process of visual imprinting. Twenty-four hours after imprinting training, a learning-specific increase in amount of myristoylated, alanine-rich C-kinase substrate (MARCKS) protein is known to occur in the homogenate fraction of IMM. We investigated the two components of this fraction, membrane-bound and cytoplasmic-phosphorylated MARCKS. In IMM, amount of membrane-bound MARCKS, but not of cytoplasmic-phosphorylated MARCKS, increased as chicks learned. No changes were observed for either form of MARCKS in PPN, a control forebrain region. The results indicate that there is a learning-specific increase in membrane-bound, non-phosphorylated MARCKS 24 h after training. This increase might contribute to stabilization of synaptic morphology.

Imitation and local enhancement: detrimental effects of consensus definitions on analyses of social learning in animals.

PubMed

Galef, Bennett G

2013-11-01

Development of a widely accepted vocabulary referring to various types of social learning has made important contributions to decades of progress in analyzing the role of socially acquired information in the development of behavioral repertoires. It is argued here that emergence of a consensus vocabulary, while facilitating both communication and research, has also unnecessarily restricted research on social learning. The article has two parts. In the first, I propose that Thorndike's (1898, 1911) definition of imitation as "learning to do an act from seeing it done" has unduly restricted studies of the behavioral processes involved in the propagation of behavior. In part 2, I consider the possibility that success in labeling social learning processes believed to be less cognitively demanding than imitation (e.g. local and stimulus enhancement, social facilitation, etc.) has been mistaken for understanding of those processes, although essentially nothing is known of their stimulus control, development, phylogeny or substrate either behavioral or physiological. Copyright © 2013 Elsevier B.V. All rights reserved.

The 3D model of debriefing: defusing, discovering, and deepening.

PubMed

Zigmont, Jason J; Kappus, Liana J; Sudikoff, Stephanie N

2011-04-01

The experiential learning process involves participation in key experiences and analysis of those experiences. In health care, these experiences can occur through high-fidelity simulation or in the actual clinical setting. The most important component of this process is the postexperience analysis or debriefing. During the debriefing, individuals must reflect upon the experience, identify the mental models that led to behaviors or cognitive processes, and then build or enhance new mental models to be used in future experiences. On the basis of adult learning theory, the Kolb Experiential Learning Cycle, and the Learning Outcomes Model, we structured a framework for facilitators of debriefings entitled "the 3D Model of Debriefing: Defusing, Discovering, and Deepening." It incorporates common phases prevalent in the debriefing literature, including description of and reactions to the experience, analysis of behaviors, and application or synthesis of new knowledge into clinical practice. It can be used to enhance learning after real or simulated events. Copyright © 2011 Elsevier Inc. All rights reserved.

Dissociable parietal regions facilitate successful retrieval of recently learned and personally familiar information.

PubMed

Elman, Jeremy A; Cohn-Sheehy, Brendan I; Shimamura, Arthur P

2013-03-01

In fMRI analyses, the posterior parietal cortex (PPC) is particularly active during the successful retrieval of episodic memory. To delineate the neural correlates of episodic retrieval more succinctly, we compared retrieval of recently learned spatial locations (photographs of buildings) with retrieval of previously familiar locations (photographs of familiar campus buildings). Episodic retrieval of recently learned locations activated a circumscribed region within the ventral PPC (anterior angular gyrus and adjacent regions in the supramarginal gyrus) as well as medial PPC regions (posterior cingulated gyrus and posterior precuneus). Retrieval of familiar locations activated more posterior regions in the ventral PPC (posterior angular gyrus, LOC) and more anterior regions in the medial PPC (anterior precuneus and retrosplenial cortex). These dissociable effects define more precisely PPC regions involved in the retrieval of recent, contextually bound information as opposed to regions involved in other processes, such as visual imagery, scene reconstruction, and self-referential processing. Copyright © 2012 Elsevier Ltd. All rights reserved.

The UNIQUe Label: Supporting a Culture of Innovation and Quality in Higher Education

NASA Astrophysics Data System (ADS)

Boonen, Annemie; Bijnens, Helena

European higher education institutions will need significant reforms, in order to guarantee their leading role in a globalized knowledge economy. These reforms can be enhanced by improving the way in which traditional universities integrate new technologies both in their educational activities and throughout their strategic and operational processes. The UNIQUe institutional accreditation scheme, analyzed and described in this chapter, intends to support this process of integrating the use of new technologies in higher education. With its specific open approach to quality in e-Learning, UNIQUe emphasizes innovation and creativity in a process that includes self-assessment and constructive dialog with peers and stakeholders involved. UNIQUe intends to use the institutional quality label as a catalyst for continuous improvement and change while setting up collaborative bench learning processes among universities for the adoption and integration of e-Learning.

Dopamine and extinction: A convergence of theory with fear and reward circuitry

PubMed Central

Abraham, Antony D.; Neve, Kim A.; Lattal, K. Matthew

2014-01-01

Research on dopamine lies at the intersection of sophisticated theoretical and neurobiological approaches to learning and memory. Dopamine has been shown to be critical for many processes that drive learning and memory, including motivation, prediction error, incentive salience, memory consolidation, and response output. Theories of dopamine’s function in these processes have, for the most part, been developed from behavioral approaches that examine learning mechanisms in reward-related tasks. A parallel and growing literature indicates that dopamine is involved in fear conditioning and extinction. These studies are consistent with long-standing ideas about appetitive-aversive interactions in learning theory and they speak to the general nature of cellular and molecular processes that underlie behavior. We review the behavioral and neurobiological literature showing a role for dopamine in fear conditioning and extinction. At a cellular level, we review dopamine signaling and receptor pharmacology, cellular and molecular events that follow dopamine receptor activation, and brain systems in which dopamine functions. At a behavioral level, we describe theories of learning and dopamine function that could describe the fundamental rules underlying how dopamine modulates different aspects of learning and memory processes. PMID:24269353

Dopamine and extinction: a convergence of theory with fear and reward circuitry.

PubMed

Abraham, Antony D; Neve, Kim A; Lattal, K Matthew

2014-02-01

Research on dopamine lies at the intersection of sophisticated theoretical and neurobiological approaches to learning and memory. Dopamine has been shown to be critical for many processes that drive learning and memory, including motivation, prediction error, incentive salience, memory consolidation, and response output. Theories of dopamine's function in these processes have, for the most part, been developed from behavioral approaches that examine learning mechanisms in reward-related tasks. A parallel and growing literature indicates that dopamine is involved in fear conditioning and extinction. These studies are consistent with long-standing ideas about appetitive-aversive interactions in learning theory and they speak to the general nature of cellular and molecular processes that underlie behavior. We review the behavioral and neurobiological literature showing a role for dopamine in fear conditioning and extinction. At a cellular level, we review dopamine signaling and receptor pharmacology, cellular and molecular events that follow dopamine receptor activation, and brain systems in which dopamine functions. At a behavioral level, we describe theories of learning and dopamine function that could describe the fundamental rules underlying how dopamine modulates different aspects of learning and memory processes. Copyright © 2013 Elsevier Inc. All rights reserved.

Altered consolidation of extinction-like inhibitory learning in genotype-specific dysfunctional coping fostered by chronic stress in mice.

PubMed

Campus, P; Maiolati, M; Orsini, C; Cabib, S

2016-12-15

Genetic and stress-related factors interact to foster mental disorders, possibly through dysfunctional learning. In a previous study we reported that a temporary experience of reduced food availability increases forced swim (FS)-induced helplessness tested 14days after a first experience in mice of the standard inbred C57BL/6(B6) strain but reduces it in mice of the genetically unrelated DBA/2J (D2) strain. Because persistence of FS-induced helplessness influences adaptive coping with stress challenge and involve learning processes the present study tested whether the behavioral effects of restricted feeding involved altered consolidation of FS-related learning. First, we demonstrated that restricted feeding does not influence behavior expressed on the first FS experience, supporting a specific effect on persistence rather then development of helplessness. Second, we found that FS-induced c-fos expression in the infralimbic cortex (IL) was selectively enhanced in food-restricted (FR) B6 mice and reduced in FR D2 mice, supporting opposite alterations of consolidation processes involving this brain area. Third, we demonstrated that immediate post-FS inactivation of IL prevents 24h retention of acquired helplessness by continuously free-fed mice of both strains, indicating the requirement of a functioning IL for consolidation of FS-related learning in either mouse strain. Finally, in line with the known role of IL in consolidation of extinction memories, we found that restricted feeding selectively facilitated 24h retention of an acquired extinction in B6 mice whereas impairing it in D2 mice. These findings support the conclusion that an experience of reduced food availability strain-specifically affects persistence of newly acquired passive coping strategies by altering consolidation of extinction-like inhibitory learning. Copyright © 2016 Elsevier B.V. All rights reserved.

Food for song: expression of c-Fos and ZENK in the zebra finch song nuclei during food aversion learning.

PubMed

Tokarev, Kirill; Tiunova, Anna; Scharff, Constance; Anokhin, Konstantin

2011-01-01

Specialized neural pathways, the song system, are required for acquiring, producing, and perceiving learned avian vocalizations. Birds that do not learn to produce their vocalizations lack telencephalic song system components. It is not known whether the song system forebrain regions are exclusively evolved for song or whether they also process information not related to song that might reflect their 'evolutionary history'. To address this question we monitored the induction of two immediate-early genes (IEGs) c-Fos and ZENK in various regions of the song system in zebra finches (Taeniopygia guttata) in response to an aversive food learning paradigm; this involves the association of a food item with a noxious stimulus that affects the oropharyngeal-esophageal cavity and tongue, causing subsequent avoidance of that food item. The motor response results in beak and head movements but not vocalizations. IEGs have been extensively used to map neuro-molecular correlates of song motor production and auditory processing. As previously reported, neurons in two pallial vocal motor regions, HVC and RA, expressed IEGs after singing. Surprisingly, c-Fos was induced equivalently also after food aversion learning in the absence of singing. The density of c-Fos positive neurons was significantly higher than that of birds in control conditions. This was not the case in two other pallial song nuclei important for vocal plasticity, LMAN and Area X, although singing did induce IEGs in these structures, as reported previously. Our results are consistent with the possibility that some of the song nuclei may participate in non-vocal learning and the populations of neurons involved in the two tasks show partial overlap. These findings underscore the previously advanced notion that the specialized forebrain pre-motor nuclei controlling song evolved from circuits involved in behaviors related to feeding.

Learning and Organizational Change in SPI Initiatives

NASA Astrophysics Data System (ADS)

Heikkilä, Marikka

Explaining how organizations chance has been a central and enduring quest of management scholars and many other disciplines. In order to be successful change requires not only a new process or technology but also the engagement and participation of the people involved. In this vein the change process results in new behavior and is routinized in practical daily business life of the company. Change management provides a framework for managing the human side of these changes. In this article we present a literature review on the change management in the context of Software Process Improvement. The traditional view of learning, as a “lessons learned” or post-mortem reporting activity is often apparent in SPI literature. However, learning can also be viewed as a continuous change process where specific learning cycle starts with creative conflict and ends up in formal norms and systems. Since this perspective has almost no visibility in SPI literature of past it could show a new direction to the future development of change management in SPI.

Thyroid Receptor β Involvement in the Effects of Acute Nicotine on Hippocampus-Dependent Memory

PubMed Central

Leach, Prescott T.; Kenney, Justin W.; Connor, David; Gould, Thomas J.

2015-01-01

Cigarette smoking is common despite adverse health effects. Nicotine’s effects on learning may contribute to addiction by enhancing drug-context associations. Effects of nicotine on learning could be direct or could occur by altering systems that modulate cognition. Because thyroid signaling can alter cognition and nicotine/smoking may change thyroid function, nicotine could affect learning through changes in thyroid signaling. These studies investigate the functional contributions of thyroid receptor (TR) subtypes β and α1 to nicotine-enhanced learning and characterize the effects of acute nicotine and learning on thyroid hormone levels. We conducted a high throughput screen of transcription factor activity to identify novel targets that may contribute to the effects of nicotine on learning. Based on these results, which showed that combined nicotine and learning uniquely acted to increase TR activation, we identified TRs as potential targets of nicotine. Further analyses were conducted to determine the individual and combined effects of nicotine and learning on thyroid hormone levels, but no changes were seen. Next, to determine the role of TRβ and TRα1 in the effects of nicotine on learning, mice lacking the TRβ or TRα1 gene and wildtype littermates were administered acute nicotine prior to fear conditioning. Nicotine enhanced contextual fear conditioning in TRα1 knockout mice and wildtypes from both lines but TRβ knockout mice did not show nicotine-enhanced learning. This finding supports involvement of TRβ signaling in the effect of acute nicotine on hippocampus-dependent memory. Acute nicotine enhances learning and these effects may involve processes regulated by the transcription factor TRβ. PMID:25666034

Intelligent tutoring systems as tools for investigating individual differences in learning

NASA Technical Reports Server (NTRS)

Shute, Valerie J.

1987-01-01

The ultimate goal of this research is to build an improved model-based selection and classification system for the United States Air Force. Researchers are developing innovative approaches to ability testing. The Learning Abilities Measurement Program (LAMP) examines individual differences in learning abilities, seeking answers to the questions of why some people learn more and better than others and whether there are basic cognitive processes applicable across tasks and domains that are predictive of successful performance (or whether there are more complex problem solving behaviors involved).

Learning autonomy in writing class: Implementation of project-based learning in english for spesific purposes

NASA Astrophysics Data System (ADS)

Ayu Sukerti, G. N.; Yuliantini, Ny

2018-01-01

This research was aimed to analyze students’ attitude on learning autonomy through the implementation of project-based learning (PBL). Writing has been considered one of the most difficult competencies to master as it incorporates several integrated language skills. Thus, teaching writing in English for Specific Class posts a huge challenge as students often feel discouraged by the complex series of processes involved in producing a well-structured piece of writing. This research implemented PBL as the learning model to boost students’ learning outcomes and construct self-directed learning. Participants were 25 second semester students enrolled in a three-year undergraduate program in Informatics Management. The implementation of PBL in writing class contributed real advantages since it allowed students to collaboratively arrange outline in order to produce individual drafts and final essays. The study revealed that students were able to be involved in a more deep and autonomous learning as they helped each other during group discussion. The students autonomously engaged in the completion of the project in a more positive attitude. They also acquired more knowledge in the aspect of grammar and learned how to use language in proper context based on the feedbacks they got during revising their writing.

Swallowing difficulty

MedlinePlus

... process of swallowing involves several steps. These include: Chewing food Moving it into the back of the ... stay healthy. You may need to learn new chewing and swallowing techniques. Medicines that may be used ...

Interpretation of Statistical Data: The Importance of Affective Expressions

ERIC Educational Resources Information Center

Queiroz, Tamires; Monteiro, Carlos; Carvalho, Liliane; François, Karen

2017-01-01

In recent years, research on teaching and learning of statistics emphasized that the interpretation of data is a complex process that involves cognitive and technical aspects. However, it is a human activity that involves also contextual and affective aspects. This view is in line with research on affectivity and cognition. While the affective…

Parental Involvement in Child Assessment: A Dynamic Approach.

ERIC Educational Resources Information Center

SeokHoon, Alice Seng

This paper examines the status of parents in the developmental assessment process and considers how involving parents jointly with the professional to assess their young child may yield more accurate and valuable information. The paper explores the use of a mediated learning experience (MLE) approach as a framework for increasing support for…

Learning and feedback from the Danish patient safety incident reporting system can be improved.

PubMed

Moeller, Anders Damgaard; Rasmussen, Kurt; Nielsen, Kent Jacob

2016-06-01

The perceived usefulness of incident reporting systems is an important motivational factor for reporting. The usefulness may be facilitated by well-established feedback mechanisms and by learning processes. The aim of this study was to investigate how feedback mechanisms and learning processes were implemented at four Danish hospital units all located in one of the five Danish regions. Based on the concepts of feedback and learning from incident processes, a questionnaire was developed and distributed to 335 patient safety representatives from 200 departments at four Danish hospital units in one of the five Danish regions. The study showed that external reporters were rarely contacted for dialogue, grouped front-line staff were sparsely involved in the learning process, few evaluated the effectiveness of implemented interventions and personal factors were frequently perceived as a primary contributory factor to these incidents. In contrast, the patient safety representatives perceived their competencies as sufficient for the job, internal reporters were often contacted for dialogue, evaluation was widely used and management supported the work with incident reports. The results of the study identified several shortcomings in the implementation of learning processes and feedback mechanisms. The apparent existence of a person-focused approach stands out as an element of notice. The insufficient implementation we observed indicates that there is room for improvement in the efforts made to maximise learning from incidents in the investigated population. not relevant. not relevant.

Discrepancies between adolescents' attributed relevance and experiences regarding communication are associated with poorer client participation and learning processes in psychosocial care.

PubMed

Jager, Margot; Reijneveld, Sijmen A; Metselaar, Janneke; Knorth, Erik J; De Winter, Andrea F

2014-12-01

To examine adolescents' attributed relevance and experiences regarding communication, and whether discrepancies in these are associated with clients' participation and learning processes in psychosocial care. Adolescents receiving psychosocial care (n=211) completed measures of communication in three domains: affective communication, information provision, and shared decision-making. Participation involved clients' attendance and adherence (professional-reported). Learning processes involved clients' improved understanding and improved confidence (client and professional-reported). Important but less often experienced affective communication was associated with low adherence (odds ratio, 95% confidence interval: 2.8, 1.1-6.8), less improvement in understanding (3.7, 1.5-9.0), and less improvement in confidence (4.5, 1.8-11.6). If information provision or shared decision-making was important but less often experienced, adolescents were more likely to demonstrate less improvement in understanding (3.1, 1.1-8.5; 4.2, 1.7-10.8). The combination "less important but experienced" only had an effect regarding affective communication; these adolescents were more likely to demonstrate less improvement in confidence (6.0, 2.3-15.4). Discrepancies between attributed relevance and experiences frequently occur. These discrepancies negatively affect adolescents' participation and their learning processes, although the pattern differs across communication domains. Care professionals should pay considerable attention to their clients' communication preferences and adapt their communication style when necessary. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

TU-C-218-01: Effective Medical Imaging Physics Education.

PubMed

Sprawls, P

2012-06-01

A practical and applied knowledge of physics and the associated technology is required for the clinically effective and safe use of the various medical imaging modalities. This is needed by all involved in the imaging process, including radiologists, especially residents in training, technologists, and physicists who provide consultation on optimum and safe procedures and as educators for the other imaging professionals. This area of education is undergoing considerable change and evolution for three reasons: 1. Increasing capabilities and complexity of medical imaging technology and procedures, 2.Expanding scope and availability of educational resources, especially on the internet, and 3. A significant increase in our knowledge of the mental learning process and the design of learning activities to optimize effectiveness and efficiency, especially for clinically applied physics. This course will address those three issues by providing guidance on establishing appropriate clinically focused learning outcomes, a review of the brain function for enhancing clinically applied physics, and the design and delivery of effective learning activities beginning with the classroom and continuing through learning physics during the clinical practice of radiology. Characteristics of each type of learning activity will be considered with respect to effectiveness and efficiency in achieving appropriate learning outcomes. A variety of available resources will be identified and demonstrated for use in the different phases of learning process. A major focus is on enhancing the role of the medical physicist in clinical radiology both as a resource and educator with contemporary technology being the tool, but not the teacher. 1. Develop physics learning objectives that will support effective and safe medical imaging procedures. 2. Understand specific brain functions that are involved in learning and applying physics. 3. Describe the characteristics and development of mental knowledge structures for applied clinical physics. 4. List the established levels of learning and associate each with specific functions that can be performed. 5. Analyze the different types of learning activities (classroom, individual study, clinical, etc.) with respect to effectiveness and efficiency. 6. Design and Provide a comprehensive physics education program with each activity optimized with respect to outcomes and available resources. © 2012 American Association of Physicists in Medicine.

Relevance Judging, Evaluation, and Decision Making in Virtual Libraries: A Descriptive Study.

ERIC Educational Resources Information Center

Fitzgerald, Mary Ann; Galloway, Chad

2001-01-01

Describes a study that investigated the cognitive processes undergraduates used to select information while using a virtual library, GALILEO (Georgia Library Learning Online). Discusses higher order thinking processes, relevance judging, evaluation (critical thinking), decision making, reasoning involving documents, relevance-related reasoning,…

Brain Dynamics Sustaining Rapid Rule Extraction from Speech

ERIC Educational Resources Information Center

de Diego-Balaguer, Ruth; Fuentemilla, Lluis; Rodriguez-Fornells, Antoni

2011-01-01

Language acquisition is a complex process that requires the synergic involvement of different cognitive functions, which include extracting and storing the words of the language and their embedded rules for progressive acquisition of grammatical information. As has been shown in other fields that study learning processes, synchronization…

Learner Centred Design for a Hybrid Interaction Application

ERIC Educational Resources Information Center

Wood, Simon; Romero, Pablo

2010-01-01

Learner centred design methods highlight the importance of involving the stakeholders of the learning process (learners, teachers, educational researchers) at all stages of the design of educational applications and of refining the design through an iterative prototyping process. These methods have been used successfully when designing systems…

DSLM Instructional Approach to Conceptual Change Involving Thermal Expansion.

ERIC Educational Resources Information Center

She, Hsiao-Ching

2003-01-01

Examines the process of student conceptual change regarding thermal expansion using the Dual Situated Learning Model (DSLM) as an instructional approach. Indicates that DSLM promotes conceptual change and holds great potential to facilitate the process through classroom instruction at all levels. (Contains 38 references.) (Author/NB)

Industrial Chemistry, Science (Experimental): 5316.07.

ERIC Educational Resources Information Center

Scholz, Robert

This unit of instruction presents some important and interesting processes carried on daily in industry and which result in products with which the student is familiar. The student will be responsible for learning some reactions involving these chemical processes and the quantitative calculations of these reactions. Fractional distillation,…

Implicit motor learning promotes neural efficiency during laparoscopy.

PubMed

Zhu, Frank F; Poolton, Jamie M; Wilson, Mark R; Hu, Yong; Maxwell, Jon P; Masters, Rich S W

2011-09-01

An understanding of differences in expert and novice neural behavior can inform surgical skills training. Outside the surgical domain, electroencephalographic (EEG) coherence analyses have shown that during motor performance, experts display less coactivation between the verbal-analytic and motor planning regions than their less skilled counterparts. Reduced involvement of verbal-analytic processes suggests greater neural efficiency. The authors tested the utility of an implicit motor learning intervention specifically devised to promote neural efficiency by reducing verbal-analytic involvement in laparoscopic performance. In this study, 18 novices practiced a movement pattern on a laparoscopic trainer with either conscious awareness of the movement pattern (explicit motor learning) or suppressed awareness of the movement pattern (implicit motor learning). In a retention test, movement accuracy was compared between the conditions, and coactivation (EEG coherence) was assessed between the motor planning (Fz) region and both the verbal-analytic (T3) and the visuospatial (T4) cortical regions (T3-Fz and T4-Fz, respectively). Movement accuracy in the conditions was not different in a retention test (P = 0.231). Findings showed that the EEG coherence scores for the T3-Fz regions were lower for the implicit learners than for the explicit learners (P = 0.027), but no differences were apparent for the T4-Fz regions (P = 0.882). Implicit motor learning reduced EEG coactivation between verbal-analytic and motor planning regions, suggesting that verbal-analytic processes were less involved in laparoscopic performance. The findings imply that training techniques that discourage nonessential coactivation during motor performance may provide surgeons with more neural resources with which to manage other aspects of surgery.

Investigating implicit statistical learning mechanisms through contextual cueing.

PubMed

Goujon, Annabelle; Didierjean, André; Thorpe, Simon

2015-09-01

Since its inception, the contextual cueing (CC) paradigm has generated considerable interest in various fields of cognitive sciences because it constitutes an elegant approach to understanding how statistical learning (SL) mechanisms can detect contextual regularities during a visual search. In this article we review and discuss five aspects of CC: (i) the implicit nature of learning, (ii) the mechanisms involved in CC, (iii) the mediating factors affecting CC, (iv) the generalization of CC phenomena, and (v) the dissociation between implicit and explicit CC phenomena. The findings suggest that implicit SL is an inherent component of ongoing processing which operates through clustering, associative, and reinforcement processes at various levels of sensory-motor processing, and might result from simple spike-timing-dependent plasticity. Copyright © 2015 Elsevier Ltd. All rights reserved.

Basal ganglia and Dopamine Contributions to Probabilistic Category Learning

PubMed Central

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

2009-01-01

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

Disentangling perceptual from motor implicit sequence learning with a serial color-matching task.

PubMed

Gheysen, Freja; Gevers, Wim; De Schutter, Erik; Van Waelvelde, Hilde; Fias, Wim

2009-08-01

This paper contributes to the domain of implicit sequence learning by presenting a new version of the serial reaction time (SRT) task that allows unambiguously separating perceptual from motor learning. Participants matched the colors of three small squares with the color of a subsequently presented large target square. An identical sequential structure was tied to the colors of the target square (perceptual version, Experiment 1) or to the manual responses (motor version, Experiment 2). Short blocks of sequenced and randomized trials alternated and hence provided a continuous monitoring of the learning process. Reaction time measurements demonstrated clear evidence of independently learning perceptual and motor serial information, though revealed different time courses between both learning processes. No explicit awareness of the serial structure was needed for either of the two types of learning to occur. The paradigm introduced in this paper evidenced that perceptual learning can occur with SRT measurements and opens important perspectives for future imaging studies to answer the ongoing question, which brain areas are involved in the implicit learning of modality specific (motor vs. perceptual) or general serial order.

Nociceptin and the nociceptin receptor in learning and memory.

PubMed

Andero, Raül

2015-10-01

There are many processes in which the neuropeptide nociceptin/orphanin FQ (N/OFQ or nociceptin) is involved in the brain. The role of nociceptin in learning and memory holds promise in modulating these processes in health and disease in the human brain. This review summarizes the body of research focused on N/OFQ and its specific receptor, the nociceptin receptor (NOP receptor), in learning and memory, and its potential mechanisms of action, in which acetylcholine, NMDA receptor, and noradrenaline may be critical. Finally, the association between NOP receptor and posttraumatic stress disorder (PTSD), a psychiatric disorder with altered fear learning, is examined as one of the potential outcomes resulting from pathological consequences of dysregulation of N/OFQ-NOP receptor in the brain. Copyright © 2015 Elsevier Inc. All rights reserved.

Students' Learning as the Focus for Shared Involvement between Universities and Clinical Practice: A Didactic Model for Postgraduate Degree Projects

ERIC Educational Resources Information Center

Ohlen, J.; Berg, L.; Bramberg, E. Bjork; Engstrom, A.; Millberg, L. German; Hoglund, I.; Jacobsson, C.; Lepp, M.; Liden, E.; Lindstrom, I.; Petzall, K.; Soderberg, S.; Wijk, H.

2012-01-01

In an academic programme, completion of a postgraduate degree project could be a significant means of promoting student learning in evidence- and experience-based practice. In specialist nursing education, which through the European Bologna process would be raised to the master's level, there is no tradition of including a postgraduate degree…

Creating a Model for High Impact Practices at a Large, Regional, Comprehensive University: A Case Study

ERIC Educational Resources Information Center

McMahan, Shari

2008-01-01

Student engagement in High Impact Practices (HIPs) has been gaining the attention of higher education leaders and researchers. When students are actively engaged in the learning process they report greater gains in learning and personal development. Students involved in HIPs show better retention, higher GPA and succeed in graduating college in a…

Building a Linked Learning Pathway: A Guide for Transforming High Schools for College and Career Success

ERIC Educational Resources Information Center

Atterbury, Rob

2014-01-01

This guide provides an overview of a more robust online guide and toolkit available through ConnectEd Studios. It supplies a glimpse of the sequence of steps involved in creating a new Linked Learning pathway. This publication can help coaches, district leadership, and pathway teams gain an understanding of the overall process of designing and…

Clarifying Goals in the Teaching of Reading - Teaching a Foreign Language: From the Reading Specialist's Viewpoint.

ERIC Educational Resources Information Center

Leffert, Beatrice G.

From the perspective of a reading consultant, the processes of thinking and reading apply to efficient learning. Language teachers should know: (1) the difference between surface structure and deep meaning of an utterance, (2) the importance of "affect" on learning: the reader's personal involvement with the material and with its presentation,…

From Seeing Adverbs to Seeing Verbal Morphology: Language Experience and Adult Acquisition of L2 Tense

ERIC Educational Resources Information Center

Sagarra, Nuria; Ellis, Nick C.

2013-01-01

Adult learners have persistent difficulty processing second language (L2) inflectional morphology. We investigate associative learning explanations that involve the blocking of later experienced cues by earlier learned ones in the first language (L1; i.e., transfer) and the L2 (i.e., proficiency). Sagarra (2008) and Ellis and Sagarra (2010b) found…

To Reach the Students, Teach the Teachers: A National Scan of Teacher Preparation and Social & Emotional Learning. A Report Prepared for CASEL

ERIC Educational Resources Information Center

Schonert-Reichl, Kimberly A.; Kitil, M. Jennifer; Hanson-Peterson, Jennifer

2017-01-01

Social and emotional learning, or SEL, involves the processes through which individuals acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage their emotions, feel and show empathy for others, establish and achieve positive goals, develop and maintain positive relationships, and make responsible…

Real-Time Mutual Gaze Perception Enhances Collaborative Learning and Collaboration Quality

ERIC Educational Resources Information Center

Schneider, Bertrand; Pea, Roy

2013-01-01

In this paper we present the results of an eye-tracking study on collaborative problem-solving dyads. Dyads remotely collaborated to learn from contrasting cases involving basic concepts about how the human brain processes visual information. In one condition, dyads saw the eye gazes of their partner on the screen; in a control group, they did not…

Assessment for Learning in Music Education in the Slovenian Context--From Punishment or Reward to Support

ERIC Educational Resources Information Center

Sicherl Kafol, Barbara; Kordeš, Urban; Holcar Brunauer, Ada

2017-01-01

This qualitative study used action research to provide an insight into how pupils experience and perceive assessment in music education. In collaboration with pupils we constructed an assessment for learning model aimed at involving pupils in the co-development of assessment criteria and in the processes of self and peer assessment. In addition we…

Knowing and Learning about Science in Primary School "Communities of Science Practice": The Views of Participating Scientists in the "MyScience" Initiative

ERIC Educational Resources Information Center

Forbes, Anne; Skamp, Keith

2013-01-01

"MyScience" is a primary science education initiative in which being in a community of practice is integral to the learning process. One component of this initiative involves professional scientists interacting with primary school communities which are navigating their way towards sustainable "communities of practice" around the "domain" of…

Autophosphorylation of [alpha]CaMKII is Differentially Involved in New Learning and Unlearning Mechanisms of Memory Extinction

ERIC Educational Resources Information Center

Kimura, Ryoichi; Silva, Alcino J.; Ohno, Masuo

2008-01-01

Accumulating evidence indicates the key role of [alpha]-calcium/calmodulin-dependent protein kinase II ([alpha]CaMKII) in synaptic plasticity and learning, but it remains unclear how this kinase participates in the processing of memory extinction. Here, we investigated the mechanism by which [alpha]CaMKII may mediate extinction by using…

Primary Motor Cortex Involvement in Initial Learning during Visuomotor Adaptation

ERIC Educational Resources Information Center

Riek, Stephan; Hinder, Mark R.; Carson, Richard G.

2012-01-01

Human motor behaviour is continually modified on the basis of errors between desired and actual movement outcomes. It is emerging that the role played by the primary motor cortex (M1) in this process is contingent upon a variety of factors, including the nature of the task being performed, and the stage of learning. Here we used repetitive TMS to…

Reification in the Learning of Square Roots in a Ninth Grade Classroom: Combining Semiotic and Discursive Approaches

ERIC Educational Resources Information Center

Shinno, Yusuke

2018-01-01

This paper reports on combining semiotic and discursive approaches to reification in classroom interactions. It focuses on the discursive characteristics and semiotic processes involved in the teaching and learning of square roots in a ninth grade classroom in Japan. The purpose of this study is to characterize the development of mathematical…

Reflections on Engaging Students in the Process and Product of Strategy Development for Learning, Teaching, and Assessment: An Institutional Case Study

ERIC Educational Resources Information Center

Healey, Mick; Mason O'Connor, Kristine; Broadfoot, Patricia

2010-01-01

Two areas of growing importance for academic developers are: first, their involvement in the development of institutional and faculty learning and teaching strategies; and second, how to engage students in academic development activity at institutional, department and discipline levels. This paper explores both interests by considering how…

Knowledge Ecology for Conceptual Growth: Teachers as Active Agents in Developing a Pluriliteracies Approach to Teaching for Learning (PTL)

ERIC Educational Resources Information Center

Coyle, Do; Halbach, Ana; Meyer, Oliver; Schuck, Kevin

2018-01-01

This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent…

Mathematics authentic assessment on statistics learning: the case for student mini projects

NASA Astrophysics Data System (ADS)

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

2018-03-01

Mathematics authentic assessment is a form of meaningful measurement of student learning outcomes for the sphere of attitude, skill and knowledge in mathematics. The construction of attitude, skill and knowledge achieved through the fulfilment of tasks which involve active and creative role of the students. One type of authentic assessment is student mini projects, started from planning, data collecting, organizing, processing, analysing and presenting the data. The purpose of this research is to learn the process of using authentic assessments on statistics learning which is conducted by teachers and to discuss specifically the use of mini projects to improving students’ learning in the school of Surakarta. This research is an action research, where the data collected through the results of the assessments rubric of student mini projects. The result of data analysis shows that the average score of rubric of student mini projects result is 82 with 96% classical completeness. This study shows that the application of authentic assessment can improve students’ mathematics learning outcomes. Findings showed that teachers and students participate actively during teaching and learning process, both inside and outside of the school. Student mini projects also provide opportunities to interact with other people in the real context while collecting information and giving presentation to the community. Additionally, students are able to exceed more on the process of statistics learning using authentic assessment.

Embedding spiritual value through science learning

NASA Astrophysics Data System (ADS)

Johan, H.; Suhandi, A.; Wulan, A. R.; Widiasih; Ruyani, A.; Karyadi, B.; Sipriyadi

2018-05-01

The purpose of this study was to embed spiritual value through science learning program especially earth planet. Various phenomena in earth planet describe a divinity of super power. This study used quasi experimental method with one group pre-test-post-test design. Convenience sampling was conducted in this study. 23 pre-service physics teacher was involved. Pre-test and post-test used a questionnaire had been conducted to collected data of spiritual attitude. Open ended question had been utilized at post-test to collected data. A fourth indicators of spiritual value related to divinity of God was used to embed spiritual value. The results show a shifted of students’ awareness to divinity of God. Before implementing the earth planet learning, 85.8% of total students strongly agree that learning activity embed spiritual value while after learning process, it increased be 93.4%. After learning earth planet, it known that students’ spiritual value was influenced by character of earth planet concept which unobservable and media visual which display each incredible phenomena process in our earth planet. It can be concluded that spiritual value can be embedded through unobservable phenomena of during learning earth planet process.

Nursing students' evaluation of quality indicators during learning in clinical practice.

PubMed

Jansson, Inger; Ene, Kerstin W

2016-09-01

A supportive clinical learning environment is important for nursing students' learning. In this study, a contract between a county and a university involving a preceptor model of clinical education for nursing students is described. The aim of this study was to describe nursing students' clinical education based on quality indicators and to describe the students' experiences of what facilitated or hindered the learning process during their clinical practice. During autumn 2012 and spring 2013, 269 student evaluations with quantitative and qualitative answers were filled out anonymously. Quantitative data from the questionnaires concerning the quality indicators: Administration/information, Assessments/examinations and Reflection were processed to generate descriptive statistics that revealed gaps in what the preceptor model demands and what the students reported. The answers from the qualitative questions concerning the quality indicator Learning were analysed using content analysis. Four categories emerged: Independence and responsibility, continuity of learning, time, and the competence and attitudes of the staff. The study underlines that reflection, continuity, communication and feedback were important for the students' learning process, whereas heavy workload among staff and being supervised by many different preceptors were experienced as stressful and hindering by students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evolution of cooperation driven by incremental learning

NASA Astrophysics Data System (ADS)

Li, Pei; Duan, Haibin

2015-02-01

It has been shown that the details of microscopic rules in structured populations can have a crucial impact on the ultimate outcome in evolutionary games. So alternative formulations of strategies and their revision processes exploring how strategies are actually adopted and spread within the interaction network need to be studied. In the present work, we formulate the strategy update rule as an incremental learning process, wherein knowledge is refreshed according to one's own experience learned from the past (self-learning) and that gained from social interaction (social-learning). More precisely, we propose a continuous version of strategy update rules, by introducing the willingness to cooperate W, to better capture the flexibility of decision making behavior. Importantly, the newly gained knowledge including self-learning and social learning is weighted by the parameter ω, establishing a strategy update rule involving innovative element. Moreover, we quantify the macroscopic features of the emerging patterns to inspect the underlying mechanisms of the evolutionary process using six cluster characteristics. In order to further support our results, we examine the time evolution course for these characteristics. Our results might provide insights for understanding cooperative behaviors and have several important implications for understanding how individuals adjust their strategies under real-life conditions.

Differential Training Facilitates Early Consolidation in Motor Learning

PubMed Central

Henz, Diana; Schöllhorn, Wolfgang I.

2016-01-01

Current research demonstrates increased learning rates in differential learning (DL) compared to repetitive training. To date, little is known on the underlying neurophysiological processes in DL that contribute to superior performance over repetitive practice. In the present study, we measured electroencephalographic (EEG) brain activation patterns after DL and repetitive badminton serve training. Twenty-four semi-professional badminton players performed badminton serves in a DL and repetitive training schedule in a within-subjects design. EEG activity was recorded from 19 electrodes according to the 10–20 system before and immediately after each 20-min exercise. Increased theta activity was obtained in contralateral parieto-occipital regions after DL. Further, increased posterior alpha activity was obtained in DL compared to repetitive training. Results indicate different underlying neuronal processes in DL and repetitive training with a higher involvement of parieto-occipital areas in DL. We argue that DL facilitates early consolidation in motor learning indicated by post-training increases in theta and alpha activity. Further, brain activation patterns indicate somatosensory working memory processes where attentional resources are allocated in processing of somatosensory information in DL. Reinforcing a somatosensory memory trace might explain increased motor learning rates in DL. Finally, this memory trace is more stable against interference from internal and external disturbances that afford executively controlled processing such as attentional processes. PMID:27818627

Dissociable Learning Processes Underlie Human Pain Conditioning

PubMed Central

Zhang, Suyi; Mano, Hiroaki; Ganesh, Gowrishankar; Robbins, Trevor; Seymour, Ben

2016-01-01

Summary Pavlovian conditioning underlies many aspects of pain behavior, including fear and threat detection [1], escape and avoidance learning [2], and endogenous analgesia [3]. Although a central role for the amygdala is well established [4], both human and animal studies implicate other brain regions in learning, notably ventral striatum and cerebellum [5]. It remains unclear whether these regions make different contributions to a single aversive learning process or represent independent learning mechanisms that interact to generate the expression of pain-related behavior. We designed a human parallel aversive conditioning paradigm in which different Pavlovian visual cues probabilistically predicted thermal pain primarily to either the left or right arm and studied the acquisition of conditioned Pavlovian responses using combined physiological recordings and fMRI. Using computational modeling based on reinforcement learning theory, we found that conditioning involves two distinct types of learning process. First, a non-specific “preparatory” system learns aversive facial expressions and autonomic responses such as skin conductance. The associated learning signals—the learned associability and prediction error—were correlated with fMRI brain responses in amygdala-striatal regions, corresponding to the classic aversive (fear) learning circuit. Second, a specific lateralized system learns “consummatory” limb-withdrawal responses, detectable with electromyography of the arm to which pain is predicted. Its related learned associability was correlated with responses in ipsilateral cerebellar cortex, suggesting a novel computational role for the cerebellum in pain. In conclusion, our results show that the overall phenotype of conditioned pain behavior depends on two dissociable reinforcement learning circuits. PMID:26711494

The Tides--A Neglected Topic.

ERIC Educational Resources Information Center

Hartel, Hermann

2000-01-01

Finds that computer simulations can be used to visualize the processes involved with lunar tides. Technology adds value, thus opening new paths for a more distinct analysis and increased learning results. (Author/CCM)

Elevated Arc/Arg 3.1 protein expression in the basolateral amygdala following auditory trace-cued fear conditioning.

PubMed

Chau, Lily S; Prakapenka, Alesia; Fleming, Stephen A; Davis, Ashley S; Galvez, Roberto

2013-11-01

The underlying neuronal mechanisms of learning and memory have been heavily explored using associative learning paradigms. Two of the more commonly employed learning paradigms have been contextual and delay fear conditioning. In fear conditioning, a subject learns to associate a neutral stimulus (conditioned stimulus; CS), such as a tone or the context of the room, with a fear provoking stimulus (unconditioned stimulus; US), such as a mild footshock. Utilizing these two paradigms, various analyses have elegantly demonstrated that the amygdala plays a role in both fear-related associative learning paradigms. However, the amygdala's involvement in trace fear conditioning, a forebrain-dependent fear associative learning paradigm that has been suggested to tap into higher cognitive processes, has not been closely investigated. Furthermore, to our knowledge, the specific amygdala nuclei involved with trace fear conditioning has not been examined. The present study used Arc expression as an activity marker to determine the amygdala's involvement in trace fear associative learning and to further explore involvement of specific amygdalar nuclei. Arc is an immediate early gene that has been shown to be associated with neuronal activation and is believed to be necessary for neuronal plasticity. Findings from the present study demonstrated that trace-conditioned mice, compared to backward-conditioned (stimulation-control), delay-conditioned and naïve mice, exhibited elevated amygdalar Arc expression in the basolateral (BLA) but not the central (CeA) or the lateral amygdala (LA). These findings are consistent with previous reports demonstrating that the amygdala plays a critical role in trace conditioning. Furthermore, these findings parallel studies demonstrating hippocampal-BLA activation following contextual fear conditioning, suggesting that trace fear conditioning and contextual fear conditioning may involve similar amygdala nuclei. Together, findings from this study demonstrate similarities in the pathway for trace and contextual fear conditioning, and further suggest possible underlying mechanisms for acquisition and consolidation of these two types of fear-related learning. Copyright © 2013 Elsevier Inc. All rights reserved.

fMRI Syntactic and Lexical Repetition Effects Reveal the Initial Stages of Learning a New Language.

PubMed

Weber, Kirsten; Christiansen, Morten H; Petersson, Karl Magnus; Indefrey, Peter; Hagoort, Peter

2016-06-29

When learning a new language, we build brain networks to process and represent the acquired words and syntax and integrate these with existing language representations. It is an open question whether the same or different neural mechanisms are involved in learning and processing a novel language compared with the native language(s). Here we investigated the neural repetition effects of repeating known and novel word orders while human subjects were in the early stages of learning a new language. Combining a miniature language with a syntactic priming paradigm, we examined the neural correlates of language learning on-line using functional magnetic resonance imaging. In left inferior frontal gyrus and posterior temporal cortex, the repetition of novel syntactic structures led to repetition enhancement, whereas repetition of known structures resulted in repetition suppression. Additional verb repetition led to an increase in the syntactic repetition enhancement effect in language-related brain regions. Similarly, the repetition of verbs led to repetition enhancement effects in areas related to lexical and semantic processing, an effect that continued to increase in a subset of these regions. Repetition enhancement might reflect a mechanism to build and strengthen a neural network to process novel syntactic structures and lexical items. By contrast, the observed repetition suppression points to overlapping neural mechanisms for native and new language constructions when these have sufficient structural similarities. Acquiring a second language entails learning how to interpret novel words and relations between words, and to integrate them with existing language knowledge. To investigate the brain mechanisms involved in this particularly human skill, we combined an artificial language learning task with a syntactic repetition paradigm. We show that the repetition of novel syntactic structures, as well as words in contexts, leads to repetition enhancement, whereas repetition of known structures results in repetition suppression. We thus propose that repetition enhancement might reflect a brain mechanism to build and strengthen a neural network to process novel syntactic regularities and novel words. Importantly, the results also indicate an overlap in neural mechanisms for native and new language constructions with sufficient structural similarities. Copyright © 2016 the authors 0270-6474/16/366872-09$15.00/0.

Component Pin Recognition Using Algorithms Based on Machine Learning

NASA Astrophysics Data System (ADS)

Xiao, Yang; Hu, Hong; Liu, Ze; Xu, Jiangchang

2018-04-01

The purpose of machine vision for a plug-in machine is to improve the machine’s stability and accuracy, and recognition of the component pin is an important part of the vision. This paper focuses on component pin recognition using three different techniques. The first technique involves traditional image processing using the core algorithm for binary large object (BLOB) analysis. The second technique uses the histogram of oriented gradients (HOG), to experimentally compare the effect of the support vector machine (SVM) and the adaptive boosting machine (AdaBoost) learning meta-algorithm classifiers. The third technique is the use of an in-depth learning method known as convolution neural network (CNN), which involves identifying the pin by comparing a sample to its training. The main purpose of the research presented in this paper is to increase the knowledge of learning methods used in the plug-in machine industry in order to achieve better results.

Proactive transfer of learning depends on the evolution of prior learned task in memory.

PubMed

Tallet, Jessica; Kostrubiec, Viviane; Zanone, Pier-Giorgio

2010-06-01

The aim of the present study was to investigate the processes underlying the proactive interference effect using bimanual coordination. Our rationale was that interference would only occur when the prior learned A coordination pattern enters in competition with the required subsequent B pattern. We hypothesized that competition would arise only if the A pattern persists in memory before introducing the B pattern. In the experimental group, both A and B patterns were practiced and recalled, whereas in the control group only the B pattern was practiced and recalled. In Experiment 1, which involved initially bistable participants, the persistence of the A pattern led to interference, while, surprisingly, the A pattern forgetting entailed facilitation. In Experiment 2, which involved initially tristable participants, no such transfer effect was found. The apparently contradictory results can be interpreted coherently in the light of dynamical principles of learning. (c) 2010 Elsevier B.V. All rights reserved.