Reconstruction of magnetic resonance imaging by three-dimensional dual-dictionary learning.

PubMed

Song, Ying; Zhu, Zhen; Lu, Yang; Liu, Qiegen; Zhao, Jun

2014-03-01

To improve the magnetic resonance imaging (MRI) data acquisition speed while maintaining the reconstruction quality, a novel method is proposed for multislice MRI reconstruction from undersampled k-space data based on compressed-sensing theory using dictionary learning. There are two aspects to improve the reconstruction quality. One is that spatial correlation among slices is used by extending the atoms in dictionary learning from patches to blocks. The other is that the dictionary-learning scheme is used at two resolution levels; i.e., a low-resolution dictionary is used for sparse coding and a high-resolution dictionary is used for image updating. Numerical experiments are carried out on in vivo 3D MR images of brains and abdomens with a variety of undersampling schemes and ratios. The proposed method (dual-DLMRI) achieves better reconstruction quality than conventional reconstruction methods, with the peak signal-to-noise ratio being 7 dB higher. The advantages of the dual dictionaries are obvious compared with the single dictionary. Parameter variations ranging from 50% to 200% only bias the image quality within 15% in terms of the peak signal-to-noise ratio. Dual-DLMRI effectively uses the a priori information in the dual-dictionary scheme and provides dramatically improved reconstruction quality. Copyright © 2013 Wiley Periodicals, Inc.

Analysis of Soft Drinks Using Nuclear Magnetic Resonance Spectroscopy: A Mentorship

NASA Astrophysics Data System (ADS)

Wilson, Arkim; Myers, Craig; Crull, George; Curtis, Michael; Pasciak Patterson, Pamela

1999-10-01

This mentorship was designed to expose a student to the laboratory routine for a chemist at Bristol Myers Squibb Company (BMS). The student visited BMS, collaborated with BMS scientists, and actually completed a project on site. He was asked to determine the identity of an unknown sample of soft drink retrieved from a fictitious crime scene using NMR spectroscopy. He designed an experiment to test the unknown sample and used samples of purified sugar, purified caffeine, purified citric acid, Coke, Diet Coke, Pepsi, Mountain Dew, Diet 7-Up, and Sam's Diet Cola as controls. The results were analyzed and presented in a final report. The student was able to determine if the unknown contained sugar, caffeine, Nutrasweet, or sodium benzoate. He learned how to compile relevant information, conduct an experiment, collect and analyze data, draw conclusions, and prepare and edit a formal report. In addition to learning the uses of NMR, he also learned some of its limitations. In the final report, he was encouraged to reflect on the difficulties a scientist might encounter when trying to identify NMR peaks without an "ingredient list" like those of the soft drink cans. The experience was rewarding for the student and all scientists involved.

Abnormal experimentally- and behaviorally-induced LTP-like plasticity in focal hand dystonia.

PubMed

Belvisi, Daniele; Suppa, Antonio; Marsili, Luca; Di Stasio, Flavio; Parvez, Ahmad Khandker; Agostino, Rocco; Fabbrini, Giovanni; Berardelli, Alfredo

2013-02-01

Idiopathic focal hand dystonia (FHD) arises from abnormal plasticity in the primary motor cortex (M1) possibly reflecting abnormal sensori-motor integration processes. In this transcranial magnetic stimulation (TMS) study in FHD, we evaluated changes in motor evoked potentials (MEPs) after intermittent theta burst stimulation (iTBS) and paired associative stimulation (PAS), techniques that elicit different forms of experimentally-induced long-term potentiation (LTP)-like plasticity in M1. We also examined behaviorally-induced LTP-like plasticity as reflected by early motor learning of a simple motor task. We studied 14 patients with FHD and 14 healthy subjects. MEPs were recorded before and after iTBS and PAS at the 25 ms interstimulus interval (PAS(25)) in separate sessions. Subjects did a simple motor task entailing repetitive index finger abductions. To measure early motor learning we tested practice-related improvement in peak velocity and peak acceleration. In FHD patients iTBS failed to elicit the expected MEP changes and PAS(25) induced abnormally increased MEPs in target and non-target muscles. In the experiment testing early motor learning, patients lacked the expected practice-related changes in kinematic variables. In FHD, the degree of early motor learning correlated with patients' clinical features. We conclude that experimentally-induced (iTBS and PAS) and behaviorally-induced LTP-like plasticity are both altered in FHD. Copyright © 2012 Elsevier Inc. All rights reserved.

PeakVizor: Visual Analytics of Peaks in Video Clickstreams from Massive Open Online Courses.

PubMed

Chen, Qing; Chen, Yuanzhe; Liu, Dongyu; Shi, Conglei; Wu, Yingcai; Qu, Huamin

2016-10-01

Massive open online courses (MOOCs) aim to facilitate open-access and massive-participation education. These courses have attracted millions of learners recently. At present, most MOOC platforms record the web log data of learner interactions with course videos. Such large amounts of multivariate data pose a new challenge in terms of analyzing online learning behaviors. Previous studies have mainly focused on the aggregate behaviors of learners from a summative view; however, few attempts have been made to conduct a detailed analysis of such behaviors. To determine complex learning patterns in MOOC video interactions, this paper introduces a comprehensive visualization system called PeakVizor. This system enables course instructors and education experts to analyze the "peaks" or the video segments that generate numerous clickstreams. The system features three views at different levels: the overview with glyphs to display valuable statistics regarding the peaks detected; the flow view to present spatio-temporal information regarding the peaks; and the correlation view to show the correlation between different learner groups and the peaks. Case studies and interviews conducted with domain experts have demonstrated the usefulness and effectiveness of PeakVizor, and new findings about learning behaviors in MOOC platforms have been reported.

Peak experiences of psilocybin users and non-users.

PubMed

Cummins, Christina; Lyke, Jennifer

2013-01-01

Maslow (1970) defined peak experiences as the most wonderful experiences of a person's life, which may include a sense of awe, well-being, or transcendence. Furthermore, recent research has suggested that psilocybin can produce experiences subjectively rated as uniquely meaningful and significant (Griffiths et al. 2006). It is therefore possible that psilocybin may facilitate or change the nature of peak experiences in users compared to non-users. This study was designed to compare the peak experiences of psilocybin users and non-users, to evaluate the frequency of peak experiences while under the influence of psilocybin, and to assess the perceived degree of alteration of consciousness during these experiences. Participants were recruited through convenience and snowball sampling from undergraduate classes and at a musical event. Participants were divided into three groups, those who reported a peak experience while under the influence of psilocybin (psilocybin peak experience: PPE), participants who had used psilocybin but reported their peak experiences did not occur while they were under the influence of psilocybin (non-psilocybin peak experience: NPPE), and participants who had never used psilocybin (non-user: NU). A total of 101 participants were asked to think about their peak experiences and complete a measure evaluating the degree of alteration of consciousness during that experience. Results indicated that 47% of psilocybin users reported their peak experience occurred while using psilocybin. In addition, there were significant differences among the three groups on all dimensions of alteration of consciousness. Future research is necessary to identify factors that influence the peak experiences of psilocybin users in naturalistic settings and contribute to the different characteristics of peak experiences of psilocybin users and non-users.

Power in methods: language to infants in structured and naturalistic contexts.

PubMed

Tamis-LeMonda, Catherine S; Kuchirko, Yana; Luo, Rufan; Escobar, Kelly; Bornstein, Marc H

2017-11-01

Methods can powerfully affect conclusions about infant experiences and learning. Data from naturalistic observations may paint a very different picture of learning and development from those based on structured tasks, as illustrated in studies of infant walking, object permanence, intention understanding, and so forth. Using language as a model system, we compared the speech of 40 mothers to their 13-month-old infants during structured play and naturalistic home routines. The contrasting methods yielded unique portrayals of infant language experiences, while simultaneously underscoring cross-situational correspondence at an individual level. Infants experienced substantially more total words and different words per minute during structured play than they did during naturalistic routines. Language input during structured play was consistently dense from minute to minute, whereas language during naturalistic routines showed striking fluctuations interspersed with silence. Despite these differences, infants' language experiences during structured play mirrored the peak language interactions infants experienced during naturalistic routines, and correlations between language inputs in the two conditions were strong. The implications of developmental methods for documenting the nature of experiences and individual differences are discussed. © 2017 John Wiley & Sons Ltd.

Research Opportunities for Undergraduate Students at Storm Peak Laboratory

NASA Astrophysics Data System (ADS)

Vargas, W.; Hallar, G.

2009-12-01

GRASP (Geoscience Research at Storm Peak) is a program providing field research experiences for a diverse group of undergraduate students. GRASP is funded by the National Science Foundation. Its mission is to recruit students from underrepresented groups within the geoscience community allowing students to work and live at the Storm Peak Laboratory (SPL). Data previously collected at the facility forms the basis for continuing research projects that addresses climate change, atmospheric pollution, and cloud formation. Prior to arriving at SPL, students travel to the National Center for Atmospheric Research (NCAR) to learn about supercomputing, mathematical modeling, and scientific visualization. GRASP participants met at the campus of Howard University for a reunion workshop and presented their results in November 2008. This poster illustrates the given task and methods used to analyze an increased concentration of organic carbon detected between April 4 and 5, 2008 at SPL located at the summit of Mt. Warner in Steamboat Springs, Colorado at an elevation of 3,202 meters.

Novel method to form adaptive internal impedance profiles in walkers.

PubMed

Escudero Morland, Maximilano F; Althoefer, Kaspar; Nanayakkara, Thrishantha

2015-01-01

This paper proposes a novel approach to improve walking in prosthetics, orthotics and robotics without closed loop controllers. The approach requires impedance profiles to be formed in a walker and uses state feedback to update the profiles in real-time via a simple policy. This approach is open loop and inherently copes with the challenge of uncertain environment. In application it could be used either online for a walker to adjust its impedance profiles in real-time to compensate for environmental changes, or offline to learn suitable profiles for specific environments. So far we have conducted simulations and experiments to investigate the transient and steady state gaits obtained using two simple update policies to form damping profiles in a passive dynamic walker known as the rimless wheel (RW). The damping profiles are formed in the motor that moves the RW vertically along a rail, analogous to a knee joint, and the two update equations were designed to a) control the angular velocity profile and b) minimise peak collision forces. Simulation results show that the velocity update equation works within limits and can cope with varying ground conditions. Experiment results show the angular velocity average reaching the target as well as the peak force update equation reducing peak collision forces in real-time.

Sensitive periods in fear learning and memory.

PubMed

King, Elizabeth C; Pattwell, Siobhan S; Glatt, Charles E; Lee, Francis S

2014-01-01

Adolescence represents a uniquely sensitive developmental stage in the transition from childhood to adulthood. During this transition, neuronal circuits are particularly susceptible to modification by experience. In addition, adolescence is a stage in which the incidence of anxiety disorders peaks in humans and over 75% of adults with fear-related disorders met diagnostic criteria as children and adolescents. While postnatal critical periods of plasticity for primary sensory processes, such as in the visual system are well established, less is known about potential critical or sensitive periods for fear learning and memory. Here, we review the non-linear developmental aspects of fear learning and memory during a transition period into and out of adolescence. We also review the literature on the non-linear development of GABAergic neurotransmission, a key regulator of critical period plasticity. We provide a model that may inform improved treatment strategies for children and adolescents with fear-related disorders.

Sensitive periods in fear learning and memory

PubMed Central

King, Elizabeth C.; Pattwell, Siobhan S.; Glatt, Charles E.; Lee, Francis S.

2015-01-01

Adolescence represents a uniquely sensitive developmental stage in the transition from childhood to adulthood. During this transition, neuronal circuits are particularly susceptible to modification by experience. In addition, adolescence is a stage in which the incidence of anxiety disorders peaks in humans and over 75% of adults with fear-related disorders met diagnostic criteria as children and adolescents. While postnatal critical periods of plasticity for primary sensory processes, such as in the visual system are well established, less is known about potential critical or sensitive periods for fear learning and memory. Here, we review the nonlinear developmental aspects of fear learning and memory during a transition period into and out of adolescence. We also review the literature on the non-linear development of GABAergic neurotransmission, a key regulator of critical period plasticity. We provide a model that may inform improved treatment strategies for children and adolescents with fear-related disorders. PMID:23611461

Evaluation of different time domain peak models using extreme learning machine-based peak detection for EEG signal.

PubMed

Adam, Asrul; Ibrahim, Zuwairie; Mokhtar, Norrima; Shapiai, Mohd Ibrahim; Cumming, Paul; Mubin, Marizan

2016-01-01

Various peak models have been introduced to detect and analyze peaks in the time domain analysis of electroencephalogram (EEG) signals. In general, peak model in the time domain analysis consists of a set of signal parameters, such as amplitude, width, and slope. Models including those proposed by Dumpala, Acir, Liu, and Dingle are routinely used to detect peaks in EEG signals acquired in clinical studies of epilepsy or eye blink. The optimal peak model is the most reliable peak detection performance in a particular application. A fair measure of performance of different models requires a common and unbiased platform. In this study, we evaluate the performance of the four different peak models using the extreme learning machine (ELM)-based peak detection algorithm. We found that the Dingle model gave the best performance, with 72 % accuracy in the analysis of real EEG data. Statistical analysis conferred that the Dingle model afforded significantly better mean testing accuracy than did the Acir and Liu models, which were in the range 37-52 %. Meanwhile, the Dingle model has no significant difference compared to Dumpala model.

Improving peak detection in high-resolution LC/MS metabolomics data using preexisting knowledge and machine learning approach.

PubMed

Yu, Tianwei; Jones, Dean P

2014-10-15

Peak detection is a key step in the preprocessing of untargeted metabolomics data generated from high-resolution liquid chromatography-mass spectrometry (LC/MS). The common practice is to use filters with predetermined parameters to select peaks in the LC/MS profile. This rigid approach can cause suboptimal performance when the choice of peak model and parameters do not suit the data characteristics. Here we present a method that learns directly from various data features of the extracted ion chromatograms (EICs) to differentiate between true peak regions from noise regions in the LC/MS profile. It utilizes the knowledge of known metabolites, as well as robust machine learning approaches. Unlike currently available methods, this new approach does not assume a parametric peak shape model and allows maximum flexibility. We demonstrate the superiority of the new approach using real data. Because matching to known metabolites entails uncertainties and cannot be considered a gold standard, we also developed a probabilistic receiver-operating characteristic (pROC) approach that can incorporate uncertainties. The new peak detection approach is implemented as part of the apLCMS package available at http://web1.sph.emory.edu/apLCMS/ CONTACT: tyu8@emory.edu Supplementary data are available at Bioinformatics online. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

A generalized approach to automated NMR peak list editing: application to reduced dimensionality triple resonance spectra.

PubMed

Moseley, Hunter N B; Riaz, Nadeem; Aramini, James M; Szyperski, Thomas; Montelione, Gaetano T

2004-10-01

We present an algorithm and program called Pattern Picker that performs editing of raw peak lists derived from multidimensional NMR experiments with characteristic peak patterns. Pattern Picker detects groups of correlated peaks within peak lists from reduced dimensionality triple resonance (RD-TR) NMR spectra, with high fidelity and high yield. With typical quality RD-TR NMR data sets, Pattern Picker performs almost as well as human analysis, and is very robust in discriminating real peak sets from noise and other artifacts in unedited peak lists. The program uses a depth-first search algorithm with short-circuiting to efficiently explore a search tree representing every possible combination of peaks forming a group. The Pattern Picker program is particularly valuable for creating an automated peak picking/editing process. The Pattern Picker algorithm can be applied to a broad range of experiments with distinct peak patterns including RD, G-matrix Fourier transformation (GFT) NMR spectra, and experiments to measure scalar and residual dipolar coupling, thus promoting the use of experiments that are typically harder for a human to analyze. Since the complexity of peak patterns becomes a benefit rather than a drawback, Pattern Picker opens new opportunities in NMR experiment design.

Peak Experiences: Some Empirical Tests.

ERIC Educational Resources Information Center

Wuthnow, Robert

1978-01-01

This article presents findings regarding peak experiences from a systematic random sample of 1,000 persons in the San Francisco-Oakland area. Evidence is presented on the incidence of peak experiences, on the kinds of life styles which tend to be associated with these experiences, and on some of the social implications that these experiences have.…

Haptic Guidance Improves the Visuo-Manual Tracking of Trajectories

PubMed Central

Bluteau, Jérémy; Coquillart, Sabine; Payan, Yohan; Gentaz, Edouard

2008-01-01

Background Learning to perform new movements is usually achieved by following visual demonstrations. Haptic guidance by a force feedback device is a recent and original technology which provides additional proprioceptive cues during visuo-motor learning tasks. The effects of two types of haptic guidances-control in position (HGP) or in force (HGF)–on visuo-manual tracking (“following”) of trajectories are still under debate. Methodology/Principals Findings Three training techniques of haptic guidance (HGP, HGF or control condition, NHG, without haptic guidance) were evaluated in two experiments. Movements produced by adults were assessed in terms of shapes (dynamic time warping) and kinematics criteria (number of velocity peaks and mean velocity) before and after the training sessions. Trajectories consisted of two Arabic and two Japanese-inspired letters in Experiment 1 and ellipses in Experiment 2. We observed that the use of HGF globally improves the fluency of the visuo-manual tracking of trajectories while no significant improvement was found for HGP or NHG. Conclusion/Significance These results show that the addition of haptic information, probably encoded in force coordinates, play a crucial role on the visuo-manual tracking of new trajectories. PMID:18335049

A dynamic programming approach for the alignment of signal peaks in multiple gas chromatography-mass spectrometry experiments.

PubMed

Robinson, Mark D; De Souza, David P; Keen, Woon Wai; Saunders, Eleanor C; McConville, Malcolm J; Speed, Terence P; Likić, Vladimir A

2007-10-29

Gas chromatography-mass spectrometry (GC-MS) is a robust platform for the profiling of certain classes of small molecules in biological samples. When multiple samples are profiled, including replicates of the same sample and/or different sample states, one needs to account for retention time drifts between experiments. This can be achieved either by the alignment of chromatographic profiles prior to peak detection, or by matching signal peaks after they have been extracted from chromatogram data matrices. Automated retention time correction is particularly important in non-targeted profiling studies. A new approach for matching signal peaks based on dynamic programming is presented. The proposed approach relies on both peak retention times and mass spectra. The alignment of more than two peak lists involves three steps: (1) all possible pairs of peak lists are aligned, and similarity of each pair of peak lists is estimated; (2) the guide tree is built based on the similarity between the peak lists; (3) peak lists are progressively aligned starting with the two most similar peak lists, following the guide tree until all peak lists are exhausted. When two or more experiments are performed on different sample states and each consisting of multiple replicates, peak lists within each set of replicate experiments are aligned first (within-state alignment), and subsequently the resulting alignments are aligned themselves (between-state alignment). When more than two sets of replicate experiments are present, the between-state alignment also employs the guide tree. We demonstrate the usefulness of this approach on GC-MS metabolic profiling experiments acquired on wild-type and mutant Leishmania mexicana parasites. We propose a progressive method to match signal peaks across multiple GC-MS experiments based on dynamic programming. A sensitive peak similarity function is proposed to balance peak retention time and peak mass spectra similarities. This approach can produce the optimal alignment between an arbitrary number of peak lists, and models explicitly within-state and between-state peak alignment. The accuracy of the proposed method was close to the accuracy of manually-curated peak matching, which required tens of man-hours for the analyzed data sets. The proposed approach may offer significant advantages for processing of high-throughput metabolomics data, especially when large numbers of experimental replicates and multiple sample states are analyzed.

Health professional learner attitudes and use of digital learning resources.

PubMed

Maloney, Stephen; Chamberlain, Michael; Morrison, Shane; Kotsanas, George; Keating, Jennifer L; Ilic, Dragan

2013-01-16

Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources. The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful. The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek. Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery. The results of this study indicate that today's health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown.

Health Professional Learner Attitudes and Use of Digital Learning Resources

PubMed Central

Chamberlain, Michael; Morrison, Shane; Kotsanas, George; Keating, Jennifer L; Ilic, Dragan

2013-01-01

Background Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources. Objective The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful. Methods The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek. Results Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery. Conclusions The results of this study indicate that today’s health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown. PMID:23324800

Village microgrids: The Chile project

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

Baring-Gould, E.I.

1997-12-01

This paper describes a village application in Chile. The objective was to demonstrate the technical, economic and institutional viability of renewable energy for rural electrification, as well as to allow local partners to gain experience with hybrid/renewable technology, resource assessment, system siting and operation. A micro-grid system is viewed as a small village system, up to 1200 kWh/day load with a 50 kW peak load. It can consist of components of wind, photovoltaic, batteries, and conventional generators. It is usually associated with a single generator source, and uses batteries to cover light day time loads. This paper looks at themore » experiences learned from this project with regard to all of the facets of planning and installing this project.« less

Medical student use of digital learning resources.

PubMed

Scott, Karen; Morris, Anne; Marais, Ben

2018-02-01

University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

NMRNet: A deep learning approach to automated peak picking of protein NMR spectra.

PubMed

Klukowski, Piotr; Augoff, Michal; Zieba, Maciej; Drwal, Maciej; Gonczarek, Adam; Walczak, Michal J

2018-03-14

Automated selection of signals in protein NMR spectra, known as peak picking, has been studied for over 20 years, nevertheless existing peak picking methods are still largely deficient. Accurate and precise automated peak picking would accelerate the structure calculation, and analysis of dynamics and interactions of macromolecules. Recent advancement in handling big data, together with an outburst of machine learning techniques, offer an opportunity to tackle the peak picking problem substantially faster than manual picking and on par with human accuracy. In particular, deep learning has proven to systematically achieve human-level performance in various recognition tasks, and thus emerges as an ideal tool to address automated identification of NMR signals. We have applied a convolutional neural network for visual analysis of multidimensional NMR spectra. A comprehensive test on 31 manually-annotated spectra has demonstrated top-tier average precision (AP) of 0.9596, 0.9058 and 0.8271 for backbone, side-chain and NOESY spectra, respectively. Furthermore, a combination of extracted peak lists with automated assignment routine, FLYA, outperformed other methods, including the manual one, and led to correct resonance assignment at the levels of 90.40%, 89.90% and 90.20% for three benchmark proteins. The proposed model is a part of a Dumpling software (platform for protein NMR data analysis), and is available at https://dumpling.bio/. michaljerzywalczak@gmail.compiotr.klukowski@pwr.edu.pl. Supplementary data are available at Bioinformatics online.

Learning to recognize objects on the fly: a neurally based dynamic field approach.

PubMed

Faubel, Christian; Schöner, Gregor

2008-05-01

Autonomous robots interacting with human users need to build and continuously update scene representations. This entails the problem of rapidly learning to recognize new objects under user guidance. Based on analogies with human visual working memory, we propose a dynamical field architecture, in which localized peaks of activation represent objects over a small number of simple feature dimensions. Learning consists of laying down memory traces of such peaks. We implement the dynamical field model on a service robot and demonstrate how it learns 30 objects from a very small number of views (about 5 per object are sufficient). We also illustrate how properties of feature binding emerge from this framework.

Signal information available for plume source tracking with and without surface waves and learning by undergraduates assisting with the research

NASA Astrophysics Data System (ADS)

Wiley, Megan Beth

Autonomous vehicles have had limited success in locating point sources of pollutants, chemicals, and other passive scalars. However, animals such as stomatopods, a mantis shrimp, track odor plumes easily for food, mates, and habitat. Laboratory experiments using Planar Laser Induced Fluorescence measured odor concentration downstream of a diffusive source with and without live stomatopods to investigate their source-tracking strategies in unidirectional and "wave-affected" (surface waves with a mean current) flows. Despite the dearth of signal, extreme temporal variation, and meandering plume centerline, the stomatopods were able to locate the source, especially in the wave-affected flow. Differences in the two plumes far from the source (>160 cm) appeared to help the animals in the wave-affected flow position themselves closer to the source (<70 cm) at times with relatively large amounts of odor and plume filaments of high concentration. At the height of the animals' antennules, the site of their primary chemosensors, the time-averaged Reynolds stresses in the two flows were approximately the same. The temporal variation in stresses over the wave cycle may be responsible for differences in the two plumes. The antennule height falls between a region of large peaks in Reynolds stress in phase with peaks in streamwise acceleration, and a lower region with a smaller Reynolds stress peak in phase with maximum shear during flow reversal. Six undergraduate students assisted with the research. We documented their daily activities and ideas on plume dispersion using open-ended interviews. Most of their time was spent on tasks that required no understanding of fluid mechanics, and there was little evidence of learning by participation in the RAship. One RA's conceptions of turbulence did change, but a group workshop seemed to support this learning more than the RAship. The documented conceptions could aid in curriculum design, since situating new information within current knowledge seems to deepen learning outcomes. The RAs' conceptions varied widely with some overlap of ideas. The interviews also showed that most RAs did not discuss molecular diffusion as part of the mixing process and some remembered information from course demonstrations, but applied them inappropriately to the interview questions.

Compact type-I coil planet centrifuge for counter-current chromatography

PubMed Central

Yang, Yi; Gu, Dongyu; Liu, Yongqiang; Aisa, Haji Akber; Ito, Yoichiro

2009-01-01

A compact type-I coil planet centrifuge has been developed for performing counter-current chromatography. It has a revolution radius of 10 cm and a column holder height of 5 cm compared with 37 cm and 50 cm in the original prototype, respectively. The reduction in the revolution radius and column length permits application of higher revolution speed and more stable balancing of the rotor which leads us to learn more about its performance and the future potential of type-I coil planet centrifuge. The chromatographic performance of this apparatus was evaluated in terms of retention of the stationary phase (Sf), peak resolution (Rs), theoretical plate (N) and peak retention time (tR). The results of the experiment indicated that increasing the revolution speed slightly improved both the retention of the stationary phase and the peak resolution while the separation time is remarkably shortened to yield an excellent peak resolution at a revolution speed of 800 rpm. With a 12 ml capacity coiled column, DNP-glu, DNP-β-ala and DNP-ala were resolved at Rs of 2.75 and 2.16 within 90 min at a flow rate of 0.4 ml/min. We believe that the compact type-I coil planet centrifuge has a high analytical potential. PMID:20060979

Compact type-I coil planet centrifuge for counter-current chromatography.

PubMed

Yang, Yi; Gu, Dongyu; Liu, Yongqiang; Aisa, Haji Akber; Ito, Yoichiro

2010-02-19

A compact type-I coil planet centrifuge has been developed for performing counter-current chromatography. It has a revolution radius of 10 cm and a column holder height of 5 cm compared with 37 and 50 cm in the original prototype, respectively. The reduction in the revolution radius and column length permits application of higher revolution speed and more stable balancing of the rotor which leads us to learn more about its performance and the future potential of type-I coil planet centrifuge. The chromatographic performance of this apparatus was evaluated in terms of retention of the stationary phase (S(f)), peak resolution (R(s)), theoretical plate (N) and peak retention time (t(R)). The results of the experiment indicated that increasing the revolution speed slightly improved both the retention of the stationary phase and the peak resolution while the separation time is remarkably shortened to yield an excellent peak resolution at a revolution speed of 800 rpm. With a 12 ml capacity coiled column, DNP-DL-glu, DNP-beta-ala and DNP-l-ala were resolved at R(s) of 2.75 and 2.16 within 90 min at a flow rate of 0.4 ml/min. We believe that the compact type-I coil planet centrifuge has a high analytical potential. Published by Elsevier B.V.

Scene segmentation by spike synchronization in reciprocally connected visual areas. I. Local effects of cortical feedback.

PubMed

Knoblauch, Andreas; Palm, Günther

2002-09-01

To investigate scene segmentation in the visual system we present a model of two reciprocally connected visual areas using spiking neurons. Area P corresponds to the orientation-selective subsystem of the primary visual cortex, while the central visual area C is modeled as associative memory representing stimulus objects according to Hebbian learning. Without feedback from area C, a single stimulus results in relatively slow and irregular activity, synchronized only for neighboring patches (slow state), while in the complete model activity is faster with an enlarged synchronization range (fast state). When presenting a superposition of several stimulus objects, scene segmentation happens on a time scale of hundreds of milliseconds by alternating epochs of the slow and fast states, where neurons representing the same object are simultaneously in the fast state. Correlation analysis reveals synchronization on different time scales as found in experiments (designated as tower, castle, and hill peaks). On the fast time scale (tower peaks, gamma frequency range), recordings from two sites coding either different or the same object lead to correlograms that are either flat or exhibit oscillatory modulations with a central peak. This is in agreement with experimental findings, whereas standard phase-coding models would predict shifted peaks in the case of different objects.

Peak Experience Project

ERIC Educational Resources Information Center

Scott, Daniel G.; Evans, Jessica

2010-01-01

This paper emerges from the continued analysis of data collected in a series of international studies concerning Childhood Peak Experiences (CPEs) based on developments in understanding peak experiences in Maslow's hierarchy of needs initiated by Dr Edward Hoffman. Bridging from the series of studies, Canadian researchers explore collected…

Peak Detection Method Evaluation for Ion Mobility Spectrometry by Using Machine Learning Approaches

PubMed Central

Hauschild, Anne-Christin; Kopczynski, Dominik; D’Addario, Marianna; Baumbach, Jörg Ingo; Rahmann, Sven; Baumbach, Jan

2013-01-01

Ion mobility spectrometry with pre-separation by multi-capillary columns (MCC/IMS) has become an established inexpensive, non-invasive bioanalytics technology for detecting volatile organic compounds (VOCs) with various metabolomics applications in medical research. To pave the way for this technology towards daily usage in medical practice, different steps still have to be taken. With respect to modern biomarker research, one of the most important tasks is the automatic classification of patient-specific data sets into different groups, healthy or not, for instance. Although sophisticated machine learning methods exist, an inevitable preprocessing step is reliable and robust peak detection without manual intervention. In this work we evaluate four state-of-the-art approaches for automated IMS-based peak detection: local maxima search, watershed transformation with IPHEx, region-merging with VisualNow, and peak model estimation (PME). We manually generated a gold standard with the aid of a domain expert (manual) and compare the performance of the four peak calling methods with respect to two distinct criteria. We first utilize established machine learning methods and systematically study their classification performance based on the four peak detectors’ results. Second, we investigate the classification variance and robustness regarding perturbation and overfitting. Our main finding is that the power of the classification accuracy is almost equally good for all methods, the manually created gold standard as well as the four automatic peak finding methods. In addition, we note that all tools, manual and automatic, are similarly robust against perturbations. However, the classification performance is more robust against overfitting when using the PME as peak calling preprocessor. In summary, we conclude that all methods, though small differences exist, are largely reliable and enable a wide spectrum of real-world biomedical applications. PMID:24957992

Peak detection method evaluation for ion mobility spectrometry by using machine learning approaches.

PubMed

Hauschild, Anne-Christin; Kopczynski, Dominik; D'Addario, Marianna; Baumbach, Jörg Ingo; Rahmann, Sven; Baumbach, Jan

2013-04-16

Ion mobility spectrometry with pre-separation by multi-capillary columns (MCC/IMS) has become an established inexpensive, non-invasive bioanalytics technology for detecting volatile organic compounds (VOCs) with various metabolomics applications in medical research. To pave the way for this technology towards daily usage in medical practice, different steps still have to be taken. With respect to modern biomarker research, one of the most important tasks is the automatic classification of patient-specific data sets into different groups, healthy or not, for instance. Although sophisticated machine learning methods exist, an inevitable preprocessing step is reliable and robust peak detection without manual intervention. In this work we evaluate four state-of-the-art approaches for automated IMS-based peak detection: local maxima search, watershed transformation with IPHEx, region-merging with VisualNow, and peak model estimation (PME).We manually generated Metabolites 2013, 3 278 a gold standard with the aid of a domain expert (manual) and compare the performance of the four peak calling methods with respect to two distinct criteria. We first utilize established machine learning methods and systematically study their classification performance based on the four peak detectors' results. Second, we investigate the classification variance and robustness regarding perturbation and overfitting. Our main finding is that the power of the classification accuracy is almost equally good for all methods, the manually created gold standard as well as the four automatic peak finding methods. In addition, we note that all tools, manual and automatic, are similarly robust against perturbations. However, the classification performance is more robust against overfitting when using the PME as peak calling preprocessor. In summary, we conclude that all methods, though small differences exist, are largely reliable and enable a wide spectrum of real-world biomedical applications.

Why do Manduca sexta feed from white flowers? Innate and learnt colour preferences in a hawkmoth

NASA Astrophysics Data System (ADS)

Goyret, Joaquín; Pfaff, Michael; Raguso, Robert A.; Kelber, Almut

2008-06-01

Flower colour is an important signal used by flowering plants to attract pollinators. Many anthophilous insects have an innate colour preference that is displayed during their first foraging bouts and which could help them locate their first nectar reward. Nevertheless, learning capabilities allow insects to switch their colour preferences with experience and thus, to track variation in floral nectar availability. Manduca sexta, a crepuscular hawkmoth widely studied as a model system for sensory physiology and behaviour, visits mostly white, night-blooming flowers lacking UV reflectance throughout its range in the Americas. Nevertheless, the spectral sensitivity of the feeding behaviour of naïve moths shows a narrow peak around 450 nm wavelengths, suggesting an innate preference for the colour blue. Under more natural conditions (i.e. broader wavelength reflectance) than in previous studies, we used dual choice experiments with blue- and white-coloured feeders to investigate the innate preference of naïve moths and trained different groups to each colour to evaluate their learning capabilities. We confirmed the innate preference of M. sexta for blue and found that these moths were able to switch colour preferences after training experience. These results unequivocally demonstrate that M. sexta moths innately prefer blue when presented against white flower models and offer novel experimental evidence supporting the hypothesis that learning capabilities could be involved in their foraging preferences, including their widely observed attraction to white flowers in nature.

Why do Manduca sexta feed from white flowers? Innate and learnt colour preferences in a hawkmoth.

PubMed

Goyret, Joaquín; Pfaff, Michael; Raguso, Robert A; Kelber, Almut

2008-06-01

Flower colour is an important signal used by flowering plants to attract pollinators. Many anthophilous insects have an innate colour preference that is displayed during their first foraging bouts and which could help them locate their first nectar reward. Nevertheless, learning capabilities allow insects to switch their colour preferences with experience and thus, to track variation in floral nectar availability. Manduca sexta, a crepuscular hawkmoth widely studied as a model system for sensory physiology and behaviour, visits mostly white, night-blooming flowers lacking UV reflectance throughout its range in the Americas. Nevertheless, the spectral sensitivity of the feeding behaviour of naïve moths shows a narrow peak around 450 nm wavelengths, suggesting an innate preference for the colour blue. Under more natural conditions (i.e. broader wavelength reflectance) than in previous studies, we used dual choice experiments with blue- and white-coloured feeders to investigate the innate preference of naïve moths and trained different groups to each colour to evaluate their learning capabilities. We confirmed the innate preference of M. sexta for blue and found that these moths were able to switch colour preferences after training experience. These results unequivocally demonstrate that M. sexta moths innately prefer blue when presented against white flower models and offer novel experimental evidence supporting the hypothesis that learning capabilities could be involved in their foraging preferences, including their widely observed attraction to white flowers in nature.

Contrast Enhancement without Transient Map Expansion for Species-Specific Vocalizations in Core Auditory Cortex during Learning.

PubMed

Shepard, Kathryn N; Chong, Kelly K; Liu, Robert C

2016-01-01

Tonotopic map plasticity in the adult auditory cortex (AC) is a well established and oft-cited measure of auditory associative learning in classical conditioning paradigms. However, its necessity as an enduring memory trace has been debated, especially given a recent finding that the areal expansion of core AC tuned to a newly relevant frequency range may arise only transiently to support auditory learning. This has been reinforced by an ethological paradigm showing that map expansion is not observed for ultrasonic vocalizations (USVs) or for ultrasound frequencies in postweaning dams for whom USVs emitted by pups acquire behavioral relevance. However, whether transient expansion occurs during maternal experience is not known, and could help to reveal the generality of cortical map expansion as a correlate for auditory learning. We thus mapped the auditory cortices of maternal mice at postnatal time points surrounding the peak in pup USV emission, but found no evidence of frequency map expansion for the behaviorally relevant high ultrasound range in AC. Instead, regions tuned to low frequencies outside of the ultrasound range show progressively greater suppression of activity in response to the playback of ultrasounds or pup USVs for maternally experienced animals assessed at their pups' postnatal day 9 (P9) to P10, or postweaning. This provides new evidence for a lateral-band suppression mechanism elicited by behaviorally meaningful USVs, likely enhancing their population-level signal-to-noise ratio. These results demonstrate that tonotopic map enlargement has limits as a construct for conceptualizing how experience leaves neural memory traces within sensory cortex in the context of ethological auditory learning.

Implicit learning and emotional responses in nine-month-old infants.

PubMed

Angulo-Barroso, Rosa M; Peciña, Susana; Lin, Xu; Li, Mingyan; Sturza, Julia; Shao, Jie; Lozoff, Betsy

2017-08-01

To study the interplay between motor learning and emotional responses of young infants, we developed a contingent learning paradigm that included two related, difficult, operant tasks. We also coded facial expression to characterise emotional response to learning. In a sample of nine-month-old healthy Chinese infants, 44.7% achieved learning threshold during this challenging arm-conditioning test. Some evidence of learning was observed at the beginning of the second task. The lowest period of negative emotions coincided with the period of maximum movement responses after the initiation of the second task, and movement responses negatively correlated with the frequency of negative emotions. Positive emotions, while generally low throughout the task, increased during peak performance especially for learners. Peak frequency of movement responses was positively correlated with the frequency of positive emotions. Despite the weak evidence of learning this difficult task, our results from the learners would suggest that increasing positive emotions, and perhaps down-regulating negative emotional responses, may be important for improving performance and learning a complex operant task in infancy. Further studies are necessary to determine the role of emotions in learning difficult tasks in infancy.

Hydrogen milestone could help lower fossil fuel refining costs

ScienceCinema

McGraw, Jennifer

2017-12-27

Hydrogen researchers at the U.S. Department of Energy's Idaho National Laboratory have reached another milestone on the road to reducing carbon emissions and protecting the nation against the effects of peaking world oil production. Stephen Herring, laboratory fellow and technical director of the INL High Temperature Electrolysis team, today announced that the latest fuel cell modification has set a new mark in endurance. The group's Integrated Laboratory Scale experiment has now operated continuously for 2,583 hours at higher efficiencies than previously attained. Learn more about INL research at http://www.facebook.com/idahonationallaboratory.

Effects of Learning on Performance When Computerized Dynamic Posturography Assessments Are Repeated

NASA Technical Reports Server (NTRS)

Taylor, Laura C.; Paloski, William H.; Wood, Scott J.

2008-01-01

Background: Computerized dynamic posturography is widely used to measure balance control performance. Clinically, performance is assessed by comparing individual data against standards obtained from a normative population. When performing repeated assessments to track performance changes, one must be concerned with the influence of learning effects. Subjects do not have the opportunity to practice before the first session, and often a second session is not performed prior to an experiment. Thus, the objective of this activity was to examine learning effects on balance control performance. We hypothesize that subjects will perform better on the second session when compared to the first, and that the difference will be greater for more difficult conditions. Methods: Data were collected from 204 subjects using the NeuroCom Equitest system during quiet stance with arms crossed at the chest on up to two sessions. All subjects performed standard sensory organization tests (SOTs) including 1) normal vision, fixed support; 2) absent vision, fixed support; 3) sway-referenced vision, fixed support; 4) normal vision, swayreferenced support; 5) absent vision, sway-referenced support; and 6) sway-referenced vision, sway-referenced support. 120 of these subjects performed modified sensory organization tests (mSOTs 2 and 5) which included static (20 back) and dynamic (20, 0.33Hz) head tilts. Median equilibrium scores (mEQ) were calculated from peak-to-peak anterior-posterior sway across trials. Data collected on the first session were then compared with the second to examine learning effect. Results: There were no differences in mEQ scores between the first and second sessions for SOTs 1, 2, and 4, while mEQ scores were higher for the second session when compared to the first for SOTs 3, 5, and 6 and for all mSOTs. Discussion: An additional familiarization session or practice trials prior to the first session may be necessary for more challenging SOT and mSOT conditions to minimize learning effect.

Thermodynamic Spectrum of Solar Flares Based on SDO/EVE Observations: Techniques and First Results

NASA Technical Reports Server (NTRS)

Wang, Yuming; Zhou, Zhenjun; Zhang, Jie; Liu, Kai; Liu, Rui; Shen, Chenglong; Chamberlin, Phillip C.

2016-01-01

The Solar Dynamics Observatory (SDO)/EUV Variability Experiment (EVE) provides rich information on the thermodynamic processes of solar activities, particularly on solar flares. Here, we develop a method to construct thermodynamic spectrum (TDS) charts based on the EVE spectral lines. This tool could potentially be useful for extreme ultraviolet (EUV) astronomy to learn about the eruptive activities on distant astronomical objects. Through several cases, we illustrate what we can learn from the TDS charts. Furthermore, we apply the TDS method to 74 flares equal to or greater than the M5.0 class, and reach the following statistical results. First, EUV peaks are always behind the soft X-ray (SXR) peaks and stronger flares tend to have faster cooling rates. There is a power-law correlation between the peak delay times and the cooling rates, suggesting a coherent cooling process of flares from SXR to EUV emissions. Second, there are two distinct temperature drift patterns, called Type I and Type II. For Type I flares, the enhanced emission drifts from high to low temperature like a quadrilateral, whereas for Type II flares the drift pattern looks like a triangle. Statistical analysis suggests that Type II flares are more impulsive than Type I flares. Third, for late-phase flares, the peak intensity ratio of the late phase to the main phase is roughly correlated with the flare class, and the flares with a strong late phase are all confined. We believe that the re-deposition of the energy carried by a flux rope, which unsuccessfully erupts out, into thermal emissions is responsible for the strong late phase found in a confined flare. Furthermore, we show the signatures of the flare thermodynamic process in the chromosphere and transition region in the TDS charts. These results provide new clues to advance our understanding of the thermodynamic processes of solar flares and associated solar eruptions, e.g., coronal mass ejections.

THERMODYNAMIC SPECTRUM OF SOLAR FLARES BASED ON SDO/EVE OBSERVATIONS: TECHNIQUES AND FIRST RESULTS

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

Wang, Yuming; Zhou, Zhenjun; Liu, Kai

2016-03-15

The Solar Dynamics Observatory (SDO)/EUV Variability Experiment (EVE) provides rich information on the thermodynamic processes of solar activities, particularly on solar flares. Here, we develop a method to construct thermodynamic spectrum (TDS) charts based on the EVE spectral lines. This tool could potentially be useful for extreme ultraviolet (EUV) astronomy to learn about the eruptive activities on distant astronomical objects. Through several cases, we illustrate what we can learn from the TDS charts. Furthermore, we apply the TDS method to 74 flares equal to or greater than the M5.0 class, and reach the following statistical results. First, EUV peaks are always behind the soft X-raymore » (SXR) peaks and stronger flares tend to have faster cooling rates. There is a power-law correlation between the peak delay times and the cooling rates, suggesting a coherent cooling process of flares from SXR to EUV emissions. Second, there are two distinct temperature drift patterns, called Type I and Type II. For Type I flares, the enhanced emission drifts from high to low temperature like a quadrilateral, whereas for Type II flares the drift pattern looks like a triangle. Statistical analysis suggests that Type II flares are more impulsive than Type I flares. Third, for late-phase flares, the peak intensity ratio of the late phase to the main phase is roughly correlated with the flare class, and the flares with a strong late phase are all confined. We believe that the re-deposition of the energy carried by a flux rope, which unsuccessfully erupts out, into thermal emissions is responsible for the strong late phase found in a confined flare. Furthermore, we show the signatures of the flare thermodynamic process in the chromosphere and transition region in the TDS charts. These results provide new clues to advance our understanding of the thermodynamic processes of solar flares and associated solar eruptions, e.g., coronal mass ejections.« less

Leveraging strengths to reach your goals: a skills-building workshop for women in dentistry and other professions.

PubMed

Albino, Judith E

2015-05-01

This skills-building workshop at the 5(th) American Dental Education Association (ADEA) International Women's Leadership Conference engaged participants in a series of structured experiences designed to support learning about personal leadership strengths and areas for development, as well as setting and attaining leadership goals. The session was introduced with a brief reflective exercise focused on developing statements of personal goals for professional growth. An Appreciative Inquiry process then was used to explore participants' areas of strength, examining both self-perceptions and the perceptions of others who listened to their descriptions of "peak experiences" in work settings. The next part of the program utilized a Johari Window exercise to clarify the extent to which participants' self-perceived strengths and others' perceptions were shared, making those strengths visible to the world at large or hidden from the general view of others. This exercise allowed further exploration of individual competencies and characteristics and provided an opportunity for participants to visualize the potential for development in new areas. Finally, two very different peer coaching strategies were employed to expand on participants' learning. The experience proved to be a lively, socially engaging, and personally meaningful one for participants, whatever the stage of their careers or their country of origin.

University students' cognitive performance under temperature cycles induced by direct load control events.

PubMed

Zhang, F; de Dear, R

2017-01-01

As one of the most common strategies for managing peak electricity demand, direct load control (DLC) of air-conditioners involves cycling the compressors on and off at predetermined intervals. In university lecture theaters, the implementation of DLC induces temperature cycles which might compromise university students' learning performance. In these experiments, university students' learning performance, represented by four cognitive skills of memory, concentration, reasoning, and planning, was closely monitored under DLC-induced temperature cycles and control conditions simulated in a climate chamber. In Experiment 1 with a cooling set point temperature of 22°C, subjects' cognitive performance was relatively stable or even slightly promoted by the mild heat intensity and short heat exposure resulting from temperature cycles; in Experiment 2 with a cooling set point of 24°C, subjects' reasoning and planning performance observed a trend of decline at the higher heat intensity and longer heat exposure. Results confirm that simpler cognitive tasks are less susceptible to temperature effects than more complex tasks; the effect of thermal variations on cognitive performance follows an extended-U relationship with performance being relatively stable across a range of temperatures. DLC appears to be feasible in university lecture theaters if DLC algorithms are implemented judiciously. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Acquisition of peak responding: what is learned?

PubMed

Balci, Fuat; Gallistel, Charles R; Allen, Brian D; Frank, Krystal M; Gibson, Jacqueline M; Brunner, Daniela

2009-01-01

We investigated how the common measures of timing performance behaved in the course of training on the peak procedure in C3H mice. Following fixed interval (FI) pre-training, mice received 16 days of training in the peak procedure. The peak time and spread were derived from the average response rates while the start and stop times and their relative variability were derived from a single-trial analysis. Temporal precision (response spread) appeared to improve in the course of training. This apparent improvement in precision was, however, an averaging artifact; it was mediated by the staggered appearance of timed stops, rather than by the delayed occurrence of start times. Trial-by-trial analysis of the stop times for individual subjects revealed that stops appeared abruptly after three to five sessions and their timing did not change as training was prolonged. Start times and the precision of start and stop times were generally stable throughout training. Our results show that subjects do not gradually learn to time their start or stop of responding. Instead, they learn the duration of the FI, with robust temporal control over the start of the response; the control over the stop of response appears abruptly later.

Acquisition of peak responding: What is learned?

PubMed Central

Balci, Fuat; Gallistel, Charles R.; Allen, Brian D.; Frank, Krystal M.; Gibson, Jacqueline M.; Brunner, Daniela

2009-01-01

We investigated how the common measures of timing performance behaved in the course of training on the peak procedure in C3H mice. Following fixed interval (FI) pre-training, mice received 16 days of training in the peak procedure. The peak time and spread were derived from the average response rates while the start and stop times and their relative variability were derived from a single-trial analysis. Temporal precision (response spread) appeared to improve in the course of training. This apparent improvement in precision was, however, an averaging artifact; it was mediated by the staggered appearance of timed stops, rather than by the delayed occurrence of start times. Trial-by-trial analysis of the stop times for individual subjects revealed that stops appeared abruptly after three to five sessions and their timing did not change as training was prolonged. Start times and the precision of start and stop times were generally stable throughout training. Our results show that subjects do not gradually learn to time their start or stop of responding. Instead, they learn the duration of the FI, with robust temporal control over the start of the response; the control over the stop of response appears abruptly later. PMID:18950695

Enhancement of a Virtual Geology Field Guide of Georgia Initiative Using Gigapan© and ArcGIS Online's Story Map

NASA Astrophysics Data System (ADS)

Mobasher, K.; Turk, H. J.; Witherspoon, W.; Tate, L.; Hoynes, J.

2015-12-01

A GIS geology geodatabase of Georgia was developed using ArcGIS 10.2. The geodatabase for each physiographic provinces of Georgia contains fields designed to store information regarding geologic features. Using ArcGIS online, the virtual field guide is created which provides an interactive learning experience for students to allow in real time photography, description, mapping and sharing their observations with the instructor and peers. Gigapan© facilitates visualizing geologic features at different scales with high resolutions and in their larger surrounding context. The classroom applications of the Gigapan© are limitless when teaching students the entire range of geologic structures from showcasing crystalline structures of minerals to understanding the geological processes responsible for formation of an entire mountain range. The addition of the Story Map enhances the virtual experience when you want to present a geo-located story point narrative featuring images or videos. The virtual field component and supplementary Gigapan© imagery coupled with Story Map added significantly to the detailed realism of virtual field guide further allowing students to more fully understand geological concepts at various scales. These technologies peaked students interest and facilitated their learning and preparation to function more effectively in the geosciences by developing better observations and new skills. These technologies facilitated increased student engagement in the geosciences by sharing, enhancing and transferring lecture information to actual field knowledge and experiences. This enhanced interactive learning experience not only begins to allow students to understand and recognize geologic features in the field but also increased their collaboration, enthusiasm and interest in the discipline. The increased interest and collaboration occurred as students assisted in populating a geologic geodatabase of Georgia.

The Peak/Spiritual Experience as an Object of Curriculum Analysis.

ERIC Educational Resources Information Center

Foshay, Arthur W.

How psychologists and theologians define the peak/spiritual experience and how this aspect of human behavior can be approached in the classroom are examined. Benjamin Bloom interviewed college students who had undergone peak experiences in the classroom. The students described a sense of total involvement, a loss of a sense of time and place, and…

Stimulation of the noradrenergic system during memory formation impairs extinction learning but not the disruption of reconsolidation.

PubMed

Soeter, Marieke; Kindt, Merel

2012-04-01

The noradrenergic system plays a critical role in the 'consolidation' of emotional memory. If we are to target 'reconsolidation' in patients with anxiety disorders, the noradrenergic strengthening of fear memory should not impair the disruption of reconsolidation. In Experiment I, we addressed this issue using a differential fear conditioning procedure allowing selective reactivation of one of two fear associations. First, we strengthened fear memory by administering an α(2)-adrenergic receptor antagonist (ie, yohimbine HCl; double-blind placebo-controlled study) 30 min before acquisition (time for peak value yohimbine HCl <1 h). Next, the reconsolidation of one of the fear associations was manipulated by administering a β-adrenergic receptor antagonist (ie, propranolol HCl) 90 min before its selective reactivation (time for peak value propranolol HCl <2 h). In Experiment II, we administered propranolol HCl after reactivation of the memory to rule out a possible effect of the pharmacological manipulation on the memory retrieval itself. The excessive release of noradrenaline during memory formation not only delayed the process of extinction 48 h later, but also triggered broader fear generalization. Yet, the β-adrenergic receptor blocker during reconsolidation selectively 'neutralized' the fear-arousing aspects of the noradrenergic-strengthened memory and undermined the generalization of fear. We observed a similar reduction in fear responding when propranolol HCl was administered after reactivation of the memory. The present findings demonstrate the involvement of noradrenergic modulation in the formation as well as generalization of human fear memory. Given that the noradrenergic strengthening of fear memory impaired extinction learning but not the disruption of reconsolidation, our findings may have implications for the treatment of anxiety disorders.

Reward Value Effects on Timing in the Peak Procedure

ERIC Educational Resources Information Center

Galtress, Tiffany; Kirkpatrick, Kimberly

2009-01-01

Three experiments examined the effect of motivational variables on timing in the peak procedure. In Experiment 1, rats received a 60-s peak procedure that was coupled with long-term, between-phase changes in reinforcer magnitude. Increases in reinforcer magnitude produced a leftward shift in the peak that persisted for 20 sessions of training. In…

Training Lessons Learned from Peak Performance Episodes

DTIC Science & Technology

1986-06-01

PEAK PERFORMAN4CE Fina Report- EPSOESOctober 1984-December 1985 % 6. PERFORMING ORG. REPORT NUMBER * 7. AUTHOR(@) 6. CONTRACT OR GRANT NUMBER(s) James...L. Fobes - 9. PERFORMING ORGANIZATION NAME AND) ADDRESS 10. PROGRAM ELEMENT. PROJECT, TASK U.S. Army Research Institute Field UnitAEA OKUINMER...peak performance indicates that three cogni- . tive components enable these episodes: psychological readiness (activating . optimal arousal and emotion

Contrast Enhancement without Transient Map Expansion for Species-Specific Vocalizations in Core Auditory Cortex during Learning

PubMed Central

Shepard, Kathryn N.; Chong, Kelly K.

2016-01-01

Tonotopic map plasticity in the adult auditory cortex (AC) is a well established and oft-cited measure of auditory associative learning in classical conditioning paradigms. However, its necessity as an enduring memory trace has been debated, especially given a recent finding that the areal expansion of core AC tuned to a newly relevant frequency range may arise only transiently to support auditory learning. This has been reinforced by an ethological paradigm showing that map expansion is not observed for ultrasonic vocalizations (USVs) or for ultrasound frequencies in postweaning dams for whom USVs emitted by pups acquire behavioral relevance. However, whether transient expansion occurs during maternal experience is not known, and could help to reveal the generality of cortical map expansion as a correlate for auditory learning. We thus mapped the auditory cortices of maternal mice at postnatal time points surrounding the peak in pup USV emission, but found no evidence of frequency map expansion for the behaviorally relevant high ultrasound range in AC. Instead, regions tuned to low frequencies outside of the ultrasound range show progressively greater suppression of activity in response to the playback of ultrasounds or pup USVs for maternally experienced animals assessed at their pups’ postnatal day 9 (P9) to P10, or postweaning. This provides new evidence for a lateral-band suppression mechanism elicited by behaviorally meaningful USVs, likely enhancing their population-level signal-to-noise ratio. These results demonstrate that tonotopic map enlargement has limits as a construct for conceptualizing how experience leaves neural memory traces within sensory cortex in the context of ethological auditory learning. PMID:27957529

CD-ROM Integration Peaks Student Interest in Inquiry.

ERIC Educational Resources Information Center

O'Bannon, Blanche

1997-01-01

Discussion of learning processes examines past educational practices and considers how CD-ROM technology can impact teaching and learning. A lesson plan for elementary school science that uses a CD-ROM encyclopedia is presented that includes instructional goals, performance objectives, teaching and learning activities, and assessment methods.…

Quantification of Operational Learning in Minimal Invasive Extracorporeal Circulation.

PubMed

Anastasiadis, Kyriakos; Antonitsis, Polychronis; Asteriou, Christos; Argiriadou, Helena; Deliopoulos, Apostolos; Konstantinou, Dimitrios; Grosomanidis, Vassilios; Tossios, Paschalis

2017-07-01

Minimal invasive extracorporeal circulation (MiECC) has initiated important new efforts within science and technology towards a more physiologic perfusion. In this study, we aim to investigate the learning curve of our center regarding MiECC. We studied a series of 150 consecutive patients who underwent elective coronary artery bypass grafting by the same surgical team during the initial phase of MiECC application. Patients were randomly assigned into two groups. Group A (n = 75) included patients operated on MiECC, while group B (n = 75) included patients operated with conventional cardiopulmonary bypass (cCPB). The primary end-point of the study was to identify whether there is a learning curve when operating on MiECC. The following parameters were unrelated with increasing experience, even though the results favored MiECC use: reduced CPB duration (102.9 ± 25 vs. 122.2 ± 33 min, P <0.001), peak troponin release (0.07 ± 0.02 vs. 0.1 ± 0.04 ng/mL, P < 0.01), peak creatinine levels (0.97 ± 0.24 vs. 1.2 ± 0.3 mg/dL, P < 0.001), duration of mechanical ventilation (14.1 ± 7.2 vs. 36.9 ± 59.8 h, P < 0.01) and ICU stay (2.1 ± 0.7 vs. 4.4 ± 6.4 days, P < 0.01). However, need for intraoperative blood transfusion showed a trend towards a gradual decrease as experience with MiECC system was accumulating (R 2  = 0.094, P = 0.007). Subsequently, operational learning applied to postoperative hematocrit and hemoglobin levels (R 2  = 0.098, P = 0.006). We identified that advantages of MiECC technology in terms of reduced hemodilution and improved end-organ protection and clinical outcome are evident from the first patient. Optimal results are obtained with 50 cases; this refers mainly to significant reduction in the need for intraoperative blood transfusion. Teamwork from surgeons, anesthesiologists, and perfusionists is of paramount importance in order to maximize the clinical benefits from this technology. © 2016 International Center for Artificial Organs and Transplantation and Wiley Periodicals, Inc.

Variation of bar-press duration: where do new responses come from?

PubMed

Roberts, Seth; Gharib, Afshin

2006-06-01

Instrumental learning involves both variation and selection: variation of what the animal does, and selection by reward from among the variation. Four experiments with rats suggested a rule about how variation is controlled by recent events. Experiment 1 used the peak procedure. Measurements of bar-press durations showed a sharp increase in mean duration after the time that food was sometimes given. The increase was triggered by the omission of expected food. Our first explanation of the increase was that it was a frustration effect. Experiment 2 tested this explanation with a procedure in which the first response of a trial usually produced food, ending the trial. In Experiment 2, unlike Experiment 1, omission of expected food did not produce a large increase in bar-press duration, which cast doubt on the frustration explanation. Experiments 3 and 4 tested an alternative explanation: a decrease in expectation of reward increases variation. Both used two signals associated with different probabilities of reward. Bar presses were more variable in duration during the signal with the lower probability of reward, supporting this alternative. These experiments show how variation can be studied with ordinary equipment and responses.

RERTR-7 Irradiation Summary Report

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

D. M. Perez; M. A. Lillo; G. S. Chang

2011-12-01

The Reduced Enrichment for Research and Test Reactor (RERTR) experiment RERTR-7A, was designed to test several modified fuel designs to target fission densities representative of a peak low enriched uranium (LEU) burnup in excess of 90% U-235 at peak experiment power sufficient to generate a peak surface heat flux of approximately 300 W/cm2. The RERTR-7B experiment was designed as a high power test of 'second generation' dispersion fuels at peak experiment power sufficient to generate a surface heat flux on the order of 230 W/cm2.1 The following report summarizes the life of the RERTR-7A and RERTR-7B experiments through end ofmore » irradiation, including as-run neutronic analyses, thermal analyses and hydraulic testing results.« less

Maximizing Learning Using Online Student Assessment

ERIC Educational Resources Information Center

Boyles, Patrice C.

2011-01-01

As the technological age reaches its peak, so does the need to improve assessment for online instruction. Assessment includes all activities that teachers and students undertake to get information that can be used to improve teaching and learning (Black and William,1998b). Assessment is a critical factor of the learning environment. The popularity…

Altering spatial priority maps via reward-based learning.

PubMed

Chelazzi, Leonardo; Eštočinová, Jana; Calletti, Riccardo; Lo Gerfo, Emanuele; Sani, Ilaria; Della Libera, Chiara; Santandrea, Elisa

2014-06-18

Spatial priority maps are real-time representations of the behavioral salience of locations in the visual field, resulting from the combined influence of stimulus driven activity and top-down signals related to the current goals of the individual. They arbitrate which of a number of (potential) targets in the visual scene will win the competition for attentional resources. As a result, deployment of visual attention to a specific spatial location is determined by the current peak of activation (corresponding to the highest behavioral salience) across the map. Here we report a behavioral study performed on healthy human volunteers, where we demonstrate that spatial priority maps can be shaped via reward-based learning, reflecting long-lasting alterations (biases) in the behavioral salience of specific spatial locations. These biases exert an especially strong influence on performance under conditions where multiple potential targets compete for selection, conferring competitive advantage to targets presented in spatial locations associated with greater reward during learning relative to targets presented in locations associated with lesser reward. Such acquired biases of spatial attention are persistent, are nonstrategic in nature, and generalize across stimuli and task contexts. These results suggest that reward-based attentional learning can induce plastic changes in spatial priority maps, endowing these representations with the "intelligent" capacity to learn from experience. Copyright © 2014 the authors 0270-6474/14/348594-11$15.00/0.

Does higher education hone cognitive functioning and learning efficacy? Findings from a large and diverse sample

PubMed Central

Guerra-Carrillo, Belén; Katovich, Kiefer

2017-01-01

Attending school is a multifaceted experience. Students are not only exposed to new knowledge but are also immersed in a structured environment in which they need to respond flexibly in accordance with changing task goals, keep relevant information in mind, and constantly tackle novel problems. To quantify the cumulative effect of this experience, we examined retrospectively and prospectively, the relationships between educational attainment and both cognitive performance and learning. We analyzed data from 196,388 subscribers to an online cognitive training program. These subscribers, ages 15–60, had completed eight behavioral assessments of executive functioning and reasoning at least once. Controlling for multiple demographic and engagement variables, we found that higher levels of education predicted better performance across the full age range, and modulated performance in some cognitive domains more than others (e.g., reasoning vs. processing speed). Differences were moderate for Bachelor’s degree vs. High School (d = 0.51), and large between Ph.D. vs. Some High School (d = 0.80). Further, the ages of peak cognitive performance for each educational category closely followed the typical range of ages at graduation. This result is consistent with a cumulative effect of recent educational experiences, as well as a decrement in performance as completion of schooling becomes more distant. To begin to characterize the directionality of the relationship between educational attainment and cognitive performance, we conducted a prospective longitudinal analysis. For a subset of 69,202 subscribers who had completed 100 days of cognitive training, we tested whether the degree of novel learning was associated with their level of education. Higher educational attainment predicted bigger gains, but the differences were small (d = 0.04–0.37). Altogether, these results point to the long-lasting trace of an effect of prior cognitive challenges but suggest that new learning opportunities can reduce performance gaps related to one’s educational history. PMID:28832590

Does higher education hone cognitive functioning and learning efficacy? Findings from a large and diverse sample.

PubMed

Guerra-Carrillo, Belén; Katovich, Kiefer; Bunge, Silvia A

2017-01-01

Attending school is a multifaceted experience. Students are not only exposed to new knowledge but are also immersed in a structured environment in which they need to respond flexibly in accordance with changing task goals, keep relevant information in mind, and constantly tackle novel problems. To quantify the cumulative effect of this experience, we examined retrospectively and prospectively, the relationships between educational attainment and both cognitive performance and learning. We analyzed data from 196,388 subscribers to an online cognitive training program. These subscribers, ages 15-60, had completed eight behavioral assessments of executive functioning and reasoning at least once. Controlling for multiple demographic and engagement variables, we found that higher levels of education predicted better performance across the full age range, and modulated performance in some cognitive domains more than others (e.g., reasoning vs. processing speed). Differences were moderate for Bachelor's degree vs. High School (d = 0.51), and large between Ph.D. vs. Some High School (d = 0.80). Further, the ages of peak cognitive performance for each educational category closely followed the typical range of ages at graduation. This result is consistent with a cumulative effect of recent educational experiences, as well as a decrement in performance as completion of schooling becomes more distant. To begin to characterize the directionality of the relationship between educational attainment and cognitive performance, we conducted a prospective longitudinal analysis. For a subset of 69,202 subscribers who had completed 100 days of cognitive training, we tested whether the degree of novel learning was associated with their level of education. Higher educational attainment predicted bigger gains, but the differences were small (d = 0.04-0.37). Altogether, these results point to the long-lasting trace of an effect of prior cognitive challenges but suggest that new learning opportunities can reduce performance gaps related to one's educational history.

AMPK agonist AICAR delays the initial decline in lifetime-apex V̇o2 peak, while voluntary wheel running fails to delay its initial decline in female rats.

PubMed

Toedebusch, Ryan G; Ruegsegger, Gregory N; Braselton, Joshua F; Heese, Alexander J; Hofheins, John C; Childs, Tom E; Thyfault, John P; Booth, Frank W

2016-02-01

There has never been an outcome measure for human health more important than peak oxygen consumption (V̇o2 peak), yet little is known regarding the molecular triggers for its lifetime decline with aging. We examined the ability of physical activity or 5 wk of 5-aminoimidazole-4-carboxamide-1-β-d-ribofuranoside (AICAR) administration to delay the initial aging-induced decline in lifetime-apex V̇o2 peak and potential underlying molecular mechanisms. Experiment 1 consisted of female rats with (RUN) and without (NO RUN) running wheels, while experiment 2 consisted of female nonrunning rats getting the AMPK agonist AICAR (0.5 mg/g/day) subcutaneously for 5 wk beginning at 17 wk of age. All rats underwent frequent, weekly or biweekly V̇o2 peak tests beginning at 10 wk of age. In experiment 1, lifetime-apex V̇o2 peak occurred at 19 wk of age in both RUN and NO RUN and decreased thereafter. V̇o2 peak measured across experiment 1 was ∼25% higher in RUN than in NO RUN. In experiment 2, AICAR delayed the chronological age observed in experiment 1 by 1 wk, from 19 wk to 20 wk of age. RUN and NO RUN showed different skeletal muscle transcriptomic profiles both pre- and postapex. Additionally, growth and development pathways are differentially regulated between RUN and NO RUN. Angiomotin mRNA was downregulated postapex in RUN and NO RUN. Furthermore, strong significant correlations to V̇o2 peak and trends for decreased protein concentration supports angiomotin's potential importance in our model. Contrary to our primary hypothesis, wheel running was not sufficient to delay the chronological age of lifetime-apex V̇o2 peak decline, whereas AICAR delayed it 1 wk. Copyright © 2016 the American Physiological Society.

ERP evidence for conflict in contingency learning.

PubMed

Whitehead, Peter S; Brewer, Gene A; Blais, Chris

2017-07-01

The proportion congruency effect refers to the observation that the magnitude of the Stroop effect increases as the proportion of congruent trials in a block increases. Contemporary work shows that proportion effects can be driven by both context and individual items, and are referred to as context-specific proportion congruency (CSPC) and item-specific proportion congruency (ISPC) effects, respectively. The conflict-modulated Hebbian learning account posits that these effects manifest from the same mechanism, while the parallel episodic processing model posits that the ISPC can occur by simple associative learning. Our prior work showed that the neural correlates of the CSPC is an N2 over frontocentral electrode sites approximately 300 ms after stimulus onset that predicts behavioral performance. There is strong consensus in the field that this N2 signal is associated with conflict detection in the medial frontal cortex. The experiment reported here assesses whether the same qualitative electrophysiological pattern of results holds for the ISPC. We find that the spatial topography of the N2 is similar but slightly delayed with a peak onset of approximately 300 ms after stimulus onset. We argue that this provides strong evidence that a single common mechanism-conflict-modulated Hebbian learning-drives both the ISPC and CSPC. © 2017 Society for Psychophysiological Research.

Risky decision making from childhood through adulthood: Contributions of learning and sensitivity to negative feedback.

PubMed

Humphreys, Kathryn L; Telzer, Eva H; Flannery, Jessica; Goff, Bonnie; Gabard-Durnam, Laurel; Gee, Dylan G; Lee, Steve S; Tottenham, Nim

2016-02-01

Decision making in the context of risk is a complex and dynamic process that changes across development. Here, we assessed the influence of sensitivity to negative feedback (e.g., loss) and learning on age-related changes in risky decision making, both of which show unique developmental trajectories. In the present study, we examined risky decision making in 216 individuals, ranging in age from 3-26 years, using the balloon emotional learning task (BELT), a computerized task in which participants pump up a series of virtual balloons to earn points, but risk balloon explosion on each trial, which results in no points. It is important to note that there were 3 balloon conditions, signified by different balloon colors, ranging from quick- to slow-to-explode, and participants could learn the color-condition pairings through task experience. Overall, we found age-related increases in pumps made and points earned. However, in the quick-to-explode condition, there was a nonlinear adolescent peak for points earned. Follow-up analyses indicated that this adolescent phenotype occurred at the developmental intersection of linear age-related increases in learning and decreases in sensitivity to negative feedback. Adolescence was marked by intermediate values on both these processes. These findings show that a combination of linearly changing processes can result in nonlinear changes in risky decision making, the adolescent-specific nature of which is associated with developmental improvements in learning and reduced sensitivity to negative feedback. (c) 2016 APA, all rights reserved).

In Pursuit of Becoming a Senior Coach: The Learning Culture for Australian Football League Coaches

ERIC Educational Resources Information Center

Mallett, Clifford J.; Rossi, Tony; Rynne, Steven B.; Tinning, Richard

2016-01-01

Background and Purpose: Given the turbulent and highly contested environment in which professional coaches work, a prime concern to coach developers is how coaches learn their craft. Understanding the learning and development of senior coaches (SCs) and assistant coaches (ACs) in the Australian Football League (AFL--the peak organisation for…

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

ERIC Educational Resources Information Center

Ahmed, Iftikhar; Sadeq, Muhammad Jafar

2006-01-01

Current distance learning systems are increasingly packing highly data-intensive contents on servers, resulting in the congestion of network and server resources at peak service times. A distributed learning system based on faded information field (FIF) architecture that employs mobile agents (MAs) has been proposed and simulated in this work. The…

Undergraduate Education with the WIYN 0.9-m Telescope

NASA Astrophysics Data System (ADS)

Pilachowski, Catherine A.

2017-01-01

Several models have been explored at Indiana University Bloomington for undergraduate student engagement in astronomy using the WIYN 0.9-m telescope at Kitt Peak. These models include individual student research projects using the telescope, student observations as part of an observational techniques course for majors, and enrichment activities for non-science majors in general education courses. Where possible, we arrange for students to travel to the telescope. More often, we are able to use simple online tools such as Skype and VNC viewers to give students an authentic observing experience. Experiences with the telescope motivate students to learn basic content in astronomy, including the celestial sphere, the electromagnetic spectrum, telescopes and detectors, the variety of astronomical objects, date reduction processes, image analysis, and color image creation and appreciation. The WIYN 0.9-m telescope is an essential tool for our program at all levels of undergraduate education

Can We Distinguish Emotions from Faces? Investigation of Implicit and Explicit Processes of Peak Facial Expressions.

PubMed

Xiao, Ruiqi; Li, Xianchun; Li, Lin; Wang, Yanmei

2016-01-01

Most previous studies on facial expression recognition have focused on the moderate emotions; to date, few studies have been conducted to investigate the explicit and implicit processes of peak emotions. In the current study, we used transiently peak intense expression images of athletes at the winning or losing point in competition as materials, and investigated the diagnosability of peak facial expressions at both implicit and explicit levels. In Experiment 1, participants were instructed to evaluate isolated faces, isolated bodies, and the face-body compounds, and eye-tracking movement was recorded. The results revealed that the isolated body and face-body congruent images were better recognized than isolated face and face-body incongruent images, indicating that the emotional information conveyed by facial cues was ambiguous, and the body cues influenced facial emotion recognition. Furthermore, eye movement records showed that the participants displayed distinct gaze patterns for the congruent and incongruent compounds. In Experiment 2A, the subliminal affective priming task was used, with faces as primes and bodies as targets, to investigate the unconscious emotion perception of peak facial expressions. The results showed that winning face prime facilitated reaction to winning body target, whereas losing face prime inhibited reaction to winning body target, suggesting that peak facial expressions could be perceived at the implicit level. In general, the results indicate that peak facial expressions cannot be consciously recognized but can be perceived at the unconscious level. In Experiment 2B, revised subliminal affective priming task and a strict awareness test were used to examine the validity of unconscious perception of peak facial expressions found in Experiment 2A. Results of Experiment 2B showed that reaction time to both winning body targets and losing body targets was influenced by the invisibly peak facial expression primes, which indicated the unconscious perception of peak facial expressions.

Can We Distinguish Emotions from Faces? Investigation of Implicit and Explicit Processes of Peak Facial Expressions

PubMed Central

Xiao, Ruiqi; Li, Xianchun; Li, Lin; Wang, Yanmei

2016-01-01

Most previous studies on facial expression recognition have focused on the moderate emotions; to date, few studies have been conducted to investigate the explicit and implicit processes of peak emotions. In the current study, we used transiently peak intense expression images of athletes at the winning or losing point in competition as materials, and investigated the diagnosability of peak facial expressions at both implicit and explicit levels. In Experiment 1, participants were instructed to evaluate isolated faces, isolated bodies, and the face-body compounds, and eye-tracking movement was recorded. The results revealed that the isolated body and face-body congruent images were better recognized than isolated face and face-body incongruent images, indicating that the emotional information conveyed by facial cues was ambiguous, and the body cues influenced facial emotion recognition. Furthermore, eye movement records showed that the participants displayed distinct gaze patterns for the congruent and incongruent compounds. In Experiment 2A, the subliminal affective priming task was used, with faces as primes and bodies as targets, to investigate the unconscious emotion perception of peak facial expressions. The results showed that winning face prime facilitated reaction to winning body target, whereas losing face prime inhibited reaction to winning body target, suggesting that peak facial expressions could be perceived at the implicit level. In general, the results indicate that peak facial expressions cannot be consciously recognized but can be perceived at the unconscious level. In Experiment 2B, revised subliminal affective priming task and a strict awareness test were used to examine the validity of unconscious perception of peak facial expressions found in Experiment 2A. Results of Experiment 2B showed that reaction time to both winning body targets and losing body targets was influenced by the invisibly peak facial expression primes, which indicated the unconscious perception of peak facial expressions. PMID:27630604

Techniques for improving transients in learning control systems

NASA Technical Reports Server (NTRS)

Chang, C.-K.; Longman, Richard W.; Phan, Minh

1992-01-01

A discrete modern control formulation is used to study the nature of the transient behavior of the learning process during repetitions. Several alternative learning control schemes are developed to improve the transient performance. These include a new method using an alternating sign on the learning gain, which is very effective in limiting peak transients and also very useful in multiple-input, multiple-output systems. Other methods include learning at an increasing number of points progressing with time, or an increasing number of points of increasing density.

Phase matters: responding to and learning about peripheral stimuli depends on hippocampal θ phase at stimulus onset

PubMed Central

Waselius, Tomi; Mikkonen, Jarno E.; Wikgren, Jan; Penttonen, Markku

2015-01-01

Hippocampal θ (3–12 Hz) oscillations are implicated in learning and memory, but their functional role remains unclear. We studied the effect of the phase of local θ oscillation on hippocampal responses to a neutral conditioned stimulus (CS) and subsequent learning of classical trace eyeblink conditioning in adult rabbits. High-amplitude, regular hippocampal θ-band responses (that predict good learning) were elicited by the CS when it was timed to commence at the fissure θ trough (Trough group). Regardless, learning in this group was not enhanced compared with a yoked control group, possibly due to a ceiling effect. However, when the CS was consistently presented to the peak of θ (Peak group), hippocampal θ-band responding was less organized and learning was retarded. In well-trained animals, the hippocampal θ phase at CS onset no longer affected performance of the learned response, suggesting a time-limited role for hippocampal processing in learning. To our knowledge, this is the first study to demonstrate that timing a peripheral stimulus to a specific phase of the hippocampal θ cycle produces robust effects on the synchronization of neural responses and affects learning at the behavioral level. Our results support the notion that the phase of spontaneous hippocampal θ oscillation is a means of regulating the processing of information in the brain to a behaviorally relevant degree. PMID:25979993

Using the Mountain Pine Beetle Infestation of the Rocky Mountain West to Develop a Collaborative, Experiential Course on Science Communication

NASA Astrophysics Data System (ADS)

Gallagher, L.; Morse, M.; Maxwell, R. M.; Cottrell, S.; Mattor, K.

2016-12-01

An ongoing NSF-WSC project was used as a launchpad for implementing a collaborative honors course at the Colorado School of Mines (CSM) and Colorado State University (CSU). The course examined current physical and social science research on the effects of the Mountain Pine Beetle (MPB) on regional social and hydro-ecological systems in the Rocky Mountain West. In addition to general classroom content delivery, community outreach experience and development for the participating undergraduate students was integrated into the course. Upon learning about ongoing MPB research from project PIs and researchers, students were guided to develop their own methodology to educate students and the community about the main project findings. Participants at CSM and CSU worked together to this end in a synchronous remote classroom environment. Students at both universities practiced their methods and activities with various audiences, including local elementary students, other undergraduate and graduate peers, and delivered their activities to sixth-grade students at a local outdoor lab program (Windy Peak Outdoor Lab, Jefferson County, CO). Windy Peak Outdoor Lab has integrated the student-developed content into their curriculum, which reaches approximately 6,000 students in the Jefferson County, CO school district each year. This experiential learning course will be used as a template for future Honors STEM education course development at CSM and was a unique vessel for conveying the studied effects of the MPB to a K-12 audience.

Gamma band plasticity in sensory cortex is a signature of the strongest memory rather than memory of the training stimulus.

PubMed

Weinberger, Norman M; Miasnikov, Alexandre A; Bieszczad, Kasia M; Chen, Jemmy C

2013-09-01

Gamma oscillations (∼30-120Hz) are considered to be a reflection of coordinated neuronal activity, linked to processes underlying synaptic integration and plasticity. Increases in gamma power within the cerebral cortex have been found during many cognitive processes such as attention, learning, memory and problem solving in both humans and animals. However, the specificity of gamma to the detailed contents of memory remains largely unknown. We investigated the relationship between learning-induced increased gamma power in the primary auditory cortex (A1) and the strength of memory for acoustic frequency. Adult male rats (n=16) received three days (200 trials each) of pairing a tone (3.66 kHz) with stimulation of the nucleus basalis, which implanted a memory for acoustic frequency as assessed by associatively-induced disruption of ongoing behavior, viz., respiration. Post-training frequency generalization gradients (FGGs) revealed peaks at non-CS frequencies in 11/16 cases, likely reflecting normal variation in pre-training acoustic experiences. A stronger relationship was found between increased gamma power and the frequency with the strongest memory (peak of the difference between individual post- and pre-training FGGs) vs. behavioral responses to the CS training frequency. No such relationship was found for the theta/alpha band (4-15 Hz). These findings indicate that the strength of specific increased neuronal synchronization within primary sensory cortical fields can determine the specific contents of memory. Copyright © 2013 Elsevier Inc. All rights reserved.

Detection of Stress Levels from Biosignals Measured in Virtual Reality Environments Using a Kernel-Based Extreme Learning Machine.

PubMed

Cho, Dongrae; Ham, Jinsil; Oh, Jooyoung; Park, Jeanho; Kim, Sayup; Lee, Nak-Kyu; Lee, Boreom

2017-10-24

Virtual reality (VR) is a computer technique that creates an artificial environment composed of realistic images, sounds, and other sensations. Many researchers have used VR devices to generate various stimuli, and have utilized them to perform experiments or to provide treatment. In this study, the participants performed mental tasks using a VR device while physiological signals were measured: a photoplethysmogram (PPG), electrodermal activity (EDA), and skin temperature (SKT). In general, stress is an important factor that can influence the autonomic nervous system (ANS). Heart-rate variability (HRV) is known to be related to ANS activity, so we used an HRV derived from the PPG peak interval. In addition, the peak characteristics of the skin conductance (SC) from EDA and SKT variation can also reflect ANS activity; we utilized them as well. Then, we applied a kernel-based extreme-learning machine (K-ELM) to correctly classify the stress levels induced by the VR task to reflect five different levels of stress situations: baseline, mild stress, moderate stress, severe stress, and recovery. Twelve healthy subjects voluntarily participated in the study. Three physiological signals were measured in stress environment generated by VR device. As a result, the average classification accuracy was over 95% using K-ELM and the integrated feature (IT = HRV + SC + SKT). In addition, the proposed algorithm can embed a microcontroller chip since K-ELM algorithm have very short computation time. Therefore, a compact wearable device classifying stress levels using physiological signals can be developed.

GAMMA BAND PLASTICITY IN SENSORY CORTEX IS A SIGNATURE OF THE STRONGEST MEMORY RATHER THAN MEMORY OF THE TRAINING STIMULUS

PubMed Central

Weinberger, Norman M.; Miasnikov, Alexandre A.; Bieszczad, Kasia M.; Chen, Jemmy C.

2013-01-01

Gamma oscillations (~30–120 Hz) are considered to be a reflection of coordinated neuronal activity, linked to processes underlying synaptic integration and plasticity. Increases in gamma power within the cerebral cortex have been found during many cognitive processes such as attention, learning, memory and problem solving in both humans and animals. However, the specificity of gamma to the detailed contents of memory remains largely unknown. We investigated the relationship between learning-induced increased gamma power in the primary auditory cortex (A1) and the strength of memory for acoustic frequency. Adult male rats (n = 16) received three days (200 trials each) of pairing a tone (3.66 kHz) with stimulation of the nucleus basalis, which implanted a memory for acoustic frequency as assessed by associatively-induced disruption of ongoing behavior, viz., respiration. Post-training frequency generalization gradients (FGGs) revealed peaks at non-CS frequencies in 11/16 cases, likely reflecting normal variation in pre-training acoustic experiences. A stronger relationship was found between increased gamma power and the frequency with the strongest memory (peak of the difference between individual post- and pre-training FGGs) vs. behavioral responses to the CS training frequency. No such relationship was found for the theta/alpha band (4–15 Hz). These findings indicate that the strength of specific increased neuronal synchronization within primary sensory cortical fields can determine the specific contents of memory. PMID:23669065

Early stages of memory formation in filial imprinting: Fos-like immunoreactivity and behavior in the domestic chick.

PubMed

Suge, R; McCabe, B J

2004-01-01

Early stages of memory formation in filial imprinting were studied in domestic chicks. Chicks trained for 15 min showed strong imprinting, demonstrated by a strong preference for their training stimulus, and the time course of this preference over 2 days after training was similar to that of chicks trained for 60 min. The chicks therefore learned characteristics of the training stimulus very early during training. The intermediate and medial hyperstriatum ventrale (IMHV) is a part of the chick forebrain that is crucial for imprinting. Previous experiments have shown a learning-specific increase in Fos-like immunoreactivity, used as a marker of neuronal activity, in the IMHV after training for 60 min. The time course of Fos expression in the IMHV was measured after training for 15 min and 60 min. The same pattern of expression was found for both training times, showing a peak 120 min after the start of training. The time course of expression was stimulus-dependent. Fos expression in the IMHV, but not the hippocampus, was significantly correlated with strength of imprinting. It is concluded that the learning-specific change in Fos expression in the IMHV is associated with very early components of memory formation.

Investigating Mesoscale Convective Systems and their Predictability Using Machine Learning

NASA Astrophysics Data System (ADS)

Daher, H.; Duffy, D.; Bowen, M. K.

2016-12-01

A mesoscale convective system (MCS) is a thunderstorm region that lasts several hours long and forms near weather fronts and can often develop into tornadoes. Here we seek to answer the question of whether these tornadoes are "predictable" by looking for a defining characteristic(s) separating MCSs that evolve into tornadoes versus those that do not. Using NASA's Modern Era Retrospective-analysis for Research and Applications 2 reanalysis data (M2R12K), we apply several state of the art machine learning techniques to investigate this question. The spatial region examined in this experiment is Tornado Alley in the United States over the peak tornado months. A database containing select variables from M2R12K is created using PostgreSQL. This database is then analyzed using machine learning methods such as Symbolic Aggregate approXimation (SAX) and DBSCAN (an unsupervised density-based data clustering algorithm). The incentive behind using these methods is to mathematically define a MCS so that association rule mining techniques can be used to uncover some sort of signal or teleconnection that will help us forecast which MCSs will result in tornadoes and therefore give society more time to prepare and in turn reduce casualties and destruction.

A novel comprehensive learning artificial bee colony optimizer for dynamic optimization biological problems.

PubMed

Su, Weixing; Chen, Hanning; Liu, Fang; Lin, Na; Jing, Shikai; Liang, Xiaodan; Liu, Wei

2017-03-01

There are many dynamic optimization problems in the real world, whose convergence and searching ability is cautiously desired, obviously different from static optimization cases. This requires an optimization algorithm adaptively seek the changing optima over dynamic environments, instead of only finding the global optimal solution in the static environment. This paper proposes a novel comprehensive learning artificial bee colony optimizer (CLABC) for optimization in dynamic environments problems, which employs a pool of optimal foraging strategies to balance the exploration and exploitation tradeoff. The main motive of CLABC is to enrich artificial bee foraging behaviors in the ABC model by combining Powell's pattern search method, life-cycle, and crossover-based social learning strategy. The proposed CLABC is a more bee-colony-realistic model that the bee can reproduce and die dynamically throughout the foraging process and population size varies as the algorithm runs. The experiments for evaluating CLABC are conducted on the dynamic moving peak benchmarks. Furthermore, the proposed algorithm is applied to a real-world application of dynamic RFID network optimization. Statistical analysis of all these cases highlights the significant performance improvement due to the beneficial combination and demonstrates the performance superiority of the proposed algorithm.

Big data driven cycle time parallel prediction for production planning in wafer manufacturing

NASA Astrophysics Data System (ADS)

Wang, Junliang; Yang, Jungang; Zhang, Jie; Wang, Xiaoxi; Zhang, Wenjun Chris

2018-07-01

Cycle time forecasting (CTF) is one of the most crucial issues for production planning to keep high delivery reliability in semiconductor wafer fabrication systems (SWFS). This paper proposes a novel data-intensive cycle time (CT) prediction system with parallel computing to rapidly forecast the CT of wafer lots with large datasets. First, a density peak based radial basis function network (DP-RBFN) is designed to forecast the CT with the diverse and agglomerative CT data. Second, the network learning method based on a clustering technique is proposed to determine the density peak. Third, a parallel computing approach for network training is proposed in order to speed up the training process with large scaled CT data. Finally, an experiment with respect to SWFS is presented, which demonstrates that the proposed CTF system can not only speed up the training process of the model but also outperform the radial basis function network, the back-propagation-network and multivariate regression methodology based CTF methods in terms of the mean absolute deviation and standard deviation.

Strengthening the Connection Between Space and Society: A Comparative Analysis of Supernovae Distribution in the Andromeda Galaxy for Secondary School Students

NASA Astrophysics Data System (ADS)

Borders, Kareen; Mendez, B.; Borders, K.; Thaller, M.; Plecki, M.; Usuda, K.

2011-05-01

In order to prepare students in grades 4-12 for a global workforce, NASA supports science, technology, engineering, and math (STEM) immersion education for secondary students. Secondary schools, through the NASA Explorer School program, the Spitzer Space Telescope, the National Optical Astronomy Observatory, and the WISE (Wide Field Infrared Survey Explorer) Telescope Teacher Ambassador program, offer authentic research opportunities for students. Spitzer and WISE studied the sky in infrared light. Among the objects WISE studied are asteroids, the coolest and dimmest stars, and the most luminous galaxies. The lessons learned from the NASA Explorer School program and Spitzer and WISE teacher and student programs can be applied to other programs, engaging students in authentic research experiences by using data from space-borne and earth-based observatories such Kitt Peak Observatory. Several ground based telescopes at Kitt Peak Observatory study visible light from objects such as supernovae. Utilizing a student research immersion philosophy along with data analysis skills learned from the Spitzer and WISE student research programs, an analysis of supernovae distribution with respect to location in the Andromeda galaxy was conducted using images of the Andromeda galaxy taken from the WIYN 0.9 meter telescope on Kitt Peak. A comparison was made between the 12 outer fields (spiral arms) and the 4 inner fields (central bulge). Novae were found by "blinking” images of each field throughout 100 epochs of data. Blinking is a technique used to compare images of fields and noting brightness (via x,y coordinates) in one field that is not visible in the same field during a different epoch. Although the central bulge was expected to contain more supernovae due to stellar density and proximity of stars to each other, analysis of data indicates that the there is also a concentration of supernovae that appeared in outer regions. WISE Telescope funding is gratefully acknowledged.

Braze Process Optimization Involving Conventional Metal/Ceramic Brazing with 50Au-50Cu Alloy

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

MALIZIA JR.,LOUIS A.; MEREDITH,KEITH W.; APPEL,DANIEL B.

1999-12-15

Numerous process variables can influence the robustness of conventional metal/ceramic brazing processes. Experience with brazing of hermetic vacuum components has identified the following parameters as influencing the outcome of hydrogen furnace brazed Kovar{trademark} to metallized alumina braze joints: (a) Mo-Mn metallization thickness, sinter fire temperature and porosity (b) Nil plate purity, thickness, and sinter firing conditions (c) peak process temperature, time above liquidus and (d) braze alloy washer thickness. ASTM F19 tensile buttons are being used to investigate the above parameters. The F19 geometry permits determination of both joint hermeticity and tensile strength. This presentation will focus on important lessonsmore » learned from the tensile button study: (A) the position of the Kovar{trademark} interlayer can influence the joint tensile strength achieved--namely, off-center interlayers can lead to residual stress development in the ceramic and degrade tensile strength values. Finite element analysis has been used to demonstrate the expected magnitude in strength degradation as a function of misalignment. (B) Time above liquidus (TAL) and peak temperature can influence the strength and alloying level of the resulting braze joint. Excessive TAL or peak temperatures can lead to overbraze conditions where all of the Ni plate is dissolved. (C) Metallize sinter fire processes can influence the morphology and strength obtained from the braze joints.« less

Experience with 850-MW fossil-fired units in peaking service

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

Dixon, B.G.

1978-01-01

Experience with the peaking operation of two 850-MW gross generation units at the Martins Creek Steam Electric Station in Pennsylvania is described. The design, operation, and performance of these oil-fueled units are discussed. (LCL)

A general algorithm for peak-tracking in multi-dimensional NMR experiments.

PubMed

Ravel, P; Kister, G; Malliavin, T E; Delsuc, M A

2007-04-01

We present an algorithmic method allowing automatic tracking of NMR peaks in a series of spectra. It consists in a two phase analysis. The first phase is a local modeling of the peak displacement between two consecutive experiments using distance matrices. Then, from the coefficients of these matrices, a value graph containing the a priori set of possible paths used by these peaks is generated. On this set, the minimization under constraint of the target function by a heuristic approach provides a solution to the peak-tracking problem. This approach has been named GAPT, standing for General Algorithm for NMR Peak Tracking. It has been validated in numerous simulations resembling those encountered in NMR spectroscopy. We show the robustness and limits of the method for situations with many peak-picking errors, and presenting a high local density of peaks. It is then applied to the case of a temperature study of the NMR spectrum of the Lipid Transfer Protein (LTP).

Temporal course of gene expression during motor memory formation in primary motor cortex of rats.

PubMed

Hertler, B; Buitrago, M M; Luft, A R; Hosp, J A

2016-12-01

Motor learning is associated with plastic reorganization of neural networks in primary motor cortex (M1) that depends on changes in gene expression. Here, we investigate the temporal profile of these changes during motor memory formation in response to a skilled reaching task in rats. mRNA-levels were measured 1h, 7h and 24h after the end of a training session using microarray technique. To assure learning specificity, trained animals were compared to a control group. In response to motor learning, genes are sequentially regulated with high time-point specificity and a shift from initial suppression to later activation. The majority of regulated genes can be linked to learning-related plasticity. In the gene-expression cascade following motor learning, three different steps can be defined: (1) an initial suppression of genes influencing gene transcription. (2) Expression of genes that support translation of mRNA in defined compartments. (3) Expression of genes that immediately mediates plastic changes. Gene expression peaks after 24h - this is a much slower time-course when compared to hippocampus-dependent learning, where peaks of gene-expression can be observed 6-12h after training ended. Copyright © 2016 Elsevier Inc. All rights reserved.

How glitter relates to gold: similarity-dependent reward prediction errors in the human striatum.

PubMed

Kahnt, Thorsten; Park, Soyoung Q; Burke, Christopher J; Tobler, Philippe N

2012-11-14

Optimal choices benefit from previous learning. However, it is not clear how previously learned stimuli influence behavior to novel but similar stimuli. One possibility is to generalize based on the similarity between learned and current stimuli. Here, we use neuroscientific methods and a novel computational model to inform the question of how stimulus generalization is implemented in the human brain. Behavioral responses during an intradimensional discrimination task showed similarity-dependent generalization. Moreover, a peak shift occurred, i.e., the peak of the behavioral generalization gradient was displaced from the rewarded conditioned stimulus in the direction away from the unrewarded conditioned stimulus. To account for the behavioral responses, we designed a similarity-based reinforcement learning model wherein prediction errors generalize across similar stimuli and update their value. We show that this model predicts a similarity-dependent neural generalization gradient in the striatum as well as changes in responding during extinction. Moreover, across subjects, the width of generalization was negatively correlated with functional connectivity between the striatum and the hippocampus. This result suggests that hippocampus-striatal connections contribute to stimulus-specific value updating by controlling the width of generalization. In summary, our results shed light onto the neurobiology of a fundamental, similarity-dependent learning principle that allows learning the value of stimuli that have never been encountered.

An Energy-Efficient and Scalable Deep Learning/Inference Processor With Tetra-Parallel MIMD Architecture for Big Data Applications.

PubMed

Park, Seong-Wook; Park, Junyoung; Bong, Kyeongryeol; Shin, Dongjoo; Lee, Jinmook; Choi, Sungpill; Yoo, Hoi-Jun

2015-12-01

Deep Learning algorithm is widely used for various pattern recognition applications such as text recognition, object recognition and action recognition because of its best-in-class recognition accuracy compared to hand-crafted algorithm and shallow learning based algorithms. Long learning time caused by its complex structure, however, limits its usage only in high-cost servers or many-core GPU platforms so far. On the other hand, the demand on customized pattern recognition within personal devices will grow gradually as more deep learning applications will be developed. This paper presents a SoC implementation to enable deep learning applications to run with low cost platforms such as mobile or portable devices. Different from conventional works which have adopted massively-parallel architecture, this work adopts task-flexible architecture and exploits multiple parallelism to cover complex functions of convolutional deep belief network which is one of popular deep learning/inference algorithms. In this paper, we implement the most energy-efficient deep learning and inference processor for wearable system. The implemented 2.5 mm × 4.0 mm deep learning/inference processor is fabricated using 65 nm 8-metal CMOS technology for a battery-powered platform with real-time deep inference and deep learning operation. It consumes 185 mW average power, and 213.1 mW peak power at 200 MHz operating frequency and 1.2 V supply voltage. It achieves 411.3 GOPS peak performance and 1.93 TOPS/W energy efficiency, which is 2.07× higher than the state-of-the-art.

Inertial sensors as real-time feedback improve learning posterior-anterior thoracic manipulation: a randomized controlled trial.

PubMed

Cuesta-Vargas, Antonio I; González-Sánchez, Manuel; Lenfant, Yves

2015-01-01

The purpose of this study was to analyze the effect of real-time feedback on the learning process for posterior-anterior thoracic manipulation (PATM) comparing 2 undergraduate physiotherapy student groups. The study design was a randomized controlled trial in an educational setting. Sixty-one undergraduate physiotherapy students were divided randomly into 2 groups, G1 (n = 31; group without feedback in real time) and G2 (n = 30; group with real-time feedback) participated in this randomized controlled trial. Two groups of physiotherapy students learned PATM, one using a traditional method and the other using real-time feedback (inertial sensor). Measures were obtained preintervention and postintervention. Intragroup preintervention and postintervention and intergroup postintervention scores were calculated. An analysis of the measures' stability was developed through an interclass correlation index. Time, displacement and velocity, and improvement (only between groups) to reach maximum peak and to reach minimum peak from maximum peak, total manipulation time, and stability of all outcome measures were the outcome measures. Statistically significant differences were found in all variables analyzed (intragroup and intergroup) in favor of G2. The values of interclass correlation ranged from 0.627 to 0.706 (G1) and between 0.881 and 0.997 (G2). This study found that the learning process for PATM is facilitated when the student receives real-time feedback. Copyright © 2015 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.

The Boson peak in supercooled water.

PubMed

Kumar, Pradeep; Wikfeldt, K Thor; Schlesinger, Daniel; Pettersson, Lars G M; Stanley, H Eugene

2013-01-01

We perform extensive molecular dynamics simulations of the TIP4P/2005 model of water to investigate the origin of the Boson peak reported in experiments on supercooled water in nanoconfined pores, and in hydration water around proteins. We find that the onset of the Boson peak in supercooled bulk water coincides with the crossover to a predominantly low-density-like liquid below the Widom line TW. The frequency and onset temperature of the Boson peak in our simulations of bulk water agree well with the results from experiments on nanoconfined water. Our results suggest that the Boson peak in water is not an exclusive effect of confinement. We further find that, similar to other glass-forming liquids, the vibrational modes corresponding to the Boson peak are spatially extended and are related to transverse phonons found in the parent crystal, here ice Ih.

The Most Productive Years of Average Astronomers

NASA Astrophysics Data System (ADS)

Abt, Helmut A.

2017-11-01

We learned previously that geniuses and outstanding scientists have peak productivities in their 30s but produce little late in life. This time we consider average astronomers who have completed their careers (25 American Astronomical Society members who died recently) and found that they peak in their mid 40s and did half of their life's important output after age 50.

[Effect of vibrational factors on the evaluation of whole-body vibrational intensity].

PubMed

Suzuki, H

1997-12-01

The aim of this study is to obtain basic data useful to evaluate the riding comfort of railway vehicles. The apparatus used in the present experiment made it possible to simulate various vibrations of railway vehicles. Twenty-two adult subjects participated in this experiment. They were exposed to lateral vibration with varying peak and root mean square (rms) accelerations and frequencies. The types and ranges of vibrations used in this experiment approximated to the typical vibrations of railway vehicles. The subjects were asked to rate the intensity of each vibration given to them successively, using the 7-step rating scale. Results indicated that both peak and rms accelerations significantly affected for the evaluation, although the effect of frequency was not significant. As for interactions, it was found that there were significant interacting effects between frequency and peak acceleration, between frequency and rms acceleration, and between peak and rms accelerations. It was also found that the relationship between the rms acceleration and the evaluated score changed with varying peak accelerations.

Astro Academy: Principia--Using Tracker to Analyse Experiments Undertaken by Tim Peake on the International Space Station

ERIC Educational Resources Information Center

Mobbs, Robin

2016-01-01

While on the International Space Station, Tim Peake undertook and recorded video files of experiments suitable for physics teaching coordinated by the National Space Academy. This article describes how the video of these experiments was prepared for use with tracking software. The tracking files of the videos are suitable for use by teachers or…

Approach to Learning of Sub-Degree Students in Hong Kong

ERIC Educational Resources Information Center

Chan, Yiu Man; Chan, Christine Mei Sheung

2010-01-01

The learning approaches and learning experiences of 404 sub-degree students were assessed by using a Study Process Questionnaire and a Learning Experience Questionnaire. While the learning approaches in this study meant whether students used a deep learning or surface learning approach, the learning experiences referred to students' perceptions…

Development of a Computer-Based Visualised Quantitative Learning System for Playing Violin Vibrato

ERIC Educational Resources Information Center

Ho, Tracy Kwei-Liang; Lin, Huann-shyang; Chen, Ching-Kong; Tsai, Jih-Long

2015-01-01

Traditional methods of teaching music are largely subjective, with the lack of objectivity being particularly challenging for violin students learning vibrato because of the existence of conflicting theories. By using a computer-based analysis method, this study found that maintaining temporal coincidence between the intensity peak and the target…

Promise, pitfalls of rate reform shown in Vermont experiment

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

Not Available

1977-03-01

Both utilities and customers are unhappy with the way existing rate structures are handling rapidly rising fixed plant expenses and operating costs. Results of an experiment by Green Mountain Power in Vermont are discussed. The residential sector one-year study tested six rates: an off-peak rate, an interruptible rate, a peak-kilowatt demand rate, a three-part demand rate, an inverted demand rate, and a contract demand rate. The most successful of the kilowatt-related rates was the peak demand rate, and the most effective rate was probably the interruptible rate. The off-peak rate provided some savings for all who tried it, although theremore » are some who would have lost money in comparison to the conventional rate. The other three rate experiments proved unsuccessful because customers could not adapt to them. (MCW)« less

Four Decades of Public Outreach at Kitt Peak

NASA Astrophysics Data System (ADS)

Fedele, R.

2005-12-01

Since its inception in 1958, Kitt Peak has served as the U.S. national center for nighttime astronomy and daytime studies of the Sun. The Kitt Peak Visitor Center, constructed in 1964, serves as the hub for the thousands of visitors each year who come to explore "their" national observatory. For over 40 years, the visitor center has functioned as part-museum, part-interpretive center, and part-comfort station, along with transitory functions as an auditorium, classroom and media center. More than 2 million people have come to learn about the science, history, and mission of Kitt Peak National Observatory, NOAO, AURA, and the National Science Foundation http://www.noao.edu/outreach/kpoutreach.html.

Rattler model of the boson peak at silica surfaces.

PubMed

Steurer, Wolfram; Tosatti, Erio

2012-10-28

Recent experiments unveiled two new aspects of the low-energy excitation spectrum of silica glass--commonly termed as the "boson peak" region. The first is that at low temperature the silica surface exhibits a different, softer boson peak than the bulk. The second is a giant thermal blueshift of the surface boson peak frequency causing it to cross and overcome the bulk peak with increasing temperature. Here we present a simple lattice model that reproduces this behavior in all its aspects. Each site consists of rigid tetrahedral units softly connected so as to be able to rotate anharmonically as "rattlers" in their cages. As shown by simulations, the model dynamics exhibits a boson-like peak, which has lower frequency at the surface where rattlers have a weaker restoring force. Upon heating however the larger angular freedom of surface units allows them to rattle more than in the bulk, leading to a steeper frequency increase similar to experiment.

Some Phenomenological Aspects of the Peak Experience

ERIC Educational Resources Information Center

Rosenblatt, Howard S.; Bartlett, Iris

1976-01-01

This article relates the psychological dynamics of "peak experiences" to two concepts, intentionality and paradoxical intention, within the philosophical orientation of phenomenology. A review of early philosophical theories of self (Kant and Hume) is presented and compared with the experiential emphasis found in the phenomenology of Husserl.…

Peak Communication Experiences: Concept, Structure, and Sex Differences.

ERIC Educational Resources Information Center

Gordon, Ron; Dulaney, Earl

A study was conducted to test a "peak communication experience" (PCE) scale developed from Abraham Maslow's theory of PCE's, a model of one's highest interpersonal communication moments in terms of perceived mutual understanding, happiness, and personal fulfillment. Nineteen items, extrapolated from Maslow's model but rendered more…

Spatiotemporal Neural Dynamics of Word Understanding in 12- to 18-Month-Old-Infants

PubMed Central

Leonard, Matthew K.; Brown, Timothy T.; Hagler, Donald J.; Curran, Megan; Dale, Anders M.; Elman, Jeffrey L.; Halgren, Eric

2011-01-01

Learning words is central in human development. However, lacking clear evidence for how or where language is processed in the developing brain, it is unknown whether these processes are similar in infants and adults. Here, we use magnetoencephalography in combination with high-resolution structural magnetic resonance imaging to noninvasively estimate the spatiotemporal distribution of word-selective brain activity in 12- to 18-month-old infants. Infants watched pictures of common objects and listened to words that they understood. A subset of these infants also listened to familiar words compared with sensory control sounds. In both experiments, words evoked a characteristic event-related brain response peaking ∼400 ms after word onset, which localized to left frontotemporal cortices. In adults, this activity, termed the N400m, is associated with lexico-semantic encoding. Like adults, we find that the amplitude of the infant N400m is also modulated by semantic priming, being reduced to words preceded by a semantically related picture. These findings suggest that similar left frontotemporal areas are used for encoding lexico-semantic information throughout the life span, from the earliest stages of word learning. Furthermore, this ontogenetic consistency implies that the neurophysiological processes underlying the N400m may be important both for understanding already known words and for learning new words. PMID:21209121

Machine learning of swimming data via wisdom of crowd and regression analysis.

PubMed

Xie, Jiang; Xu, Junfu; Nie, Celine; Nie, Qing

2017-04-01

Every performance, in an officially sanctioned meet, by a registered USA swimmer is recorded into an online database with times dating back to 1980. For the first time, statistical analysis and machine learning methods are systematically applied to 4,022,631 swim records. In this study, we investigate performance features for all strokes as a function of age and gender. The variances in performance of males and females for different ages and strokes were studied, and the correlations of performances for different ages were estimated using the Pearson correlation. Regression analysis show the performance trends for both males and females at different ages and suggest critical ages for peak training. Moreover, we assess twelve popular machine learning methods to predict or classify swimmer performance. Each method exhibited different strengths or weaknesses in different cases, indicating no one method could predict well for all strokes. To address this problem, we propose a new method by combining multiple inference methods to derive Wisdom of Crowd Classifier (WoCC). Our simulation experiments demonstrate that the WoCC is a consistent method with better overall prediction accuracy. Our study reveals several new age-dependent trends in swimming and provides an accurate method for classifying and predicting swimming times.

Impact of Indoor Physical Environment on Learning Efficiency in Different Types of Tasks: A 3 × 4 × 3 Full Factorial Design Analysis.

PubMed

Xiong, Lilin; Huang, Xiao; Li, Jie; Mao, Peng; Wang, Xiang; Wang, Rubing; Tang, Meng

2018-06-13

Indoor physical environments appear to influence learning efficiency nowadays. For improvement in learning efficiency, environmental scenarios need to be designed when occupants engage in different learning tasks. However, how learning efficiency is affected by indoor physical environment based on task types are still not well understood. The present study aims to explore the impacts of three physical environmental factors (i.e., temperature, noise, and illuminance) on learning efficiency according to different types of tasks, including perception, memory, problem-solving, and attention-oriented tasks. A 3 × 4 × 3 full factorial design experiment was employed in a university classroom with 10 subjects recruited. Environmental scenarios were generated based on different levels of temperature (17 °C, 22 °C, and 27 °C), noise (40 dB(A), 50 dB(A), 60 dB(A), and 70 dB(A)) and illuminance (60 lx, 300 lx, and 2200 lx). Accuracy rate (AC), reaction time (RT), and the final performance indicator (PI) were used to quantify learning efficiency. The results showed ambient temperature, noise, and illuminance exerted significant main effect on learning efficiency based on four task types. Significant concurrent effects of the three factors on final learning efficiency was found in all tasks except problem-solving-oriented task. The optimal environmental scenarios for top learning efficiency were further identified under different environmental interactions. The highest learning efficiency came in thermoneutral, relatively quiet, and bright conditions in perception-oriented task. Subjects performed best under warm, relatively quiet, and moderately light exposure when recalling images in the memory-oriented task. Learning efficiency peaked to maxima in thermoneutral, fairly quiet, and moderately light environment in problem-solving process while in cool, fairly quiet and bright environment with regard to attention-oriented task. The study provides guidance for building users to conduct effective environmental intervention with simultaneous controls of ambient temperature, noise, and illuminance. It contributes to creating the most suitable indoor physical environment for improving occupants learning efficiency according to different task types. The findings could further supplement the present indoor environment-related standards or norms with providing empirical reference on environmental interactions.

Creating a Context for Flow: The Importance of Personal Insight and Experience

ERIC Educational Resources Information Center

Rathunde, Kevin

2015-01-01

Kevin Rathunde reflects on his early studies of flow in Montessori adolescents and surmises that adults need to experience their own flow in order to guide young people to peak levels. He recounts his early music experiences as having "peaked" and that he needed to come back to his flow of the past to fully enter into his work with flow…

Qualitative and Quantitative Features of Music Reported to Support Peak Mystical Experiences during Psychedelic Therapy Sessions

PubMed Central

Barrett, Frederick S.; Robbins, Hollis; Smooke, David; Brown, Jenine L.; Griffiths, Roland R.

2017-01-01

Psilocybin is a classic (serotonergic) hallucinogen (“psychedelic” drug) that may occasion mystical experiences (characterized by a profound feeling of oneness or unity) during acute effects. Such experiences may have therapeutic value. Research and clinical applications of psychedelics usually include music listening during acute drug effects, based on the expectation that music will provide psychological support during the acute effects of psychedelic drugs, and may even facilitate the occurrence of mystical experiences. However, the features of music chosen to support the different phases of drug effects are not well-specified. As a result, there is currently neither real guidance for the selection of music nor standardization of the music used to support clinical trials with psychedelic drugs across various research groups or therapists. A description of the features of music found to be supportive of mystical experience will allow for the standardization and optimization of the delivery of psychedelic drugs in both research trials and therapeutic contexts. To this end, we conducted an anonymous survey of individuals with extensive experience administering psilocybin or psilocybin-containing mushrooms under research or therapeutic conditions, in order to identify the features of commonly used musical selections that have been found by therapists and research staff to be supportive of mystical experiences within a psilocybin session. Ten respondents yielded 24 unique recommendations of musical stimuli supportive of peak effects with psilocybin, and 24 unique recommendations of musical stimuli supportive of the period leading up to a peak experience. Qualitative analysis (expert rating of musical and music-theoretic features of the recommended stimuli) and quantitative analysis (using signal processing and music-information retrieval methods) of 22 of these stimuli yielded a description of peak period music that was characterized by regular, predictable, formulaic phrase structure and orchestration, a feeling of continuous movement and forward motion that slowly builds over time, and lower perceptual brightness when compared to pre peak music. These results provide a description of music that may be optimally supportive of peak psychedelic experiences. This description can be used to guide the selection and composition of music for future psychedelic research and therapy sessions. PMID:28790944

Qualitative and Quantitative Features of Music Reported to Support Peak Mystical Experiences during Psychedelic Therapy Sessions.

PubMed

Barrett, Frederick S; Robbins, Hollis; Smooke, David; Brown, Jenine L; Griffiths, Roland R

2017-01-01

Psilocybin is a classic (serotonergic) hallucinogen ("psychedelic" drug) that may occasion mystical experiences (characterized by a profound feeling of oneness or unity) during acute effects. Such experiences may have therapeutic value. Research and clinical applications of psychedelics usually include music listening during acute drug effects, based on the expectation that music will provide psychological support during the acute effects of psychedelic drugs, and may even facilitate the occurrence of mystical experiences. However, the features of music chosen to support the different phases of drug effects are not well-specified. As a result, there is currently neither real guidance for the selection of music nor standardization of the music used to support clinical trials with psychedelic drugs across various research groups or therapists. A description of the features of music found to be supportive of mystical experience will allow for the standardization and optimization of the delivery of psychedelic drugs in both research trials and therapeutic contexts. To this end, we conducted an anonymous survey of individuals with extensive experience administering psilocybin or psilocybin-containing mushrooms under research or therapeutic conditions, in order to identify the features of commonly used musical selections that have been found by therapists and research staff to be supportive of mystical experiences within a psilocybin session. Ten respondents yielded 24 unique recommendations of musical stimuli supportive of peak effects with psilocybin, and 24 unique recommendations of musical stimuli supportive of the period leading up to a peak experience. Qualitative analysis (expert rating of musical and music-theoretic features of the recommended stimuli) and quantitative analysis (using signal processing and music-information retrieval methods) of 22 of these stimuli yielded a description of peak period music that was characterized by regular, predictable, formulaic phrase structure and orchestration, a feeling of continuous movement and forward motion that slowly builds over time, and lower perceptual brightness when compared to pre peak music. These results provide a description of music that may be optimally supportive of peak psychedelic experiences. This description can be used to guide the selection and composition of music for future psychedelic research and therapy sessions.

Comparison of dissimilarity measures for cluster analysis of X-ray diffraction data from combinatorial libraries

NASA Astrophysics Data System (ADS)

Iwasaki, Yuma; Kusne, A. Gilad; Takeuchi, Ichiro

2017-12-01

Machine learning techniques have proven invaluable to manage the ever growing volume of materials research data produced as developments continue in high-throughput materials simulation, fabrication, and characterization. In particular, machine learning techniques have been demonstrated for their utility in rapidly and automatically identifying potential composition-phase maps from structural data characterization of composition spread libraries, enabling rapid materials fabrication-structure-property analysis and functional materials discovery. A key issue in development of an automated phase-diagram determination method is the choice of dissimilarity measure, or kernel function. The desired measure reduces the impact of confounding structural data issues on analysis performance. The issues include peak height changes and peak shifting due to lattice constant change as a function of composition. In this work, we investigate the choice of dissimilarity measure in X-ray diffraction-based structure analysis and the choice of measure's performance impact on automatic composition-phase map determination. Nine dissimilarity measures are investigated for their impact in analyzing X-ray diffraction patterns for a Fe-Co-Ni ternary alloy composition spread. The cosine, Pearson correlation coefficient, and Jensen-Shannon divergence measures are shown to provide the best performance in the presence of peak height change and peak shifting (due to lattice constant change) when the magnitude of peak shifting is unknown. With prior knowledge of the maximum peak shifting, dynamic time warping in a normalized constrained mode provides the best performance. This work also serves to demonstrate a strategy for rapid analysis of a large number of X-ray diffraction patterns in general beyond data from combinatorial libraries.

Elastic Extension of a CMS Computing Centre Resources on External Clouds

NASA Astrophysics Data System (ADS)

Codispoti, G.; Di Maria, R.; Aiftimiei, C.; Bonacorsi, D.; Calligola, P.; Ciaschini, V.; Costantini, A.; Dal Pra, S.; DeGirolamo, D.; Grandi, C.; Michelotto, D.; Panella, M.; Peco, G.; Sapunenko, V.; Sgaravatto, M.; Taneja, S.; Zizzi, G.

2016-10-01

After the successful LHC data taking in Run-I and in view of the future runs, the LHC experiments are facing new challenges in the design and operation of the computing facilities. The computing infrastructure for Run-II is dimensioned to cope at most with the average amount of data recorded. The usage peaks, as already observed in Run-I, may however originate large backlogs, thus delaying the completion of the data reconstruction and ultimately the data availability for physics analysis. In order to cope with the production peaks, CMS - along the lines followed by other LHC experiments - is exploring the opportunity to access Cloud resources provided by external partners or commercial providers. Specific use cases have already been explored and successfully exploited during Long Shutdown 1 (LS1) and the first part of Run 2. In this work we present the proof of concept of the elastic extension of a CMS site, specifically the Bologna Tier-3, on an external OpenStack infrastructure. We focus on the “Cloud Bursting” of a CMS Grid site using a newly designed LSF configuration that allows the dynamic registration of new worker nodes to LSF. In this approach, the dynamically added worker nodes instantiated on the OpenStack infrastructure are transparently accessed by the LHC Grid tools and at the same time they serve as an extension of the farm for the local usage. The amount of resources allocated thus can be elastically modeled to cope up with the needs of CMS experiment and local users. Moreover, a direct access/integration of OpenStack resources to the CMS workload management system is explored. In this paper we present this approach, we report on the performances of the on-demand allocated resources, and we discuss the lessons learned and the next steps.

What Is Learned when Concept Learning Fails?--A Theory of Restricted-Domain Relational Learning

ERIC Educational Resources Information Center

Wright, Anthony A.; Lickteig, Mark T.

2010-01-01

Two matching-to-sample (MTS) and four same/different (S/D) experiments employed tests to distinguish between item-specific learning and relational learning. One MTS experiment showed item-specific learning when concept learning failed (i.e., no novel-stimulus transfer). Another MTS experiment showed item-specific learning when pigeons'…

Single-image super-resolution based on Markov random field and contourlet transform

NASA Astrophysics Data System (ADS)

Wu, Wei; Liu, Zheng; Gueaieb, Wail; He, Xiaohai

2011-04-01

Learning-based methods are well adopted in image super-resolution. In this paper, we propose a new learning-based approach using contourlet transform and Markov random field. The proposed algorithm employs contourlet transform rather than the conventional wavelet to represent image features and takes into account the correlation between adjacent pixels or image patches through the Markov random field (MRF) model. The input low-resolution (LR) image is decomposed with the contourlet transform and fed to the MRF model together with the contourlet transform coefficients from the low- and high-resolution image pairs in the training set. The unknown high-frequency components/coefficients for the input low-resolution image are inferred by a belief propagation algorithm. Finally, the inverse contourlet transform converts the LR input and the inferred high-frequency coefficients into the super-resolved image. The effectiveness of the proposed method is demonstrated with the experiments on facial, vehicle plate, and real scene images. A better visual quality is achieved in terms of peak signal to noise ratio and the image structural similarity measurement.

Redox reactions of selenium as catalyzed by magnetite: Lessons learned from using electrochemistry and spectroscopic methods

NASA Astrophysics Data System (ADS)

Kim, YoungJae; Yuan, Ke; Ellis, Brian R.; Becker, Udo

2017-02-01

Although previous studies have demonstrated redox transformations of selenium (Se) in the presence of Fe-bearing minerals, the specific mechanism of magnetite-mediated Se electron transfer reactions are poorly understood. In this study, the redox chemistry of Se on magnetite is investigated over an environmentally relevant range of Eh and pH conditions (+0.85 to -1.0 V vs. Ag/AgCl; pH 4.0-9.5). Se redox peaks are found via cyclic voltammetry (CV) experiments at pH conditions of 4.0-8.0. A broad reduction peak centered at -0.5 V represents a multi-electron transfer process involving the transformation of selenite to Se(0) and Se(-II) and the comproportionation reaction between Se(-II) and Se(IV). Upon anodic scans, the oxidation peak centered at -0.25 V is observed and is attributed to the oxidation of Se(-II) to higher oxidation states. Deposited Se(0) may be oxidized at +0.2 V when pH is below 7.0. Over a pH range of 4.0-8.0, the pH dependence of peak potentials is less pronounced than predicted from equilibrium redox potentials. This is attributed to pH gradients in the microporous media of the cavity where the rate of proton consumption by the selenite reduction is faster relative to mass transfer from the solution. In chronoamperometry measurements at potentials ⩾-0.6 V, the current-time transients show good linearity between the current and time in a log-log scale. In contrast, deviation from the linear trend is observed at more negative potentials. Such a trend is indicative of Se(0) nucleation and growth on the magnetite surface, which can be theoretically explained by the progressive nucleation model. XPS analysis reveals the dominance of elemental selenium at potentials ⩽-0.5 V, in good agreement with the peak assignment on the cyclic voltammograms and the nucleation kinetic results.

Learning to make things happen: Infants' observational learning of social and physical causal events.

PubMed

Waismeyer, Anna; Meltzoff, Andrew N

2017-10-01

Infants learn about cause and effect through hands-on experience; however, they also can learn about causality simply from observation. Such observational causal learning is a central mechanism by which infants learn from and about other people. Across three experiments, we tested infants' observational causal learning of both social and physical causal events. Experiment 1 assessed infants' learning of a physical event in the absence of visible spatial contact between the causes and effects. Experiment 2 developed a novel paradigm to assess whether infants could learn about a social causal event from third-party observation of a social interaction between two people. Experiment 3 compared learning of physical and social events when the outcomes occurred probabilistically (happening some, but not all, of the time). Infants demonstrated significant learning in all three experiments, although learning about probabilistic cause-effect relations was most difficult. These findings about infant observational causal learning have implications for children's rapid nonverbal learning about people, things, and their causal relations. Copyright © 2017 Elsevier Inc. All rights reserved.

Energy Management in Smart Cities Based on Internet of Things: Peak Demand Reduction and Energy Savings.

PubMed

Mahapatra, Chinmaya; Moharana, Akshaya Kumar; Leung, Victor C M

2017-12-05

Around the globe, innovation with integrating information and communication technologies (ICT) with physical infrastructure is a top priority for governments in pursuing smart, green living to improve energy efficiency, protect the environment, improve the quality of life, and bolster economy competitiveness. Cities today faces multifarious challenges, among which energy efficiency of homes and residential dwellings is a key requirement. Achieving it successfully with the help of intelligent sensors and contextual systems would help build smart cities of the future. In a Smart home environment Home Energy Management plays a critical role in finding a suitable and reliable solution to curtail the peak demand and achieve energy conservation. In this paper, a new method named as Home Energy Management as a Service (HEMaaS) is proposed which is based on neural network based Q -learning algorithm. Although several attempts have been made in the past to address similar problems, the models developed do not cater to maximize the user convenience and robustness of the system. In this paper, authors have proposed an advanced Neural Fitted Q -learning method which is self-learning and adaptive. The proposed method provides an agile, flexible and energy efficient decision making system for home energy management. A typical Canadian residential dwelling model has been used in this paper to test the proposed method. Based on analysis, it was found that the proposed method offers a fast and viable solution to reduce the demand and conserve energy during peak period. It also helps reducing the carbon footprint of residential dwellings. Once adopted, city blocks with significant residential dwellings can significantly reduce the total energy consumption by reducing or shifting their energy demand during peak period. This would definitely help local power distribution companies to optimize their resources and keep the tariff low due to curtailment of peak demand.

Energy Management in Smart Cities Based on Internet of Things: Peak Demand Reduction and Energy Savings

PubMed Central

Moharana, Akshaya Kumar

2017-01-01

Around the globe, innovation with integrating information and communication technologies (ICT) with physical infrastructure is a top priority for governments in pursuing smart, green living to improve energy efficiency, protect the environment, improve the quality of life, and bolster economy competitiveness. Cities today faces multifarious challenges, among which energy efficiency of homes and residential dwellings is a key requirement. Achieving it successfully with the help of intelligent sensors and contextual systems would help build smart cities of the future. In a Smart home environment Home Energy Management plays a critical role in finding a suitable and reliable solution to curtail the peak demand and achieve energy conservation. In this paper, a new method named as Home Energy Management as a Service (HEMaaS) is proposed which is based on neural network based Q-learning algorithm. Although several attempts have been made in the past to address similar problems, the models developed do not cater to maximize the user convenience and robustness of the system. In this paper, authors have proposed an advanced Neural Fitted Q-learning method which is self-learning and adaptive. The proposed method provides an agile, flexible and energy efficient decision making system for home energy management. A typical Canadian residential dwelling model has been used in this paper to test the proposed method. Based on analysis, it was found that the proposed method offers a fast and viable solution to reduce the demand and conserve energy during peak period. It also helps reducing the carbon footprint of residential dwellings. Once adopted, city blocks with significant residential dwellings can significantly reduce the total energy consumption by reducing or shifting their energy demand during peak period. This would definitely help local power distribution companies to optimize their resources and keep the tariff low due to curtailment of peak demand. PMID:29206159

In real time: exploring nursing students' learning during an international experience.

PubMed

Afriyie Asenso, Barbara; Reimer-Kirkham, Sheryl; Astle, Barbara

2013-10-11

Abstract Nursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in "real time" in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students' learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students' expectations, and educational strategies for transformative learning and global citizenship.

Optimal and Scalable Caching for 5G Using Reinforcement Learning of Space-Time Popularities

NASA Astrophysics Data System (ADS)

Sadeghi, Alireza; Sheikholeslami, Fatemeh; Giannakis, Georgios B.

2018-02-01

Small basestations (SBs) equipped with caching units have potential to handle the unprecedented demand growth in heterogeneous networks. Through low-rate, backhaul connections with the backbone, SBs can prefetch popular files during off-peak traffic hours, and service them to the edge at peak periods. To intelligently prefetch, each SB must learn what and when to cache, while taking into account SB memory limitations, the massive number of available contents, the unknown popularity profiles, as well as the space-time popularity dynamics of user file requests. In this work, local and global Markov processes model user requests, and a reinforcement learning (RL) framework is put forth for finding the optimal caching policy when the transition probabilities involved are unknown. Joint consideration of global and local popularity demands along with cache-refreshing costs allow for a simple, yet practical asynchronous caching approach. The novel RL-based caching relies on a Q-learning algorithm to implement the optimal policy in an online fashion, thus enabling the cache control unit at the SB to learn, track, and possibly adapt to the underlying dynamics. To endow the algorithm with scalability, a linear function approximation of the proposed Q-learning scheme is introduced, offering faster convergence as well as reduced complexity and memory requirements. Numerical tests corroborate the merits of the proposed approach in various realistic settings.

Exploring Students' Perceptions of Service-Learning Experiences in an Undergraduate Web Design Course

ERIC Educational Resources Information Center

Lee, Sang Joon; Wilder, Charlie; Yu, Chien

2018-01-01

Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data…

Peaked signals from dark matter velocity structures in direct detection experiments

NASA Astrophysics Data System (ADS)

Lang, Rafael F.; Weiner, Neal

2010-06-01

In direct dark matter detection experiments, conventional elastic scattering of WIMPs results in exponentially falling recoil spectra. In contrast, theories of WIMPs with excited states can lead to nuclear recoil spectra that peak at finite recoil energies ER. The peaks of such signals are typically fairly broad, with ΔER/Epeak ~ 1. We show that in the presence of dark matter structures with low velocity dispersion, such as streams or clumps, peaks from up-scattering can become extremely narrow with FWHM of a few keV only. This differs dramatically from the conventionally expected WIMP spectrum and would, once detected, open the possibility to measure the dark matter velocity structure with high accuracy. As an intriguing example, we confront the observed cluster of 3 events near 42 keV from the CRESST commissioning run with this scenario. Inelastic dark matter particles with a wide range of parameters are capable of producing such a narrow peak. We calculate the possible signals at other experiments, and find that such particles could also give rise to the signal at DAMA, although not from the same stream. Over some range of parameters, a signal would be visible at xenon experiments. We show that such dark matter peaks are a very clear signal and can be easily disentangled from potential backgrounds, both terrestrial or due to WIMP down-scattering, by an enhanced annual modulation in both the amplitude of the signal and its spectral shape.

Investigating the Retention and Time-Course of Phonotactic Constraint Learning From Production Experience

PubMed Central

Warker, Jill A.

2013-01-01

Adults can rapidly learn artificial phonotactic constraints such as /f/ only occurs at the beginning of syllables by producing syllables that contain those constraints. This implicit learning is then reflected in their speech errors. However, second-order constraints in which the placement of a phoneme depends on another characteristic of the syllable (e.g., if the vowel is /æ/, /f/ occurs at the beginning of syllables and /s/ occurs at the end of syllables but if the vowel is /I/, the reverse is true) require a longer learning period. Two experiments question the transience of second-order learning and whether consolidation plays a role in learning phonological dependencies. Using speech errors as a measure of learning, Experiment 1 investigated the durability of learning, and Experiment 2 investigated the time-course of learning. Experiment 1 found that learning is still present in speech errors a week later. Experiment 2 looked at whether more time in the form of a consolidation period or more experience in the form of more trials was necessary for learning to be revealed in speech errors. Both consolidation and more trials led to learning; however, consolidation provided a more substantial benefit. PMID:22686839

High-velocity frictional properties of Alpine Fault rocks: Mechanical data, microstructural analysis, and implications for rupture propagation

NASA Astrophysics Data System (ADS)

Boulton, Carolyn; Yao, Lu; Faulkner, Daniel R.; Townend, John; Toy, Virginia G.; Sutherland, Rupert; Ma, Shengli; Shimamoto, Toshihiko

2017-04-01

The Alpine Fault in New Zealand is a major plate-bounding structure that typically slips in ∼M8 earthquakes every c. 330 years. To investigate the near-surface, high-velocity frictional behavior of surface- and borehole-derived Alpine Fault gouges and cataclasites, twenty-one rotary shear experiments were conducted at 1 MPa normal stress and 1 m/s equivalent slip velocity under both room-dry and water-saturated (wet) conditions. In the room-dry experiments, the peak friction coefficient (μp = τp/σn) of Alpine Fault cataclasites and fault gouges was consistently high (mean μp = 0.67 ± 0.07). In the wet experiments, the fault gouge peak friction coefficients were lower (mean μp = 0.20 ± 0.12) than the cataclasite peak friction coefficients (mean μp = 0.64 ± 0.04). All fault rocks exhibited very low steady-state friction coefficients (μss) (room-dry experiments mean μss = 0.16 ± 0.05; wet experiments mean μss = 0.09 ± 0.04). Of all the experiments performed, six experiments conducted on wet smectite-bearing principal slip zone (PSZ) fault gouges yielded the lowest peak friction coefficients (μp = 0.10-0.20), the lowest steady-state friction coefficients (μss = 0.03-0.09), and, commonly, the lowest specific fracture energy values (EG = 0.01-0.69 MJ/m2). Microstructures produced during room-dry and wet experiments on a smectite-bearing PSZ fault gouge were compared with microstructures in the same material recovered from the Deep Fault Drilling Project (DFDP-1) drill cores. The near-absence of localized shear bands with a strong crystallographic preferred orientation in the natural samples most resembles microstructures formed during wet experiments. Mechanical data and microstructural observations suggest that Alpine Fault ruptures propagate preferentially through water-saturated smectite-bearing fault gouges that exhibit low peak and steady-state friction coefficients.

Comparison of learning ability and memory retention in altricial (Bengalese finch, Lonchura striata var. domestica) and precocial (blue-breasted quail, Coturnix chinensis) birds using a color discrimination task.

PubMed

Ueno, Aki; Suzuki, Kaoru

2014-02-01

The present study sought to assess the potential application of avian models with different developmental modes to studies on cognition and neuroscience. Six altricial Bengalese finches (Lonchura striata var. domestica), and eight precocial blue-breasted quails (Coturnix chinensis) were presented with color discrimination tasks to compare their respective faculties for learning and memory retention within the context of the two developmental modes. Tasks consisted of presenting birds with discriminative cues in the form of colored feeder lids, and birds were considered to have learned a task when 80% of their attempts at selecting the correctly colored lid in two consecutive blocks of 10 trials were successful. All of the finches successfully performed the required experimental tasks, whereas only half of the quails were able to execute the same tasks. In the learning test, finches required significantly fewer trials than quails to learn the task (finches: 13.5 ± 9.14 trials, quails: 45.8 ± 4.35 trials, P < 0.05), with finches scoring significantly more correct responses than quails (finches: 98.3 ± 4.08%, quails: 85.0 ± 5.77% at the peak of the learning curve). In the memory retention tests, which were conducted 45 days after the learning test, finches retained the ability to discriminate between colors correctly (95.0 ± 4.47%), whereas quails did not retain any memory of the experimental procedure and so could not be tested. These results suggested that altricial and precocial birds both possess the faculty for learning and retaining discrimination-type tasks, but that altricial birds perform better than precocial birds in both faculties. The present findings imply that developmental mode is an important consideration for assessing the suitability of bird species for particular experiments. © 2013 Japanese Society of Animal Science.

Stimulus generalization, discrimination learning, and peak shift in horses.

PubMed Central

Dougherty, D M; Lewis, P

1991-01-01

Using horses, we investigated three aspects of the stimulus control of lever-pressing behavior: stimulus generalization, discrimination learning, and peak shift. Nine solid black circles, ranging in size from 0.5 in. to 4.5 in. (1.3 cm to 11.4 cm) served as stimuli. Each horse was shaped, using successive approximations, to press a rat lever with its lip in the presence of a positive stimulus, the 2.5-in. (6.4-cm) circle. Shaping proceeded quickly and was comparable to that of other laboratory organisms. After responding was maintained on a variable-interval 30-s schedule, stimulus generalization gradients were collected from 2 horses prior to discrimination training. During discrimination training, grain followed lever presses in the presence of a positive stimulus (a 2.5-in circle) and never followed lever presses in the presence of a negative stimulus (a 1.5-in. [3.8-cm] circle). Three horses met a criterion of zero responses to the negative stimulus in fewer than 15 sessions. Horses given stimulus generalization testing prior to discrimination training produced symmetrical gradients; horses given discrimination training prior to generalization testing produced asymmetrical gradients. The peak of these gradients shifted away from the negative stimulus. These results are consistent with discrimination, stimulus generalization, and peak-shift phenomena observed in other organisms. PMID:1940765

Do entheogen-induced mystical experiences boost the immune system? Psychedelics, peak experiences, and wellness.

PubMed

Roberts, T B

1999-01-01

Daily events that boost the immune system (as indicated by levels of salivary immunoglobulin A), some instances of spontaneous remission, and mystical experiences seem to share a similar cluster of thoughts, feelings, moods, perceptions, and behaviors. Entheogens--psychedelic drugs used in a religious context--can also produce mystical experiences (peak experiences, states of unitive consciousness, intense primary religious experiences) with the same cluster of effects. When this happens, is it also possible that such entheogen-induced mystical experiences strengthen the immune system? Might spontaneous remissions occur more frequently under such conditions? This article advances the so called "Emxis hypothesis"--that entheogen-induced mystical experiences influence the immune system.

The Impact of an Authentic, Simulated Learning Activity on Student Preparedness for Work-Integrated Learning

ERIC Educational Resources Information Center

Nicola-Richmond, Kelli; Richards, Kieva; Britt, Kellie

2016-01-01

Student preparation for work-integrated learning using simulated learning experiences is an under researched field in occupational therapy. In 2013 the Deakin University occupational therapy degree introduced a simulated learning experience for students aimed at preparing them for work-integrated learning experiences. The session gave students an…

Re-Imagining Learning through Art as Experience: An Aesthetic Approach to Education for Life

ERIC Educational Resources Information Center

Grierson, Elizabeth M.

2017-01-01

This paper investigates what it may mean to re-imagine learning through aesthetic experience with reference to John Dewey's "Art as Experience" (1934). The discussion asks what learning might look like when aesthetic experience takes centre stage in the learning process. It investigates what Dewey meant by art as experience and aesthetic…

Two types of peak emotional responses to music: The psychophysiology of chills and tears

PubMed Central

Mori, Kazuma; Iwanaga, Makoto

2017-01-01

People sometimes experience a strong emotional response to artworks. Previous studies have demonstrated that the peak emotional experience of chills (goose bumps or shivers) when listening to music involves psychophysiological arousal and a rewarding effect. However, many aspects of peak emotion are still not understood. The current research takes a new perspective of peak emotional response of tears (weeping, lump in the throat). A psychophysiological experiment showed that self-reported chills increased electrodermal activity and subjective arousal whereas tears produced slow respiration during heartbeat acceleration, although both chills and tears induced pleasure and deep breathing. A song that induced chills was perceived as being both happy and sad whereas a song that induced tears was perceived as sad. A tear-eliciting song was perceived as calmer than a chill-eliciting song. These results show that tears involve pleasure from sadness and that they are psychophysiologically calming; thus, psychophysiological responses permit the distinction between chills and tears. Because tears may have a cathartic effect, the functional significance of chills and tears seems to be different. We believe that the distinction of two types of peak emotions is theoretically relevant and further study of tears would contribute to more understanding of human peak emotional response. PMID:28387335

Random walkers with extreme value memory: modelling the peak-end rule

NASA Astrophysics Data System (ADS)

Harris, Rosemary J.

2015-05-01

Motivated by the psychological literature on the ‘peak-end rule’ for remembered experience, we perform an analysis within a random walk framework of a discrete choice model where agents’ future choices depend on the peak memory of their past experiences. In particular, we use this approach to investigate whether increased noise/disruption always leads to more switching between decisions. Here extreme value theory illuminates different classes of dynamics indicating that the long-time behaviour is dependent on the scale used for reflection; this could have implications, for example, in questionnaire design.

Evidence for view-invariant face recognition units in unfamiliar face learning.

PubMed

Etchells, David B; Brooks, Joseph L; Johnston, Robert A

2017-05-01

Many models of face recognition incorporate the idea of a face recognition unit (FRU), an abstracted representation formed from each experience of a face which aids recognition under novel viewing conditions. Some previous studies have failed to find evidence of this FRU representation. Here, we report three experiments which investigated this theoretical construct by modifying the face learning procedure from that in previous work. During learning, one or two views of previously unfamiliar faces were shown to participants in a serial matching task. Later, participants attempted to recognize both seen and novel views of the learned faces (recognition phase). Experiment 1 tested participants' recognition of a novel view, a day after learning. Experiment 2 was identical, but tested participants on the same day as learning. Experiment 3 repeated Experiment 1, but tested participants on a novel view that was outside the rotation of those views learned. Results revealed a significant advantage, across all experiments, for recognizing a novel view when two views had been learned compared to single view learning. The observed view invariance supports the notion that an FRU representation is established during multi-view face learning under particular learning conditions.

What Is It that Entrepreneurs Learn from Experience?

ERIC Educational Resources Information Center

Martin, Frank; Smith, Ronnie

2010-01-01

The issue of whether or not entrepreneurs really learn from experience has been one of the key themes of entrepreneurship research. If they do learn from experience, what do they learn? The importance of knowledge and learning to the performance of a business has been highlighted by many authors, who emphasize the role of life cycle, learning from…

The Interrelationship between Student Learning Experience and Study Behaviour

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Downing, Kevin

2011-01-01

This study examined the interrelationship between student learning experiences and study behaviour in explaining academic achievement. The participants were 541 final year students from a university in Hong Kong. Students' learning experiences and study behaviour were measured using the Course Experience Questionnaire and the Learning and Study…

A Mastery Learning Experiment.

ERIC Educational Resources Information Center

Anderson, Stephen A.; And Others

Yale Public Schools (Yale, Michigan) conducted a field experiment in implementing mastery learning. The purpose of the experiment was to provide a hands-on experience for teachers in the implementation of mastery learning and to use students as their own controls in order to compare the results of the implementation of mastery learning both in…

Selection as a learning experience: an exploratory study.

PubMed

de Visser, Marieke; Laan, Roland F; Engbers, Rik; Cohen-Schotanus, Janke; Fluit, Cornelia

2018-01-01

Research on selection for medical school does not explore selection as a learning experience, despite growing attention for the learning effects of assessment in general. Insight in the learning effects allows us to take advantage of selection as an inclusive part of medical students' learning process to become competent professionals. The aims of this study at Radboud University Medical Center, the Netherlands, were 1) to determine whether students have learning experiences in the selection process, and, if so, what experiences; and 2) to understand what students need in order to utilize the learning effects of the selection process at the start of the formal curriculum. We used focus groups to interview 30 students admitted in 2016 about their learning experiences in the selection process. Thematic analysis was used to explore the outcomes of the interviews and to define relevant themes. In the selection process, students learned about the curriculum, themselves, their relation to others, and the profession they had been selected to enter, although this was not explicitly perceived as learning. Students needed a connection between selection and the curriculum as well as feedback to be able to really use their learning experiences for their further development. Medical school selection qualifies as a learning experience, and students as well as medical schools can take advantage of this. We recommend a careful design of the selection procedure, integrating relevant selection learning experiences into the formal curriculum, providing feedback and explicitly approaching the selection and the formal curriculum as interconnected contributors to students' development.

Rescaling of temporal expectations during extinction

PubMed Central

Drew, Michael R.; Walsh, Carolyn; Balsam, Peter D

2016-01-01

Previous research suggests that extinction learning is temporally specific. Changing the CS duration between training and extinction can facilitate the loss of the CR within the extinction session but impairs long-term retention of extinction. In two experiments using conditioned magazine approach with rats, we examined the relation between temporal specificity of extinction and CR timing. In Experiment 1 rats were trained on a 12-s, fixed CS-US interval and then extinguished with CS presentations that were 6, 12, or 24 s in duration. The design of Experiment 2 was the same except rats were trained using partial rather than continuous reinforcement. In both experiments, extending the CS duration in extinction facilitated the diminution of CRs during the extinction session, but shortening the CS duration failed to slow extinction. In addition, extending (but not shortening) the CS duration caused temporal rescaling of the CR, in that the peak CR rate migrated later into the trial over the course of extinction training. This migration partially accounted for the faster loss of the CR when the CS duration was extended. Results are incompatible with the hypothesis that extinction is driven by cumulative CS exposure and suggest that temporally extended nonreinforced CS exposure reduces conditioned responding via temporal displacement rather than through extinction per se. PMID:28045291

The role of experience in flight behaviour of Drosophila.

PubMed

Hesselberg, Thomas; Lehmann, Fritz-Olaf

2009-10-01

Experience plays a key role in the acquisition of complex motor skills in running and flight of many vertebrates. To evaluate the significance of previous experience for the efficiency of motor behaviour in an insect, we investigated the flight behaviour of the fruit fly Drosophila. We reared flies in chambers in which the animals could freely walk and extend their wings, but could not gain any flight experience. These naive animals were compared with control flies under both open- and closed-loop tethered flight conditions in a flight simulator as well as in a free-flight arena. The data suggest that the overall flight behaviour in Drosophila seems to be predetermined because both groups exhibited similar mean stroke amplitude and stroke frequency, similar open-loop responses to visual stimulation and the immediate ability to track visual objects under closed-loop feedback conditions. In short free flight bouts, peak saccadic turning rate, angular acceleration, peak horizontal speed and flight altitude were also similar in naive and control flies. However, we found significant changes in other key parameters in naive animals such as a reduction in mean horizontal speed (-23%) and subtle changes in mean turning rate (-48%). Naive flies produced 25% less yaw torque-equivalent stroke amplitudes than the controls in response to a visual stripe rotating in open loop around the tethered animal, potentially suggesting a flight-dependent adaptation of the visuo-motor gain in the control group. This change ceased after the animals experienced visual closed-loop feedback. During closed-loop flight conditions, naive flies had 53% larger differences in left and right stroke amplitude when fixating a visual object, thus steering control was less precise. We discuss two alternative hypotheses to explain our results: the ;neuronal experience' hypothesis, suggesting that there are some elements of learning and fine-tuning involved during the first flight experiences in Drosophila and the ;muscular exercise' hypothesis. Our experiments support the first hypothesis because maximum locomotor capacity seems not to be significantly impaired in the naive group. Although this study primarily confirms the genetic pre-disposition for flight in Drosophila, previous experience may apparently adjust locomotor fine control and aerial performance, although this effect seems to be small compared with vertebrates.

Experience, Reflect, Critique: The End of the "Learning Cycles" Era

ERIC Educational Resources Information Center

Seaman, Jayson

2008-01-01

According to prevailing models, experiential learning is by definition a stepwise process beginning with direct experience, followed by reflection, followed by learning. It has been argued, however, that stepwise models inadequately explain the holistic learning processes that are central to learning from experience, and that they lack scientific…

Analyzing a Service-Learning Experience Using a Social Justice Lens

ERIC Educational Resources Information Center

Tinkler, Barri; Hannah, C. Lynne; Tinkler, Alan; Miller, Elizabeth

2014-01-01

This mixed methods study explores a service-learning experience embedded in a social foundations course in a teacher education program. The authors differentiate learning outcomes for social justice and charity service-learning, and utilize this framework to examine whether the service-learning experience fosters a social justice perspective. The…

Proteomic patterns for classification of ovarian cancer and CTCL serum samples utilizing peak pairs indicative of post-translational modifications.

PubMed

Liu, Chenwei; Shea, Nancy; Rucker, Sally; Harvey, Linda; Russo, Paul; Saul, Richard; Lopez, Mary F; Mikulskis, Alvydas; Kuzdzal, Scott; Golenko, Eva; Fishman, David; Vonderheid, Eric; Booher, Susan; Cowen, Edward W; Hwang, Sam T; Whiteley, Gordon R

2007-11-01

Proteomic patterns as a potential diagnostic technology has been well established for several cancer conditions and other diseases. The use of machine learning techniques such as decision trees, neural networks, genetic algorithms, and other methods has been the basis for pattern determination. Cancer is known to involve signaling pathways that are regulated through PTM of proteins. These modifications are also detectable with high confidence using high-resolution MS. We generated data using a prOTOF mass spectrometer on two sets of patient samples: ovarian cancer and cutaneous t-cell lymphoma (CTCL) with matched normal samples for each disease. Using the knowledge of mass shifts caused by common modifications, we built models using peak pairs and compared this to a conventional technique using individual peaks. The results for each disease showed that a small number of peak pairs gave classification equal to or better than the conventional technique that used multiple individual peaks. This simple peak picking technique could be used to guide identification of important peak pairs involved in the disease process.

Dual-hemisphere transcranial direct current stimulation over primary motor cortex enhances consolidation of a ballistic thumb movement.

PubMed

Koyama, Soichiro; Tanaka, Satoshi; Tanabe, Shigeo; Sadato, Norihiro

2015-02-19

Transcranial direct current stimulation (tDCS) is a noninvasive technique that modulates motor performance and learning. Previous studies have shown that tDCS over the primary motor cortex (M1) can facilitate consolidation of various motor skills. However, the effect of tDCS on consolidation of newly learned ballistic movements remains unknown. The present study tested the hypothesis that tDCS over M1 enhances consolidation of ballistic thumb movements in healthy adults. Twenty-eight healthy subjects participated in an experiment with a single-blind, sham-controlled, between-group design. Fourteen subjects practiced a ballistic movement with their left thumb during dual-hemisphere tDCS. Subjects received 1mA anodal tDCS over the contralateral M1 and 1mA cathodal tDCS over the ipsilateral M1 for 25min during the training session. The remaining 14 subjects underwent identical training sessions, except that dual-hemisphere tDCS was applied for only the first 15s (sham group). All subjects performed the task again at 1h and 24h later. Primary measurements examined improvement in peak acceleration of the ballistic thumb movement at 1h and 24h after stimulation. Improved peak acceleration was significantly greater in the tDCS group (144.2±15.1%) than in the sham group (98.7±9.1%) (P<0.05) at 24h, but not 1h, after stimulation. Thus, dual-hemisphere tDCS over M1 enhanced consolidation of ballistic thumb movement in healthy adults. Dual-hemisphere tDCS over M1 may be useful to improve elemental motor behaviors, such as ballistic movements, in patients with subcortical strokes. Copyright © 2014 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

Tidal Effect in Small-Scale Sound Propagation Experiment

NASA Astrophysics Data System (ADS)

Kamimura, Seiji; Ogasawara, Hanako; Mori, Kazuyoshi; Nakamura, Toshiaki

2012-07-01

A sound propagation experiment in very shallow water was conducted at Hashirimizu port in 2009. We transmitted 5 kHz sinusoidal waves with M-sequence modulation. As a result, we found that the travel time concentrated in two time frames. When comparing the travel time with the tide level, the travel time was dependent on the tide level. In terms of the wave patterns, most of the wave patterns have two peaks. As the tide level changed, the biggest peak switched within two peaks. To discuss this, numerical simulation by finite difference time domain (FDTD) method was carried out. The result agreed with the experimental result. Finally, we changed the material of the quay wall in the FDTD simulation and concluded that the first peak is a multireflected combination wave and the effect of its reflected wave at a quay wall has superiority in the second peak.

The Influence of Experience, Ability and Interest on e-Learning Effectiveness

ERIC Educational Resources Information Center

Haverila, Matti; Barkhi, Reza

2009-01-01

The purpose of this paper is to report the findings of a research conducted to evaluate the effect of learning preconceptions, prior e-learning experience, ability and interest of students on their perceptions regarding the process of e-learning. We study the effectiveness of e-learning as it relates to the level of e-learning experience. The…

Learning from Experience: Creating Leadership Capabilities through Computer Simulated Leadership Challenges

ERIC Educational Resources Information Center

Stewart, Alice C.; Black, Sylvia Sloan; Smith-Gratto, Karen; Williams, Jacqueline A.

2007-01-01

Leadership is often described as something that is learned from experience. However, experiences do not often occur within a controlled environment where learning and its impact can be evaluated. In this paper, we investigate the efficacy of two types of learning experiences. University students received leadership training of equal length through…

Teachers' Experiences with Integrating Play-Based Learning into Standards-Driven Curriculum: A Phenomenological Study

ERIC Educational Resources Information Center

Nugent, Mary Beth Anderson

2017-01-01

The purpose of this phenomenological study was to describe kindergarten teachers' experiences with integrating play-based learning into standards-based academic curriculum in a school district in South Carolina. Play-based learning experiences were defined as instances which allow children to engage in active, social learning experiences in…

The Impact of a Service-Learning Experience in Mentoring At-Risk Youth

ERIC Educational Resources Information Center

Wasburn-Moses, Leah; Fry, Jay; Sanders, Kari

2014-01-01

Service-learning experiences for college students are increasing in popularity. Although youth mentoring is thought to be a significant service-learning experience for students, data in this area are lacking. This study evaluates a unique school-based service-learning mentoring experience at a midsized Midwestern university. Data were collected…

Martial arts striking hand peak acceleration, accuracy and consistency.

PubMed

Neto, Osmar Pinto; Marzullo, Ana Carolina De Miranda; Bolander, Richard P; Bir, Cynthia A

2013-01-01

The goal of this paper was to investigate the possible trade-off between peak hand acceleration and accuracy and consistency of hand strikes performed by martial artists of different training experiences. Ten male martial artists with training experience ranging from one to nine years volunteered to participate in the experiment. Each participant performed 12 maximum effort goal-directed strikes. Hand acceleration during the strikes was obtained using a tri-axial accelerometer block. A pressure sensor matrix was used to determine the accuracy and consistency of the strikes. Accuracy was estimated by the radial distance between the centroid of each subject's 12 strikes and the target, whereas consistency was estimated by the square root of the 12 strikes mean squared distance from their centroid. We found that training experience was significantly correlated to hand peak acceleration prior to impact (r(2)=0.456, p =0.032) and accuracy (r(2)=0. 621, p=0.012). These correlations suggest that more experienced participants exhibited higher hand peak accelerations and at the same time were more accurate. Training experience, however, was not correlated to consistency (r(2)=0.085, p=0.413). Overall, our results suggest that martial arts training may lead practitioners to achieve higher striking hand accelerations with better accuracy and no change in striking consistency.

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers' Science Identity Development

NASA Astrophysics Data System (ADS)

Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.

2015-04-01

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science learning, that focused on science teaching, and that were transitional, with elements of both science learning and science teaching. These various service-learning experiences were designed to be "boundary experiences" for professional identity development (Geijsel & Meijers in Educational Studies, 3(4), 419-430, 2005), providing opportunities for PSETs to reflect on meanings in cultural contexts and how they are related to their own personal meanings. We analyzed written reflections and end-of-course oral reflection interviews from 42 PSETs on their various service-learning experiences. PSETs discussed themes related to the meanings they made of the service-learning experiences: (a) experiencing science in relation to their lives as humans and future teachers, (b) interacting with elementary students and other PSETs, and (c) making an impact in the physical environment and in the community. The connections that PSETs were making between the discursive spaces (service-learning contexts) and their own meaning-making of these experiences (as connected to their own interests in relation to their future professions and daily lives) shows evidence of the potential that various types of science service-learning experiences have for PSETs in developing inbound science teaching identity trajectories (Wenger in Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, 1998). The findings of this study point to positive outcomes for PSETs when they participate in structured service-learning experiences along a learning to teaching continuum (246).

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

PubMed

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

2015-11-01

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

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

ERIC Educational Resources Information Center

Lin, Kan-Min

2011-01-01

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

A Psychometric Evaluation of the Anatomy Learning Experiences Questionnaire and Correlations with Learning Outcomes

ERIC Educational Resources Information Center

Choi-Lundberg, Derek L.; Williams, Anne-Marie M.; Zimitat, Craig

2017-01-01

The Anatomy Learning Experiences Questionnaire (ALEQ) was designed by Smith and Mathias to explore students' perceptions and experiences of learning anatomy. In this study, the psychometric properties of a slightly altered 34-item ALEQ (ALEQ-34) were evaluated, and correlations with learning outcomes investigated, by surveying first- and…

Weaving the tapestry of learning: simulation, standardized patients, and virtual communities.

PubMed

Holland, Brian; Landry, Karen; Mountain, Angela; Middlebrooks, Mary Alice; Heim, Deborah; Missildine, Kathy

2013-01-01

Using situated cognition learning theory, nursing faculty developed simulated clinical learning experiences integrating virtual communities and standardized patients. These learning experiences provide authenticity and realism not easily achieved using the individual techniques in isolation. The authors describe the process of weaving these strategies into a rich learning experience for students.

High School Students' Experiences of Learning through Research on the Internet

ERIC Educational Resources Information Center

Ellis, R. A.; Goodyear, P.; Bliuc, A.-M.; Ellis, M.

2011-01-01

One of the challenges that school educators face today is the need to integrate learning technologies into the learning experience in a meaningful and sustainable way. The current research focuses on how students' experience learning through new technologies in high schools across New South Wales, Australia, specifically when they learn by…

Young children's fast mapping and generalization of words, facts, and pictograms.

PubMed

Deák, Gedeon O; Toney, Alexis J

2013-06-01

To test general and specific processes of symbol learning, 4- and 5-year-old children learned three kinds of abstract associates for novel objects: words, facts, and pictograms. To test fast mapping (i.e., one-trial learning) and subsequent learning, comprehension was tested after each of four exposures. Production was also tested, as was children's tendency to generalize learned items to new objects in the same taxon. To test for a bias toward mutually exclusive associations, children learned either one-to-one or many-to-many mappings. In Experiment 1, children learned words, facts (with or without incidental novel words), or pictograms. In Experiment 2, children learned words or pictograms. In both of these experiments, children learned words slower than facts and pictograms. Pictograms and facts were generalized more systematically than words, but only in Experiment 1. Children learned one-to-one mappings faster only in Experiment 2, when cognitive load was increased. In Experiment 3, 3- and 4-year-olds were taught facts (with novel words), words, and pictograms. Children learned facts faster than words; however, they remembered all items equally well a week later. The results suggest that word learning follows non-specialized memory and associative learning processes. Copyright © 2013 Elsevier Inc. All rights reserved.

Selection as a learning experience: an exploratory study

PubMed Central

de Visser, Marieke; Laan, Roland F; Engbers, Rik; Cohen-Schotanus, Janke; Fluit, Cornelia

2018-01-01

Introduction Research on selection for medical school does not explore selection as a learning experience, despite growing attention for the learning effects of assessment in general. Insight in the learning effects allows us to take advantage of selection as an inclusive part of medical students’ learning process to become competent professionals. The aims of this study at Radboud University Medical Center, the Netherlands, were 1) to determine whether students have learning experiences in the selection process, and, if so, what experiences; and 2) to understand what students need in order to utilize the learning effects of the selection process at the start of the formal curriculum. Materials and methods We used focus groups to interview 30 students admitted in 2016 about their learning experiences in the selection process. Thematic analysis was used to explore the outcomes of the interviews and to define relevant themes. Results In the selection process, students learned about the curriculum, themselves, their relation to others, and the profession they had been selected to enter, although this was not explicitly perceived as learning. Students needed a connection between selection and the curriculum as well as feedback to be able to really use their learning experiences for their further development. Discussion Medical school selection qualifies as a learning experience, and students as well as medical schools can take advantage of this. We recommend a careful design of the selection procedure, integrating relevant selection learning experiences into the formal curriculum, providing feedback and explicitly approaching the selection and the formal curriculum as interconnected contributors to students’ development. PMID:29785147

Tracer adsorption in sand-tank experiments of saltwater up-coning

NASA Astrophysics Data System (ADS)

Jakovovic, Danica; Post, Vincent E. A.; Werner, Adrian D.; Männicke, Oliver; Hutson, John L.; Simmons, Craig T.

2012-01-01

SummaryThis study aims to substantiate otherwise unresolved double-peaked plumes produced in recent saltwater up-coning experiments (see Jakovovic et al. (2011), Numerical modelling of saltwater up-coning: Comparison with experimental laboratory observations, Journal of Hydrology 402, 261-273) through additional laboratory testing and numerical modelling. Laboratory experimentation successfully reproduced the double-peaked plume demonstrating that this phenomenon was not an experimental nuance in previous experiments. Numerical modelling by Jakovovic et al. (2011) was extended by considering adsorption effects, which were needed to explain the observed up-coning double peaks of both previous and current laboratory experiments. A linear adsorption isotherm was applied in predicting dye tracer (Rhodamine WT) behaviour in the sand-tank experiments using adsorption parameters obtained experimentally. The same adsorption parameters were tested on all laboratory experiments and it was found that adsorption had insignificant effect on experiments with high pumping rates. However, low pumping rates produced pronounced spatial velocity variations within the dense salt plume beneath the pumping well, with velocities within the plume increasing from the centre of the plume towards the interface. The dye tracer was retarded relative to the salt and was transported preferentially along the higher-velocity paths (i.e. along the edges of the salt plume) towards the well forming double-peaked up-coning patterns. This illustrates the sensitive adsorptive nature of Rhodamine WT and that care should be taken when it is used in similar sand-tank experiments. Observations from this study offer insight into the separation of chemicals in natural systems due to different adsorption characteristics and under conditions of density-dependent flow.

Comfort and experience with online learning: trends over nine years and associations with knowledge.

PubMed

Cook, David A; Thompson, Warren G

2014-07-01

Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Each year from 2003-2011 we conducted a prospective trial of online learning. As part of each year's study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning.

Brainstem auditory evoked potentials with the use of acoustic clicks and complex verbal sounds in young adults with learning disabilities.

PubMed

Kouni, Sophia N; Giannopoulos, Sotirios; Ziavra, Nausika; Koutsojannis, Constantinos

2013-01-01

Acoustic signals are transmitted through the external and middle ear mechanically to the cochlea where they are transduced into electrical impulse for further transmission via the auditory nerve. The auditory nerve encodes the acoustic sounds that are conveyed to the auditory brainstem. Multiple brainstem nuclei, the cochlea, the midbrain, the thalamus, and the cortex constitute the central auditory system. In clinical practice, auditory brainstem responses (ABRs) to simple stimuli such as click or tones are widely used. Recently, complex stimuli or complex auditory brain responses (cABRs), such as monosyllabic speech stimuli and music, are being used as a tool to study the brainstem processing of speech sounds. We have used the classic 'click' as well as, for the first time, the artificial successive complex stimuli 'ba', which constitutes the Greek word 'baba' corresponding to the English 'daddy'. Twenty young adults institutionally diagnosed as dyslexic (10 subjects) or light dyslexic (10 subjects) comprised the diseased group. Twenty sex-, age-, education-, hearing sensitivity-, and IQ-matched normal subjects comprised the control group. Measurements included the absolute latencies of waves I through V, the interpeak latencies elicited by the classical acoustic click, the negative peak latencies of A and C waves, as well as the interpeak latencies of A-C elicited by the verbal stimulus 'baba' created on a digital speech synthesizer. The absolute peak latencies of waves I, III, and V in response to monoaural rarefaction clicks as well as the interpeak latencies I-III, III-V, and I-V in the dyslexic subjects, although increased in comparison with normal subjects, did not reach the level of a significant difference (p<0.05). However, the absolute peak latencies of the negative wave C and the interpeak latencies of A-C elicited by verbal stimuli were found to be increased in the dyslexic group in comparison with the control group (p=0.0004 and p=0.045, respectively). In the subgroup consisting of 10 patients suffering from 'other learning disabilities' and who were characterized as with 'light' dyslexia according to dyslexia tests, no significant delays were found in peak latencies A and C and interpeak latencies A-C in comparison with the control group. Acoustic representation of a speech sound and, in particular, the disyllabic word 'baba' was found to be abnormal, as low as the auditory brainstem. Because ABRs mature in early life, this can help to identify subjects with acoustically based learning problems and apply early intervention, rehabilitation, and treatment. Further studies and more experience with more patients and pathological conditions such as plasticity of the auditory system, cochlear implants, hearing aids, presbycusis, or acoustic neuropathy are necessary until this type of testing is ready for clinical application. © 2013 Elsevier Inc. All rights reserved.

Survival of fossilised diatoms and forams in hypervelocity impacts with peak shock pressures in the 1-19 GPa range

NASA Astrophysics Data System (ADS)

Burchell, M. J.; Harriss, K. H.; Price, M. C.; Yolland, L.

2017-07-01

Previously it has been shown that diatom fossils embedded in ice could survive impacts at speeds of up to 5 km s-1 and peak shock pressures up to 12 GPa. Here we confirm these results using a different technique, with diatoms carried in liquid water suspensions at impact speeds of 2-6 km s-1. These correspond to peak shock pressures of 3.8-19.8 GPa. We also report on the results of similar experiments using forams, at impact speeds of 4.67 km s-1 (when carried in water) and 4.73 km s-1 (when carried in ice), corresponding to peak shock pressures of 11.6 and 13.1 GPa respectively. In all cases we again find survival of recognisable fragments, with mean fragment size of order 20-25 μm. We compare our results to the peak shock pressures that ejecta from giant impacts on the Earth would experience if it subsequently impacted the Moon. We find that 98% of impacts of terrestrial ejecta on the Moon would have experienced peak pressures less than 20 GPa if the ejecta were a soft rock (sandstone). This falls to 82% of meteorites if the ejecta were a hard rock (granite). This assumes impacts on a solid lunar surface. If we approximate the surface as a loose regolith, over 99% of the impacts involve peak shock pressures below 20 GPa. Either way, the results show that a significant fraction of terrestrial meteorites impacting the Moon will do so with peak shock pressures which in our experiments permit the survival of recognisable fossil fragments.

Muscle fatigue effects can be anticipated to reproduce a movement kinematics learned without fatigue.

PubMed

Monjo, Florian; Forestier, Nicolas

2016-12-17

Muscle fatigue modifies the gain between motor command magnitude and the mechanical muscular response. In other words, post-fatigue, central drives to the muscles must increase to maintain a particular submaximum mechanical output. In this study, we tested the hypothesis that this modified gain can be predicted by the central nervous system (CNS) during discrete ballistic movements. In two separate experiments, subjects were required to perform shoulder flexions in standing and sitting positions at submaximum target peak accelerations. They were assisted with visual feedback informing them on their performance after each trial. Shoulder flexions were performed before and after fatiguing protocols of the focal muscles. Acceleration signals, focal and postural muscle electromyograms (EMGs) were recorded. The results demonstrated that participants were able to reach with precision the target acceleration during the first movements post-fatigue at the cost of significant increase in focal motor command magnitude. Decreased variance of peak accelerations associated with increased focal command variability was observed post-fatigue. During the standing experiment, postural muscle EMGs revealed that anticipatory postural adjustments (APAs) scaled to focal movement acceleration post-fatigue. All these results support that fatigue effects are taken into account during movement planning. Indeed, given that no feedback could enable participants to adjust acceleration during movement, this capacity to anticipate fatigue effects is the exclusive result of feedforward processes. To account for this prediction capacity, we discuss the role of fatigue-related modifications in sensory inputs from the working muscles. Copyright © 2016 IBRO. Published by Elsevier Ltd. All rights reserved.

Teaching and Learning Science for Transformative, Aesthetic Experience

NASA Astrophysics Data System (ADS)

Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

2010-11-01

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

Enhancing Astronomy Major Learning Through Group Research Projects

NASA Astrophysics Data System (ADS)

McGraw, Allison M.; Hardegree-Ullman, K.; Turner, J.; Shirley, Y. L.; Walker-Lafollette, A.; Scott, A.; Guvenen, B.; Raphael, B.; Sanford, B.; Smart, B.; Nguyen, C.; Jones, C.; Smith, C.; Cates, I.; Romine, J.; Cook, K.; Pearson, K.; Biddle, L.; Small, L.; Donnels, M.; Nieberding, M.; Kwon, M.; Thompson, R.; De La Rosa, R.; Hofmann, R.; Tombleson, R.; Smith, T.; Towner, A. P.; Wallace, S.

2013-01-01

The University of Arizona Astronomy Club has been using group research projects to enhance the learning experience of undergraduates in astronomy and related fields. Students work on two projects that employ a peer-mentoring system so they can learn crucial skills and concepts necessary in research environments. Students work on a transiting exoplanet project using the 1.55-meter Kuiper Telescope on Mt. Bigelow in Southern Arizona to collect near-UV and optical wavelength data. The goal of the project is to refine planetary parameters and to attempt to detect exoplanet magnetic fields by searching for near-UV light curve asymmetries. The other project is a survey that utilizes the 12-meter Arizona Radio Observatory on Kitt Peak to search for the spectroscopic signature of infall in nearby starless cores. These are unique projects because students are involved throughout the entire research process, including writing proposals for telescope time, observing at the telescopes, data reduction and analysis, writing papers for publication in journals, and presenting research at scientific conferences. Exoplanet project members are able to receive independent study credit for participating in the research, which helps keep the project on track. Both projects allow students to work on professional research and prepare for several astronomy courses early in their academic career. They also encourage teamwork and mentor-style peer teaching, and can help students identify their own research projects as they expand their knowledge.

Design and testing of a magnetically driven implosion peak current diagnostic

NASA Astrophysics Data System (ADS)

Hess, M. H.; Peterson, K. J.; Ampleford, D. J.; Hutsel, B. T.; Jennings, C. A.; Gomez, M. R.; Dolan, D. H.; Robertson, G. K.; Payne, S. L.; Stygar, W. A.; Martin, M. R.; Sinars, D. B.

2018-04-01

A critical component of the magnetically driven implosion experiments at Sandia National Laboratories is the delivery of high-current, 10s of MA, from the Z pulsed power facility to a target. In order to assess the performance of the experiment, it is necessary to measure the current delivered to the target. Recent Magnetized Liner Inertial Fusion (MagLIF) experiments have included velocimetry diagnostics, such as PDV (Photonic Doppler Velocimetry) or Velocity Interferometer System for Any Reflector, in the final power feed section in order to infer the load current as a function of time. However, due to the nonlinear volumetrically distributed magnetic force within a velocimetry flyer, a complete time-dependent load current unfold is typically a time-intensive process and the uncertainties in the unfold can be difficult to assess. In this paper, we discuss how a PDV diagnostic can be simplified to obtain a peak current by sufficiently increasing the thickness of the flyer. This effectively keeps the magnetic force localized to the flyer surface, resulting in fast and highly accurate measurements of the peak load current. In addition, we show the results of experimental peak load current measurements from the PDV diagnostic in recent MagLIF experiments.

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

NASA Astrophysics Data System (ADS)

Hsu, Ming-Chien

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

Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes

ERIC Educational Resources Information Center

Dag, Funda; Durdu, Levent

2017-01-01

Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work…

Memory Effect Manifested by a Boson Peak in Metallic Glass.

PubMed

Luo, P; Li, Y Z; Bai, H Y; Wen, P; Wang, W H

2016-04-29

We explore the correlation between a boson peak and structural relaxation in a typical metallic glass. Consistent with enthalpy recovery, a boson peak shows a memory effect in an aging-and-scan procedure. Single-step isothermal aging produces a monotonic decrease of enthalpy and boson peak intensity; for double-step isothermal aging, both enthalpy and boson peak intensity experience, coincidently, an incipient increase to a maximum and a subsequent decrease toward the equilibrium state. Our results indicate a direct link between slow structural relaxation and fast boson peak dynamics, which presents a profound understanding of the two dynamic behaviors in glass.

Prior video game exposure does not enhance robotic surgical performance.

PubMed

Harper, Jonathan D; Kaiser, Stefan; Ebrahimi, Kamyar; Lamberton, Gregory R; Hadley, H Roger; Ruckle, Herbert C; Baldwin, D Duane

2007-10-01

Prior research has demonstrated that counterintuitive laparoscopic surgical skills are enhanced by experience with video games. A similar relation with robotic surgical skills has not been tested. The purpose of this study was to determine whether prior video-game experience enhances the acquisition of robotic surgical skills. A series of 242 preclinical medical students completed a self-reported video-game questionnaire detailing the frequency, duration, and peak playing time. The 10 students with the highest and lowest video-game exposure completed a follow-up questionnaire further quantifying video game, sports, musical instrument, and craft and hobby exposure. Each subject viewed a training video demonstrating the use of the da Vinci surgical robot in tying knots, followed by 3 minutes of proctored practice time. Subjects then tied knots for 5 minutes while an independent blinded observer recorded the number of knots tied, missed knots, frayed sutures, broken sutures, and mechanical errors. The mean playing time for the 10 game players was 15,136 total hours (range 5,840-30,000 hours). Video-game players tied fewer knots than nonplayers (5.8 v 9.0; P = 0.04). Subjects who had played sports for at least 4 years had fewer mechanical errors (P = 0.04), broke fewer sutures (P = 0.01), and committed fewer total errors (P = 0.01). Similarly, those playing musical instruments longer than 5 years missed fewer knots (P = 0.05). In the extremes of video-game experience tested in this study, game playing was inversely correlated with the ability to learn robotic suturing. This study suggests that advanced surgical skills such as robotic suturing may be learned more quickly by athletes and musicians. Prior extensive video-game exposure had a negative impact on robotic performance.

Do Classroom Experiments Increase Learning in Introductory Microeconomics?

ERIC Educational Resources Information Center

Dickie, Mark

2007-01-01

Interest in using classroom experiments to teach economics is increasing whereas empirical evidence on how experiments affect learning is limited and mixed. The author used a pretest-posttest control-group design to test whether classroom experiments and grade incentives that reward performance in experiments affect learning of introductory…

Spanish-Speaking English Language Learners' Experiences in High School Chemistry Education

ERIC Educational Resources Information Center

Flores, Annette; Smith, K. Christopher

2013-01-01

This article reports on the experiences of Spanish-speaking English language learners in high school chemistry courses, focusing largely on experiences in learning the English language, experiences learning chemistry, and experiences learning chemistry in the English language. The findings illustrate the cognitive processes the students undertake…

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

NASA Astrophysics Data System (ADS)

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

2011-11-01

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

Transformative Learning Experiences of International Graduate Students from Africa

ERIC Educational Resources Information Center

Kumi-Yeboah, Alex

2014-01-01

This article examines factors that influence transformative learning experiences of international graduate students from Africa. In general, 84.8% of the participants experienced transformative learning while 15.2% reported no transformative experiences. For those who experienced transformative learning, 26.1% of the transformative experiences…

A "Uses and Gratification Expectancy Model" to Predict Students' "Perceived e-Learning Experience"

ERIC Educational Resources Information Center

Mondi, Makingu; Woods, Peter; Rafi, Ahmad

2008-01-01

This study investigates "how and why" students' "Uses and Gratification Expectancy" (UGE) for e-learning resources influences their "Perceived e-Learning Experience." A "Uses and Gratification Expectancy Model" (UGEM) framework is proposed to predict students' "Perceived e-Learning Experience," and…

A comparison of the shuttle and 6 minute walking tests with measured peak oxygen consumption in patients with heart failure.

PubMed

Green, D J; Watts, K; Rankin, S; Wong, P; O'Driscoll, J G

2001-09-01

This study investigated the use of an incremental, externally-paced 10 m shuttle walk test (SWT) as an objective, reliable and predictive test of functional capacity in patients with heart failure (CHF). The SWT was compared to a 6 minute walk test (6WT) and a maximal symptom-limited treadmill peak oxygen consumption (VO2peak) test. Experiment 1 examined the reproducibility of the SWT. Two SWF trials were performed and distance ambulated (DA), heart rate (HR) and rate of perceived exertion (RPE) results compared. In experiment 2, SWT, 6WT, and VO2 peak tests were performed and HR. RPE and ambulatory VO2 compared. The SWT demonstrated strong test/retest reliability for DA (r = 0.98). HR (r = 0.96) and RPE (r = 0.89). Treadmill VO2 peak was significantly correlated with DA during the SWT (r = 0.83, P < 0.05), but not the 6WT. SWT peak VO2 (18.5 +/- 1.8 ml.kg(-1) x min(-1)) and treadmill VO2 peak (18.3 +/-2.0 ml.kg(-1) x min(-1)) were also highly correlated (r = 0.78, P < 0.05). Conversely, 6WT peak VO2 and treadmill VO2 peak were not significantly correlated. This study suggests the SWT is a reliable, objective test, highly predictive of VO2 peak which may be a more optimal field exercise test than the self paced 6WT.

STORMVEX: The Storm Peak Lab Cloud Property Validation Experiment Science and Operations Plan

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

Mace, J; Matrosov, S; Shupe, M

2010-09-29

During the Storm Peak Lab Cloud Property Validation Experiment (STORMVEX), a substantial correlative data set of remote sensing observations and direct in situ measurements from fixed and airborne platforms will be created in a winter season, mountainous environment. This will be accomplished by combining mountaintop observations at Storm Peak Laboratory and the airborne National Science Foundation-supported Colorado Airborne Multi-Phase Cloud Study campaign with collocated measurements from the second ARM Mobile Facility (AMF2). We describe in this document the operational plans and motivating science for this experiment, which includes deployment of AMF2 to Steamboat Springs, Colorado. The intensive STORMVEX field phasemore » will begin nominally on 1 November 2010 and extend to approximately early April 2011.« less

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

Binder, I.

TiC/Ni compositions with 10, 20, and 40 percent nickel were tested for transverse rupture strengths up to 1600 deg C. Transverse bend, cantilever beam, hot deformation, and hot extrusion experiments were performed in order to study the onset of plastic deformation. These materials were plastically deformed, and their microstructures were studied to learn about the mode of deiormation, plastic flow of the nickel binder, and alignment of the carbide grains. Other refractory hardmetal compositions, both single phase and cemented, were tested in transverse rupture up to 1600 deg C and were also subjected to various forms of hot deformation. Transversemore » strength peaks, versus temperature, were found for each material in the range 800 to 1500 deg C. Reasons for this behavior are developed. Microstructures of these materials were examined in connection with the strength tests and deformation studies. (auth)« less

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

PubMed

Holmwood, C

1997-01-01

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

DISCO: Distance and Spectrum Correlation Optimization Alignment for Two Dimensional Gas Chromatography Time-of-Flight Mass Spectrometry-based Metabolomics

PubMed Central

Wang, Bing; Fang, Aiqin; Heim, John; Bogdanov, Bogdan; Pugh, Scott; Libardoni, Mark; Zhang, Xiang

2010-01-01

A novel peak alignment algorithm using a distance and spectrum correlation optimization (DISCO) method has been developed for two-dimensional gas chromatography time-of-flight mass spectrometry (GC×GC/TOF-MS) based metabolomics. This algorithm uses the output of the instrument control software, ChromaTOF, as its input data. It detects and merges multiple peak entries of the same metabolite into one peak entry in each input peak list. After a z-score transformation of metabolite retention times, DISCO selects landmark peaks from all samples based on both two-dimensional retention times and mass spectrum similarity of fragment ions measured by Pearson’s correlation coefficient. A local linear fitting method is employed in the original two-dimensional retention time space to correct retention time shifts. A progressive retention time map searching method is used to align metabolite peaks in all samples together based on optimization of the Euclidean distance and mass spectrum similarity. The effectiveness of the DISCO algorithm is demonstrated using data sets acquired under different experiment conditions and a spiked-in experiment. PMID:20476746

Evidence of Learning: Applying the Collegiate Learning Assessment to Improve Teaching and Learning in the Liberal Arts College Experience

ERIC Educational Resources Information Center

Council of Independent Colleges, 2008

2008-01-01

This report highlights the experiences of the 33 members of CIC's (Council of Independent Colleges) Collegiate Learning Assessment (CLA) Consortium over the past three years as they used the CLA to measure student learning outcomes. The CLA instrument assesses how the college experience helps students develop such "higher order" cognitive skills…

(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

ERIC Educational Resources Information Center

Smith, Shaunna

2016-01-01

This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…

An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

ERIC Educational Resources Information Center

Lai, Chih-Hung; Chu, Chih-Ming; Liu, Hsiang-Hsuan; Yang, Shun-Bo; Chen, Wei-Hsuan

2013-01-01

This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The…

Comfort and experience with online learning: trends over nine years and associations with knowledge

PubMed Central

2014-01-01

Background Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Methods Each year from 2003–2011 we conducted a prospective trial of online learning. As part of each year’s study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. Results 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Conclusions Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning. PMID:24985690

Differential impact of the first and second wave of a stress response on subsequent fear conditioning in healthy men.

PubMed

Antov, Martin I; Wölk, Christoph; Stockhorst, Ursula

2013-10-01

Stress is a process of multiple neuroendocrine changes over time. We examined effects of the first-wave and second-wave stress response on acquisition and immediate extinction of differential fear conditioning, assessed by skin conductance responses. In Experiment 1, we placed acquisition either close to the (second-wave) salivary cortisol peak, induced by a psychosocial stressor (experimental group, EG), or after non-stressful pretreatment (control group, CG). Contrary to predictions, groups did not differ in differential responding. In the EG only, mean differential responding was negatively correlated with cortisol increases. In Experiment 2, we placed conditioning near the first-wave stress response, induced by a cold pressor test (CPT), or after a warm-water condition (CG). CPT-stress increased extinction resistance. Moreover, acquisition performance after CPT was positively correlated with first-wave blood pressure increases. Data suggest that mediators of the first-wave stress response enhance fear maintenance whereas second-wave cortisol responsivity to stress might attenuate fear learning. Copyright © 2013 Elsevier B.V. All rights reserved.

A Biologically Inspired Computational Model of Basal Ganglia in Action Selection.

PubMed

Baston, Chiara; Ursino, Mauro

2015-01-01

The basal ganglia (BG) are a subcortical structure implicated in action selection. The aim of this work is to present a new cognitive neuroscience model of the BG, which aspires to represent a parsimonious balance between simplicity and completeness. The model includes the 3 main pathways operating in the BG circuitry, that is, the direct (Go), indirect (NoGo), and hyperdirect pathways. The main original aspects, compared with previous models, are the use of a two-term Hebb rule to train synapses in the striatum, based exclusively on neuronal activity changes caused by dopamine peaks or dips, and the role of the cholinergic interneurons (affected by dopamine themselves) during learning. Some examples are displayed, concerning a few paradigmatic cases: action selection in basal conditions, action selection in the presence of a strong conflict (where the role of the hyperdirect pathway emerges), synapse changes induced by phasic dopamine, and learning new actions based on a previous history of rewards and punishments. Finally, some simulations show model working in conditions of altered dopamine levels, to illustrate pathological cases (dopamine depletion in parkinsonian subjects or dopamine hypermedication). Due to its parsimonious approach, the model may represent a straightforward tool to analyze BG functionality in behavioral experiments.

Hyper-homeostatic learning of anticipatory hunger in rats.

PubMed

Jarvandi, Soghra; Booth, David A; Thibault, Louise

2007-11-23

Anticipatory hunger is a learnt increase in intake of food having a flavour or texture that predicts a long fast. This learning was studied in rats trained on a single food or a choice between protein-rich and carbohydrate-rich foods, presented for 1.5 h after 3 h without maintenance food at the start of the dark phase. Eight training cycles provided a pseudo-random sequence of 3 h and 10 h post-prandial fasts with a day on maintenance food between each training fast. The measure of anticipatory hunger is the difference over one 4-day cycle between the intake of test food having an odour predictive of the longer fast (TL) and intake of food with an odour cuing to the shorter fast (TS). Previous experiments showed that conditioning of preference for the odour before the shorter fast competes with learning to avoid hunger during the longer fast (anticipatory hunger), generating a cubic or quartic contrast. TL minus TS showed a strong cubic trend over 8 training cycles with both single and choice meals. There was a switch from preference for the short-fast odour at cycle 2 (TL-TS=-0.86 g) to a peak of anticipatory hunger at cycle 6 (TL-TS=1.57 g). We conclude that anticipatory hunger is learnt when a choice is given between protein-rich and carbohydrate-rich foods as well as on a single food. In addition, since anticipatory hunger extinguishes itself, such learning improves on negative-feedback homeostasis with a feed-forward "hyper-homeostatic" mechanism.

Teaching and Learning Science for Transformative, Aesthetic Experience

ERIC Educational Resources Information Center

Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

2010-01-01

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…

The ICCE Framework: Framing Learning Experiences Afforded by Games

ERIC Educational Resources Information Center

Foster, Aroutis; Shah, Mamta

2015-01-01

There is a need for game-based learning frameworks that provide a lens for understanding learning experiences afforded in digital games. These frameworks should aim to facilitate game analyses, identification of learning opportunities, and support for learner experiences. This article uses the inquiry, communication, construction, and expression…

Road to Success: Service Learning Enhances Tech Ed Experience

ERIC Educational Resources Information Center

Howell, Robert T.

2008-01-01

Service learning, a form of experiential learning, is not a new idea. Students learn through participation in thoughtfully organized service experiences that meet real community needs are are coordinated in collaboration with schools/faculty and community organizations. the service experiences are integrated into the students' academic curriculum,…

Blending Student Technology Experiences in Formal and Informal Learning

ERIC Educational Resources Information Center

Lai, K.-W.; Khaddage, F.; Knezek, Gerald

2013-01-01

In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

Undergraduate Student Self-Efficacy and Perceptions of Virtual World Learning Experience

ERIC Educational Resources Information Center

Stanton, Lorraine May

2017-01-01

Virtual worlds are innovative teaching and learning methods that can provide immersive and engaging learning experiences (Lu, 2010). Though they have potential benefits, students sometimes experience a steep learning curve and discomfort with the technology (Warburton, 2009). This study explored how students in two American Studies classes using…

Opportunities for and Barriers to Powerful and Transformative Learning Experiences in Online Learning Environments

ERIC Educational Resources Information Center

Bolger, Benjamin B.; Rowland, Gordon; Reuning-Hummel, Carrie; Codner, Stephen

2011-01-01

Powerful and transformative learning experiences display characteristics in common with each other. Emerging communication technologies may increase opportunities for powerful and transformative learning experiences. To explore this question, there are four sections to this article. First, it is observed that there are many interesting synergies…

Learning Experiences in a Giant Interactive Environment: Insights from The Cube

ERIC Educational Resources Information Center

Stoodley, Ian; Sayyad Abdi, Elham; Bruce, Christine; Hughes, Hilary

2018-01-01

In November 2012, Queensland University of Technology in Australia launched a giant interactive learning environment known as "The Cube". This article reports a phenomenographic investigation into visitors' different experiences of learning in The Cube. At present very little is known about people's learning experience in spaces…

Learning from Experience. Empowerment or Incorporation?

ERIC Educational Resources Information Center

Fraser, Wilma

Based on a Making Experience Count (MEC) project, this book examines current trends in learning from experience. Chapter 1 discusses key theoretical elements that underpin work in the field of experiential learning and analyzes the contribution of the andragogic approach to adult learning. Chapter 2 offers an alternative model--gynagogy--and…

A Comparison of Learning Outcomes for Adult Students in On-Site and Online Service-Learning

ERIC Educational Resources Information Center

Schwehm, Jeremy S.; Lasker-Scott, Tennille; Elufiede, Oluwakemi

2017-01-01

As noted by Kolb's (1984) experiential learning theory, adults learn best through experiences. Typically delivered in a traditional, face-to-face classroom setting, service-learning integrates the knowledge learned in the classroom with real-world experience and community service. E-service-learning, service-learning delivered in part or entirely…

The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory

NASA Astrophysics Data System (ADS)

Cao, Xianzhong; Wang, Feng; Zheng, Zhongmei

The paper reports an educational experiment on the e-Learning instructional design model based on Cognitive Flexibility Theory, the experiment were made to explore the feasibility and effectiveness of the model in promoting the learning quality in ill-structured domain. The study performed the experiment on two groups of students: one group learned through the system designed by the model and the other learned by the traditional method. The results of the experiment indicate that the e-Learning designed through the model is helpful to promote the intrinsic motivation, learning quality in ill-structured domains, ability to resolve ill-structured problem and creative thinking ability of the students.

[Spectral characteristics variations of chromophoric dissolved organic matter during growth of filamentous green macroalgae].

PubMed

Jiang, De-gang; Huang, Qing-hui; Li, Jian-hua

2010-07-01

As an important component of dissolved organic matter (DOM), chromophoric dissolved organic matter (CDOM) plays a central role in the global biogeochemical carbon cycle. Macroalgae are essential producers in aquatic ecosystems. They can release a considerable part of photosynthetic products as CDOM. So changes in optical properties of CDOM are studied on filamentous green macroalgae-Chadophorasle found in tidal flats of a brackish Lake Beihu in natural field condition by using spectrometry. Humic-like fluorescence peaks and protein-like fluorescence peaks detected by fluorescence excitation-emission matrix spectrum (EEMS) change little in control experiment but increase dramatically in incubation experiment. Applying parallel factor analysis (PARAFAC) together with fluorescence excitation-emission matrix can get four components of CDOM (C1, C2, C3 and C4) which are relative to humic-like fluorescence peak A(C), M and protein-like fluorescence peak B, T respectively. In incubation experiment four components increase by 211.5%, 255.8%, 75.3% and 129.3% respectively while in control experiment components have little changes except C1 decreasing by 34.3%. Absorption coefficient alpha (355) increases by 92.9% and has positive significant correlation (P < 0.01) with the four components in incubation-experiment while alpha (355) decreases by 59.8% and only has correlation (P < 0.05) with C1 in control experiment. As the parameters representing CDOM molecular weight and composition, M and S values in incubation experiment are smaller than in control experiment, which illustrate that aromatic and macromolecular CDOM is produced in growth of Chadophorasle. All results indicate that growth of Chadophorasle can change the content and composition of CDOM.

Development pathways in learning to be a physiotherapist.

PubMed

Lindquist, Ingrid; Engardt, Margareta; Garnham, Liz; Poland, Fiona; Richardson, Barbara

2006-09-01

Few studies have examined the experiences of students' professional socialization in physiotherapy. This international longitudinal study aimed to study experiences of situated learning and change in a student cohort during a physiotherapy education programme. A phenomenographic design with semi-structured interviews was carried out with a cohort of physiotherapy students from two sites, strategically selected for variation in gender, age, educational background, work experience and academic level. Interviews were carried out after each of the first five semesters in the programme by a team of researchers. Seventy-six interviews explored students' learning experiences. Analysis identified the variation in experiences seen as important to becoming a physiotherapist. Distinct perceptions of professional growth and progression are identified in four pathways of development: 'Reflecting on Practice'; 'Communicating with Others'; 'Performing Skills'; and 'Searching Evidence'. These pathways demonstrate qualitative differences in the focus of learning experiences and preferred learning context, and include learning in a context which supports reflection, learning as agreed by others in a context with patients and other professionals, learning physiotherapy skills in a practice context and learning formal knowledge in a context where theory can be linked with practice. In a cohort of students professional growth can be seen in a variety of development pathways. Each shows progress of professional growth in the 'what' as changes in experiences and the 'how' as ways of learning from them. In addition, the pattern of pathways in a cohort may change from one semester to another suggesting individuals may adopt different learning pathways throughout their education. Teaching staff are challenged to consider how they recognize a variation in development pathways in their student cohorts and how they purposefully ensure experiences to guide students through different learning pathways in socialization to become a physiotherapist.

Experiential Learning Theory as One of the Foundations of Adult Learning Practice Worldwide

ERIC Educational Resources Information Center

Dernova, Maiya

2015-01-01

The paper presents the analysis of existing theory, assumptions, and models of adult experiential learning. The experiential learning is a learning based on a learning cycle guided by the dual dialectics of action-reflection and experience-abstraction. It defines learning as a process of knowledge creation through experience transformation, so…

Learning Together: The Role of the Online Community in Army Professional Education

DTIC Science & Technology

2005-05-26

Kolb , Experiential Learning : Experience as the Source of Learning and Development... Experiential Learning One model frequently discussed is experiential learning .15 Kolb develops this model through analysis of older models. One of the...observations about the experience. Kolb develops several characteristics of adult learning . Kolb discusses his model of experiential learning

What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

ERIC Educational Resources Information Center

Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

2015-01-01

This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…

Can You Do It? How Preschoolers Judge Whether Others Have Learned

ERIC Educational Resources Information Center

Sobel, David M.

2015-01-01

Two experiments investigated how preschoolers judge whether learning has occurred. Experiment 1 showed that 3- and 4-year-olds used an individual's ability to demonstrate knowledge to judge whether he/she had learned something, regardless of that individual's claim about whether he/she had learned. Experiment 2 considered whether children…

Making It Personal: The Importance of Student Experience in Creating Autonomy-Supportive Classrooms for Millennial Learners

ERIC Educational Resources Information Center

Conklin, Thomas A.

2013-01-01

This article reviews andragogy as the philosophy resident in the broad arena of experience-based learning. Beneath the umbrella of experience-based learning lie the specific classroom orientations of student-centered learning, problem-based learning, and classrooms as organizations. These orientations contribute to the creation of…

A Rasch Analysis on Total Learning Experience of UKM Engineering Students

ERIC Educational Resources Information Center

Aziz, Azrilah Abdul; Khatimin, Nuraini; Mastor, Khairul Anwar; Zaharim, Azami; Yasin, Siti Hanani Mat

2013-01-01

Learning experience has always been influenced by not only the academic materials presented to students, but also others factors within the surroundings of the students. Assessment is conducted to monitor the students' total learning experience (TLE) throughout their academic tenure-ship at the higher learning institution. UKM has taken the…

The Implementation of Service-Learning in Graduate Instructional Design Coursework

ERIC Educational Resources Information Center

Stefaniak, Jill E.

2015-01-01

This paper describes the design of service-learning experiences with a graduate-level instructional design course. Service-learning provides students with real-life experiences in a situated-learning environment. Students were tasked with working on an instructional design project in a real-world setting to gain consultative experience. This paper…

The M-Learning Experience of Language Learners in Informal Settings

ERIC Educational Resources Information Center

Sendurur, Emine; Efendioglu, Esra; Çaliskan, Neslihan Yondemir; Boldbaatar, Nomin; Kandin, Emine; Namazli, Sevinç

2017-01-01

This study is designed to understand the informal language learners' experiences of m-learning applications. The aim is two-folded: (i) to extract the reasons why m-learning applications are preferred and (ii) to explore the user experience of Duolingo m-learning application. We interviewed 18 voluntary Duolingo users. The findings suggest that…

Learning in Context: Linguistic and Attentional Constraints on Children's Color Term Learning

ERIC Educational Resources Information Center

O'Hanlon, Catherine G.; Roberson, Debi

2006-01-01

Three experiments investigated whether linguistic and/or attentional constraints might account for preschoolers' difficulties when learning color terms. Task structure and demands were equated across experiments, and both speed and degree of learning were compared. In Experiment 1, 3-year-olds who were matched on vocabulary score were taught new…

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…

Culturally and linguistically diverse healthcare students' experiences of learning in a clinical environment: A systematic review of qualitative studies.

PubMed

Mikkonen, Kristina; Elo, Satu; Kuivila, Heli-Maria; Tuomikoski, Anna-Maria; Kääriäinen, Maria

2016-02-01

Learning in the clinical environment of healthcare students plays a significant part in higher education. The greatest challenges for culturally and linguistically diverse healthcare students were found in clinical placements, where differences in language and culture have been shown to cause learning obstacles for students. There has been no systematic review conducted to examine culturally and linguistically diverse healthcare students' experiences of their learning in the clinical environment. This systematic review aims to identify culturally and linguistically diverse healthcare students' experiences of learning in a clinical environment. The search strategy followed the guidelines of the Centre of Reviews and Dissemination. The original studies were identified from seven databases (CINAHL, Medline Ovid, Scopus, Web of Science, Academic Search Premiere, Eric and Cochrane Library) for the period 2000-2014. Two researchers selected studies based on titles, abstracts and full texts using inclusion criteria and assessed the quality of studies independently. Twelve original studies were chosen for the review. The culturally and linguistically diverse healthcare students' learning experiences were divided into three influential aspects of learning in a clinical environment: experiences with implementation processes and provision; experiences with peers and mentors; and experiences with university support and instructions. The main findings indicate that culturally and linguistically diverse healthcare students embarking on clinical placements initially find integration stressful. Implementing the process of learning in a clinical environment requires additional time, well prepared pedagogical orientation, prior cultural and language education, and support for students and clinical staff. Barriers to learning by culturally and linguistically diverse healthcare students were not being recognized and individuals were not considered motivated; learners experienced the strain of being different, and faced language difficulties. Clinical staff attitudes influenced students' clinical learning experiences and outcomes. Additional education in culture and language for students and clinical staff is considered essential to improve the clinical learning experiences of culturally and linguistically diverse healthcare students. Further studies of culturally and linguistically diverse healthcare students' learning experiences in the clinical environment need to be conducted in order to examine influential aspects on the clinical learning found in the review. Copyright © 2015 Elsevier Ltd. All rights reserved.

Bridging the gap between peak and average loads on science networks

DOE PAGES

Nickolay, Sam; Jung, Eun -Sung; Kettimuthu, Rajkumar; ...

2017-05-12

Backbone networks are typically overprovisioned in order to support peak loads. Research and education networks (RENs), for example, are often designed to operate at 20–30% of capacity. Thus, Internet2 upgrades its backbone interconnects when the weekly 95th-percentile load is reliably above 30% of link capacity, and analysis of ESnet traffic between major laboratories shows a substantial gap between peak and average utilization. As science data volumes increase exponentially, it is unclear whether this overprovisioning trend can continue into the future. Even if overprovisioning is possible, it may not be the most cost-effective (and desirable) approach going forward. Under the currentmore » mode of free access to RENs, traffic at peak load may include both flows that need to be transferred in near-real time–for example, for computation and instrument monitoring and steering–and flows that are less time-critical, for example, archival and storage replication operations. Thus, peak load does not necessarily indicate the capacity that is absolutely required at that moment. We thus examine how data transfers are impacted when the average network load is increased while the network capacity is kept at the current levels. We also classify data transfers into on-demand (time-critical) and best-effort (less time-critical) and study the impact on both classes for different proportions of both the number of on-demand transfers and amount of bandwidth allocated for on-demand transfers. For our study, we use real transfer logs from production GridFTP servers to do simulation-based experiments as well as real experiments on a testbed. We find that when the transfer load is doubled and the network capacity is fixed at the current level, the gap between peak and average throughput decreases by an average of 18% in the simulation experiments and 16% in the testbed experiments, and the average slowdown experienced by the data transfers is under 1.5×. Moreover, when transfers are classified as on-demand or best-effort, on-demand transfers experience almost no slowdown and the mean slowdown experienced by best-effort transfers is under 2× in the simulation experiments and under 1.2× in the testbed experiments.« less

Bridging the gap between peak and average loads on science networks

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

Nickolay, Sam; Jung, Eun -Sung; Kettimuthu, Rajkumar

Backbone networks are typically overprovisioned in order to support peak loads. Research and education networks (RENs), for example, are often designed to operate at 20–30% of capacity. Thus, Internet2 upgrades its backbone interconnects when the weekly 95th-percentile load is reliably above 30% of link capacity, and analysis of ESnet traffic between major laboratories shows a substantial gap between peak and average utilization. As science data volumes increase exponentially, it is unclear whether this overprovisioning trend can continue into the future. Even if overprovisioning is possible, it may not be the most cost-effective (and desirable) approach going forward. Under the currentmore » mode of free access to RENs, traffic at peak load may include both flows that need to be transferred in near-real time–for example, for computation and instrument monitoring and steering–and flows that are less time-critical, for example, archival and storage replication operations. Thus, peak load does not necessarily indicate the capacity that is absolutely required at that moment. We thus examine how data transfers are impacted when the average network load is increased while the network capacity is kept at the current levels. We also classify data transfers into on-demand (time-critical) and best-effort (less time-critical) and study the impact on both classes for different proportions of both the number of on-demand transfers and amount of bandwidth allocated for on-demand transfers. For our study, we use real transfer logs from production GridFTP servers to do simulation-based experiments as well as real experiments on a testbed. We find that when the transfer load is doubled and the network capacity is fixed at the current level, the gap between peak and average throughput decreases by an average of 18% in the simulation experiments and 16% in the testbed experiments, and the average slowdown experienced by the data transfers is under 1.5×. Moreover, when transfers are classified as on-demand or best-effort, on-demand transfers experience almost no slowdown and the mean slowdown experienced by best-effort transfers is under 2× in the simulation experiments and under 1.2× in the testbed experiments.« less

A digital low-level radio-frequency system R&D for a 1.3 GHz nine-cell cavity

NASA Astrophysics Data System (ADS)

Qiu, Feng; Gao, Jie; Lin, Hai-Ying; Liu, Rong; Ma, Xin-Peng; Sha, Peng; Sun, Yi; Wang, Guang-Wei; Wang, Qun-Yao; Xu, Bo

2012-03-01

To test and verify the performance of the digital low-level radio-frequency (LLRF) and tuner system designed by the IHEP RF group, an experimental platform with a retired KEK 1.3 GHz nine-cell cavity is set up. A radio-frequency (RF) field is established successfully in the cavity and the frequency of the cavity is locked by the tuner in ±0.5° (about ±1.2 kHz) at room temperature. The digital LLRF system performs well in a five-hour experiment, and the results show that the system achieves field stability at amplitude <0.1% (peak to peak) and phase <0.1° (peak to peak). This index satisfies the requirements of the International Linear Collider (ILC), and this paper describes this closed-loop experiment of the LLRF system.

Submicrosecond characteristics of lightning return-stroke currents

NASA Technical Reports Server (NTRS)

Leteinturier, Christiane; Hamelin, Joel H.; Eybert-Berard, Andre

1991-01-01

The authors describe the experimental results obtained during 1987 and 1988 triggered-lightning experiments in Florida. Seventy-four simultaneous submicrosecond time-resolved measurements of triggered return-stroke current (I) and current derivative (dI/dt) were made in Florida in 1987 and 1988. Peak currents ranged from about 5 to 76 kA, peak dI/dt amplitude from 13 to 411 kA/microsec and rise time from 90 to 1000 ns. The mean peak dI/dt values of 110 kA/microsec were 2-3 times higher than data from instrumented towers and peak I and dI/dt appear to be positively correlated. These data confirm previous experiments and conclusions supported by forty measurements. They are important in order to define, for example, standards for lightning protection. Present standards give a dI/dt maximum of 140 kA/microsec.

BiPACE 2D--graph-based multiple alignment for comprehensive 2D gas chromatography-mass spectrometry.

PubMed

Hoffmann, Nils; Wilhelm, Mathias; Doebbe, Anja; Niehaus, Karsten; Stoye, Jens

2014-04-01

Comprehensive 2D gas chromatography-mass spectrometry is an established method for the analysis of complex mixtures in analytical chemistry and metabolomics. It produces large amounts of data that require semiautomatic, but preferably automatic handling. This involves the location of significant signals (peaks) and their matching and alignment across different measurements. To date, there exist only a few openly available algorithms for the retention time alignment of peaks originating from such experiments that scale well with increasing sample and peak numbers, while providing reliable alignment results. We describe BiPACE 2D, an automated algorithm for retention time alignment of peaks from 2D gas chromatography-mass spectrometry experiments and evaluate it on three previously published datasets against the mSPA, SWPA and Guineu algorithms. We also provide a fourth dataset from an experiment studying the H2 production of two different strains of Chlamydomonas reinhardtii that is available from the MetaboLights database together with the experimental protocol, peak-detection results and manually curated multiple peak alignment for future comparability with newly developed algorithms. BiPACE 2D is contained in the freely available Maltcms framework, version 1.3, hosted at http://maltcms.sf.net, under the terms of the L-GPL v3 or Eclipse Open Source licenses. The software used for the evaluation along with the underlying datasets is available at the same location. The C.reinhardtii dataset is freely available at http://www.ebi.ac.uk/metabolights/MTBLS37.

Evoked prior learning experience and approach to learning as predictors of academic achievement.

PubMed

Trigwell, Keith; Ashwin, Paul; Millan, Elena S

2013-09-01

In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. To investigate how students' evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self-efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. A 77-item questionnaire was used to gather students' self-report of their evoked prior experience (self-efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi-variable (structural equation modelling) methods. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi-variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self-efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was not related to academic achievement, and teaching quality and conceptions of learning were only indirectly related to achievement. Research aimed at understanding how students experience their learning environment and how that experience relates to the quality of their learning needs to be conducted using a wider range of variables and more sophisticated analytical methods. In this study of one context, some of the relations found in earlier bivariate studies, and on which learning intervention strategies have been built, are not confirmed when more holistic teaching-learning contexts are analysed using multi-variable methods. © 2012 The British Psychological Society.

Preceptors' Experience of Nursing Service-Learning Projects.

PubMed

Voss, Heather C

2016-03-01

Service-learning is a teaching-learning strategy in higher education that provides hands-on experiences in authentic clinical environments. Mutual decision making, shared goals, reciprocity, and tangible benefits to organizations and the people they serve are hallmarks of service-learning. However, the literature is sparse pertaining to preceptor experiences with service-learning projects, the extent of reciprocity, or the projects' impact on those who received the service. A small phenomenological study was conducted to better understand the experiences of four community-based health professionals who worked with nursing students on service-learning projects. Four themes emerged from face-to-face interviews and written reflections: (a) reciprocity among preceptor, clinical faculty, and student, (b) intentional planning and project clarity, (c) meaningful and authentic experience, and (d) valued and beneficial contributions that addressed a need. Insight gained from the experiences of the four preceptors in this study suggest that through careful planning and reciprocity, service-learning can have a positive impact on community-based organizations and the people they serve. Copyright 2016, SLACK Incorporated.

The Learning Context: Influence on Learning to Program

ERIC Educational Resources Information Center

Govender, Irene

2009-01-01

In this paper the influence of the learning context is considered when learning to program. For the purposes of this study, the lectures, study process, previous knowledge or teaching experience and tests comprised the learning context. The article argues that students' experiences of the learning context have important implications for teaching…

Student Reflections on an LIS Internship from a Service Learning Perspective Supporting Multiple Learning Theories

ERIC Educational Resources Information Center

Cooper, Linda Z.

2013-01-01

This paper presents a case study that examines an internship as service learning and participating students' perceptions of their learning in two learning environments. The internship experience in this situation is first examined to ascertain that it qualifies as service learning. At the conclusion of this service learning internship experience,…

The Nature of Self-Directed Learning and Transformational Learning in Self-Managing Bipolar Disorder to Stay Well

ERIC Educational Resources Information Center

Francik, Wendy A.

2012-01-01

The purpose of the research was to explore the self-directed learning and transformational learning experiences among persons with bipolar disorder. A review of previous research pointed out how personal experiences with self-directed learning and transformational learning facilitated individuals' learning to manage HIV, Methicillan-resitant…

Precision and Accuracy in PDV and VISAR

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

Ambrose, W. P.

2017-08-22

This is a technical report discussing our current level of understanding of a wide and varying distribution of uncertainties in velocity results from Photonic Doppler Velocimetry in its application to gas gun experiments. Using propagation of errors methods with statistical averaging of photon number fluctuation in the detected photocurrent and subsequent addition of electronic recording noise, we learn that the velocity uncertainty in VISAR can be written in closed form. For PDV, the non-linear frequency transform and peak fitting methods employed make propagation of errors estimates notoriously more difficult to write down in closed form expect in the limit ofmore » constant velocity and low time resolution (large analysis-window width). An alternative method of error propagation in PDV is to use Monte Carlo methods with a simulation of the time domain signal based on results from the spectral domain. A key problem for Monte Carlo estimation for an experiment is a correct estimate of that portion of the time-domain noise associated with the peak-fitting region-of-interesting in the spectral domain. Using short-time Fourier transformation spectral analysis and working with the phase dependent real and imaginary parts allows removal of amplitude-noise cross terms that invariably show up when working with correlation-based methods or FFT power spectra. Estimation of the noise associated with a given spectral region of interest is then possible. At this level of progress, we learn that Monte Carlo trials with random recording noise and initial (uncontrolled) phase yields velocity uncertainties that are not as large as those observed. In a search for additional noise sources, a speckleinterference modulation contribution with off axis rays was investigated, and was found to add a velocity variation beyond that from the recording noise (due to random interference between off axis rays), but in our experiments the speckle modulation precision was not as important as the recording noise precision. But from these investigations we do appreciate that the velocity-uncertainty itself has a wide distribution of values that varies with signal-amplitude modulation (is not a single value). To provide a rough rule of thumb for the velocity uncertainty, we computed the average of the relative standard deviation distributions from 60 recorded traces (with distributions of uncertainties roughly between 0.1 % to 1 % in each trace) and found a mean of the distribution of uncertainties for our experiments is not better than 0.4 % at an analysis window width of 5 ns (although for brief intervals it can be as good as 0.1 %). Further imagination and testing may be needed to reveal other possible hydrodynamics-related sources of velocity error in PDV.« less

C4'/H4' selective, non-uniformly sampled 4D HC(P)CH experiment for sequential assignments of (13)C-labeled RNAs.

PubMed

Saxena, Saurabh; Stanek, Jan; Cevec, Mirko; Plavec, Janez; Koźmiński, Wiktor

2014-11-01

A through bond, C4'/H4' selective, "out and stay" type 4D HC(P)CH experiment is introduced which provides sequential connectivity via H4'(i)-C4'(i)-C4'(i-1)-H4'(i-1) correlations. The (31)P dimension (used in the conventional 3D HCP experiment) is replaced with evolution of better dispersed C4' dimension. The experiment fully utilizes (13)C-labeling of RNA by inclusion of two C4' evolution periods. An additional evolution of H4' is included to further enhance peak resolution. Band selective (13)C inversion pulses are used to achieve selectivity and prevent signal dephasing due to the of C4'-C3' and C4'-C5' homonuclear couplings. For reasonable resolution, non-uniform sampling is employed in all indirect dimensions. To reduce sensitivity losses, multiple quantum coherences are preserved during shared-time evolution and coherence transfer delays. In the experiment the intra-nucleotide peaks are suppressed whereas inter-nucleotide peaks are enhanced to reduce the ambiguities. The performance of the experiment is verified on a fully (13)C, (15)N-labeled 34-nt hairpin RNA comprising typical structure elements.

Knowledge Transfer in Health Care Through Digitally Collecting Learning Experiences - Results of Witra Care.

PubMed

Behrends, Marianne; Kupka, Thomas; Schmeer, Regina; Meyenburg-Altwarg, Iris; Marschollek, Michael

2016-01-01

The goal of the project Witra Care was to investigate how far the use of mobile technology is suitable to collect experience-based knowledge of nurses. Nine new employees and seven experienced nurses received for six weeks a mobile phone or a tablet pc with a mobile application that allowed them to collect learning object as pictures, videos, audio files or notes. In Witra Care the nurses created 303 learning objects. They have found the collecting of learning experiences was helpful for their learning processes. The learning objects demonstrate various aspects of daily routines in nursing. The results of Witra Care show that the documentation of learning experiences with mobile devices helps to gather information about the practical knowledge in the daily work of nurses, identifies individual learning needs of the employees and supports them in their personal learning processes.

Chemical Environment Effects on K[beta]/K[alpha] Intensity Ratio: An X-Ray Fluorescence Experiment on Periodic Trends

ERIC Educational Resources Information Center

Durham, Chaney R.; Chase, Jeffery M.; Nivens, Delana A.; Baird, William H.; Padgett, Clifford W.

2011-01-01

X-ray fluorescence (XRF) data from an energy-dispersive XRF instrument were used to investigate the chlorine K[alpha] and K[beta] peaks in several group 1 salts. The ratio of the peak intensity is sensitive to the local chemical environment of the chlorine atoms studied in this experiment and it shows a periodic trend for these salts. (Contains 1…

The Relationship Between Levels of Fidelity in Simulation, Traditional Clinical Experiences and Objectives.

PubMed

Gore, Teresa

2017-06-15

The purpose of this study was to explore the relationship of baccalaureate nursing students' (BSN) perceived learning effectiveness using the Clinical Learning Environments Comparison Survey of different levels of fidelity simulation and traditional clinical experiences. A convenience sample of 103 first semester BSN enrolled in a fundamental/assessment clinical course and 155 fifth semester BSN enrolled in a leadership clinical course participated in this study. A descriptive correlational design was used for this cross-sectional study to evaluate students' perceptions after a simulation experience and the completion of the traditional clinical experiences. The subscales measured were communication, nursing leadership, and teaching-learning dyad. No statistical differences were noted based on the learning objectives. The communication subscale showed a tendency toward preference for traditional clinical experiences in meeting students perceived learning for communication. For student perceived learning effectiveness, faculty should determine the appropriate level of fidelity in simulation based on the learning objectives.

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

PubMed

Sanchez, Daniel J; Reber, Paul J

2012-04-01

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

Kinematic measurements of the vocal-fold displacement waveform in typical children and adult populations: quantification of high-speed endoscopic videos.

PubMed

Patel, Rita; Donohue, Kevin D; Unnikrishnan, Harikrishnan; Kryscio, Richard J

2015-04-01

This article presents a quantitative method for assessing instantaneous and average lateral vocal-fold motion from high-speed digital imaging, with a focus on developmental changes in vocal-fold kinematics during childhood. Vocal-fold vibrations were analyzed for 28 children (aged 5-11 years) and 28 adults (aged 21-45 years) without voice disorders. The following kinematic features were analyzed from the vocal-fold displacement waveforms: relative velocity-based features (normalized average and peak opening and closing velocities), relative acceleration-based features (normalized peak opening and closing accelerations), speed quotient, and normalized peak displacement. Children exhibited significantly larger normalized peak displacements, normalized average and peak opening velocities, normalized average and peak closing velocities, peak opening and closing accelerations, and speed quotient compared to adult women. Values of normalized average closing velocity and speed quotient were higher in children compared to adult men. When compared to adult men, developing children typically have higher estimates of kinematic features related to normalized displacement and its derivatives. In most cases, the kinematic features of children are closer to those of adult men than adult women. Even though boys experience greater changes in glottal length and pitch as they mature, results indicate that girls experience greater changes in kinematic features compared to boys.

Learning style and laparoscopic experience in psychomotor skill performance using a virtual reality surgical simulator.

PubMed

Windsor, John A; Diener, Scott; Zoha, Farah

2008-06-01

People learn in different ways, and training techniques and technologies should accommodate individual learning needs. This pilot study looks at the relationship between learning style, as measured with the Multiple Intelligences Developmental Assessment Scales (MIDAS), laparoscopic surgery experience and psychomotor skill performance using the MIST VR surgical simulator. Five groups of volunteer subjects were selected from undergraduate tertiary students, medical students, novice surgical trainees, advanced surgical trainees and experienced laparoscopic surgeons. Each group was administered the MIDAS followed by two simulated surgical tasks on the MIST VR simulator. There was a striking homogeny of learning styles amongst experienced laparoscopic surgeons. Significant differences in the distribution of primary learning styles were found (P < .01) between subjects with minimal surgical training and those with considerable experience. A bodily-kinesthetic learning style, irrespective of experience, was associated with the best performance of the laparoscopic tasks. This is the first study to highlight the relationship between learning style, psychomotor skill and laparoscopic surgical experience with implications for surgeon selection, training and credentialling.

Simple and conditional visual discrimination with wheel running as reinforcement in rats.

PubMed

Iversen, I H

1998-09-01

Three experiments explored whether access to wheel running is sufficient as reinforcement to establish and maintain simple and conditional visual discriminations in nondeprived rats. In Experiment 1, 2 rats learned to press a lit key to produce access to running; responding was virtually absent when the key was dark, but latencies to respond were longer than for customary food and water reinforcers. Increases in the intertrial interval did not improve the discrimination performance. In Experiment 2, 3 rats acquired a go-left/go-right discrimination with a trial-initiating response and reached an accuracy that exceeded 80%; when two keys showed a steady light, pressing the left key produced access to running whereas pressing the right key produced access to running when both keys showed blinking light. Latencies to respond to the lights shortened when the trial-initiation response was introduced and became much shorter than in Experiment 1. In Experiment 3, 1 rat acquired a conditional discrimination task (matching to sample) with steady versus blinking lights at an accuracy exceeding 80%. A trial-initiation response allowed self-paced trials as in Experiment 2. When the rat was exposed to the task for 19 successive 24-hr periods with access to food and water, the discrimination performance settled in a typical circadian pattern and peak accuracy exceeded 90%. When the trial-initiation response was under extinction, without access to running, the circadian activity pattern determined the time of spontaneous recovery. The experiments demonstrate that wheel-running reinforcement can be used to establish and maintain simple and conditional visual discriminations in nondeprived rats.

Enhancing E-Learning through Teacher Support: Two Experiences

ERIC Educational Resources Information Center

Gaudioso, E.; Hernandez-del-Olmo, F.; Montero, M.

2009-01-01

Teachers in e-learning play a crucial role as facilitators of the students' learning experiences. To this end, a teacher needs to monitor, understand and evaluate the activity of the students in the course. What is more, e-learning can be enhanced if tools for supporting teachers in this task are provided. In this paper, two experiences are…

Grounded Learning Experience: Helping Students Learn Physics through Visuo-Haptic Priming and Instruction

ERIC Educational Resources Information Center

Huang, Shih-Chieh Douglas

2013-01-01

In this dissertation, I investigate the effects of a grounded learning experience on college students' mental models of physics systems. The grounded learning experience consisted of a priming stage and an instruction stage, and within each stage, one of two different types of visuo-haptic representation was applied: visuo-gestural simulation…

A Student's Experience and View on College Teaching and Learning

ERIC Educational Resources Information Center

Atkinson, Kristin

2013-01-01

Through my college experience and my reflection on The Scholarship of Teaching and Learning Reconsidered, I have come to recognize several ideas that have greatly impacted me, my views on learning, and my actual learning. My overall experience in college has been beneficial because of the teachers who approached teaching with a more conscious…

Online or Face-to-Face? Students' Experiences and Preferences in E-Learning

ERIC Educational Resources Information Center

Paechter, Manuela; Maier, Brigitte

2010-01-01

Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning components? These questions were the subject of a research study in a sample of 2196 students from 29 Austrian universities. The students completed a questionnaire on their experiences attending an…

Creating Ripples: An Exploration of Sansei Women's Experiences of Expressive Practices in a Holistic Approach to Learning about Oppression and Privilege

ERIC Educational Resources Information Center

Kaya, Katherine

2013-01-01

Although much has been written recently about holistic orientations to transformative learning, including its theoretical foundations and frameworks for designing learning experiences that engage multiple epistemologies, little is known about learners' experiences and about how engaging multiple epistemologies can foster learning that is…

A Qualitative Investigation into the Experiences of Having a Parent with a Learning Disability

ERIC Educational Resources Information Center

Hewitt, Olivia; Clarke, Angela

2016-01-01

Background: More people with a learning disability are becoming parents. Little is known about the lived experiences of the children who have a parent with a learning disability. Methods: This study uses interpretative phenomenological analysis (IPA) to understand the lived experiences of people who have a parent with a learning disability. Five…

Community-based, Experiential Learning for Second Year Neuroscience Undergraduates

PubMed Central

Yu, Heather J.; Ramos-Goyette, Sharon; McCoy, John G.; Tirrell, Michael E.

2013-01-01

Service learning is becoming a keystone of the undergraduate learning experience. At Stonehill College, we implemented a service learning course, called a Learning Community, in Neuroscience. This course was created to complement the basic research available to Stonehill Neuroscience majors with experience in a more applied and “clinical” setting. The Neuroscience Learning Community is designed to promote a deep understanding of Neuroscience by combining traditional classroom instruction with clinical perspectives and real-life experiences. This Neuroscience Learning Community helps students translate abstract concepts within the context of neurodevelopment by providing students with contextual experience in a real-life, unscripted setting. The experiential learning outside of the classroom enabled students to participate in informed discussions in the classroom, especially with regard to neurodevelopmental disorders. We believe that all students taking this course gain an understanding of the importance of basic and applied Neuroscience as it relates to the individual and the community. Students also have used this concrete, learning-by-doing experience to make informed decisions about career paths and choice of major. PMID:24319392

The Calculation of Adsorption Isotherms from Chromatographic Peak Shapes

ERIC Educational Resources Information Center

Neumann, M. G.

1976-01-01

Discusses the relationship between adsorption isotherms and elution peak shapes in gas chromatography, and describes a laboratory experiment which involves the adsorption of hexane, cyclohexane, and benzene on alumina at different temperatures. (MLH)

Field Trips as Valuable Learning Experiences in Geography Courses

ERIC Educational Resources Information Center

Krakowka, Amy Richmond

2012-01-01

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

An Exploration of Middle School Teachers' Essences of Participation in Service-Learning Activities

ERIC Educational Resources Information Center

Cochran Holmes, Ashlee Elizabeth

2013-01-01

The purpose of this phenomenological study was to discover the essence of middle school service-learning teachers' experiences with service-learning. Service-learning is "a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility,…

Enhanced Experience Replay for Deep Reinforcement Learning

DTIC Science & Technology

2015-11-01

ARL-TR-7538 ● NOV 2015 US Army Research Laboratory Enhanced Experience Replay for Deep Reinforcement Learning by David Doria...Experience Replay for Deep Reinforcement Learning by David Doria, Bryan Dawson, and Manuel Vindiola Computational and Information Sciences Directorate...

Pre-registration nursing student's quality of practice learning: Clinical learning environment inventory (actual) questionnaire.

PubMed

Shivers, Eleanor; Hasson, Felicity; Slater, Paul

2017-08-01

Clinical learning is a vital component of nurse education and assessing student's experiences can provide useful insights for development. Whilst most research in this area has focused on the acute setting little attention has been given to all pre-registration nurses' experience across the clinical placements arenas. To examine of pre-registration nursing students (first, second and third year) assessment of their actual experiences of their most recent clinical learning clinical learning experience. A cross sectional survey involving a descriptive online anonymous questionnaire based on the clinical learning environment inventory tool. One higher education institution in the United Kingdom. Nursing students (n=147) enrolled in an undergraduate nursing degree. This questionnaire included demographic questions and the Clinical Learning Environment Inventory (CLEI) a 42 item tool measuring student's satisfaction with clinical placement. SPPS version 22 was employed to analyse data with descriptive and inferential statistics. Overall students were satisfied with their clinical learning experience across all placement areas. This was linked to the 6 constructs of the clinical learning environment inventory; personalization, innovation, individualization, task orientation, involvement, satisfaction. Significant differences in student experience were noted between age groups and student year but there was no difference noted between placement type, age and gender. Nursing students had a positive perception of their clinical learning experience, although there remains room for improvement. Enabling a greater understanding of students' perspective on the quality of clinical education is important for nursing education and future research. Copyright © 2017. Published by Elsevier Ltd.

A preliminary assessment of the effects of heat flux distribution and penetration on the creep rupture of a reactor vessel lower head

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

Chu, T.Y.; Bentz, J.; Simpson, R.

1997-02-01

The objective of the Lower Head Failure (LHF) Experiment Program is to experimentally investigate and characterize the failure of the reactor vessel lower head due to thermal and pressure loads under severe accident conditions. The experiment is performed using 1/5-scale models of a typical PWR pressure vessel. Experiments are performed for various internal pressure and imposed heat flux distributions with and without instrumentation guide tube penetrations. The experimental program is complemented by a modest modeling program based on the application of vessel creep rupture codes developed in the TMI Vessel Investigation Project. The first three experiments under the LHF programmore » investigated the creep rupture of simulated reactor pressure vessels without penetrations. The heat flux distributions for the three experiments are uniform (LHF-1), center-peaked (LHF-2), and side-peaked (LHF-3), respectively. For all the experiments, appreciable vessel deformation was observed to initiate at vessel wall temperatures above 900K and the vessel typically failed at approximately 1000K. The size of failure was always observed to be smaller than the heated region. For experiments with non-uniform heat flux distributions, failure typically occurs in the region of peak temperature. A brief discussion of the effect of penetration is also presented.« less

Effects of Learning Experience on Forgetting Rates of Item and Associative Memories

ERIC Educational Resources Information Center

Yang, Jiongjiong; Zhan, Lexia; Wang, Yingying; Du, Xiaoya; Zhou, Wenxi; Ning, Xueling; Sun, Qing; Moscovitch, Morris

2016-01-01

Are associative memories forgotten more quickly than item memories, and does the level of original learning differentially influence forgetting rates? In this study, we addressed these questions by having participants learn single words and word pairs once (Experiment 1), three times (Experiment 2), and six times (Experiment 3) in a massed…

Effectiveness of Personalised Learning Paths on Students Learning Experiences in an e-Learning Environment

ERIC Educational Resources Information Center

Santally, Mohammad Issack; Senteni, Alain

2013-01-01

Personalisation of e-learning environments is an interesting research area in which the learning experience of learners is generally believed to be improved when his or her personal learning preferences are taken into account. One such learning preference is the V-A-K instrument that classifies learners as visual, auditory or kinaesthetic. In this…

[Effects of water stress on red-edge parameters and yield in wheat cropping].

PubMed

He, Ke-Xun; Zaho, Shu-He; Lai, Jian-Bin; Luo, Yun-Xiao; Qin, Zhi-Hao

2013-08-01

The objective of the present paper is to study the influence of water stress on wheat spectrum red edge parameters by using field wheat spectrum data obtained from water stress experiment. Firstly, the authors analyzed the influence of water stress on wheat spectrum reflectance. Then the authors got the wheat red edge position and red edge peak through calculating wheat spectrum first-order differential and analyzed the influence of water stress on wheat red edge parameters. Finally the authors discussed the relationship between red peak and wheat yield. The results showed that the wheat red edge position shows "red shift" at the beginning of the wheat growth period and "blue shift" at the later period of the wheat growth period under the water stress experiment. Also, the red edge peak of the wheat showed that red edge peak increased with the water stress sharpening at the beginning of the wheat growth period, and then the red edge peak reduced with the water stress sharpening. The wheat red edge peak presented positive correlation with the wheat yield before the elongation period, and exhibited negative correlation after that period.

Auditory and motor imagery modulate learning in music performance

PubMed Central

Brown, Rachel M.; Palmer, Caroline

2013-01-01

Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians' encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies by listening without performing (auditory learning) or performing without sound (motor learning); following Learning, pianists performed the melodies from memory with auditory feedback (Recall). During either Learning (Experiment 1) or Recall (Experiment 2), pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced) and temporal regularity (variability of quarter-note interonset intervals) were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists' pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2). Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1): Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2): Higher auditory imagery skill predicted greater temporal regularity during Recall in the presence of auditory interference. Motor imagery aided pitch accuracy overall when interference conditions were manipulated at encoding (Experiment 1) but not at retrieval (Experiment 2). Thus, skilled performers' imagery abilities had distinct influences on encoding and retrieval of musical sequences. PMID:23847495

Rejecting salient distractors: Generalization from experience.

PubMed

Vatterott, Daniel B; Mozer, Michael C; Vecera, Shaun P

2018-02-01

Distraction impairs performance of many important, everyday tasks. Attentional control limits distraction by preferentially selecting important items for limited-capacity cognitive operations. Research in attentional control has typically investigated the degree to which selection of items is stimulus-driven versus goal-driven. Recent work finds that when observers initially learn a task, the selection is based on stimulus-driven factors, but through experience, goal-driven factors have an increasing influence. The modulation of selection by goals has been studied within the paradigm of learned distractor rejection, in which experience over a sequence of trials enables individuals eventually to ignore a perceptually salient distractor. The experiments presented examine whether observers can generalize learned distractor rejection to novel distractors. Observers searched for a target and ignored a salient color-singleton distractor that appeared in half of the trials. In Experiment 1, observers who learned distractor rejection in a variable environment rejected a novel distractor more effectively than observers who learned distractor rejection in a less variable, homogeneous environment, demonstrating that variable, heterogeneous stimulus environments encourage generalizable learned distractor rejection. Experiments 2 and 3 investigated the time course of learned distractor rejection across the experiment and found that after experiencing four color-singleton distractors in different blocks, observers could effectively reject subsequent novel color-singleton distractors. These results suggest that the optimization of attentional control to the task environment can be interpreted as a form of learning, demonstrating experience's critical role in attentional control.

Development of a 500-Watt portable generator

NASA Astrophysics Data System (ADS)

Knochenhauer, Robert John

In many commercial and recreational environments where power is unavailable, there is a need for lightweight, efficient, reasonably priced and quiet power sources that can recharge batteries for various portable devices. The current benchmark device is the Honda EU1000i, a 1000-Watt (peak) generator that weighs only 29 pounds (dry) and has a respectable noise level of 59 dB (at 7 meters) under peak power loading. The intent of this thesis study is to focus on the thermal management of a novel generator design that develops peak power of 500-Watts, weighs in at less than 20 pounds (dry) and has a reasonably low noise level at peak power loading. Through the course of this assessment, two key lessons are learned: • Liquid cooling at this scale is possible, but not practical • Renewable power sources (wind turbines and/or solar panels) are viable alternatives when used in environments that offer suitable conditions.

Reduction of peak energy demand based on smart appliances energy consumption adjustment

NASA Astrophysics Data System (ADS)

Powroźnik, P.; Szulim, R.

2017-08-01

In the paper the concept of elastic model of energy management for smart grid and micro smart grid is presented. For the proposed model a method for reducing peak demand in micro smart grid has been defined. The idea of peak demand reduction in elastic model of energy management is to introduce a balance between demand and supply of current power for the given Micro Smart Grid in the given moment. The results of the simulations studies were presented. They were carried out on real household data available on UCI Machine Learning Repository. The results may have practical application in the smart grid networks, where there is a need for smart appliances energy consumption adjustment. The article presents a proposal to implement the elastic model of energy management as the cloud computing solution. This approach of peak demand reduction might have application particularly in a large smart grid.

Training future health providers to care for the underserved: a pilot interprofessional experience.

PubMed

Hasnain, Memoona; Koronkowski, Michael J; Kondratowicz, Diane M; Goliak, Kristen L

2012-01-01

Interprofessional teamwork is essential for effective delivery of health care to all patients, particularly the vulnerable and underserved. This brief communication describes a pilot interprofessional learning experience designed to introduce medicine and pharmacy students to critical health issues affecting at-risk, vulnerable patients and helping students learn the value of functioning effectively in interprofessional teams. With reflective practice as an overarching principle, readings, writing assignments, a community-based immersion experience, discussion seminars, and presentations were organized to cultivate students' insights into key issues impacting the health and well-being of vulnerable patients. A written program evaluation form was used to gather students' feedback about this learning experience. Participating students evaluated this learning experience positively. Both quantitative and qualitative input indicated the usefulness of this learning experience in stimulating learners' thinking and helping them learn to work collaboratively with peers from another discipline to understand and address health issues for at-risk, vulnerable patients within their community. This pilot educational activity helped medicine and pharmacy students learn the value of functioning effectively in interprofessional teams. Given the importance of interprofessional teamwork and the increasing need to respond to the health needs of underserved populations, integrating interprofessional learning experiences in health professions training is highly relevant, feasible, and critically needed.

Science Teachers' Perceptions of the Relationship Between Game Play and Inquiry Learning

NASA Astrophysics Data System (ADS)

Mezei, Jessica M.

The implementation of inquiry learning in American science classrooms remains a challenge. Teachers' perceptions of inquiry learning are predicated on their past educational experiences, which means outdated methods of learning may influence teachers' instructional approaches. In order to enhance their understanding and ultimately their implementation of inquiry learning, teachers need new and more relevant models. This study takes a preliminary step exploring the potential of game play as a valuable experience for science teachers. It has been proposed that game play and inquiry experiences can embody constructivist processes of learning, however there has been little work done with science teachers to systematically explore the relationship between the two. Game play may be an effective new model for teacher education and it is important to understand if and how teachers relate game playing experience and knowledge to inquiry. This study examined science teachers' game playing experiences and their perceptions of inquiry experiences and evaluated teacher's recognition of learning in both contexts. Data was collected through an online survey (N=246) and a series of follow-up interviews (N=29). Research questions guiding the study were: (1) What is the nature of the relationship between science teachers' game experience and their perceptions of inquiry? (2) How do teachers describe learning in and from game playing as compared with inquiry science learning? and (3) What is the range of similarities and differences teachers articulate between game play and inquiry experiences?. Results showed weak quantitative links between science teachers' game experiences and their perceptions of inquiry, but identified promising game variables such as belief in games as learning tools, game experiences, and playing a diverse set of games for future study. The qualitative data suggests that teachers made broad linkages in terms of parallels of both teaching and learning. Teachers mostly articulated learning connections in terms of the active or participatory nature of the experiences. Additionally, a majority of teachers discussed inquiry learning in concert with inquiry teaching which led to a wider range of comparisons made based on the teacher's interpretation of inquiry as a pedagogical approach instead of focusing solely on inquiry learning. This study has implications for both research and practice. Results demonstrate that teachers are interested in game play as it relates to learning and the linkages teachers made between the domains suggests it may yet prove to be a fruitful analogical device that could be leveraged for teacher development. However, further study is needed to test these claims and ultimately, research that further aligns the benefits of game play experiences to teacher practice is encouraged in order to build on the propositions and findings of this thesis.

Cardiorespiratory Fitness Attenuates the Influence of Amyloid on Cognition.

PubMed

Schultz, Stephanie A; Boots, Elizabeth A; Almeida, Rodrigo P; Oh, Jennifer M; Einerson, Jean; Korcarz, Claudia E; Edwards, Dorothy F; Koscik, Rebecca L; Dowling, Maritza N; Gallagher, Catherine L; Bendlin, Barbara B; Christian, Bradley T; Zetterberg, Henrik; Blennow, Kaj; Carlsson, Cynthia M; Asthana, Sanjay; Hermann, Bruce P; Sager, Mark A; Johnson, Sterling C; Stein, James H; Okonkwo, Ozioma C

2015-11-01

The aim of this study was to examine cross-sectionally whether higher cardiorespiratory fitness (CRF) might favorably modify amyloid-β (Aβ)-related decrements in cognition in a cohort of late-middle-aged adults at risk for Alzheimer's disease (AD). Sixty-nine enrollees in the Wisconsin Registry for Alzheimer's Prevention participated in this study. They completed a comprehensive neuropsychological exam, underwent 11C Pittsburgh Compound B (PiB)-PET imaging, and performed a graded treadmill exercise test to volitional exhaustion. Peak oxygen consumption (VO2peak) during the exercise test was used as the index of CRF. Forty-five participants also underwent lumbar puncture for collection of cerebrospinal fluid (CSF) samples, from which Aβ42 was immunoassayed. Covariate-adjusted regression analyses were used to test whether the association between Aβ and cognition was modified by CRF. There were significant VO2peak*PiB-PET interactions for Immediate Memory (p=.041) and Verbal Learning & Memory (p=.025). There were also significant VO2peak*CSF Aβ42 interactions for Immediate Memory (p<.001) and Verbal Learning & Memory (p<.001). Specifically, in the context of high Aβ burden, that is, increased PiB-PET binding or reduced CSF Aβ42, individuals with higher CRF exhibited significantly better cognition compared with individuals with lower CRF. In a late-middle-aged, at-risk cohort, higher CRF is associated with a diminution of Aβ-related effects on cognition. These findings suggest that exercise might play an important role in the prevention of AD.

Cardiorespiratory fitness attenuates the influence of amyloid on cognition

PubMed Central

Schultz, Stephanie A.; Boots, Elizabeth A.; Almeida, Rodrigo P.; Oh, Jennifer M.; Einerson, Jean; Korcarz, Claudia E.; Edwards, Dorothy F.; Koscik, Rebecca L.; Dowling, Maritza N.; Gallagher, Catherine L.; Bendlin, Barbara B.; Christian, Bradley T.; Zetterberg, Henrik; Blennow, Kaj; Carlsson, Cynthia M.; Asthana, Sanjay; Hermann, Bruce P.; Sager, Mark A.; Johnson, Sterling C.; Stein, James H.; Okonkwo, Ozioma C.

2015-01-01

Objective To examine cross-sectionally whether higher cardiorespiratory fitness (CRF) might favorably modify amyloid-β (Aβ)-related decrements in cognition in a cohort of late-middle-aged adults at risk for Alzheimer's disease (AD). Methods Sixty-nine enrollees in the Wisconsin Registry for Alzheimer's Prevention participated in this study. They completed a comprehensive neuropsychological exam, underwent 11C Pittsburgh Compound B (PiB)-PET imaging, and performed a graded treadmill exercise test to volitional exhaustion. Peak oxygen consumption (VO2peak) during the exercise test was used as the index of CRF. Forty-five participants also underwent lumbar puncture for collection of cerebrospinal fluid (CSF) samples, from which Aβ42 was immunoassayed. Covariate-adjusted regression analyses were used to test whether the association between Aβ and cognition was modified by CRF. Results There were significant VO2peak*PiB-PET interactions for Immediate Memory (p= .041) and Verbal Learning & Memory (p= .025). There were also significant VO2peak*CSF Aβ42 interactions for Immediate Memory (p<.001) and Verbal Learning & Memory (p <.001). Specifically, in the context of high Aβ burden—i.e., increased PiB-PET binding or reduced CSF Aβ42—individuals with higher CRF exhibited significantly better cognition compared with individuals with lower CRF. Conclusion In a late-middle-aged, at-risk cohort, higher CRF is associated with a diminution of Aβ-related effects on cognition. These findings suggest that exercise might play an important role in the prevention of AD. PMID:26581795

Learning Experiences in Medical Education.

ERIC Educational Resources Information Center

Leggat, Peter A.

2000-01-01

Discusses the learning experience from both traditional and computer-assisted instructional methods. Describes the environments in which these methods are effective. Focuses on learning experiences in medical education and describes educational strategies, particularly the 'SPICES' model. Discusses the importance of mentoring in the psychosocial…

Learning and Retention through Predictive Inference and Classification

ERIC Educational Resources Information Center

Sakamoto, Yasuaki; Love, Bradley C.

2010-01-01

Work in category learning addresses how humans acquire knowledge and, thus, should inform classroom practices. In two experiments, we apply and evaluate intuitions garnered from laboratory-based research in category learning to learning tasks situated in an educational context. In Experiment 1, learning through predictive inference and…

Web-based learning in professional development: experiences of Finnish nurse managers.

PubMed

Korhonen, Teija; Lammintakanen, Johanna

2005-11-01

The aim of this article is to describe the nurse managers' expectations, attitudes and experiences on web-based learning before and after participation in a web-based course. Information technology has rapidly become more common in health care settings. However, little is known about nurse managers' experiences on web-based learning, although they have a crucial role in promoting the professional development of their staff. Diagnostic assignments (n = 18) written before and interviews (n = 8) taken after the web-based education. The data were analysed by inductive content analysis. Nurse managers found web-based education to be a suitable and modern method of learning. On the basis of their experience they found multiple ways to utilize web-based learning environments in health care. Information technology skills, equipment, support and time were considered essential in web-based learning. Additionally, they found that their own experience might lead to more widespread implementation of web-based learning in health care settings. Information technology skills of nurse managers and staff need to be developed in order to use information technology effectively. In order to learn in a web-based environment, everyone needs the opportunity and access to required resources. Additionally, nurse managers' own experiences are important to promote wider utilization of web-based learning.

Peak tree: a new tool for multiscale hierarchical representation and peak detection of mass spectrometry data.

PubMed

Zhang, Peng; Li, Houqiang; Wang, Honghui; Wong, Stephen T C; Zhou, Xiaobo

2011-01-01

Peak detection is one of the most important steps in mass spectrometry (MS) analysis. However, the detection result is greatly affected by severe spectrum variations. Unfortunately, most current peak detection methods are neither flexible enough to revise false detection results nor robust enough to resist spectrum variations. To improve flexibility, we introduce peak tree to represent the peak information in MS spectra. Each tree node is a peak judgment on a range of scales, and each tree decomposition, as a set of nodes, is a candidate peak detection result. To improve robustness, we combine peak detection and common peak alignment into a closed-loop framework, which finds the optimal decomposition via both peak intensity and common peak information. The common peak information is derived and loopily refined from the density clustering of the latest peak detection result. Finally, we present an improved ant colony optimization biomarker selection method to build a whole MS analysis system. Experiment shows that our peak detection method can better resist spectrum variations and provide higher sensitivity and lower false detection rates than conventional methods. The benefits from our peak-tree-based system for MS disease analysis are also proved on real SELDI data.

Extremely High Peak Power Obtained at 29 GHZ Microwave Pulse Generation

NASA Astrophysics Data System (ADS)

Rostov, V. V.; Gunin, A. V.; Romanchenko, I. V.; Pedos, M. S.; Rukin, S. N.; Sharypov, K. A.; Shunailov, S. A.; Ul'maskulov, M. R.; Yalandin, M. I.

2017-12-01

The paper presents research results on enhancing the peak power of microwave pulses with sub- and nanosecond length using a backward-wave oscillator (BWO) operating at 29 GHz frequency and possessing a reproducible phase structure. Experiments are conducted in two modes on a high-current electron accelerator with the required electron beam power. In the first (superradiation) mode, which utilizes the elongated slow-wave structure, the BWO peak power is 3 GW at 180 ns pulse duration (full width at halfmaximum, FWHM). In the second (quasi-stationary) mode, the BWO peak power reaches 600 MW at 2 ns pulse duration (FWHM). The phase spread from pulse to pulse can vary from units to several tens of percent in a nanosecond pulse mode. The experiments do not show any influence of microwave breakdown on the BWO power generation and radiation pulse duration.

Why do Cross-Flow Turbines Stall?

NASA Astrophysics Data System (ADS)

Cavagnaro, Robert; Strom, Benjamin; Polagye, Brian

2015-11-01

Hydrokinetic turbines are prone to instability and stall near their peak operating points under torque control. Understanding the physics of turbine stall may help to mitigate this undesirable occurrence and improve the robustness of torque controllers. A laboratory-scale two-bladed cross-flow turbine operating at a chord-based Reynolds number ~ 3 ×104 is shown to stall at a critical tip-speed ratio. Experiments are conducting bringing the turbine to this critical speed in a recirculating current flume by increasing resistive torque and allowing the rotor to rapidly decelerate while monitoring inflow velocity, torque, and drag. The turbine stalls probabilistically with a distribution generated from hundreds of such events. A machine learning algorithm identifies stall events and indicates the effectiveness of available measurements or combinations of measurements as predictors. Bubble flow visualization and PIV are utilized to observe fluid conditions during stall events including the formation, separation, and advection of leading-edge vortices involved in the stall process.

Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students' Game-Based Learning

ERIC Educational Resources Information Center

Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse

2016-01-01

Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also…

Students' Reflections on the Relationships between Safe Learning Environments, Learning Challenge and Positive Experiences of Learning in a Simulated GP Clinic

ERIC Educational Resources Information Center

Young, J. E.; Williamson, M. I.; Egan, T. G.

2016-01-01

Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students'…

Learning Experiences Reuse Based on an Ontology Modeling to Improve Adaptation in E-Learning Systems

ERIC Educational Resources Information Center

Hadj M'tir, Riadh; Rumpler, Béatrice; Jeribi, Lobna; Ben Ghezala, Henda

2014-01-01

Current trends in e-Learning focus mainly on personalizing and adapting the learning environment and learning process. Although their increasingly number, theses researches often ignore the concepts of capitalization and reuse of learner experiences which can be exploited later by other learners. Thus, the major challenge of distance learning is…

A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education

NASA Astrophysics Data System (ADS)

Spelt, Elisabeth Jacoba Hendrika; Luning, Pieternelleke Arianne; van Boekel, Martinus A. J. S.; Mulder, Martin

2017-11-01

Preparing science and engineering students to work in interdisciplinary teams necessitates research on teaching and learning of interdisciplinary thinking. A multidimensional approach was taken to examine student interdisciplinary learning in a master course on food quality management. The collected 615 student experiences were analysed for the cognitive, emotional, and social learning dimensions using the learning theory of Illeris. Of these 615 experiences, the analysis showed that students reported 214, 194, and 207 times on, respectively, the emotional, the cognitive, and the social dimension. Per learning dimension, key learning experiences featuring interdisciplinary learning were identified such as 'frustrations in selecting and matching disciplinary knowledge to complex problems' (emotional), 'understanding how to apply theoretical models or concepts to real-world situations' (cognitive), and 'socially engaging with peers to recognise similarities in perceptions and experiences' (social). Furthermore, the results showed that students appreciated the cognitive dimension relatively more than the emotional and social dimensions.

Experiences from psychiatric rotation for pre-registration house officers: contributions to subjective learning.

PubMed

Sørensen Høifødt, Tordis; Sexton, Hal; Olstad, Reidun

2004-04-01

The clinical experience and the subjective learning of pre-registration house officers who completed 4 months' psychiatric rotation are described. The study was cross-sectional and based on self-report. The participants had responded to an anonymous questionnaire at the completion of their 4 months' psychiatric rotation in the period 1999-2001. Of those eligible (n = 137), 85 (61%) completed the questionnaire. The relationships between individual background variables, different factors of the learning environment, and good learning outcome were explored. The subjective learning benefit and positive learning environment were most related to the amount of practical experience, the degree of tailoring of the tasks to the house officers' competence, and to the formal intramural teaching programme. Supervision, gender, previous experience, and prior interest in psychiatry did not have significant impact on subjective learning. The findings are discussed in terms of the learning model that was developed.

Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment.

PubMed

Cunningham, S; Foote, L; Sowder, M; Cunningham, C

2018-05-01

The purpose of this mixed-methods study was to explore from the participant's perspective the influence of an interprofessional simulation-based learning experience on understanding the roles and responsibilities of healthcare professionals in the acute care setting, interprofessional collaboration, and communication. Participating students from two professional programs completed the Readiness for Interprofessional Learning Scale (RIPLS) prior to and following the simulation experience to explore the influence of the simulation experience on students' perceptions of readiness to learn together. A Wilcoxon signed rank analysis was performed for each of the four subscales of the RIPLS: shared learning (<.001), teamwork and collaboration (<.001), professional identity (.042), and roles and responsibilities (.001). In addition, participating students were invited to participate in focus group interviews to discuss the effectiveness of the simulation experience. Three key themes were discovered: interprofessional teamwork, discovering roles and responsibilities, and increased confidence in treatment skills. The integration of interprofessional education through a simulation-based learning experience within the nursing and physical therapy professional programs provided a positive experience for the students. Simulation-based learning experiences may provide an opportunity for institutions to collaborate and provide additional engagement with healthcare professions that may not be represented within a single institution.

Students' experiences of blended learning across a range of postgraduate programmes.

PubMed

Smyth, Siobhan; Houghton, Catherine; Cooney, Adeline; Casey, Dympna

2012-05-01

The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education. Copyright © 2011 Elsevier Ltd. 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.

Benefits of Sign Language Interpreting and Text Alternatives for Deaf Students' Classroom Learning

ERIC Educational Resources Information Center

Marschark, Marc; Leigh, Greg; Sapere, Patricia; Burnham, Denis; Convertino, Carol; Stinson, Michael; Knoors, Harry; Vervloed, Mathijs P. J.; Noble, William

2006-01-01

Four experiments examined the utility of real-time text in supporting deaf students' learning from lectures in postsecondary (Experiments 1 and 2) and secondary classrooms (Experiments 3 and 4). Experiment 1 compared the effects on learning of sign language interpreting, real-time text (C-Print), and both. Real-time text alone led to significantly…

Is spacing really the “friend of induction”?

PubMed Central

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

2014-01-01

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

Confirmation bias in human reinforcement learning: Evidence from counterfactual feedback processing

PubMed Central

Lefebvre, Germain; Blakemore, Sarah-Jayne

2017-01-01

Previous studies suggest that factual learning, that is, learning from obtained outcomes, is biased, such that participants preferentially take into account positive, as compared to negative, prediction errors. However, whether or not the prediction error valence also affects counterfactual learning, that is, learning from forgone outcomes, is unknown. To address this question, we analysed the performance of two groups of participants on reinforcement learning tasks using a computational model that was adapted to test if prediction error valence influences learning. We carried out two experiments: in the factual learning experiment, participants learned from partial feedback (i.e., the outcome of the chosen option only); in the counterfactual learning experiment, participants learned from complete feedback information (i.e., the outcomes of both the chosen and unchosen option were displayed). In the factual learning experiment, we replicated previous findings of a valence-induced bias, whereby participants learned preferentially from positive, relative to negative, prediction errors. In contrast, for counterfactual learning, we found the opposite valence-induced bias: negative prediction errors were preferentially taken into account, relative to positive ones. When considering valence-induced bias in the context of both factual and counterfactual learning, it appears that people tend to preferentially take into account information that confirms their current choice. PMID:28800597

Confirmation bias in human reinforcement learning: Evidence from counterfactual feedback processing.

PubMed

Palminteri, Stefano; Lefebvre, Germain; Kilford, Emma J; Blakemore, Sarah-Jayne

2017-08-01

Previous studies suggest that factual learning, that is, learning from obtained outcomes, is biased, such that participants preferentially take into account positive, as compared to negative, prediction errors. However, whether or not the prediction error valence also affects counterfactual learning, that is, learning from forgone outcomes, is unknown. To address this question, we analysed the performance of two groups of participants on reinforcement learning tasks using a computational model that was adapted to test if prediction error valence influences learning. We carried out two experiments: in the factual learning experiment, participants learned from partial feedback (i.e., the outcome of the chosen option only); in the counterfactual learning experiment, participants learned from complete feedback information (i.e., the outcomes of both the chosen and unchosen option were displayed). In the factual learning experiment, we replicated previous findings of a valence-induced bias, whereby participants learned preferentially from positive, relative to negative, prediction errors. In contrast, for counterfactual learning, we found the opposite valence-induced bias: negative prediction errors were preferentially taken into account, relative to positive ones. When considering valence-induced bias in the context of both factual and counterfactual learning, it appears that people tend to preferentially take into account information that confirms their current choice.

The Costs of Participating in a Diabetes Quality Improvement Collaborative: Variation Among Five Clinics.

PubMed

Sathe, Neha A; Nocon, Robert S; Hughes, Brenna; Peek, Monica E; Chin, Marshall H; Huang, Elbert S

2016-01-01

Quality improvement collaboratives (QICs) support rapid testing and implementation of interventions through the collective experience of participating organizations to improve care quality and reduce costs. Although QICs have been societally cost-effective in improving the care of chronic diseases, they may not be adopted by outpatient clinics if their costs are high. Diabetes QICs warrant reexamination as secular trends in the quality of diabetes care, new care guidelines for diabetes, and evolving strategies for quality improvement may have altered implementation costs. The costs over the first four years-from June 2009 through May 2013-of an ongoing diabetes QIC were characterized by activities and over time. The QIC, linking six clinics on Chicago's South Side, tailored interventions to minority populations and built community partnerships. Costs were calculated from clinic surveys regarding activities, labor, and purchases. Data were obtained from five of the six participating clinics. Cost/diabetic patient/year ranged across clinic sites from $6 (largest clinic) to $68 (smallest clinic). Clinics spent 62%-88% of their total QIC costs on labor. The cost/diabetic patient/year changed over time from Year 1 (range across clinics, $5-$51), Year 2 ($11-$84), Year 3 ($4-$57), to Year 4 ($4-$80), with costs peaking at Year 2 for all clinics except Clinic 4, where costs peaked at Year 4. Cost experiences of QICs in clinics were di- verse over time and setting. High per-patient costs may stem from small clinic size, a sicker patient population, and variation in personnel type used. Cost decreases over time may represent increasing organizational learning and efficiency. Sharing resources may have achieved additional cost savings. This practical information can help administrators and policy makers predict, manage, and support costs of QICs as payers increasingly seek high-value health care.

The Learning Way: Meta-Cognitive Aspects of Experiential Learning

ERIC Educational Resources Information Center

Kolb, Alice Y.; Kolb, David A.

2009-01-01

Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and stimulated a fresh look at classical experiential learning scholars who gave experience a central role in the learning process--William James, John Dewey, Kurt Lewin, Carl Rogers, and Paulo Freire. In particular James's…

Mobile Assisted Language Learning Experiences

ERIC Educational Resources Information Center

Kim, Daesang; Ruecker, Daniel; Kim, Dong-Joong

2017-01-01

The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students…

Teaching and Learning: Using Experiential Learning and Reflection for Leadership Education

ERIC Educational Resources Information Center

Guthrie, Kathy L.; Jones, Tamara Bertrand

2012-01-01

Leadership experiences, arguably some of the most significant developmental opportunities in college, are ripe for helping students move from mere engagement to making meaning of and learning from their leadership experience. The International Learning Association's teaching and learning area asks: "what methods are most appropriate to ensure…

Learning during Tourism: The Experience of Learning from the Tourist's Perspective

ERIC Educational Resources Information Center

Van Winkle, Christine M.; Lagay, Katya

2012-01-01

The purpose of the research described in the paper was to explore the learning experience that occurs during leisure tourism from the tourist's perspective. Learning throughout the lifespan occurs in diverse contexts and travel presents a unique learning environment enabling both unplanned and planned opportunities. The Husserlian phenomenology…

A Co-Mentoring Project: An Intergenerational Service-Learning Experience

ERIC Educational Resources Information Center

Zucchero, Renee A.

2011-01-01

Intergenerational service-learning between college students and older adults is a commonly used in educational gerontology. Service-learning is believed to enhance student learning through an equivalent focus on service and learning, reflection, and linking course content with the service experience. This article describes a comentoring project…

Practical Applications and Experiences in K-20 Blended Learning Environments

ERIC Educational Resources Information Center

Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

2014-01-01

Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

Odor-mediated taste learning requires dorsal hippocampus, but not basolateral amygdala activity

PubMed Central

Wheeler, Daniel S.; Chang, Stephen E.; Holland, Peter C.

2013-01-01

Mediated learning is a unique cognitive phenomenon in which mental representations of physically absent stimuli enter into associations with directly-activated representations of physically present stimuli. Three experiments investigated the functional physiology of mediated learning involving the use of odor-taste associations. In Experiments 1a and 1b, basolateral amygdala lesions failed to attenuate mediated taste aversion learning. In Experiment 2, dorsal hippocampus inactivation impaired mediated learning, but left direct learning intact. Considered with past studies, the results implicate the dorsal hippocampus in mediated learning generally, and suggest a limit on the importance of the basolateral amygdala. PMID:23274135

Connecting heterogeneous single slip to diffraction peak evolution in high-energy monochromatic X-ray experiments

PubMed Central

Pagan, Darren C.; Miller, Matthew P.

2014-01-01

A forward modeling diffraction framework is introduced and employed to identify slip system activity in high-energy diffraction microscopy (HEDM) experiments. In the framework, diffraction simulations are conducted on virtual mosaic crystals with orientation gradients consistent with Nye’s model of heterogeneous single slip. Simulated diffraction peaks are then compared against experimental measurements to identify slip system activity. Simulation results compared against diffraction data measured in situ from a silicon single-crystal specimen plastically deformed under single-slip conditions indicate that slip system activity can be identified during HEDM experiments. PMID:24904242

Optimization of LC-Orbitrap-HRMS acquisition and MZmine 2 data processing for nontarget screening of environmental samples using design of experiments.

PubMed

Hu, Meng; Krauss, Martin; Brack, Werner; Schulze, Tobias

2016-11-01

Liquid chromatography-high resolution mass spectrometry (LC-HRMS) is a well-established technique for nontarget screening of contaminants in complex environmental samples. Automatic peak detection is essential, but its performance has only rarely been assessed and optimized so far. With the aim to fill this gap, we used pristine water extracts spiked with 78 contaminants as a test case to evaluate and optimize chromatogram and spectral data processing. To assess whether data acquisition strategies have a significant impact on peak detection, three values of MS cycle time (CT) of an LTQ Orbitrap instrument were tested. Furthermore, the key parameter settings of the data processing software MZmine 2 were optimized to detect the maximum number of target peaks from the samples by the design of experiments (DoE) approach and compared to a manual evaluation. The results indicate that short CT significantly improves the quality of automatic peak detection, which means that full scan acquisition without additional MS 2 experiments is suggested for nontarget screening. MZmine 2 detected 75-100 % of the peaks compared to manual peak detection at an intensity level of 10 5 in a validation dataset on both spiked and real water samples under optimal parameter settings. Finally, we provide an optimization workflow of MZmine 2 for LC-HRMS data processing that is applicable for environmental samples for nontarget screening. The results also show that the DoE approach is useful and effort-saving for optimizing data processing parameters. Graphical Abstract ᅟ.

The effect of presentation rate on implicit sequence learning in aging.

PubMed

Foster, Chris M; Giovanello, Kelly S

2017-02-01

Implicit sequence learning is thought to be preserved in aging when the to-be learned associations are first-order; however, when associations are second-order, older adults (OAs) tend to experience deficits as compared to young adults (YAs). Two experiments were conducted using a first (Experiment 1) and second-order (Experiment 2) serial-reaction time task. Stimuli were presented at a constant rate of either 800 milliseconds (fast) or 1200 milliseconds (slow). Results indicate that both age groups learned first-order dependencies equally in both conditions. OAs and YAs also learned second-order dependencies, but the learning of lag-2 information was significantly impacted by the rate of presentation for both groups. OAs showed significant lag-2 learning in slow condition while YAs showed significant lag-2 learning in the fast condition. The sensitivity of implicit sequence learning to the rate of presentation supports the idea that OAs and YAs different processing speeds impact the ability to build complex associations across time and intervening events.

Multimodal connectivity of motor learning-related dorsal premotor cortex.

PubMed

Hardwick, Robert M; Lesage, Elise; Eickhoff, Claudia R; Clos, Mareike; Fox, Peter; Eickhoff, Simon B

2015-12-01

The dorsal premotor cortex (dPMC) is a key region for motor learning and sensorimotor integration, yet we have limited understanding of its functional interactions with other regions. Previous work has started to examine functional connectivity in several brain areas using resting state functional connectivity (RSFC) and meta-analytical connectivity modelling (MACM). More recently, structural covariance (SC) has been proposed as a technique that may also allow delineation of functional connectivity. Here, we applied these three approaches to provide a comprehensive characterization of functional connectivity with a seed in the left dPMC that a previous meta-analysis of functional neuroimaging studies has identified as playing a key role in motor learning. Using data from two sources (the Rockland sample, containing resting state data and anatomical scans from 132 participants, and the BrainMap database, which contains peak activation foci from over 10,000 experiments), we conducted independent whole-brain functional connectivity mapping analyses of a dPMC seed. RSFC and MACM revealed similar connectivity maps spanning prefrontal, premotor, and parietal regions, while the SC map identified more widespread frontal regions. Analyses indicated a relatively consistent pattern of functional connectivity between RSFC and MACM that was distinct from that identified by SC. Notably, results indicate that the seed is functionally connected to areas involved in visuomotor control and executive functions, suggesting that the dPMC acts as an interface between motor control and cognition. Copyright © 2015 Elsevier Inc. All rights reserved.

Musical Experience Influences Statistical Learning of a Novel Language

PubMed Central

Shook, Anthony; Marian, Viorica; Bartolotti, James; Schroeder, Scott R.

2014-01-01

Musical experience may benefit learning a new language by enhancing the fidelity with which the auditory system encodes sound. In the current study, participants with varying degrees of musical experience were exposed to two statistically-defined languages consisting of auditory Morse-code sequences which varied in difficulty. We found an advantage for highly-skilled musicians, relative to less-skilled musicians, in learning novel Morse-code based words. Furthermore, in the more difficult learning condition, performance of lower-skilled musicians was mediated by their general cognitive abilities. We suggest that musical experience may lead to enhanced processing of statistical information and that musicians’ enhanced ability to learn statistical probabilities in a novel Morse-code language may extend to natural language learning. PMID:23505962

Students' perceptions of effective learning experiences in dental school: a qualitative study using a critical incident technique.

PubMed

Victoroff, Kristin Zakariasen; Hogan, Sarah

2006-02-01

Students' views of their educational experience can be an important source of information for curriculum assessment. Although quantitative methods, particularly surveys, are frequently used to gather such data, fewer studies have employed qualitative methods to examine students' dental education experiences. The purpose of this study is to explore characteristics of effective learning experiences in dental school using a qualitative method. All third-year (seventy) and fourth-year (seventy) dental students enrolled in one midwestern dental school were invited to participate. Fifty-three dental students (thirty-five male and eighteen female; thirty-two third-year and twenty-one fourth-year) were interviewed using a critical incident interview technique. Each student was asked to describe a specific, particularly effective learning incident that he or she had experienced in dental school and a specific, particularly ineffective learning incident, for comparison. Each interview was audiotaped. Students were assured that only the interviewer and one additional researcher would have access to the tapes. Data analysis resulted in identification of key themes in the data describing characteristics of effective learning experiences. The following characteristics of effective learning experiences were identified: 1) instructor characteristics (personal qualities, "checking-in" with students, and an interactive style); 2) characteristics of the learning process (focus on the "big picture," modeling and demonstrations, opportunities to apply new knowledge, high-quality feedback, focus, specificity and relevance, and peer interactions); and 3) learning environment (culture of the learning environment, technology). Common themes emerged across a wide variety of learning incidents. Although additional research is needed, the characteristics of effective learning experiences identified in this study may have implications for individual course design and for the dental school curriculum as a whole.

Are pictures good for learning new vocabulary in a foreign language? Only if you think they are not.

PubMed

Carpenter, Shana K; Olson, Kellie M

2012-01-01

The current study explored whether new words in a foreign language are learned better from pictures than from native language translations. In both between-subjects and within-subject designs, Swahili words were not learned better from pictures than from English translations (Experiments 1-3). Judgments of learning revealed that participants exhibited greater overconfidence in their ability to recall a Swahili word from a picture than from a translation (Experiments 2-3), and Swahili words were also considered easier to process when paired with pictures rather than translations (Experiment 4). When this overconfidence bias was eliminated through retrieval practice (Experiment 2) and instructions warning participants to not be overconfident (Experiment 3), Swahili words were learned better from pictures than from translations. It appears, therefore, that pictures can facilitate learning of foreign language vocabulary--as long as participants are not too overconfident in the power of a picture to help them learn a new word.

Professional Learning Experiences and Administrator Practice: Is There a Connection?

ERIC Educational Resources Information Center

Bickmore, Dana L.

2012-01-01

This study identified the formal and informal professional learning experiences in which school administrators engaged and the relationship between these professional learning experiences and administrator practice. The researcher developed an instrument that solicited school administrators' engagement and perceived value of formal and informal…

Bringing in Professional Experience to a Discussion Mediated by a Blended-Learning Environment: "How" and "What" Do Teachers Learn?

ERIC Educational Resources Information Center

da Luz Correia, Maria; Majós, Teresa Mauri; Álvarez, Rosa Colomina

2013-01-01

We discuss the results of a study aimed at shedding light on the influence that the sharing of professional teaching experiences may have on teachers' professional learning. The focus is on the uses that participants make of their notes about their lesson planning experience in an in-service blended learning course, and the mediation strategies…

Examining Students' Proportional Reasoning Strategy Levels as Evidence of the Impact of an Integrated LEGO Robotics and Mathematics Learning Experience

ERIC Educational Resources Information Center

Martínez Ortiz, Araceli

2015-01-01

The presented study used a problem-solving experience in engineering design with LEGO robotics materials as the real-world mathematics-learning context. The goals of the study were (a) to determine if a short but intensive extracurricular learning experience would lead to significant student learning of a particular academic topic and (b) to…

Instructional strategies for online introductory college physics based on learning styles

NASA Astrophysics Data System (ADS)

Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

Competition between multiple words for a referent in cross-situational word learning

PubMed Central

Benitez, Viridiana L.; Yurovsky, Daniel; Smith, Linda B.

2016-01-01

Three experiments investigated competition between word-object pairings in a cross-situational word-learning paradigm. Adults were presented with One-Word pairings, where a single word labeled a single object, and Two-Word pairings, where two words labeled a single object. In addition to measuring learning of these two pairing types, we measured competition between words that refer to the same object. When the word-object co-occurrences were presented intermixed in training (Experiment 1), we found evidence for direct competition between words that label the same referent. Separating the two words for an object in time eliminated any evidence for this competition (Experiment 2). Experiment 3 demonstrated that adding a linguistic cue to the second label for a referent led to different competition effects between adults who self-reported different language learning histories, suggesting both distinctiveness and language learning history affect competition. Finally, in all experiments, competition effects were unrelated to participants’ explicit judgments of learning, suggesting that competition reflects the operating characteristics of implicit learning processes. Together, these results demonstrate that the role of competition between overlapping associations in statistical word-referent learning depends on time, the distinctiveness of word-object pairings, and language learning history. PMID:27087742

Collaborative learning in gerontological clinical settings: The students' perspective.

PubMed

Suikkala, Arja; Kivelä, Eeva; Käyhkö, Pirjo

2016-03-01

This study deals with student nurses' experiences of collaborative learning in gerontological clinical settings where aged people are involved as age-experts in students' learning processes. The data were collected in 2012 using the contents of students' reflective writing assignments concerning elderly persons' life history interviews and the students' own assessments of their learning experiences in authentic elder care settings. The results, analyzed using qualitative content analysis, revealed mostly positive learning experiences. Interaction and collaborative learning activities in genuine gerontological clinical settings contributed to the students' understanding of the multiple age-related and disease-specific challenges as well as the issues of functional decline that aged patients face. Three types of factors influenced the students' collaborative learning experiences in gerontological clinical settings: student-related, patient-related and learning environment-related factors. According to the results, theoretical studies in combination with collaboration, in an authentic clinical environment, by student nurses, elderly patients, representatives of the elder care staff and nurse educators provide a feasible method for helping students transform their experiences with patients into actual skills. Their awareness of and sensitivity to the needs of the elderly increase as they learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

When Service-Learning Is Not a "Border-Crossing" Experience: Outcomes of a Graduate Spanish Online Course

ERIC Educational Resources Information Center

Carracelas-Juncal, Carmen

2013-01-01

Research on Spanish service-learning has focused mainly on the outcomes of service-learning for undergraduate students learning Spanish as a second language. This article examines the role of service-learning in a graduate online course for practicing Spanish teachers and the outcomes of the service-learning experience for three participants who…

The Biggs and Moore Model in E-Learning: The Role of Motivation and Collaboration as Moderators

ERIC Educational Resources Information Center

Haverila, Matti J.

2012-01-01

The purpose of this paper is to report the findings of a research conducted to evaluate the effect of e-learning experience on students' perceived learning outcomes, and more specifically the role of motivation and collaboration as moderators between the e-learning experience and the learning outcome. The perceived learning outcome was measured…

Innate colour preference, individual learning and memory retention in the ant Camponotus blandus.

PubMed

Yilmaz, Ayse; Dyer, Adrian G; Rössler, Wolfgang; Spaethe, Johannes

2017-09-15

Ants are a well-characterized insect model for the study of visual learning and orientation, but the extent to which colour vision is involved in these tasks remains unknown. We investigated the colour preference, learning and memory retention of Camponotus blandus foragers under controlled laboratory conditions. Our results show that C. blandus foragers exhibit a strong innate preference for ultraviolet (UV, 365 nm) over blue (450 nm) and green (528 nm) wavelengths. The ants can learn to discriminate 365 nm from either 528 nm or 450 nm, independent of intensity changes. However, they fail to discriminate between 450 nm and 528 nm. Modelling of putative colour spaces involving different numbers of photoreceptor types revealed that colour discrimination performance of individual ants is best explained by dichromacy, comprising a short-wavelength (UV) receptor with peak sensitivity at about 360 nm, and a long-wavelength receptor with peak sensitivity between 470 nm and 560 nm. Foragers trained to discriminate blue or green from UV light are able to retain the learned colour information in an early mid-term (e-MTM), late mid-term (l-MTM), early long-term (e-LTM) and late long-term (l-LTM) memory from where it can be retrieved after 1 h, 12 h, 24 h, 3 days and 7 days after training, indicating that colour learning may induce different memory phases in ants. Overall, our results show that ants can use chromatic information in a way that should promote efficient foraging in complex natural environments. © 2017. Published by The Company of Biologists Ltd.

Developmental song learning as a model to understand neural mechanisms that limit and promote the ability to learn.

PubMed

London, Sarah E

2017-11-20

Songbirds famously learn their vocalizations. Some species can learn continuously, others seasonally, and still others just once. The zebra finch (Taeniopygia guttata) learns to sing during a single developmental "Critical Period," a restricted phase during which a specific experience has profound and permanent effects on brain function and behavioral patterns. The zebra finch can therefore provide fundamental insight into features that promote and limit the ability to acquire complex learned behaviors. For example, what properties permit the brain to come "on-line" for learning? How does experience become encoded to prevent future learning? What features define the brain in receptive compared to closed learning states? This piece will focus on epigenomic, genomic, and molecular levels of analysis that operate on the timescales of development and complex behavioral learning. Existing data will be discussed as they relate to Critical Period learning, and strategies for future studies to more directly address these questions will be considered. Birdsong learning is a powerful model for advancing knowledge of the biological intersections of maturation and experience. Lessons from its study not only have implications for understanding developmental song learning, but also broader questions of learning potential and the enduring effects of early life experience on neural systems and behavior. Copyright © 2017. Published by Elsevier B.V.

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

PubMed

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.

Preceptors’ Self-Assessment of Their Ability to Perform the Learning Objectives of an Experiential Program

PubMed Central

2012-01-01

Objective. To evaluate preceptors’ perception of their ability to perform the Structured Practical Experiences in Pharmacy (SPEP) learning objectives through a self-assessment activity. Methods. A self-assessment instrument consisting of 28 learning objectives associated with clinic, community, and hospital pharmacy practice experiences were developed. Preceptors rated their performance ability for each of the learning objectives using a 3-point Likert scale. Results. Of the 116 preceptors, 89 (77%) completed the self-assessment survey instrument. The overall preceptor responses to the items on performance of the 28 SPEP learning objectives ranged from good to excellent. Years of experience, practice experience setting, and involvement as a SPEP or SPEP and PharmD preceptor had no influence on their self-reported capabilities. Conclusion. Most preceptors rated their ability to perform the learning objectives for the structured practical experiences in pharmacy as high. Competency areas requiring further preceptor development were identified. PMID:23193333

Sexual imprinting can induce sexual preferences for exaggerated parental traits.

PubMed

ten Cate, Carel; Verzijden, Machteld N; Etman, Eric

2006-06-06

Sexual preferences in animals are often skewed toward mates with exaggerated traits. In many vertebrates, parents provide, through the learning process of "sexual imprinting," the model for the later sexual preference. How imprinting can result in sexual preferences for mates having exaggerated traits rather than resembling the parental appearance is not clear. We test the hypothesis that a by-product of the learning process, "peak shift", may induce skewed sexual preferences for exaggerated parental phenotypes. To this end, zebra finch (Taeniopygia guttata) males were raised by white parents, with beak color as the most prominent sexual dimorphism. We manipulated this feature with nail varnish. At adult age, each male was given a preference test in which he could choose among eight females with beak colors ranging from more extreme on the paternal to more extreme on the maternal side. The males preferred females with a beak of a more extreme color than that of their mothers, i.e., they showed a peak shift. Sexual imprinting can thus generate skewed sexual preferences for exaggerated maternal phenotypes, phenotypes that have not been present at the time of the learning. We suggest that such preferences can drive the evolution of sexual dimorphism and exaggerated sexual traits.

Word learning in adults with second-language experience: effects of phonological and referent familiarity.

PubMed

Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

2013-04-01

The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically familiar novel words (constructed using English sounds) or phonologically unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition task. A median-split procedure identified high-ability and low-ability word learners in each condition, and the two groups were compared on measures of second-language experience. Findings suggest that the ability to accurately match newly learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: in which phonologically unfamiliar novel words were paired with familiar referents. Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults.

Word learning in adults with second language experience: Effects of phonological and referent familiarity

PubMed Central

Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

2014-01-01

Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar vs. unfamiliar referents, and whether successful word-learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically-familiar novel words (constructed using English sounds) or phonologically-unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition-task. A median-split procedure identified high-ability and low-ability word-learners in each condition, and the two groups were compared on measures of second-language experience. Results Findings suggest that the ability to accurately match newly-learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: Where phonologically-unfamiliar novel words were paired with familiar referents. Conclusions Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents, and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults. PMID:22992709

Unskilled unawareness and the learning curve in robotic spine surgery.

PubMed

Schatlo, Bawarjan; Martinez, Ramon; Alaid, Awad; von Eckardstein, Kajetan; Akhavan-Sigari, Reza; Hahn, Anina; Stockhammer, Florian; Rohde, Veit

2015-10-01

Robotic assistance for the placement of pedicle screws has been established as a safe technique. Nonetheless rare instances of screw misplacement have been reported.The aim of the present retrospective study is to assess whether experience and time affect the accuracy of screws placed with the help of the SpineAssist™ robot system. Postoperative computed tomography (CT) scans of 258 patients requiring thoracolumbar pedicle screw instrumentation from 2008 to 2013 were reviewed. Overall, 13 surgeons performed the surgeries. A pedicle breach of >3 mm was graded as a misplacement. Surgeons were dichotomised into an early and experienced period in increments of five surgeries. In 258 surgeries, 1,265 pedicle screws were placed with the aid of the robot system. Overall, 1,217 screws (96.2 %) were graded as acceptable. When displayed by surgeon, the development of percent misplacement rates peaked between 5 and 25 surgeries in 12 of 13 surgeons. The overall misplacement rate in the first five surgeries was 2.4 % (6/245). The misplacement rate rose to 6.3 % between 11 and 15 surgeries (10/158; p = 0.20), and reached a significant peak between 16 and 20 surgeries with a rate of 7.1 % (8/112; p = 0.03). Afterwards, misplacement rates declined. A major peak in screw inaccuracies occurred between cases 10 and 20, and a second, smaller one at about 40 surgeries. One potential explanation could be a transition from decreased supervision (unskilled but aware) to increased confidence of a surgeon (unskilled but unaware) who adopts this new technique prior to mastering it (skilled). We therefore advocate ensuring competent supervision for new surgeons at least during the first 25 procedures of robotic spine surgery to optimise the accuracy of robot-assisted pedicle screws.

Kinematic Measurements of the Vocal-Fold Displacement Waveform in Typical Children and Adult Populations: Quantification of High-Speed Endoscopic Videos

PubMed Central

Donohue, Kevin D.; Unnikrishnan, Harikrishnan; Kryscio, Richard J.

2015-01-01

Purpose This article presents a quantitative method for assessing instantaneous and average lateral vocal-fold motion from high-speed digital imaging, with a focus on developmental changes in vocal-fold kinematics during childhood. Method Vocal-fold vibrations were analyzed for 28 children (aged 5–11 years) and 28 adults (aged 21–45 years) without voice disorders. The following kinematic features were analyzed from the vocal-fold displacement waveforms: relative velocity-based features (normalized average and peak opening and closing velocities), relative acceleration-based features (normalized peak opening and closing accelerations), speed quotient, and normalized peak displacement. Results Children exhibited significantly larger normalized peak displacements, normalized average and peak opening velocities, normalized average and peak closing velocities, peak opening and closing accelerations, and speed quotient compared to adult women. Values of normalized average closing velocity and speed quotient were higher in children compared to adult men. Conclusions When compared to adult men, developing children typically have higher estimates of kinematic features related to normalized displacement and its derivatives. In most cases, the kinematic features of children are closer to those of adult men than adult women. Even though boys experience greater changes in glottal length and pitch as they mature, results indicate that girls experience greater changes in kinematic features compared to boys. PMID:25652615

Contagious Learning: Drama, Experience and "Perezhivanie"

ERIC Educational Resources Information Center

Davis, Susan; Dolan, Kathryn

2016-01-01

The relationship between experience, emotions, cognition, and learning is of increasing interest to educators and researchers who recognise that efforts to promote student engagement and learning must take into account factors beyond the purely cognitive and instrumental. The significance of experience considered as a unity in regard to child…

Concurrent Movement Impairs Incidental but Not Intentional Statistical Learning

ERIC Educational Resources Information Center

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

2015-01-01

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

Crosslinguistic Differences in Implicit Language Learning

ERIC Educational Resources Information Center

Leung, Janny H. C.; Williams, John N.

2014-01-01

We report three experiments that explore the effect of prior linguistic knowledge on implicit language learning. Native speakers of English from the United Kingdom and native speakers of Cantonese from Hong Kong participated in experiments that involved different learning materials. In Experiment 1, both participant groups showed evidence of…

Enhancing Student Success in Online Learning Experiences through the Use of Self-Regulation Strategies

ERIC Educational Resources Information Center

Sharp, Laurie A.; Sharp, Jason H.

2016-01-01

Online learning experiences have greatly changed the landscape of instruction. Many courses in postsecondary environments incorporate some type of technological enhancement, which holds benefits for both postsecondary institutions and learners. However, online learning experiences require different pedagogical characteristics than traditional…

Metacognitive and Multimedia Support of Experiments in Inquiry Learning for Science Teacher Preparation

ERIC Educational Resources Information Center

Bruckermann, Till; Aschermann, Ellen; Bresges, André; Schlüter, Kirsten

2017-01-01

Promoting preservice science teachers' experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process,…

Extending the Pedagogy of Mobility

ERIC Educational Resources Information Center

Hedberg, John G.

2014-01-01

Direct student experience of the real organism, object, place or environment is recognised by teachers as having powerful potential for high-quality learning. Mobile technologies offer a way for students to capture their authentic learning experiences, but rendering this rich experience into explicit and highly situated learning contexts for…

Learning Oceanography from a Computer Simulation Compared with Direct Experience at Sea

ERIC Educational Resources Information Center

Winn, William; Stahr, Frederick; Sarason, Christian; Fruland, Ruth; Oppenheimer, Peter; Lee, Yen-Ling

2006-01-01

Considerable research has compared how students learn science from computer simulations with how they learn from "traditional" classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two…

Learning Communities: New Structures, New Partnerships for Learning. The First-Year Experience. Monograph Series, No. 26.

ERIC Educational Resources Information Center

Levine, Jodi H., Ed.

This monograph on learning communities and the first-year college experience presents 12 chapters which combine theory with examples of good practice and recommendations for building and sustaining effective learning communities. Following an introduction by the editor, the included chapters are: (1) "What Are Learning Communities?"…

Learning Analytics: At the Nexus of Big Data, Digital Innovation, and Social Justice in Education

ERIC Educational Resources Information Center

Aguilar, Stephen J.

2018-01-01

We are still designing educational experiences for the "average" student, and have room to improve. Learning analytics provides a way forward. This commentary describes how learning analytics-based applications are well positioned to meaningfully personalize the learning experience in diverse ways. In so doing, learning analytics has the…

Towards a Theory of the Ecology of Reflection: Reflective Practice for Experiential Learning in Higher Education

ERIC Educational Resources Information Center

Harvey, Marina; ; Coulson, Debra; McMaugh, Anne

2016-01-01

Reflective practice is widely adopted across the field of experience-based learning subjects in higher education, including practicums, work-integrated learning, internships, service learning and community participation. This adoption of reflective practice implies that it supports student learning through experience. When reviewing the evidence…

Social Media, Collaboration and Social Learning--A Case-Study of Foreign Language Learning

ERIC Educational Resources Information Center

Mondahl, Margrethe; Razmerita, Liana

2014-01-01

Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using a social media-enhanced collaborative learning…

The Rationale for Experiential/Participatory Learning. Working Papers in Early Childhood Development 16.

ERIC Educational Resources Information Center

Torkington, Kate

Experiential learning has been defined as the process whereby knowledge is created through the transformation of the experience of the learner who is at the center of the learning process. Modern experiential learning theory begins with John Dewey and his "Experience and Education" (1938). Coleman (1976) describes traditional learning as…

"What Haven't I Learned?" Learning Resulting from the Resident Advisor Role

ERIC Educational Resources Information Center

Benjamin, Mimi; Davis, Laura

2016-01-01

Employment can enhance learning for many college students, and on-campus jobs provide unique opportunities for this experience. The resident advisor position is one on-campus position offering the potential for learning experiences. This qualitative study highlights learning noted by 78 resident advisors at a large research institution during a…

Circadian glucocorticoid oscillations promote learning-dependent synapse formation and maintenance

PubMed Central

Liston, Conor; Cichon, Joseph M; Jeanneteau, Freddy; Jia, Zhengping; Chao, Moses V; Gan, Wen-Biao

2013-01-01

Excessive glucocorticoid exposure during chronic stress causes synapse loss and learning impairment. Under normal physiological conditions, glucocorticoid activity oscillates in synchrony with the circadian rhythm. Whether and how endogenous glucocorticoid oscillations modulate synaptic plasticity and learning is unknown. Here we show that circadian glucocorticoid peaks promote postsynaptic dendritic spine formation in the mouse cortex after motor skill learning, whereas troughs are required for stabilizing newly formed spines that are important for long-term memory retention. Conversely, chronic and excessive exposure to glucocorticoids eliminates learning-associated new spines and disrupts previously acquired memories. Furthermore, we show that glucocorticoids promote rapid spine formation through a non-transcriptional mechanism by means of the LIM kinase–cofilin pathway and increase spine elimination through transcriptional mechanisms involving mineralocorticoid receptor activation. Together, these findings indicate that tightly regulated circadian glucocorticoid oscillations are important for learning-dependent synaptic formation and maintenance. They also delineate a new signaling mechanism underlying these effects. PMID:23624512

Blast Load Simulator Experiments for Computational Model Validation Report 3

DTIC Science & Technology

2017-07-01

establish confidence in the results produced by the simulations. This report describes a set of replicate experiments in which a small, non - responding steel...designed to simulate blast waveforms for explosive yields up to 20,000 lb of TNT equivalent at a peak reflected pressure up to 80 psi and a peak...the pressure loading on a non - responding box-type structure at varying obliquities located in the flow of the BLS simulated blast environment for

Aversive Learning and Trait Aggression Influence Retaliatory Behavior.

PubMed

Molapour, Tanaz; Lindström, Björn; Olsson, Andreas

2016-01-01

In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0-2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others.

DPT Student Perceptions of the Physical Therapist Assistant's Role: Effect of Collaborative Case-Based Learning Compared to Traditional Content Delivery and Clinical Experience.

PubMed

Colgrove, Yvonne M; VanHoose, Lisa D

2017-01-01

Doctor of physical therapy (DPT) student learning about role delineation of physical therapist assistants (PTAs) is essential to ethical and legal practice. Survey assessment of three DPT student cohorts compared collaborative interprofessional case-based learning with PTA students to traditional curriculum delivery strategies. Control cohorts were assessed one time. The intervention group was assessed pre-intervention, immediately post-intervention, and after completing a full-time clinical experience. The case-based learning covered 46% of survey content, allowing for the assessment of content-specific material and potential learning through collaboration. Following the educational intervention, the intervention group improved significantly in areas inside and outside the case-based study content, outscoring both control groups on 25-34% of the survey items. Following the clinical experience, the intervention group declined answer accuracy for patient evaluation and treatment implementation, suggesting unlearning. Improvement in the administrative section was observed after the clinical experience. Perceptions of the tasks within the PTA role were diminished while tasks outside the scope of practice appeared clarified following the clinical experience. While case-based collaborative intraprofessional learning proves effective in student learning about the PTA role, changes following the clinical experience raise questions about the influence of the clinical environment on learning and the practical application of recently learned knowledge.

Understanding the optimal learning environment in palliative care.

PubMed

Connell, Shirley E; Yates, Patsy; Barrett, Linda

2011-07-01

The learning experiences of student nurses undertaking clinical placement are reported widely, however little is known about the learning experiences of health professionals undertaking continuing professional development (CPD) in a clinical setting, especially in palliative care. The aim of this study, which was conducted as part of the national evaluation of a professional development program involving clinical attachments with palliative care services (The Program of Experience in the Palliative Approach [PEPA]), was to explore factors influencing the learning experiences of participants over time. Thirteen semi-structured, one-to-one telephone interviews were conducted with five participants throughout their PEPA experience. The analysis was informed by the traditions of adult, social and psychological learning theories and relevant literature. The participants' learning was enhanced by engaging interactively with host site staff and patients, and by the validation of their personal and professional life experiences together with the reciprocation of their knowledge with host site staff. Self-directed learning strategies maximised the participants' learning outcomes. Inclusion in team activities aided the participants to feel accepted within the host site. Personal interactions with host site staff and patients shaped this social/cultural environment of the host site. Optimal learning was promoted when participants were actively engaged, felt accepted and supported by, and experienced positive interpersonal interactions with, the host site staff. Copyright © 2010 Elsevier Ltd. All rights reserved.

Aversive Learning and Trait Aggression Influence Retaliatory Behavior

PubMed Central

Molapour, Tanaz; Lindström, Björn; Olsson, Andreas

2016-01-01

In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0–2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others. PMID:27375520

Functional contributions and interactions between the human hippocampus and subregions of the striatum during arbitrary associative learning and memory

PubMed Central

Mattfeld, Aaron T.; Stark, Craig E. L.

2015-01-01

The hippocampus and striatum are thought to have different functional roles in learning and memory. It is unknown under what experimental conditions their contributions are dissimilar or converge, and the extent to which they interact over the course of learning. In order to evaluate both the functional contributions of as well as the interactions between the human hippocampus and striatum, the present study used high-resolution functional magnetic resonance imaging (fMRI) and variations of a conditional visuomotor associative learning task that either taxed arbitrary associative learning (Experiment 1) or stimulus-response learning (Experiment 2). In the first experiment we observed changes in activity in the hippocampus and anterior caudate that reflect differences between the two regions consistent with distinct computational principles. In the second experiment we observed activity in the putamen that reflected content specific representations during the learning of arbitrary conditional visuomotor associations. In both experiments the hippocampus and ventral striatum demonstrated dynamic functional coupling during the learning of new arbitrary associations, but not during retrieval of well-learned arbitrary associations using control variants of the tasks that did not preferentially tax one system versus the other. These findings suggest that both the hippocampus and subregions of the dorsal striatum contribute uniquely to the learning of arbitrary associations while the hippocampus and ventral striatum interact over the course of learning. PMID:25560298

Hippocampal participation in navigational map learning in young homing pigeons is dependent on training experience.

PubMed

Ioalè, P; Gagliardo, A; Bingman, V P

2000-02-01

The homing pigeon navigational map is perhaps one of the most striking examples of a naturally occurring spatial representation of the environment used to guide navigation. In a previous study, it was found that hippocampal lesions thoroughly disrupt the ability of young homing pigeons held in an outdoor aviary to learn a navigational map. However, since that study an accumulation of anecdotal data has hinted that hippocampal-lesioned young pigeons allowed to fly during their first summer could learn a navigational map. In the present study, young control and hippocampal-lesioned homing pigeons were either held in an outdoor aviary or allowed to fly during the time of navigational map learning. At the end of their first summer, the birds were experimentally released to test for navigational map learning. Independent of training experience, control pigeons oriented homeward during the experimental releases demonstrating that they learned a navigational map. Surprisingly, while the aviary-held hippocampal-lesioned pigeons failed to learn a navigational map as reported previously, hippocampal-lesioned birds allowed flight experience learned a navigational map indistinguishable from the two control groups. A subsequent experiment revealed that the navigational map learned by the three groups was based on atmospheric odours. The results demonstrate that hippocampal participation in navigational map learning depends on the type of experience a young bird pigeon has, and presumably, the type of navigational map learned.

Integration of Experience API Into CDET’s E-Learning

DTIC Science & Technology

2016-06-01

based on customers ’ actual usage on a transaction basis. Value-based Penetration Pricing • Market segments where buyers have high price...they need to accomplish the course learning objectives (see Figure 6). This method allows each student to customize their own learning experiences ... EXPERIENCE API INTO CDET’S E- LEARNING by Clayton C. MacAloney June 2016 Thesis Advisor: Man-Tak Shing Co-Advisor: Arijit Das THIS PAGE

Managing Differences in Stakeholder Relationships and Organizational Cultures in E-Learning Development: Lessons from the UK eUniversity Experience

ERIC Educational Resources Information Center

Conole, Grainne; Carusi, Annamaria; de Laat, Maarten; Wilcox, Pauline; Darby, Jonathan

2006-01-01

This paper presents some of the initial findings of a series of studies documenting the UK eUniversity (UKeU) approach to and experience of e-learning. It will focus on the experiences and lessons learned of members of the learning technology team within the UKeU or people working closely with them. Our particular interest is to describe the…

Learning effects of thematic peer-review: a qualitative analysis of reflective journals on spiritual care.

PubMed

van Leeuwen, René; Tiesinga, Lucas J; Jochemsen, Henk; Post, Doeke

2009-05-01

This study describes the learning effects of thematic peer-review discussion groups (Hendriksen, 2000. Begeleid intervisie model, Collegiale advisering en probleemoplossing, Nelissen, Baarn.) on developing nursing students' competence in providing spiritual care. It also discusses the factors that might influence the learning process. The method of peer-review is a form of reflective learning based on the theory of experiential learning (Kolb, 1984. Experiential learning, Experience as the source of learning development. Englewoods Cliffs, New Jersey, Prentice Hill). It was part of an educational programme on spiritual care in nursing for third-year undergraduate nursing students from two nursing schools in the Netherlands. Reflective journals (n=203) kept by students throughout the peer-review process were analysed qualitatively The analysis shows that students reflect on spirituality in the context of personal experiences in nursing practice. In addition, they discuss the nursing process and organizational aspects of spiritual care. The results show that the first two phases in the experiential learning cycle appear prominently; these are 'inclusion of actual experience' and 'reflecting on this experience'. The phases of 'abstraction of experience' and 'experimenting with new behaviour' are less evident. We will discuss possible explanations for these findings according to factors related to education, the students and the tutors and make recommendations for follow-up research.

Transformative Learning: Reader's Guide

ERIC Educational Resources Information Center

Chang, Bo

2017-01-01

Mezirow's (1978) transformative learning was influenced by Kuhn's (1962) paradigm and Freire's (1970) emancipatory learning. In this paper, the author provides readers a clear guide about the main components of transformative learning: Experience, critical reflection, and rational discourse. The author emphasizes that experience in transformative…

Improving Software Engineering Through Holistic Project Coaching

DTIC Science & Technology

2011-06-01

learning opportunities. Capacity Flexible schedule of performance to match peak capacity. Selection. Supportive devices (e.g. prosthesis , text...communicate with people and get them to feel comfortable in speaking and exploring issues and link them with another team member who possesses

American Apprenticeship as a Transformative Learning Experience: A Phenomenology

ERIC Educational Resources Information Center

Howze, Pamela Bolton

2015-01-01

"American Apprenticeship as a Transformative Learning Experience: A Phenomenology" is an in-depth investigation into the phenomenon of a transformative learning experience for three American high school students who were given a traditional apprenticeship opportunity, including a community college degree, in lieu of going away to a…

Characteristics of Convergence Learning Experience Using an Educational Documentary Film

ERIC Educational Resources Information Center

Shin, Jongho; Cho, Eunbyul

2015-01-01

The purpose of the study was to investigate the characteristics of convergence learning experience when learners study integrated learning contents from various academic subjects. Specifically, cognitive and emotional experiences and their changes over time were investigated. Eight undergraduate and graduate students participated in the study.…

Students' Perceptions and Experiences of Mobile Learning

ERIC Educational Resources Information Center

Kim, Daesang; Rueckert, Daniel; Kim, Dong-Joong; Seo, Daeryong

2013-01-01

This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile…

Murder They Wrote. A Cross-Curricular Cooperative Learning Experience.

ERIC Educational Resources Information Center

Gaither, Linda

This document contains a cross-curricular cooperative learning experience that is designed to give high school students career and technical educational experiences in the areas of forensic sciences and criminalistics by doing the forensic work to "solve" a fictitious murder. The activities included in the cooperative learning experience…

Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University

ERIC Educational Resources Information Center

Hajhashemi, Karim; Caltabiano, Nerina; Anderson, Neil; Tabibzadeh, Seyed Asadollah

2018-01-01

This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are…

Measuring Experiences of Interest-Related Pursuits in Connected Learning

ERIC Educational Resources Information Center

Maul, Andrew; Penuel, William R.; Dadey, Nathan; Gallagher, Lawrence P.; Podkul, Timothy; Price, Emily

2017-01-01

This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents' experiences of interest-related pursuits that are supported by technology. The measure focuses on youths' experiences of "connected learning" (Ito et al. in Connected learning: an agenda for research and design. Digital…

Research Participation versus Classroom Lecture: A Comparison of Student Learning

ERIC Educational Resources Information Center

Elliott, Lisa Jo; Rice, Stephen; Trafimow, David; Madson, Laura; Hipshur, Malisa F.

2010-01-01

Previous literature has focused on students' perceptions of participation in experiments, but has not measured the effect of participation on learning. In Study 1, students rated their perceptions of learning about psychology; they compared the classroom experience to experiment participation, reading about psychology, or summarizing a journal…

Theme-Based Project Learning: Design and Application of Convergent Science Experiments

ERIC Educational Resources Information Center

Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee

2015-01-01

This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…

"Multilingualizing" Composition: A Diary Self-Study of Learning Spanish and Chinese

ERIC Educational Resources Information Center

Severino, Carol

2017-01-01

Using her own experiences of keeping a journal while learning advanced Spanish creative writing and beginning Chinese during the same semester, the author illustrates that composition teachers' second language learning experiences--intimate and challenging encounters with a second language that multilingual composition students experience every…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Middle school students' learning of mechanics concepts through engagement in different sequences of physical and virtual experiments

NASA Astrophysics Data System (ADS)

Sullivan, Sarah; Gnesdilow, Dana; Puntambekar, Sadhana; Kim, Jee-Seon

2017-08-01

Physical and virtual experimentation are thought to have different affordances for supporting students' learning. Research investigating the use of physical and virtual experiments to support students' learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may impact students' learning and for which contexts and content areas they may be most effective. Using a quasi-experimental design, we examined eighth grade students' (N = 100) learning of physics concepts related to pulleys depending on the sequence of physical and virtual labs they engaged in. Five classes of students were assigned to either the: physical first condition (PF) (n = 55), where students performed a physical pulley experiment and then performed the same experiment virtually, or virtual first condition (VF) (n = 45), with the opposite sequence. Repeated measures ANOVA's were conducted to examine how physical and virtual labs impacted students' learning of specific physics concepts. While we did not find clear-cut support that one sequence was better, we did find evidence that participating in virtual experiments may be more beneficial for learning certain physics concepts, such as work and mechanical advantage. Our findings support the idea that if time or physical materials are limited, using virtual experiments may help students understand work and mechanical advantage.

Exploring Diversity of Learning Outcomes in E-Learning Courses: Results of a Qualitative Study in a French Multinational Company

ERIC Educational Resources Information Center

Baudoin, Emmanuel

2010-01-01

The implementation of e-learning by companies in France is ongoing. One of their issues is to improve the learning experience of their employees. From our point of view, this implies that they must better understand the learning experience of the employees. This paper suggests a qualitative approach to learning in order to identify the diversity…

Experience of cooperative learning in engineering

NASA Astrophysics Data System (ADS)

Maceiras, Rocio; Cancela, Angeles; Urréjola, Santiago; Sánchez, Angel

2011-03-01

The objective of this work is to share the authors' experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at the university when the number of students is not too high. The authors' observation indicates that students did not show a lot of interest towards the new learning style but their resistance changed once they began the activity. The Jigsaw method has proved to be a useful tool for improving the learning process so that students have the opportunity to participate actively in the learning activities.

Storytelling: a teaching-learning technique.

PubMed

Geanellos, R

1996-03-01

Nurses' stories, arising from the practice world, reconstruct the essence of experience as lived and provide vehicles for learning about nursing. The learning process is forwarded by combining storytelling and reflection. Reflection represents an active, purposive, contemplative and deliberative approach to learning through which learners create meaning from the learning experience. The combination of storytelling and reflection allows the creation of links between the materials at hand and prior and future learning. As a teaching-learning technique storytelling engages learners; organizes information; allows exploration of shared lived experiences without the demands, responsibilities and consequences of practice; facilitates remembering; enhances discussion, problem posing and problem solving; and aids understanding of what it is to nurse and to be a nurse.

Anatomy by whole body dissection: a focus group study of students' learning experience.

PubMed

Burgess, Annette; Ramsey-Stewart, George

2015-01-01

The social construction of knowledge within medical education is essential for learning. Students' interactions within groups and associated learning artifacts can meaningfully impact learning. Situated cognition theory poses that knowledge, thinking, and learning are located in experience. In recent years, there has been a reported decline in time spent on anatomy by whole body dissection (AWBD) within medical programs. However, teaching by surgeons in AWBD provides unique opportunities for students, promoting a deeper engagement in learning. In this study, we apply situated cognition theory as a conceptual framework to explore students' perceptions of their learning experience within the 2014 iteration of an 8-week elective AWBD course. At the end of the course, all students (n=24) were invited to attend one of three focus groups. Framework analysis was used to code and categorize data into themes. In total, 20/24 (83%) students participated in focus groups. Utilizing situated cognition theory as a conceptual framework, we illustrate students' learning experiences within the AWBD course. Students highlighted opportunities to create and reinforce their own knowledge through active participation in authentic dissection tasks; guidance and clinical context provided by surgeons as supervisors; and the provision of an inclusive learning community. Situated cognition theory offers a valuable lens through which to view students' learning experience in the anatomy dissection course. By doing so, the importance of providing clinical relevance to medical teaching is highlighted. Additionally, the value of having surgeons teach AWBD and the experience they share is illustrated. The team learning course design, with varying teaching methods and frequent assessments, prompting student-student and student-teacher interaction, was also beneficial for student learning.

Taking an active stance: How urban elementary students connect sociocultural experiences in learning science

NASA Astrophysics Data System (ADS)

Upadhyay, Bhaskar; Maruyama, Geoffrey; Albrecht, Nancy

2017-12-01

In this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards self-determining the sciences that are personally meaningful. Furthermore, tying sociocultural experiences with science learning helps generate sociopolitical awareness among students. We collected interview and observation data in an urban elementary classroom over one academic year to understand the value of urban students' sociocultural experiences in learning science and choosing science activities.

Women’s Sexual Arousal: Effects of High Alcohol Dosages and Self-Control Instructions

PubMed Central

George, William H.; Davis, Kelly Cue; Heiman, Julia R.; Norris, Jeanette; Stoner, Susan A.; Schacht, Rebecca L.; Hendershot, Christian S.; Kajumulo, Kelly F.

2011-01-01

The basic relationship between alcohol and women’s sexual arousal – especially genital arousal –received little research attention for nearly 30 years (e.g. Wilson & Lawson, 1978) until very recently (e.g. George et al., 2009). To investigate hypotheses based on earlier findings and Alcohol Myopia Theory (AMT), two experiments evaluated the effects of high blood alcohol concentrations (BACs) and arousal instructional demands on indices of vaginal responding and self-reported sexual arousal. In Experiment 1, self-control instructions to maximize (versus suppress) arousal increased peak and average Vaginal Pulse Amplitude (VPA) change. Self-control also interacted with a target BAC of .08% (versus .00%) to influence latency to peak arousal onset: Intoxicated women instructed to maximize showed a shorter latency to peak arousal than did intoxicated women instructed to suppress; however, sober women showed the same pattern. Also, in Experiment 1, the target BAC of .08% had no effect on VPA or subjective arousal measures. In Experiment 2, a target BAC of .10% (versus .00%) attenuated peak change and average change in VPA, but this dosage had no effects on latency to peak achieved arousal, or on subjective arousal. Instructions to maximize arousal (versus no instruction) had no effect on any arousal measures. Overall, among young moderate drinking women, alcohol had attenuating effects but only at the higher dosage. Maximize versus suppress instructions about arousal had predicted effects on arousal and interactive effects on latency, but only at the lower dosage. The findings highlight the importance of dosage and contextual factors in alcohol’s impact on the variability of women’s sexual responding. PMID:21439287

Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change

NASA Astrophysics Data System (ADS)

Wang, Jeremy Yi-Ming

This dissertation examines the thesis that implicit learning plays a role in learning about scientific phenomena, and subsequently, in conceptual change. Decades of research in learning science demonstrate that a primary challenge of science education is overcoming prior, naive knowledge of natural phenomena in order to gain scientific understanding. Until recently, a key assumption of this research has been that to develop scientific understanding, learners must abandon their prior scientific intuitions and replace them with scientific concepts. However, a growing body of research shows that scientific intuitions persist, even among science experts. This suggests that naive intuitions are suppressed, not supplanted, as learners gain scientific understanding. The current study examines two potential roles of implicit learning processes in the development of scientific knowledge. First, implicit learning is a source of cognitive structures that impede science learning. Second, tasks that engage implicit learning processes can be employed to activate and suppress prior intuitions, enhancing the likelihood that scientific concepts are adopted and applied. This second proposal is tested in two experiments that measure training-induced changes in intuitive and conceptual knowledge related to sinking and floating objects in water. In Experiment 1, an implicit learning task was developed to examine whether implicit learning can induce changes in performance on near and far transfer tasks. The results of this experiment provide evidence that implicit learning tasks activate and suppress scientific intuitions. Experiment 2 examined the effects of combining implicit learning with traditional, direct instruction to enhance explicit learning of science concepts. This experiment demonstrates that sequencing implicit learning task before and after direct instruction has different effects on intuitive and conceptual knowledge. Together, these results suggest a novel approach for enhancing learning for conceptual change in science education.

Are Online Learners Frustrated with Collaborative Learning Experiences?

ERIC Educational Resources Information Center

Capdeferro, Neus; Romero, Margarida

2012-01-01

Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners…

Remix as Professional Learning: Educators' Iterative Literacy Practice in CLMOOC

ERIC Educational Resources Information Center

Smith, Anna; West-Puckett, Stephanie; Cantrill, Christina; Zamora, Mia

2016-01-01

The Connected Learning Massive Open Online Collaboration (CLMOOC) is an online professional development experience designed as an openly networked, production-centered, participatory learning collaboration for educators. Addressing the paucity of research that investigates learning processes in MOOC experiences, this paper examines the situated…

Scrum-Based Learning Environment: Fostering Self-Regulated Learning

ERIC Educational Resources Information Center

Linden, Tanya

2018-01-01

Academics teaching software development courses are experimenting with teaching methods aiming to improve students' learning experience and learning outcomes. Since Agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar Agile approaches in student-centered learning…

Complexity, Training Paradigm Design, and the Contribution of Memory Subsystems to Grammar Learning

PubMed Central

Ettlinger, Marc; Wong, Patrick C. M.

2016-01-01

Although there is variability in nonnative grammar learning outcomes, the contributions of training paradigm design and memory subsystems are not well understood. To examine this, we presented learners with an artificial grammar that formed words via simple and complex morphophonological rules. Across three experiments, we manipulated training paradigm design and measured subjects' declarative, procedural, and working memory subsystems. Experiment 1 demonstrated that passive, exposure-based training boosted learning of both simple and complex grammatical rules, relative to no training. Additionally, procedural memory correlated with simple rule learning, whereas declarative memory correlated with complex rule learning. Experiment 2 showed that presenting corrective feedback during the test phase did not improve learning. Experiment 3 revealed that structuring the order of training so that subjects are first exposed to the simple rule and then the complex improved learning. The cumulative findings shed light on the contributions of grammatical complexity, training paradigm design, and domain-general memory subsystems in determining grammar learning success. PMID:27391085

Back to the future with hands-on science: students' perceptions of learning anatomy and physiology.

PubMed

Johnston, Amy Nicole Burne; McAllister, Margaret

2008-09-01

This article examines student perceptions of learning related to anatomy and physiology in a bachelor of nursing program. One strategy to teach the sciences is simulated learning, a technology that offers exciting potential. Virtual environments for laboratory learning may offer numerous benefits: teachers can convey information to a larger group of students, reducing the need for small laboratory classes; less equipment is required, thus containing ongoing costs; and students can learn in their own time and place. However, simulated learning may also diminish access to the teacher-student relationship and the opportunity for guided practice and guided linking of theory with practice. Without this hands-on experience, there is a risk that students will not engage as effectively, and thus conceptual learning and the development of critical thinking skills are diminished. However, student perceptions of these learning experiences are largely unknown. Thus, this study examined students' perceptions of anatomy and physiology laboratory experiences and the importance they placed on hands-on experience in laboratory settings.

A Tentative Return to Experience in Researching Learning at Work

ERIC Educational Resources Information Center

Harman, Kerry

2018-01-01

This paper explores possibilities for more democratic approaches to researching learning in and through everyday workplace practices. This links with a concern with who is able to speak in representations of learning at work, what is able to be spoken about and how knowing, learning and experience are inscribed in theories of workplace learning. I…

Meaningful Learning with Mobile Devices: Pre-Service Class Teachers' Experiences of Mobile Learning in the Outdoors

ERIC Educational Resources Information Center

Kärki, Tomi; Keinänen, Heli; Tuominen, Anu; Hoikkala, Marianna; Matikainen, Eila; Maijala, Hanna

2018-01-01

The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers' (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students' ratings for different attributes were analysed…

Auditory-motor learning influences auditory memory for music.

PubMed

Brown, Rachel M; Palmer, Caroline

2012-05-01

In two experiments, we investigated how auditory-motor learning influences performers' memory for music. Skilled pianists learned novel melodies in four conditions: auditory only (listening), motor only (performing without sound), strongly coupled auditory-motor (normal performance), and weakly coupled auditory-motor (performing along with auditory recordings). Pianists' recognition of the learned melodies was better following auditory-only or auditory-motor (weakly coupled and strongly coupled) learning than following motor-only learning, and better following strongly coupled auditory-motor learning than following auditory-only learning. Auditory and motor imagery abilities modulated the learning effects: Pianists with high auditory imagery scores had better recognition following motor-only learning, suggesting that auditory imagery compensated for missing auditory feedback at the learning stage. Experiment 2 replicated the findings of Experiment 1 with melodies that contained greater variation in acoustic features. Melodies that were slower and less variable in tempo and intensity were remembered better following weakly coupled auditory-motor learning. These findings suggest that motor learning can aid performers' auditory recognition of music beyond auditory learning alone, and that motor learning is influenced by individual abilities in mental imagery and by variation in acoustic features.

Peak picking NMR spectral data using non-negative matrix factorization.

PubMed

Tikole, Suhas; Jaravine, Victor; Rogov, Vladimir; Dötsch, Volker; Güntert, Peter

2014-02-11

Simple peak-picking algorithms, such as those based on lineshape fitting, perform well when peaks are completely resolved in multidimensional NMR spectra, but often produce wrong intensities and frequencies for overlapping peak clusters. For example, NOESY-type spectra have considerable overlaps leading to significant peak-picking intensity errors, which can result in erroneous structural restraints. Precise frequencies are critical for unambiguous resonance assignments. To alleviate this problem, a more sophisticated peaks decomposition algorithm, based on non-negative matrix factorization (NMF), was developed. We produce peak shapes from Fourier-transformed NMR spectra. Apart from its main goal of deriving components from spectra and producing peak lists automatically, the NMF approach can also be applied if the positions of some peaks are known a priori, e.g. from consistently referenced spectral dimensions of other experiments. Application of the NMF algorithm to a three-dimensional peak list of the 23 kDa bi-domain section of the RcsD protein (RcsD-ABL-HPt, residues 688-890) as well as to synthetic HSQC data shows that peaks can be picked accurately also in spectral regions with strong overlap.

Student-generated e-learning for clinical education.

PubMed

Isaacs, Alex N; Nisly, Sarah; Walton, Alison

2017-04-01

Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool. © 2016 John Wiley & Sons Ltd.

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis

PubMed Central

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

Purpose This study examined the relationships between the different aspects of students’ course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Methods Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Results Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale “quality of teaching” directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students’ peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students’ examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. Conclusion The results of this study will have important implications for designing blended learning courses in medical schools. PMID:25610011

Students' perceptions of a blended learning experience in dental education.

PubMed

Varthis, S; Anderson, O R

2018-02-01

"Flipped" instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. The purpose of this study was to document dental students' perceptions of flipped-based blended learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated learning and social constructivism as a theoretical framework when blended learning is incorporated in dental curricula. Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the learning experience. Students reported positive perceptions of the blended learning, and the ICND analysis of their responses before and after the learning experience provided insights into their social (group-based) cognition about the learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. The students positively received blended learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the learning experience based on the pre- and post-Likert survey data. Self-regulated learning and social constructivism are encouraged as useful theoretical frameworks for a blended learning approach. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Selective excitation enables assignment of proton resonances and (1)H-(1)H distance measurement in ultrafast magic angle spinning solid state NMR spectroscopy.

PubMed

Zhang, Rongchun; Ramamoorthy, Ayyalusamy

2015-07-21

Remarkable developments in ultrafast magic angle spinning (MAS) solid-state NMR spectroscopy enabled proton-based high-resolution multidimensional experiments on solids. To fully utilize the benefits rendered by proton-based ultrafast MAS experiments, assignment of (1)H resonances becomes absolutely necessary. Herein, we propose an approach to identify different proton peaks by using dipolar-coupled heteronuclei such as (13)C or (15)N. In this method, after the initial preparation of proton magnetization and cross-polarization to (13)C nuclei, transverse magnetization of desired (13)C nuclei is selectively prepared by using DANTE (Delays Alternating with Nutations for Tailored Excitation) sequence and then, it is transferred to bonded protons with a short-contact-time cross polarization. Our experimental results demonstrate that protons bonded to specific (13)C atoms can be identified and overlapping proton peaks can also be assigned. In contrast to the regular 2D HETCOR experiment, only a few 1D experiments are required for the complete assignment of peaks in the proton spectrum. Furthermore, the finite-pulse radio frequency driven recoupling sequence could be incorporated right after the selection of specific proton signals to monitor the intensity buildup for other proton signals. This enables the extraction of (1)H-(1)H distances between different pairs of protons. Therefore, we believe that the proposed method will greatly aid in fast assignment of peaks in proton spectra and will be useful in the development of proton-based multi-dimensional solid-state NMR experiments to study atomic-level resolution structure and dynamics of solids.

Long-term Engagement in Authentic Research with NASA (LEARN): Lessons Learned from an Innovative Model for Teacher Research Experiences

NASA Astrophysics Data System (ADS)

Pippin, M. R.; Kollmeyer, R.; Joseph, J.; Yang, M. M.; Omar, A. H.; Harte, T.; Taylor, J.; Lewis, P. M.; Weisman, A.; Hyater-Adams, S.

2013-12-01

The NASA LEARN Project is an innovative program that provides long-term immersion in the practice of atmospheric science for middle and high school in-service teachers. Working alongside NASA scientists and using authentic NASA Science Mission Directorate (SMD) Research and Analysis (R&A) related and mission-based research data, teachers develop individual research topics of interest during two weeks in the summer while on-site at NASA Langley. With continued, intensive mentoring and guidance of NASA scientists, the teachers further develop their research throughout the academic year through virtual group meetings and data team meetings mirroring scientific collaborations. At the end of the first year, the LEARN teachers present scientific posters. During summer 2013, Cohort 1 (7 teachers) presented posters at an open session and discussed their research topics with Cohort 2 (6 teachers) and science and educator personnel at Langley. The LEARN experience has had such an impact that 6 teachers from Cohort 1 have elected to continue a second year of research working alongside Cohort 2 and LEARN scientists. In addition, Cohort 1 teachers have brought their LEARN experiences back to their classrooms in a variety of ways. The LEARN project evaluation has provided insights into the outcomes of this research experience for teachers and particularly effective program elements. In particular, the LEARN evaluation has focused on how an extended research experience for teachers spanning a full year influences teacher views of science and classroom integration of scientific principles. Early findings indicate that teachers' perceptions of the scientific enterprise have changed, and that LEARN provided substantial resources to help them take real-world research to their students. Teachers also valued the teamwork and cohort approach. In addition, the LEARN evaluation focuses on the experiences of scientists involved in the LEARN program and how their experiences working with teachers have changed their ability to communicate the results of research to the public. During this presentation, we will share the LEARN model, findings from the evaluation, and our lessons learned in providing meaningful scientific research experiences for teachers. Our model incorporates intensive support and mentoring, ongoing virtual and face-to-face check-ins, and flexibility to meet teachers' needs on their research projects and in their classrooms.

Dual-learning systems during speech category learning

PubMed Central

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

2013-01-01

Dual-systems models of visual category learning posit the existence of an explicit, hypothesis-testing ‘reflective’ system, as well as an implicit, procedural-based ‘reflexive’ system. The reflective and reflexive learning systems are competitive and neurally dissociable. Relatively little is known about the role of these domain-general learning systems in speech category learning. Given the multidimensional, redundant, and variable nature of acoustic cues in speech categories, our working hypothesis is that speech categories are learned reflexively. To this end, we examined the relative contribution of these learning systems to speech learning in adults. Native English speakers learned to categorize Mandarin tone categories over 480 trials. The training protocol involved trial-by-trial feedback and multiple talkers. Experiment 1 and 2 examined the effect of manipulating the timing (immediate vs. delayed) and information content (full vs. minimal) of feedback. Dual-systems models of visual category learning predict that delayed feedback and providing rich, informational feedback enhance reflective learning, while immediate and minimally informative feedback enhance reflexive learning. Across the two experiments, our results show feedback manipulations that targeted reflexive learning enhanced category learning success. In Experiment 3, we examined the role of trial-to-trial talker information (mixed vs. blocked presentation) on speech category learning success. We hypothesized that the mixed condition would enhance reflexive learning by not allowing an association between talker-related acoustic cues and speech categories. Our results show that the mixed talker condition led to relatively greater accuracies. Our experiments demonstrate that speech categories are optimally learned by training methods that target the reflexive learning system. PMID:24002965

Emergent Phenomena at Mott Interfaces

DTIC Science & Technology

2016-03-11

that is in quantitative agreement with the transition temperature. The behavior begs a comparison with tunneling experiments in superconductors ...ascribe these peaks to a single superconductor – 54 normal (SN) interface; an SNS junction would give a large 55 superconducting peak at zero bias27. For

Dopamine neurons modulate pheromone responses in Drosophila courtship learning.

PubMed

Keleman, Krystyna; Vrontou, Eleftheria; Krüttner, Sebastian; Yu, Jai Y; Kurtovic-Kozaric, Amina; Dickson, Barry J

2012-09-06

Learning through trial-and-error interactions allows animals to adapt innate behavioural ‘rules of thumb’ to the local environment, improving their prospects for survival and reproduction. Naive Drosophila melanogaster males, for example, court both virgin and mated females, but learn through experience to selectively suppress futile courtship towards females that have already mated. Here we show that courtship learning reflects an enhanced response to the male pheromone cis-vaccenyl acetate (cVA), which is deposited on females during mating and thus distinguishes mated females from virgins. Dissociation experiments suggest a simple learning rule in which unsuccessful courtship enhances sensitivity to cVA. The learning experience can be mimicked by artificial activation of dopaminergic neurons, and we identify a specific class of dopaminergic neuron that is critical for courtship learning. These neurons provide input to the mushroom body (MB) γ lobe, and the DopR1 dopamine receptor is required in MBγ neurons for both natural and artificial courtship learning. Our work thus reveals critical behavioural, cellular and molecular components of the learning rule by which Drosophila adjusts its innate mating strategy according to experience.

Deep imitation learning for 3D navigation tasks.

PubMed

Hussein, Ahmed; Elyan, Eyad; Gaber, Mohamed Medhat; Jayne, Chrisina

2018-01-01

Deep learning techniques have shown success in learning from raw high-dimensional data in various applications. While deep reinforcement learning is recently gaining popularity as a method to train intelligent agents, utilizing deep learning in imitation learning has been scarcely explored. Imitation learning can be an efficient method to teach intelligent agents by providing a set of demonstrations to learn from. However, generalizing to situations that are not represented in the demonstrations can be challenging, especially in 3D environments. In this paper, we propose a deep imitation learning method to learn navigation tasks from demonstrations in a 3D environment. The supervised policy is refined using active learning in order to generalize to unseen situations. This approach is compared to two popular deep reinforcement learning techniques: deep-Q-networks and Asynchronous actor-critic (A3C). The proposed method as well as the reinforcement learning methods employ deep convolutional neural networks and learn directly from raw visual input. Methods for combining learning from demonstrations and experience are also investigated. This combination aims to join the generalization ability of learning by experience with the efficiency of learning by imitation. The proposed methods are evaluated on 4 navigation tasks in a 3D simulated environment. Navigation tasks are a typical problem that is relevant to many real applications. They pose the challenge of requiring demonstrations of long trajectories to reach the target and only providing delayed rewards (usually terminal) to the agent. The experiments show that the proposed method can successfully learn navigation tasks from raw visual input while learning from experience methods fail to learn an effective policy. Moreover, it is shown that active learning can significantly improve the performance of the initially learned policy using a small number of active samples.

Learning builds on learning: Infants' use of native language sound patterns to learn words

PubMed Central

Graf Estes, Katharine

2014-01-01

The present research investigated how infants apply prior knowledge of environmental regularities to support new learning. The experiments tested whether infants could exploit experience with native language (English) phonotactic patterns to facilitate associating sounds with meanings during word learning. Fourteen-month-olds heard fluent speech that contained cues for detecting target words; they were embedded in sequences that occur across word boundaries. A separate group heard the target words embedded without word boundary cues. Infants then participated in an object label-learning task. With the opportunity to use native language patterns to segment the target words, infants subsequently learned the labels. Without this experience, infants failed. Novice word learners can take advantage of early learning about sounds scaffold lexical development. PMID:24980741

In a year, memory will benefit from learning, tomorrow it won't: distance and construal level effects on the basis of metamemory judgments.

PubMed

Halamish, Vered; Nussinson, Ravit; Ben-Ari, Liat

2013-09-01

Metamemory judgments may rely on 2 bases of information: subjective experience and abstract theories about memory. On the basis of construal level theory, we predicted that psychological distance and construal level (i.e., concrete vs. abstract thinking) would have a qualitative impact on the relative reliance on these 2 bases: When considering learning from proximity or under a low-construal mindset, learners would rely more heavily on their experience, whereas when considering learning from a distance or under a high-construal mindset, they would rely more heavily on their abstract theories. Consistent with this prediction, results of 2 experiments revealed that temporal distance (Experiment 1) and construal level (Experiment 2) affected the stability bias--the failure to predict the benefits of learning. When considering learning from proximity or using a low-construal mindset, participants relied less heavily on their theory regarding the benefits of learning and were therefore insensitive to future learning. However, when considering learning from temporal distance or using a high-construal mindset, participants relied more heavily on their theory and were therefore better able to predict the benefits of future learning, thus overcoming the stability bias. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Learning and liking of melody and harmony: further studies in artificial grammar learning.

PubMed

Loui, Psyche

2012-10-01

Much of what we know and love about music is based on implicitly acquired mental representations of musical pitches and the relationships between them. While previous studies have shown that these mental representations of music can be acquired rapidly and can influence preference, it is still unclear which aspects of music influence learning and preference formation. This article reports two experiments that use an artificial musical system to examine two questions: (1) which aspects of music matter most for learning, and (2) which aspects of music matter most for preference formation. Two aspects of music are tested: melody and harmony. In Experiment 1 we tested the learning and liking of a new musical system that is manipulated melodically so that only some of the possible conditional probabilities between successive notes are presented. In Experiment 2 we administered the same tests for learning and liking, but we used a musical system that is manipulated harmonically to eliminate the property of harmonic whole-integer ratios between pitches. Results show that disrupting melody (Experiment 1) disabled the learning of music without disrupting preference formation, whereas disrupting harmony (Experiment 2) does not affect learning and memory but disrupts preference formation. Results point to a possible dissociation between learning and preference in musical knowledge. Copyright © 2012 Cognitive Science Society, Inc.

Sociocultural Theory and the Mediated Learning Experience.

ERIC Educational Resources Information Center

Kozulin, Alex

2002-01-01

Discusses the two theories that have contributed most to the development of the mediational approach to learning, Vygotskian sociocultural theory and Feuerstein's theory of Mediated Learning Experience. Both theories emphasize the importance of sociocultural forces in shaping a child's development and learning, and have generated a number of…

Student Motivations and Perception across and within Five Forms of Experiential Learning

ERIC Educational Resources Information Center

Coker, Jeffrey Scott; Porter, Desiree Jasmine

2016-01-01

Understanding student motivations for participating in high-impact educational practices is important for improving learning experiences. This article explores student motivations across and within five forms of experiential learning at Elon University: study abroad, research, internships, service-learning, and leadership experiences. Surveys and…

Emotional Highs in Adult Experiential Learning

ERIC Educational Resources Information Center

Zeivots, Sandris

2016-01-01

Despite knowing that positive emotional experiences tend to be beneficial for adult learning, our incomplete understanding of the emotional system rarely allows us to incorporate emotion adequately in real learning situations. The experience of emotional highs, as observed in adult experiential learning courses, has been selected as the phenomenon…

Improving Learning Experiences through Gamification: A Case Study

ERIC Educational Resources Information Center

Geelan, Benjamin; de Salas, Kristy; Lewis, Ian; King, Carolyn; Edwards, Dale; O'Mara, Aidan

2015-01-01

Gamified learning systems are becoming increasingly common within educational institutions, however there is a lack of understanding on the elements of gamification that influence, either positively or negatively, the learning experiences of students using these systems. This study examines an existing gamified learning tool implemented within an…

Solitary Learner in Online Collaborative Learning: A Disappointing Experience?

ERIC Educational Resources Information Center

Ke, Fengfeng; Carr-Chellman, Alison

2006-01-01

Research suggests that the solitary learner's learning preferences might be a mismatch with collaborative instructional settings. A question is therefore posed: "In online learning environments that require collaboration, how do solitary learners experience their own learning?" It is important to answer this question to understand and…

Learning To Learn: Western Perspectives.

ERIC Educational Resources Information Center

Roth, Gene L.

Building awareness of the self as learner is central to learning. Reflecting on past experiences helps individuals elucidate undetected characteristics of themselves as learners. Active learners are more likely to experiment with new learning strategies and take risks. Because of their inquiring dispositions, they self-monitor and self-evaluate…

The 2011 Draconids: The First European Airborne Meteor Observation Campaign

NASA Astrophysics Data System (ADS)

Vaubaillon, Jeremie; Koten, Pavel; Margonis, Anastasios; Toth, Juraj; Rudawska, Regina; Gritsevich, Maria; Zender, Joe; McAuliffe, Jonathan; Pautet, Pierre-Dominique; Jenniskens, Peter; Koschny, Detlef; Colas, Francois; Bouley, Sylvain; Maquet, Lucie; Leroy, Arnaud; Lecacheux, Jean; Borovicka, Jiri; Watanabe, Junichi; Oberst, Jürgen

2015-02-01

On 8 October 2011, the Draconid meteor shower (IAU, DRA) was predicted to cause two brief outbursts of meteors, visible from locations in Europe. For the first time, a European airborne meteor observation campaign was organized, supported by ground-based observations. Two aircraft were deployed from Kiruna, Sweden, carrying six scientists, 19 cameras and eight crew members. The flight geometry was chosen such that it was possible to obtain double-station observations of many meteors. The instrument setup on the aircraft as well as on the ground is described in full detail. The main peak from 1900-dust ejecta happened at the predicted time and at the predicted rate. The second peak was observed from the earlier flight and from the ground, and was caused most likely by trails ejected in the nineteenth century. A total of 250 meteors were observed, for which light curve data were derived. The trajectory, velocity, deceleration and orbit of 35 double station meteors were measured. The magnitude distribution index was high, as a result of which there was no excess of meteors near the horizon. The light curve proved to be extremely flat on average, which was unexpected. Observations of spectra allowed us to derive the compositional information of the Draconids meteoroids and showed an early release of sodium, usually interpreted as resulting from fragile meteoroids. Lessons learned from this experience are derived for future airborne meteor shower observation campaigns.

Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

PubMed

Telford, Mark; Senior, Emma

2017-06-08

This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

How Evolution May Work Through Curiosity-Driven Developmental Process.

PubMed

Oudeyer, Pierre-Yves; Smith, Linda B

2016-04-01

Infants' own activities create and actively select their learning experiences. Here we review recent models of embodied information seeking and curiosity-driven learning and show that these mechanisms have deep implications for development and evolution. We discuss how these mechanisms yield self-organized epigenesis with emergent ordered behavioral and cognitive developmental stages. We describe a robotic experiment that explored the hypothesis that progress in learning, in and for itself, generates intrinsic rewards: The robot learners probabilistically selected experiences according to their potential for reducing uncertainty. In these experiments, curiosity-driven learning led the robot learner to successively discover object affordances and vocal interaction with its peers. We explain how a learning curriculum adapted to the current constraints of the learning system automatically formed, constraining learning and shaping the developmental trajectory. The observed trajectories in the robot experiment share many properties with those in infant development, including a mixture of regularities and diversities in the developmental patterns. Finally, we argue that such emergent developmental structures can guide and constrain evolution, in particular with regard to the origins of language. Copyright © 2016 Cognitive Science Society, Inc.

Implicit chaining in cotton-top tamarins (Saguinus oedipus) with elements equated for probability of reinforcement

PubMed Central

Dillon, Laura; Collins, Meaghan; Conway, Maura; Cunningham, Kate

2013-01-01

Three experiments examined the implicit learning of sequences under conditions in which the elements comprising a sequence were equated in terms of reinforcement probability. In Experiment 1 cotton-top tamarins (Saguinus oedipus) experienced a five-element sequence displayed serially on a touch screen in which reinforcement probability was equated across elements at .16 per element. Tamarins demonstrated learning of this sequence with higher latencies during a random test as compared to baseline sequence training. In Experiments 2 and 3, manipulations of the procedure used in the first experiment were undertaken to rule out a confound owing to the fact that the elements in Experiment 1 bore different temporal relations to the intertrial interval (ITI), an inhibitory period. The results of Experiments 2 and 3 indicated that the implicit learning observed in Experiment 1 was not due to temporal proximity between some elements and the inhibitory ITI. The results taken together support two conclusion: First that tamarins engaged in sequence learning whether or not there was contingent reinforcement for learning the sequence, and second that this learning was not due to subtle differences in associative strength between the elements of the sequence. PMID:23344718

The Experience of Deep Learning by Accounting Students

ERIC Educational Resources Information Center

Turner, Martin; Baskerville, Rachel

2013-01-01

This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how…

Discontinuities in University Student Experiences of Learning through Discussions

ERIC Educational Resources Information Center

Ellis, Robert A.; Calvo, Rafael A.

2006-01-01

This article reports on research into the student experience of learning through discussions in a third-year undergraduate engineering subject. Information engineering students studying e-commerce were required to engage in face-to-face and online discussions as a key aspect of their learning experience. This study investigates the quality of the…

Middle School Students' Learning of Mechanics Concepts through Engagement in Different Sequences of Physical and Virtual Experiments

ERIC Educational Resources Information Center

Sullivan, Sarah; Gnesdilow, Dana; Puntambekar, Sadhana; Kim, Jee-Seon

2017-01-01

Physical and virtual experimentation are thought to have different affordances for supporting students' learning. Research investigating the use of physical and virtual experiments to support students' learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may…

Beyond Book Learning: Cultivating the Pedagogy of Experience through Field Trips.

ERIC Educational Resources Information Center

Jakubowski, Lisa Marie

2003-01-01

A pedagogy of experience can be cultivated by using a critically responsive approach based on experience, critical thinking, reflection, and action. A service-learning field trip to Cuba illustrates how experiential learning can bring classroom and community together in a way that invites students to engage in meaningful, active forms of learning…

The Relationship between Cultural Values and Learning Preference: The Impact of Acculturation Experiences upon East Asians

ERIC Educational Resources Information Center

Chuang, Szu-Fang

2012-01-01

Globalization and technology advancement are creating more biculturalism at workplaces and learning settings. However, little is known about acculturation experience and its influence on a person's cultural values and learning preference. The research reported in this study investigates the impact of acculturation experiences upon the relationship…

Identifying Student Types in a Gamified Learning Experience

ERIC Educational Resources Information Center

Barata, Gabriel; Gama, Sandra; Jorge, Joaquim; Gonçalves, Daniel

2014-01-01

Gamification of education is a recent trend, and early experiments showed promising results. Students seem not only to perform better, but also to participate more and to feel more engaged with gamified learning. However, little is known regarding how different students are affected by gamification and how their learning experience may vary. In…

Measuring Choice to Participate in Optional Science Learning Experiences during Early Adolescence

ERIC Educational Resources Information Center

Sha, Li; Schunn, Christian; Bathgate, Meghan

2015-01-01

Cumulatively, participation in optional science learning experiences in school, after school, at home, and in the community may have a large impact on student interest in and knowledge of science. Therefore, interventions can have large long-term effects if they change student choice preferences for such optional science learning experiences. To…

Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

ERIC Educational Resources Information Center

Santos, Marc Ericson C.; Chen, Angie; Taketomi, Takafumi; Yamamoto, Goshiro; Miyazaki, Jun; Kato, Hirokazu

2014-01-01

Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore…

Learning in an Online Distance Education Course: Experiences of Three International Students

ERIC Educational Resources Information Center

Zhang, Zuochen; Kenny, Richard F.

2010-01-01

This case study explores the learning experiences of three international students who were enrolled in an online master's program offered by a large university in Canada. The aim of the study was to understand the international students' experiences with, and perspectives on, the online learning environment. Findings indicate that previous…

An Italian Social Learning Experience in High Schools

ERIC Educational Resources Information Center

Pieri, Michelle; Diamantini, Davide; Paini, Germano

2013-01-01

This work focuses on an experience of social learning realized in six Italian high schools in the 2012-2013 academic year. In this experience we used ThinkTag Smart, a new learning platform, to train 400 students. After an introduction concerning Information and Communication Technologies in Italian schools, this contribution will describe the…

Stakeholder Perceptions of the Positive Benefits and Critical Challenges Involved in Student Service-Learning Experiences

ERIC Educational Resources Information Center

Hohenthal, K. Darcy

2010-01-01

The Bolman and Deal (2003) Four-Frame Model was adapted in this qualitative phenomenological research study to describe how stakeholders experience student service-learning. The study presents how students perceive the positive benefits and critical challenges encountered in their service-learning experience; how professors perceive the positive…

First off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers

ERIC Educational Resources Information Center

Peralta, Louisa; Burns, Kellie

2012-01-01

Recent research focusing on professional experience has shifted towards understanding preservice teachers' learning. The aim of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Ten volunteering first-year preservice teachers, who…

Toddlers' imitative learning in interactive and observational contexts: the role of age and familiarity of the model.

PubMed

Shimpi, Priya M; Akhtar, Nameera; Moore, Chris

2013-10-01

Three experiments examined the effects of age and familiarity of a model on toddlers' imitative learning in observational contexts (Experiments 1, 2, and 3) and interactive contexts (Experiments 2 and 3). Experiment 1 (N=112 18-month-old toddlers) varied the age (child vs. adult) and long-term familiarity (kin vs. stranger) of the person who modeled the novel actions. Experiment 2 (N=48 18-month-olds and 48 24-month-olds) and Experiment 3 (N=48 24-month-olds) varied short-term familiarity with the model (some or none) and learning context (interactive or observational). The most striking findings were that toddlers were able to learn a new action from observing completely unfamiliar strangers who did not address them and were far less likely to imitate an unfamiliar model who directly interacted with them. These studies highlight the robustness of toddlers' observational learning and reveal limitations of learning from unfamiliar models in interactive contexts. Copyright © 2013 The Authors. Published by Elsevier Inc. All rights reserved.

A Biologically Inspired Computational Model of Basal Ganglia in Action Selection

PubMed Central

Baston, Chiara

2015-01-01

The basal ganglia (BG) are a subcortical structure implicated in action selection. The aim of this work is to present a new cognitive neuroscience model of the BG, which aspires to represent a parsimonious balance between simplicity and completeness. The model includes the 3 main pathways operating in the BG circuitry, that is, the direct (Go), indirect (NoGo), and hyperdirect pathways. The main original aspects, compared with previous models, are the use of a two-term Hebb rule to train synapses in the striatum, based exclusively on neuronal activity changes caused by dopamine peaks or dips, and the role of the cholinergic interneurons (affected by dopamine themselves) during learning. Some examples are displayed, concerning a few paradigmatic cases: action selection in basal conditions, action selection in the presence of a strong conflict (where the role of the hyperdirect pathway emerges), synapse changes induced by phasic dopamine, and learning new actions based on a previous history of rewards and punishments. Finally, some simulations show model working in conditions of altered dopamine levels, to illustrate pathological cases (dopamine depletion in parkinsonian subjects or dopamine hypermedication). Due to its parsimonious approach, the model may represent a straightforward tool to analyze BG functionality in behavioral experiments. PMID:26640481

A Comparison Study for DNA Motif Modeling on Protein Binding Microarray.

PubMed

Wong, Ka-Chun; Li, Yue; Peng, Chengbin; Wong, Hau-San

2016-01-01

Transcription factor binding sites (TFBSs) are relatively short (5-15 bp) and degenerate. Identifying them is a computationally challenging task. In particular, protein binding microarray (PBM) is a high-throughput platform that can measure the DNA binding preference of a protein in a comprehensive and unbiased manner; for instance, a typical PBM experiment can measure binding signal intensities of a protein to all possible DNA k-mers (k = 8∼10). Since proteins can often bind to DNA with different binding intensities, one of the major challenges is to build TFBS (also known as DNA motif) models which can fully capture the quantitative binding affinity data. To learn DNA motif models from the non-convex objective function landscape, several optimization methods are compared and applied to the PBM motif model building problem. In particular, representative methods from different optimization paradigms have been chosen for modeling performance comparison on hundreds of PBM datasets. The results suggest that the multimodal optimization methods are very effective for capturing the binding preference information from PBM data. In particular, we observe a general performance improvement if choosing di-nucleotide modeling over mono-nucleotide modeling. In addition, the models learned by the best-performing method are applied to two independent applications: PBM probe rotation testing and ChIP-Seq peak sequence prediction, demonstrating its biological applicability.

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

PubMed

Green, Rebecca D; Schlairet, Maura C

2017-02-01

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

Relationship between brain plasticity, learning and foraging performance in honey bees.

PubMed

Cabirol, Amélie; Cope, Alex J; Barron, Andrew B; Devaud, Jean-Marc

2018-01-01

Brain structure and learning capacities both vary with experience, but the mechanistic link between them is unclear. Here, we investigated whether experience-dependent variability in learning performance can be explained by neuroplasticity in foraging honey bees. The mushroom bodies (MBs) are a brain center necessary for ambiguous olfactory learning tasks such as reversal learning. Using radio frequency identification technology, we assessed the effects of natural variation in foraging activity, and the age when first foraging, on both performance in reversal learning and on synaptic connectivity in the MBs. We found that reversal learning performance improved at foraging onset and could decline with greater foraging experience. If bees started foraging before the normal age, as a result of a stress applied to the colony, the decline in learning performance with foraging experience was more severe. Analyses of brain structure in the same bees showed that the total number of synaptic boutons at the MB input decreased when bees started foraging, and then increased with greater foraging intensity. At foraging onset MB structure is therefore optimized for bees to update learned information, but optimization of MB connectivity deteriorates with foraging effort. In a computational model of the MBs sparser coding of information at the MB input improved reversal learning performance. We propose, therefore, a plausible mechanistic relationship between experience, neuroplasticity, and cognitive performance in a natural and ecological context.

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

PubMed

Aoyama, Wakako; Tatsumi, Asami

2017-01-31

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

Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey

ERIC Educational Resources Information Center

Barrie, Simon C.; Bucat, Robert B.; Buntine, Mark A.; Burke da Silva, Karen; Crisp, Geoffrey T.; George, Adrian V.; Jamie, Ian M.; Kable, Scott H.; Lim, Kieran F.; Pyke, Simon M.; Read, Justin R.; Sharma, Manjula D.; Yeung, Alexandra

2015-01-01

Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed…

Formal and Informal Learning and First-Year Psychology Students’ Development of Scientific Thinking: A Two-Wave Panel Study

PubMed Central

Soyyılmaz, Demet; Griffin, Laura M.; Martín, Miguel H.; Kucharský, Šimon; Peycheva, Ekaterina D.; Vaupotič, Nina; Edelsbrunner, Peter A.

2017-01-01

Scientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students’ development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. First-year psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students’ need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students’ learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students’ scientific thinking. PMID:28239363

Formal and Informal Learning and First-Year Psychology Students' Development of Scientific Thinking: A Two-Wave Panel Study.

PubMed

Soyyılmaz, Demet; Griffin, Laura M; Martín, Miguel H; Kucharský, Šimon; Peycheva, Ekaterina D; Vaupotič, Nina; Edelsbrunner, Peter A

2017-01-01

Scientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students' development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. First-year psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students' need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students' learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students' scientific thinking.

NovaSearch Online: Research Experience in Astronomy 101

NASA Astrophysics Data System (ADS)

Pilachowski, C. A.; Rector, T.; Morris, F.; Tebbe, H.

2003-12-01

A new website at the University of Indiana Bloomington allows undergraduate, introductory astronomy students to participate in original research, discovering novae in the Andromeda Galaxy. Sequences of CCD images obtained with the WIYN 0.9-m telescope at Kitt Peak of the central region of Andromeda are displayed on the Web as Flash movies, allowing students to identify novae as new, blinking stars. Tools are provided to estimate the magnitude of the novae and to determine the Julian date of observations, so that students can plot light curves. The goal of NovaSearch is to engage students in the process of discovery, applying the content they learn from textbooks and lectures to real observations and the creation of new knowledge. NovaSearch is supplemented with live video interactions with on-site observers and remote observing at the 0.9-m telescope. For many students, NovaSearch is their first experience with science as a creative, human activity. NovaSearch is available for examination and use at www.astro.indiana.edu/novasearch/ Support from the SBC Fellows program at Indiana University, as well as from the National Science Foundation through grant ESI 0101982 to the National Optical Astronomy Observatory, is gratefully acknowledged.

Self-supervised learning as an enabling technology for future space exploration robots: ISS experiments on monocular distance learning

NASA Astrophysics Data System (ADS)

van Hecke, Kevin; de Croon, Guido C. H. E.; Hennes, Daniel; Setterfield, Timothy P.; Saenz-Otero, Alvar; Izzo, Dario

2017-11-01

Although machine learning holds an enormous promise for autonomous space robots, it is currently not employed because of the inherent uncertain outcome of learning processes. In this article we investigate a learning mechanism, Self-Supervised Learning (SSL), which is very reliable and hence an important candidate for real-world deployment even on safety-critical systems such as space robots. To demonstrate this reliability, we introduce a novel SSL setup that allows a stereo vision equipped robot to cope with the failure of one of its cameras. The setup learns to estimate average depth using a monocular image, by using the stereo vision depths from the past as trusted ground truth. We present preliminary results from an experiment on the International Space Station (ISS) performed with the MIT/NASA SPHERES VERTIGO satellite. The presented experiments were performed on October 8th, 2015 on board the ISS. The main goals were (1) data gathering, and (2) navigation based on stereo vision. First the astronaut Kimiya Yui moved the satellite around the Japanese Experiment Module to gather stereo vision data for learning. Subsequently, the satellite freely explored the space in the module based on its (trusted) stereo vision system and a pre-programmed exploration behavior, while simultaneously performing the self-supervised learning of monocular depth estimation on board. The two main goals were successfully achieved, representing the first online learning robotic experiments in space. These results lay the groundwork for a follow-up experiment in which the satellite will use the learned single-camera depth estimation for autonomous exploration in the ISS, and are an advancement towards future space robots that continuously improve their navigation capabilities over time, even in harsh and completely unknown space environments.

Searching for Interference Effects in Learning New Face-Name Associations

PubMed Central

James, Lori E.; Tauber, Sarah K.; McMahan, Ethan A.; Oberle, Shalyn; Martinez, Ashley P.; Fogler, Kethera A.

2012-01-01

In 3 experiments, we attempted to increase interference using experimental manipulations in a face-name learning paradigm. All experiments included young and older adult participants because aging is associated with increases in both susceptibility to interference and difficulty in learning face-name associations. None of the experiments produced interference for either age group: The inclusion of confusable (i.e., ambiguous) names and occupations, having to learn an additional piece of information in association with each face, and requiring participants to guess when uncertain all failed to negatively impact name learning. Interference does not appear to be the critical mechanism underlying the difficulty of learning proper names, and it cannot account for older adults’ disproportionate decline in name-learning ability. PMID:22292565

Structured learning and self-reflection: strategies to decrease anxiety in the psychiatric mental health clinical nursing experience.

PubMed

Ganzer, Christine Anne; Zauderer, Cheryl

2013-01-01

The purpose of this qualitative study was to test a teaching-learning strategy to help nursing students decrease stress and anxiety that may be brought about by the psychiatric mental health clinical experience. Undergraduate nursing students are known to experience affective stress prior to their first psychiatric mental health clinical practicum. A stressful learning environment can affect the success of the student's clinical performance. Thirty nursing students participated in this study. A structured preclinical workshop combined with self-reflection provided insight into students' perceptions of the psychiatric mental health clinical experience. Overall, students reported that participating in the teaching-learning strategy and self-reflection helped mitigate Combining structured learning with self-reflection is a useful tool for helping nursing students increase self-awareness and ease anxiety that may interfere with learning.

Improving Learning Analytics--Combining Observational and Self-Report Data on Student Learning

ERIC Educational Resources Information Center

Ellis, Robert A.; Han, Feifei; Pardo, Abelardo

2017-01-01

The field of education technology is embracing a use of learning analytics to improve student experiences of learning. Along with exponential growth in this area is an increasing concern of the interpretability of the analytics from the student experience and what they can tell us about learning. This study offers a way to address some of the…

Parental Support and Enjoyment of Learning in Mathematics: Does Change in Parental Support Predict Change in Enjoyment of Learning?

ERIC Educational Resources Information Center

Buff, Alex; Reusser, Kurt; Dinkelmann, Iris

2017-01-01

Positive and negative emotions are ubiquitous in everyday school life, and can foster or impair processes of learning and achievement. However, learning- and achievement-related emotions are not based solely on experiences from respective situations in the school context. Rather, experiences outside of school, e.g. learning at home, are also…

Using ICT at an Open Distance Learning (ODL) Institution in South Africa: The Learning Experiences of Students with Visual Impairments

ERIC Educational Resources Information Center

Mokiwa, S. A.; Phasha, T. N.

2012-01-01

For students with visual impairments, Information and Communication Technology (ICT) has become an important means through which they can learn and access learning materials at various levels of education. However, their learning experiences in using such form of technologies have been rarely documented, thus suggests society's lack of…

Accreditation of Prior Experiential Learning as a Catalyst for Lifelong Learning: Analysis and Proposals Based on French Experiments

ERIC Educational Resources Information Center

Sanseau, Pierre-Yves; Ansart, Sandrine

2013-01-01

In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis…

Professional Development, Teacher Learning, and National Standards: A Mixed-Method Multiple-Case Study of the Professional Learning Experiences of Evangelical Christian School Teachers

ERIC Educational Resources Information Center

Montoro, Vincent

2012-01-01

Today's educational environment requires teachers who understand teaching and learning, have strong content knowledge, and can make connections between life experiences and the curriculum. Teachers are expected to be continually learning to improve their practice. Professional learning is essential in this process. Research on professional…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Evaluation of Learning Associated with Multiple Exposures to Computerized Dynamic Posturography

NASA Technical Reports Server (NTRS)

Dean, S. Lance; Paloski, William H.; Taylor, Laura C.; Vanya, Robert D.; Feiveson, Alan H.; Wood, Scott J.

2009-01-01

Computerized dynamic posturography has been used to quantitatively assess the time course of functional sensorimotor recovery after exposure to spaceflight or to groundbased analogs such as head-down bed rest. An assessment of balance recovery may be confounded as subjects develop new strategies through repeated exposures to test paradigms. The purpose of this control study was to characterize the learning effects of sensory organization and motor control tests across multiple sessions. METHODS: Twenty-eight healthy subjects were tested over four sessions. To examine the effects of between-session interval, subjects were assigned to one of four groups in which the interval between the 1 st and 2nd sessions was 7 (+/- 1) days, 14 (+/-1) days, 28 (+/-2) days, or 56 (+/-3) days. The interval between remaining sessions was 28 (+/-4) days. Peak-to-peak anterior-posterior sway was measured during standard Sensory Organization Tests (SOTs) using either fixed or unstable sway-referenced support with eyes open, eyes closed, or sway-referenced vision. Sway was also measured during modified SOTs using eyes-closed conditions with either static or dynamic head tilts. Postural recovery to unexpected support surface perturbations (translations or rotations) was measured during Motor Control Tests. The test order was block randomized across subjects. RESULTS: The learning effects varied with test condition. There were no measurable differences with a stable support surface. The more challenging conditions (unstable support surface with and without head tilts) led to greater differences and took more trials to stabilize. The effect of time interval between the first two sessions was negligible across conditions. Evidence suggested that learning carried across similar conditions (such as unstable support SOTs). DISCUSSION: Familiarization session and/or trials are recommended to minimize learning effects when characterizing functional recovery after exposure to altered sensory environments. The number of practice trials required depends on task difficulty and similarity across conditions. Learning statement: This presentation will review the learning effects of computerized d

Ninth Graders' Learning Interests, Life Experiences and Attitudes Towards Science & Technology

NASA Astrophysics Data System (ADS)

Chang, Shu-Nu; Yeung, Yau-Yuen; Cheng, May Hung

2009-10-01

Students' learning interests and attitudes toward science have both been studied for decades. However, the connection between them with students' life experiences about science and technology has not been addressed much. The purpose of this study is to investigate students' learning interests and life experiences about science and technology, and also their attitudes toward technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire, which was developed from an international project, ROSE, was adapted to collect students' ideas. The results indicated that boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards technology. Ways to promote girls' learning interests about science and technology and the implications of teaching and research are discussed as well.

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

Professional Learning Experiences Used in Student Teaching as a Vehicle for Transformational Learning

ERIC Educational Resources Information Center

Matamala, Shana L.

2013-01-01

Purpose: The purpose of this study was to identify the extent of transformational learning for teacher candidates during student teaching. This study further examined the influence of values, beliefs, role expectations, personnel, programs, life changes, and educational experiences on transformational learning during student teaching. Methodology:…

How IT Workers Learn in the Workplace

ERIC Educational Resources Information Center

Ha, Tak S.

2008-01-01

This paper describes a research project investigating the workplace learning experience of information technology (IT) workers in Hong Kong. The research project explored in depth the workplace learning experiences of 65 IT workers from three different work sites. It went beyond the identification of workplace learning methods and resources…

Experience-Based Learning: How to Make the Community Your Classroom.

ERIC Educational Resources Information Center

McClure, Larry; And Others

Strategies are presented for combining academic study with out-of-school learning opportunities for junior high and secondary students. Experience-based learning should combine four elements: community involvement, individualized instruction, guidance, and new learning leadership roles for teachers. Six chapters explain how to accomplish this.…

Online Graduate Students' Perceptions of Best Learning Experiences

ERIC Educational Resources Information Center

Holzweiss, Peggy C.; Joyner, Sheila A.; Fuller, Matthew B.; Henderson, Susan; Young, Robert

2014-01-01

The purpose of this study is to examine the perceptions of online master's students regarding their best learning experiences. The authors surveyed 86 graduate students concerning what helped them learn in the online environment. Results indicate that although graduate students learned using the same technological tools as undergraduates, they…

Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey

ERIC Educational Resources Information Center

Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

2016-01-01

This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…

Learning by Helping? Undergraduate Communication Outcomes Associated with Training or Service-Learning Experiences

ERIC Educational Resources Information Center

Katz, Jennifer; DuBois, Melinda; Wigderson, Sara

2014-01-01

This study investigated communication outcomes after training or applied service-learning experiences. Pre-practicum trainees learned active listening skills over 10 weeks. Practicum students were successful trainees who staffed a helpline. Community interns were trained and supervised at community agencies. Undergraduate students in psychology…

Surviving Women's Learning Experiences from the Tsunami in Aceh

ERIC Educational Resources Information Center

Teng, Yan Fang Jane; Yusof, Qismullah

2014-01-01

This study investigated surviving women's learning experiences from the 2004 tsunami in Aceh. Women were the majority of casualties and the most vulnerable after the tsunami. Almost a decade later, we used a conceptual framework of experiential learning, critical reflection, and transformative learning to understand the surviving women's ways of…

Blocking Effects in the Learning of Chinese Classifiers

ERIC Educational Resources Information Center

Paul, Jing Z.; Grüter, Theres

2016-01-01

This study investigated order-of-learning effects on the acquisition of classifier-noun associations in Chinese in two experiments modeled after Arnon and Ramscar's (2012) study of artificial language learning. In Experiment 1, learners with no prior exposure to Chinese showed better learning of classifier-noun associations when exposed to larger…

Learning and Consolidation of Novel Spoken Words

ERIC Educational Resources Information Center

Davis, Matthew H.; Di Betta, Anna Maria; Macdonald, Mark J. E.; Gaskell, Gareth

2009-01-01

Two experiments explored the neural mechanisms underlying the learning and consolidation of novel spoken words. In Experiment 1, participants learned two sets of novel words on successive days. A subsequent recognition test revealed high levels of familiarity for both sets. However, a lexical decision task showed that only novel words learned on…

Students' Evaluation of Their English Language Learning Experience

ERIC Educational Resources Information Center

Maizatulliza, M.; Kiely, R.

2017-01-01

In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

Learning by Experience in a Standardized Testing Culture: Investigation of a Middle School Experiential Learning Program

ERIC Educational Resources Information Center

Scogin, Stephen C.; Kruger, Christopher J.; Jekkals, Regan E.; Steinfeldt, Chelsea

2017-01-01

Standardized testing pressure sometimes discourages schools from broadly implementing experiential learning opportunities. However, some K-12 schools are challenging the trend with greater commitment to learning by experience. STREAM (science, technology, reading, engineering, arts, mathematics) school is a project-based program providing students…

Learning Design Research: Advancing Pedagogies in the Digital Age

ERIC Educational Resources Information Center

Dobozy, Eva

2013-01-01

Learning design research (LDR) is establishing itself as a separate and specialised field of educational research. Worldwide, technology-mediated learning experiences in higher and further education are on the increase. LDR investigates their success in providing effective outcomes-based and personalised learning experiences. This paper reports on…

Students' Experiences of Learning Manual Clinical Skills through Simulation

ERIC Educational Resources Information Center

Johannesson, Eva; Silen, Charlotte; Kvist, Joanna; Hult, Hakan

2013-01-01

Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and…

Facilitate Active Learning: The Role of Perceived Benefits of Using Technology

ERIC Educational Resources Information Center

Zhuang, Weiling; Xiao, Qian

2018-01-01

The authors examine factors influencing student active learning and the ensuing class learning experience in the context of applying technologies in the classroom. The results suggest that the psychological benefit directly and indirectly influences class learning experience. In addition, the functional benefit only indirectly influences class…

Mobile Learning: From Single Project Status into the Mainstream?

ERIC Educational Resources Information Center

Zawacki-Richter, Olaf; Brown, Tom; Delport, Rhena

2009-01-01

During recent years, many distance teaching as well as residential institutions have started to experiment with mobile learning through pilot projects as part of their e-learning and technology enhanced learning environments. The practical experience gained with the employment of strategies and approaches within distance education can assist with…

Cognitive Scoffolding in the Learning of Foreign Language Vocabulary: An Experimental Study.

ERIC Educational Resources Information Center

Butler, David C.; And Others

This paper reports on an experiment in mathemagenic behavior ("Student inspection and processing activities that give birth to learning") as related to second-language vocabulary learning. The experiment was designed to determine whether visual mnemonics are more effective than unelaborated rehearsal technique for learning FL vocabulary, and…

What Makes Learning Meaningful?

ERIC Educational Resources Information Center

Wilson, Arthur L.; Burket, Lee

This document examines the work of Dewey, Kolb, Jarvis, Mezirow, Freire, Rogers, and Houle to find out what these experiential learning theorists have to say about the role experience plays in making learning meaningful. The first section addresses each writer's work for specific ideas of how experience is related to making learning meaningful,…

Is There a Difference in Learning Style among Cultures?

ERIC Educational Resources Information Center

Fierro, Darlene

Each child has a personal learning style that results from innate tendencies and environmental experiences. Because cultural groups often share common values, the experiences of children growing up with those values are reflected in their classroom learning behaviors. This paper discusses cultural differences in children's learning styles. The…

Connectivity of Learning in MOOCs: Facilitators' Experiences in Team Teaching

ERIC Educational Resources Information Center

Mercado-Varela, Martin Alonso; Beltran, Jesus; Perez, Marisol Villegas; Vazquez, Nohemi Rivera; Ramirez-Montoya, Maria-Soledad

2017-01-01

The role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses (MOOC), which are characterized by their stimulation of learning connections. The study analyzes the experiences of 135…

Contextual Factors Influencing the Facilitation of Others' Learning through Everyday Work Experiences

ERIC Educational Resources Information Center

Ellinger, Andrea D.; Cseh, Maria

2007-01-01

Purpose: Interest and research on workplace learning has intensified in recent years, however, research on assessing how employees facilitate each other's learning through everyday work experiences and how organizational contextual factors promote or impede the facilitation of others' learning at work is underdeveloped. Therefore, the purpose of…

Virtual parameter-estimation experiments in Bioprocess-Engineering education.

PubMed

Sessink, Olivier D T; Beeftink, Hendrik H; Hartog, Rob J M; Tramper, Johannes

2006-05-01

Cell growth kinetics and reactor concepts constitute essential knowledge for Bioprocess-Engineering students. Traditional learning of these concepts is supported by lectures, tutorials, and practicals: ICT offers opportunities for improvement. A virtual-experiment environment was developed that supports both model-related and experimenting-related learning objectives. Students have to design experiments to estimate model parameters: they choose initial conditions and 'measure' output variables. The results contain experimental error, which is an important constraint for experimental design. Students learn from these results and use the new knowledge to re-design their experiment. Within a couple of hours, students design and run many experiments that would take weeks in reality. Usage was evaluated in two courses with questionnaires and in the final exam. The faculties involved in the two courses are convinced that the experiment environment supports essential learning objectives well.

Effects of robotic manipulators on movements of novices and surgeons.

PubMed

Nisky, Ilana; Okamura, Allison M; Hsieh, Michael H

2014-07-01

Robot-assisted surgery is widely adopted for many procedures but has not realized its full potential to date. Based on human motor control theories, the authors hypothesized that the dynamics of the master manipulators impose challenges on the motor system of the user and may impair performance and slow down learning. Although studies have shown that robotic outcomes are correlated with the case experience of the surgeon, the relative contribution of cognitive versus motor skill is unknown. This study quantified the effects of da Vinci Si master manipulator dynamics on movements of novice users and experienced surgeons and suggests possible implications for training and robot design. In the reported study, six experienced robotic surgeons and ten novice nonmedical users performed movements under two conditions: teleoperation of a da Vinci Si Surgical system and freehand. A linear mixed model was applied to nine kinematic metrics (including endpoint error, movement time, peak speed, initial jerk, and deviation from a straight line) to assess the effects of teleoperation and expertise. To assess learning effects, t tests between the first and last movements of each type were used. All the users moved slower during teleoperation than during freehand movements (F(1,9343) = 345; p < 0.001). The experienced surgeons had smaller errors than the novices (F(1,14) = 36.8; p < 0.001). The straightness of movements depended on their direction (F(7,9343) = 117; p < 0.001). Learning effects were observed in all conditions. Novice users first learned the task and then the dynamics of the manipulator. The findings showed differences between the novices and the experienced surgeons for extremely simple point-to-point movements. The study demonstrated that manipulator dynamics affect user movements, suggesting that these dynamics could be improved in future robot designs. The authors showed the partial adaptation of novice users to the dynamics. Future studies are needed to evaluate whether it will be beneficial to include early training sessions dedicated to learning the dynamics of the manipulator.

Deficits in learning and memory: parahippocampal hyperactivity and frontocortical hypoactivity in cannabis users.

PubMed

Nestor, Liam; Roberts, Gloria; Garavan, Hugh; Hester, Robert

2008-04-15

The consumption of cannabis has been linked to impairments in human learning and memory, as well as aspects of executive functioning. Cannabis-related impairments in learning and memory in chronic cannabis users, it has been argued, are caused by the effects of cannabis on hippocampal functioning. The current study involved two experiments. Experiment 1 compared 35 current users of cannabis and 38 well-matched controls on a face-name task, previously shown to activate the hippocampal region. Based on the results of experiment 1, experiment 2 used fMRI and a modified version of the face-name task, to examine cortical and (para)hippocampal activity during learning and recall in 14 current users of cannabis and 14 controls. Results of experiment 1 showed that cannabis users were significantly worse with respect to learning, short and long-term memory performance. Experiment 2 showed that despite non-significant differences in learning and memory performance, cannabis users had significantly lower levels of BOLD activity in the right superior temporal gyrus, right superior frontal gyrus, right middle frontal gyrus and left superior frontal gyrus compared to controls during learning. Results also showed that cannabis users had significantly higher BOLD activity in the right parahippocampal gyrus during learning. Hypoactivity in frontal and temporal cortices, and relative hyperactivity in the parahippocampus identify functional deficits and compensatory processes in cannabis users.

Creating stories for learning about the neonatal care experience through the eyes of student nurses: An interpretive, narrative study.

PubMed

Petty, Julia

2017-01-01

Storytelling is an increasingly well recognised and valued platform to learn about the human experience within healthcare. Little is known however about how stories can enhance understanding in neonatal care, a specialised field offering rich opportunities for learning. This study focuses on the creation of stories based on the experiences of student nurses to inform teaching and learning strategies in the neonatal field. The study aimed to create stories from the narratives of student nurses working within the neonatal field and identify what key themes for learning emerged in order to develop a storytelling resource to share experiences with their peers. An interpretive, constructivist approach was used to collect, analyse and create stories from student nurse's experiences, in line with narrative inquiry. Six pre-registration children's nursing students were selected by purposive sampling. Interviews were undertaken within six weeks following placement completion in an agreed location. Narratives were obtained by semi-structured interviews. Narrative analysis and core story creation was undertaken to construct stories and key learning themes emerged which provided the pedagogical basis for subsequent digital resource development. Key themes emerged relating to the insight and observances of student nurses and the neonatal journey they had experienced, including the nature of neonatal care, experiences of the neonate and parents, the environment and their own learning transition. Preliminary peer evaluation of the storytelling resource revealed storytelling as an interesting and novel approach to teaching & learning, learning from ones' peers, preparation for practice and a valuable insight into a new specialist area. The study has value to teaching and learning by enabling an appreciation of how narrative can be used to portray the experiences of learners. Findings also support an approach to analysing narrative to create stories for learning and inform subsequent digital resource development. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluation of the Denver RTD Route Restructuring Project.

DOT National Transportation Integrated Search

1981-07-01

In February 1978, the Denver Regional Transit District (RTD) eliminated the 25-cent off-peak fare and retained a 50 cent peak hour fare for bus boardings during the morning two-hour rush period and evening two-hour rush period. The experiment in inno...

Development of a Portable Motor Learning Laboratory (PoMLab)

PubMed Central

Shinya, Masahiro

2016-01-01

Most motor learning experiments have been conducted in a laboratory setting. In this type of setting, a huge and expensive manipulandum is frequently used, requiring a large budget and wide open space. Subjects also need to travel to the laboratory, which is a burden for them. This burden is particularly severe for patients with neurological disorders. Here, we describe the development of a novel application based on Unity3D and smart devices, e.g., smartphones or tablet devices, that can be used to conduct motor learning experiments at any time and in any place, without requiring a large budget and wide open space and without the burden of travel on subjects. We refer to our application as POrtable Motor learning LABoratory, or PoMLab. PoMLab is a multiplatform application that is available and sharable for free. We investigated whether PoMLab could be an alternative to the laboratory setting using a visuomotor rotation paradigm that causes sensory prediction error, enabling the investigation of how subjects minimize the error. In the first experiment, subjects could adapt to a constant visuomotor rotation that was abruptly applied at a specific trial. The learning curve for the first experiment could be modeled well using a state space model, a mathematical model that describes the motor leaning process. In the second experiment, subjects could adapt to a visuomotor rotation that gradually increased each trial. The subjects adapted to the gradually increasing visuomotor rotation without being aware of the visuomotor rotation. These experimental results have been reported for conventional experiments conducted in a laboratory setting, and our PoMLab application could reproduce these results. PoMLab can thus be considered an alternative to the laboratory setting. We also conducted follow-up experiments in university physical education classes. A state space model that was fit to the data obtained in the laboratory experiments could predict the learning curves obtained in the follow-up experiments. Further, we investigated the influence of vibration function, weight, and screen size on learning curves. Finally, we compared the learning curves obtained in the PoMLab experiments to those obtained in the conventional reaching experiments. The results of the in-class experiments show that PoMLab can be used to conduct motor learning experiments at any time and place. PMID:27348223

Development of a Portable Motor Learning Laboratory (PoMLab).

PubMed

Takiyama, Ken; Shinya, Masahiro

2016-01-01

Most motor learning experiments have been conducted in a laboratory setting. In this type of setting, a huge and expensive manipulandum is frequently used, requiring a large budget and wide open space. Subjects also need to travel to the laboratory, which is a burden for them. This burden is particularly severe for patients with neurological disorders. Here, we describe the development of a novel application based on Unity3D and smart devices, e.g., smartphones or tablet devices, that can be used to conduct motor learning experiments at any time and in any place, without requiring a large budget and wide open space and without the burden of travel on subjects. We refer to our application as POrtable Motor learning LABoratory, or PoMLab. PoMLab is a multiplatform application that is available and sharable for free. We investigated whether PoMLab could be an alternative to the laboratory setting using a visuomotor rotation paradigm that causes sensory prediction error, enabling the investigation of how subjects minimize the error. In the first experiment, subjects could adapt to a constant visuomotor rotation that was abruptly applied at a specific trial. The learning curve for the first experiment could be modeled well using a state space model, a mathematical model that describes the motor leaning process. In the second experiment, subjects could adapt to a visuomotor rotation that gradually increased each trial. The subjects adapted to the gradually increasing visuomotor rotation without being aware of the visuomotor rotation. These experimental results have been reported for conventional experiments conducted in a laboratory setting, and our PoMLab application could reproduce these results. PoMLab can thus be considered an alternative to the laboratory setting. We also conducted follow-up experiments in university physical education classes. A state space model that was fit to the data obtained in the laboratory experiments could predict the learning curves obtained in the follow-up experiments. Further, we investigated the influence of vibration function, weight, and screen size on learning curves. Finally, we compared the learning curves obtained in the PoMLab experiments to those obtained in the conventional reaching experiments. The results of the in-class experiments show that PoMLab can be used to conduct motor learning experiments at any time and place.

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

PubMed

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

2013-03-01

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

Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method

NASA Astrophysics Data System (ADS)

Yuk Chan, Cecilia Ka

2012-08-01

Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students' learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.

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

PubMed

Brady, Timothy F; Oliva, Aude

2008-07-01

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

CLIP-COSY: A Clean In-Phase Experiment for the Rapid Acquisition of COSY-type Correlations.

PubMed

Koos, Martin R M; Kummerlöwe, Grit; Kaltschnee, Lukas; Thiele, Christina M; Luy, Burkhard

2016-06-27

The COSY experiment is an essential homonuclear 2D NMR experiment for the assignment of resonances. Its multiplet line shape, however, is often overly complicated, potentially leads to signal intensity losses, and is responsible for long minimum overall acquisition times. Herein, we present CLIP-COSY, a COSY-type experiment yielding clean in-phase peaks. It can be recorded within a few minutes and benefits from enhanced signal intensities for most cross-peaks. In combination with non-uniform sampling, the experiment times can be further reduced, and the in-phase multiplets enable the application of modern homonuclear decoupling techniques in both dimensions. As antiphase cancelations are avoided, CLIP-COSY can also be applied to macromolecules and other samples with broadened lines. © 2016 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Time of day affects implicit memory for unattended stimuli.

PubMed

Rothen, Nicolas; Meier, Beat

2016-11-01

We investigated whether circadian arousal affects perceptual priming as a function of whether stimuli were attended or ignored during learning. We tested 160 participants on- and off-peak with regards to their circadian arousal. In the study phase, they were presented with two superimposed pictures in different colours. They had to name the pictures of one colour while ignoring the others. In the test phase, they were presented with the same and randomly intermixed new pictures. Each picture was presented in black colour in a fragment completion task. Priming was measured as the difference in fragmentation level at which the pictures from the study phase were named compared to the new pictures. Priming was stronger for attended than ignored pictures. Time of day affected priming only for ignored pictures, with stronger priming effects off-peak than on-peak. Thus, circadian arousal seems to favour the encoding of unattended materials specifically at off-peak. Copyright © 2016 Elsevier Inc. All rights reserved.

Mspire-Simulator: LC-MS shotgun proteomic simulator for creating realistic gold standard data.

PubMed

Noyce, Andrew B; Smith, Rob; Dalgleish, James; Taylor, Ryan M; Erb, K C; Okuda, Nozomu; Prince, John T

2013-12-06

The most important step in any quantitative proteomic pipeline is feature detection (aka peak picking). However, generating quality hand-annotated data sets to validate the algorithms, especially for lower abundance peaks, is nearly impossible. An alternative for creating gold standard data is to simulate it with features closely mimicking real data. We present Mspire-Simulator, a free, open-source shotgun proteomic simulator that goes beyond previous simulation attempts by generating LC-MS features with realistic m/z and intensity variance along with other noise components. It also includes machine-learned models for retention time and peak intensity prediction and a genetic algorithm to custom fit model parameters for experimental data sets. We show that these methods are applicable to data from three different mass spectrometers, including two fundamentally different types, and show visually and analytically that simulated peaks are nearly indistinguishable from actual data. Researchers can use simulated data to rigorously test quantitation software, and proteomic researchers may benefit from overlaying simulated data on actual data sets.

Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Downing, Kevin

2012-01-01

This study examined the mediator and moderator roles of self-regulation and motivation constructs in the relationship between learning experience and academic success. Self-reported measures of learning experience, self-regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation…

The Impact of School Design and Arrangement on Learning Experiences: A Case Study of an Architecturally Significant Elementary School

ERIC Educational Resources Information Center

Churchill, Deirdre Lyne

2014-01-01

This qualitative study examined the impact of architectural design and arrangement on the learning experiences of students. Specifically, it examined how school design and arrangement foster interactions and relationships among students and adults relevant to integral learning experiences. This case study was limited to the breadth of knowledge…

Learning from Experience: From Case-Based Teaching to Experience-Based Learning

ERIC Educational Resources Information Center

van der Steen, Martijn; Van Twist, Mark; Frissen, Paul

2017-01-01

Senior-level civil servants can learn a lot from methods such as theory-lectures and case-teaching, but there is another resource of knowledge and insight that can be utilized more for teaching public administration: the professional experience of participants in training programmes. This paper argues that it is possible to use the professional…

Workplace Learning during the Science Doctorate: What Influences Research Learning Experiences and Outcomes?

ERIC Educational Resources Information Center

Hum, Gregory

2015-01-01

This multiple narrative case study examines the experiences of six science doctoral students from a workplace learning perspective. For each participant, the following were gathered over 2.5 years: biographic questionnaires, 6-10 activity logs of a week's experiences, 2 pre-interview questionnaires, and 2 semi-structured interviews. Amongst the…

Further Boundary Conditions for the Effects of Perceptual Disfluency on Judgments of Learning

ERIC Educational Resources Information Center

Magreehan, Debbie A.; Serra, Michael J.; Schwartz, Neil H.; Narciss, Susanne

2016-01-01

The experience of fluency while learning might bias students' metacognitive judgments of learning (JOLs) and impair the efficacy of their study behaviors. In the present experiments, we examined whether perceptual fluency affects JOLs (1) when people only experience one level of fluency, (2) when item relatedness is also available as a cue, and…

Learning by Experience, Work and Productivity: Theory and Empirical Evidence

ERIC Educational Resources Information Center

Pankhurst, K. V.

2010-01-01

This paper examines the nature and significance of learning by experience during work, both paid and unpaid. Data about the relationship between costs, especially labour costs, and output have come to be interpreted as evidence of learning by experience, but these grouped data are unable to explain the nature and process of individual experience…

Critical brain circuits at the intersection between stress and learning.

PubMed

Bangasser, Debra A; Shors, Tracey J

2010-07-01

The effects of stressful life experience on learning are pervasive and vary greatly both within and between individuals. It is therefore unlikely that any one mechanism will underlie these complicated processes. Nonetheless, without identifying the necessary and sufficient circuitry, no complete mechanism or set of mechanisms can be identified. In this review, we provide two anatomical frameworks through which stressful life experience can influence processes related to learning and memory. In the first, stressful experience releases stress hormones, primarily from the adrenals, which directly impact brain areas engaged in learning. In the second, stressful experience indirectly alters the circuits used in learning via intermediary brain regions. Importantly, these intermediary brain regions are not integral to the stress response or learning itself, but rather link the consequences of a stressful experience with circuits used to learn associations. As reviewed, the existing literature provides support for both frameworks, with somewhat more support for the first but sufficient evidence for the latter which involves intermediary structures. Once we determine the circumstances that engage each framework and identify which one is most predominant, we can begin to focus our efforts on describing the neuronal and hormonal mechanisms that operate within these circuits to influence cognitive processes after stressful life experience.

Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students.

PubMed

Chan, Aileen Wai-Kiu; Chair, Sek-Ying; Sit, Janet Wing-Hung; Wong, Eliza Mi-Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai-Man

2016-03-01

Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

High-resolution four-dimensional carbon-correlated 1H- 1H ROESY experiments employing isotags and the filter diagonalization method for effective assignment of glycosidic linkages in oligosaccharides

NASA Astrophysics Data System (ADS)

Armstrong, Geoffrey S.; Bendiak, Brad

2006-07-01

Four-dimensional nuclear magnetic resonance spectroscopy of oligosaccharides that correlates 1H-1H ROESY cross peaks to two additional 13C frequency dimensions is reported. The 13C frequencies were introduced by derivatization of all free hydroxyl groups with doubly 13C-labeled acetyl isotags. Pulse sequences were optimized for processing with the filter diagonalization method. The extensive overlap typically observed in 2D ROESY 1H-1H planes was alleviated by resolution of ROESY cross peaks in the two added dimensions associated with the carbon frequencies of the isotags. This enabled the interresidue 1H-1H ROESY cross peaks to be unambiguously assigned hence spatially proximate sugar spin systems across glycosidic bonds could be effectively ascertained. An experiment that selectively amplifies interresidue ROESY 1H-1H cross peaks is also reported. It moves the magnetization of an intraresidue proton normally correlated to a sugar H-1 signal orthogonally along the z axis prior to a Tr-ROESY mixing sequence. This virtually eliminates the incoherent intraresidue ROESY transfer, suppresses coherent TOCSY transfer, and markedly enhances the intensity of interresidue ROESY cross peaks.

High-resolution four-dimensional carbon-correlated 1H-1H ROESY experiments employing isotags and the filter diagonalization method for effective assignment of glycosidic linkages in oligosaccharides.

PubMed

Armstrong, Geoffrey S; Bendiak, Brad

2006-07-01

Four-dimensional nuclear magnetic resonance spectroscopy of oligosaccharides that correlates 1H-1H ROESY cross peaks to two additional 13C frequency dimensions is reported. The 13C frequencies were introduced by derivatization of all free hydroxyl groups with doubly 13C-labeled acetyl isotags. Pulse sequences were optimized for processing with the filter diagonalization method. The extensive overlap typically observed in 2D ROESY 1H-1H planes was alleviated by resolution of ROESY cross peaks in the two added dimensions associated with the carbon frequencies of the isotags. This enabled the interresidue 1H-1H ROESY cross peaks to be unambiguously assigned hence spatially proximate sugar spin systems across glycosidic bonds could be effectively ascertained. An experiment that selectively amplifies interresidue ROESY 1H-1H cross peaks is also reported. It moves the magnetization of an intraresidue proton normally correlated to a sugar H-1 signal orthogonally along the z axis prior to a Tr-ROESY mixing sequence. This virtually eliminates the incoherent intraresidue ROESY transfer, suppresses coherent TOCSY transfer, and markedly enhances the intensity of interresidue ROESY cross peaks.

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.

Statistical learning of action: the role of conditional probability.

PubMed

Meyer, Meredith; Baldwin, Dare

2011-12-01

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

Using Concrete Manipulatives in Mathematical Instruction

ERIC Educational Resources Information Center

Jones, Julie P.; Tiller, Margaret

2017-01-01

Concrete, Representational, Abstract (CRA) instruction is a process for teaching and learning mathematical concepts. Starting with manipulation of concrete materials (counters, beans, Unifix cubes), the process moves students to the representational level (tallies, dots, stamps), and peaks at the abstract level, at which numbers and symbols are…

Extending the Peak Bandwidth of Parameters for Softmax Selection in Reinforcement Learning.

PubMed

Iwata, Kazunori

2016-05-11

Softmax selection is one of the most popular methods for action selection in reinforcement learning. Although various recently proposed methods may be more effective with full parameter tuning, implementing a complicated method that requires the tuning of many parameters can be difficult. Thus, softmax selection is still worth revisiting, considering the cost savings of its implementation and tuning. In fact, this method works adequately in practice with only one parameter appropriately set for the environment. The aim of this paper is to improve the variable setting of this method to extend the bandwidth of good parameters, thereby reducing the cost of implementation and parameter tuning. To achieve this, we take advantage of the asymptotic equipartition property in a Markov decision process to extend the peak bandwidth of softmax selection. Using a variety of episodic tasks, we show that our setting is effective in extending the bandwidth and that it yields a better policy in terms of stability. The bandwidth is quantitatively assessed in a series of statistical tests.

Evaluation of Raman spectra of human brain tumor tissue using the learning vector quantization neural network

NASA Astrophysics Data System (ADS)

Liu, Tuo; Chen, Changshui; Shi, Xingzhe; Liu, Chengyong

2016-05-01

The Raman spectra of tissue of 20 brain tumor patients was recorded using a confocal microlaser Raman spectroscope with 785 nm excitation in vitro. A total of 133 spectra were investigated. Spectra peaks from normal white matter tissue and tumor tissue were analyzed. Algorithms, such as principal component analysis, linear discriminant analysis, and the support vector machine, are commonly used to analyze spectral data. However, in this study, we employed the learning vector quantization (LVQ) neural network, which is typically used for pattern recognition. By applying the proposed method, a normal diagnosis accuracy of 85.7% and a glioma diagnosis accuracy of 89.5% were achieved. The LVQ neural network is a recent approach to excavating Raman spectra information. Moreover, it is fast and convenient, does not require the spectra peak counterpart, and achieves a relatively high accuracy. It can be used in brain tumor prognostics and in helping to optimize the cutting margins of gliomas.

Learning preferences and learning styles: a study of Wessex general practice registrars.

PubMed Central

Lesmes-Anel, J; Robinson, G; Moody, S

2001-01-01

BACKGROUND: Experienced trainers know that individual registrars react very differently to identical learning experiences generated during the year in practice. This divergence reflects differences in registrars' learning styles. Only one study of United Kingdom (UK) general practitioners' learning styles has been undertaken. Learning style theory predicts that matching learning preference with learning style will enhance learning. This paper researches for the first time the evidence in the setting of UK general practice. AIM: To determine, for the general practice registrars within the Wessex Region, the nature of their learning preferences and learning styles and correlations between them. DESIGN OF STUDY: A descriptive confidential postal questionnaire survey. SETTING: Fifty-seven registrars identified in the Wessex Region with a minimum experience of six months in general practice. METHOD: The questionnaire gathered demographic data (sex, age, experience in general practice, years post-registration, and postgraduate qualifications). Learning preferences were elicited using a six-point Likert scale for learning experiences. The Honey and Mumford Learning Style Questionnaire (LSQ) elicited the registrars' learning styles. A second questionnaire was sent to non-responders. RESULTS: The response rate was 74%. Registrars report that interactive learning with feedback is preferred, but more passive learning formats remain valued. A wide range of learning style scores was found. The Honey and Mumford LSQ mean scores fell within the reflector-theorist quadrant. Evidence for correlations between learning preferences and learning styles was also found, in particular for the multiple choice question and audit components of summative assessment. CONCLUSION: A wide range of registrar learning styles exists in Wessex, and initial correlations are described between learning preferences and learning styles as predicted by style theory. This work sets the stage for a shared understanding and use of learning style theory to enhance professional learning throughout a GP's career. More research is needed in this domain. PMID:11462316

Investing in organisational culture: nursing students' experience of organisational learning culture in aged care settings following a program of cultural development.

PubMed

Grealish, Laurie; Henderson, Amanda

2016-10-01

Concerns around organisational learning culture limit nursing student placements in aged care settings to first year experiences. Determine the impact of an extended staff capacity building program on students' experiences of the organisational learning culture in the aged care setting. Pre and post-test design. A convenience sample of first, second and third year Bachelor of Nursing students attending placements at three residential aged care facilities completed the Clinical Learning Organisational Culture Survey. Responses between the group that attended placement before the program (n = 17/44; RR 38%) and the group that attended following the program (n = 33/72; RR 45%) were compared. Improvements were noted in the areas of recognition, accomplishment, and influence, with decreases in dissatisfaction. Organisational investment in building staff capacity can produce a positive learning culture. The aged care sector offers a rich learning experience for students when staff capacity to support learning is developed.

Attentional load and implicit sequence learning.

PubMed

Shanks, David R; Rowland, Lee A; Ranger, Mandeep S

2005-06-01

A widely employed conceptualization of implicit learning hypothesizes that it makes minimal demands on attentional resources. This conjecture was investigated by comparing learning under single-task and dual-task conditions in the sequential reaction time (SRT) task. Participants learned probabilistic sequences, with dual-task participants additionally having to perform a counting task using stimuli that were targets in the SRT display. Both groups were then tested for sequence knowledge under single-task (Experiments 1 and 2) or dual-task (Experiment 3) conditions. Participants also completed a free generation task (Experiments 2 and 3) under inclusion or exclusion conditions to determine if sequence knowledge was conscious or unconscious in terms of its access to intentional control. The experiments revealed that the secondary task impaired sequence learning and that sequence knowledge was consciously accessible. These findings disconfirm both the notion that implicit learning is able to proceed normally under conditions of divided attention, and that the acquired knowledge is inaccessible to consciousness. A unitary framework for conceptualizing implicit and explicit learning is proposed.

NMDA Receptor Antagonism Impairs Reversal Learning in Developing Rats

PubMed Central

Chadman, Kathryn K.; Watson, Deborah J.; Stanton, Mark E.

2014-01-01

Four experiments examined the effect of dizocilpine maleate (MK-801), a noncompetitive N-methyl-D-aspartate (NMDA) receptor antagonist, on reversal learning during development. On postnatal days (PND) 21, 26, or 30, rats were trained on spatial discrimination and reversal in a T-maze. When MK-801 was administered (intraperitoneally) before both acquisition and reversal, 0.18 mg/kg generally impaired performance, whereas doses of 0.06 mg/kg and 0.10 mg/kg, but not 0.03 mg/kg, selectively impaired reversal learning (Experiments 1 and 3). The selective effect on reversal was not a result of sensitization to the second dose of MK-801 (Experiment 2) and was observed when the drug was administered only during reversal in an experiment addressing state-dependent learning (Experiment 4). Spatial reversal learning is more sensitive to NMDA-receptor antagonism than is acquisition. No age differences in sensitivity to MK-801 were found between PND 21 and 30. PMID:17014258

Immunization against social fear learning.

PubMed

Golkar, Armita; Olsson, Andreas

2016-06-01

Social fear learning offers an efficient way to transmit information about potential threats; little is known, however, about the learning processes that counteract the social transmission of fear. In three separate experiments, we found that safety information transmitted from another individual (i.e., demonstrator) during preexposure prevented subsequent observational fear learning (Experiments 1-3), and this effect was maintained in a new context involving direct threat confrontation (Experiment 3). This protection from observational fear learning was specific to conditions in which information about both safety and danger was transmitted from the same demonstrator (Experiments 2-3) and was unaffected by increasing the number of the safety demonstrators (Experiment 3). Collectively, these findings demonstrate that observational preexposure can limit social transmission of fear. Future research is needed to better understand the conditions under which such effects generalize across individual demonstrators. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Change in echolocation signals with hearing loss in a false killer whale (Pseudorca crassidens).

PubMed

Kloepper, Laura N; Nachtigall, Paul E; Breese, Marlee

2010-10-01

The echolocation signals of a false killer whale (Pseudorca crassidens) were collected during a wall thickness discrimination task and compared to clicks recorded during an identical experiment in 1992. During the sixteen year time period, the subject demonstrated a loss of high frequency hearing of about 70 kHz. Clicks between the two experiments were compared to investigate the effect of hearing loss on echolocation signals. There was a significant reduction in the peak frequency, center frequency and source level of clicks between the two time periods. Additionally, the subject currently produces more signals with low frequency peaks and fewer signals with high frequency peaks than she did in 1992. These results indicate the subject changed its echolocation signals to match its range of best hearing.

Solid-state repetitive generator with a gyromagnetic nonlinear transmission line operating as a peak power amplifier

NASA Astrophysics Data System (ADS)

Gusev, A. I.; Pedos, M. S.; Rukin, S. N.; Timoshenkov, S. P.

2017-07-01

In this work, experiments were made in which gyromagnetic nonlinear transmission line (NLTL) operates as a peak power amplifier of the input pulse. At such an operating regime, the duration of the input pulse is close to the period of generated oscillations, and the main part of the input pulse energy is transmitted only to the first peak of the oscillations. Power amplification is achieved due to the voltage amplitude of the first peak across the NLTL output exceeding the voltage amplitude of the input pulse. In the experiments, the input pulse with an amplitude of 500 kV and a half-height pulse duration of 7 ns is applied to the NLTL with a natural oscillation frequency of ˜300 MHz. At the output of the NLTL in 40 Ω coaxial transmission line, the pulse amplitude is increased to 740 kV and the pulse duration is reduced to ˜2 ns, which correspond to power amplification of the input pulse from ˜6 to ˜13 GW. As a source of input pulses, a solid-state semiconductor opening switch generator was used, which allowed carrying out experiments at pulse repetition frequency up to 1 kHz in the burst mode of operation.

Students' Experiences of Clinic-Based Learning during a Final Year Veterinary Internship Programme

ERIC Educational Resources Information Center

Matthew, Susan M.; Taylor, Rosanne M.; Ellis, Robert A.

2010-01-01

This study investigated veterinary students' experiences of clinic-based learning (CBL) during a comprehensive final year internship programme. Open-ended surveys (n = 93) were used to gather qualitative data about students' conceptions of what is learned during CBL and their approaches to learning in clinics. Phenomenography was used for detailed…

Enhancing E-Learning with Media-Rich Content and Interactions

ERIC Educational Resources Information Center

Caladine, Richard

2008-01-01

Online learning is transcending from the text-rich educational experience of the past to a video- and audio-rich learning transformation. The greater levels of media-rich content and media-rich interaction that are currently prevalent in online leisure experiences will help to increase e-learning's future efficiency and effectiveness. "Enhancing…

Effects of Multimodal Information on Learning Performance and Judgment of Learning

ERIC Educational Resources Information Center

Chen, Gongxiang; Fu, Xiaolan

2003-01-01

Two experiments were conducted to investigate the effects of multimodal information on learning performance and judgment of learning (JOL). Experiment 1 examined the effects of representation type (word-only versus word-plus-picture) and presentation channel (visual-only versus visual-plus-auditory) on recall and immediate-JOL in fixed-rate…

Harnessing ICT Potential: The Adoption and Analysis of ICT Systems for Enhancing the Student Learning Experience

ERIC Educational Resources Information Center

Dawson, Shane; Heathcote, Liz; Poole, Gary

2010-01-01

Purpose: This paper aims to examine how effective higher education institutions have been in harnessing the data capture mechanisms from their student information systems, learning management systems and communication tools for improving the student learning experience and informing practitioners of the achievement of specific learning outcomes.…

A Feedback Model for Data-Rich Learning Experiences

ERIC Educational Resources Information Center

Pardo, Abelardo

2018-01-01

Feedback has been identified as one of the factors with the largest potential for a positive impact in a learning experience. There is a significant body of knowledge studying feedback and providing guidelines for its implementation in learning environments. In parallel, the areas of learning analytics or educational data mining have emerged to…

The Self-Taught Career Musician: Investigating Learning Sources and Experiences

ERIC Educational Resources Information Center

Watson, Leah

2016-01-01

This article reports early findings from a qualitative study of 10 full-time musicians who are self-taught, to investigate their learning biographies. The aim is to identify, define and explore learning sources and experiences across the musician's learning biography. Conducted in Melbourne, Australia, the musicians were recruited through snowball…

Using the Learning Activities Survey to Examine Transformative Learning Experiences in Two Graduate Teacher Preparation Courses

ERIC Educational Resources Information Center

Caruana, Vicki; Woodrow, Kelli; Pérez, Luis

2015-01-01

The Learning Activities Survey (LAS) detected whether, and to what extent, a perspective transformation occurred during two graduate courses in teacher preparation. The LAS examined the types of learning identified as contributing to their transformative experiences. This study examined pre-service teachers' critical reflection of the course…

Clinical Environment as a Learning Environment: Student Nurses' Perceptions Concerning Clinical Learning Experiences.

ERIC Educational Resources Information Center

Papp, Inkeri; Markkanen, Marjatta; von Bonsdorff, Mikaela

2003-01-01

Finnish student nurses (n=16) described their clinical learning experiences. Several themes were identified: feeling appreciated and supported, the quality of mentoring and patient care, and self-directedness. School and clinical staff cooperation helped create a good learning environment in which theory and practice complemented each other.…

Online Learning Experiences of New versus Continuing Learners: A Large-Scale Replication Study

ERIC Educational Resources Information Center

Li, Nai; Marsh, Vicky; Rienties, Bart; Whitelock, Denise

2017-01-01

A vast body of research has indicated the importance of distinguishing new vs. continuing students' learning experiences in blended and online environments. Continuing learners may have developed learning and coping mechanisms for "surviving" in such learning environments, while new learners might still need to adjust their learning…

Undergraduate Political Communication in Action: Volunteer Experiences in a Situated Learning Course

ERIC Educational Resources Information Center

Brubaker, Jennifer

2011-01-01

In many college classes, students spend their time learning about the theories from the linear logic of a textbook. However, true learning occurs when these theories are integrated with hands-on authentic experiences. Situated learning courses are designed to bridge the gap between the theoretical and the authentic. Students apply classroom…

Lifting off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments

ERIC Educational Resources Information Center

Gutierrez, Kris D.; Vossoughi, Shirin

2010-01-01

This article examines a praxis model of teacher education and advances a new method for engaging novice teachers in reflective practice and robust teacher learning. Social design experiments--cultural historical formations designed to promote transformative learning for adults and children--are organized around expansive notions of learning and…

From Playing to Designing: Enhancing Educational Experiences with Location-Based Mobile Learning Games

ERIC Educational Resources Information Center

Edmonds, Roger; Smith, Simon

2017-01-01

This paper presents research into the benefits and implementation strategies of integrating location-based mobile learning games in higher education courses to enhance educational experiences. Two approaches were studied: learning by playing, and learning by designing. In the first, games were developed for undergraduate courses in four discipline…

Teleheath Technology as E-Learning: Learning and Practicing Interprofessional Patient Care

ERIC Educational Resources Information Center

Shortridge, Ann; Ross, Heather; Randall, Ken; Ciro, Carrie; Loving, Gary

2018-01-01

Teaching team-based patient competencies to health sciences students has proven to be a challenging endeavor. This paper describes two hands-on learning experiences and their subsequent evaluation. In both of these experiences telehealth technology served as both a distance education e-learning technology, as well as a medium to provide patient…

The Utility of Implicit Learning in the Teaching of Rules

ERIC Educational Resources Information Center

Saetrevik, Bjorn; Reber, Rolf; Sannum, Petter

2006-01-01

The potential impact of implicit learning on education has been repeatedly stressed, though little research has examined this connection directly. The current paper describes two experiments that, inspired by artificial grammar learning experiments, examine the utility of implicit learning as a method for teaching atomic bonding rules to 11-12…

Students' Learning Outcomes and Learning Experiences through Playing a Serious Educational Game

ERIC Educational Resources Information Center

Cheng, Meng-Tzu; Annetta, Len

2012-01-01

This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper-and-pencil…

Experiments on Learning by Back Propagation.

ERIC Educational Resources Information Center

Plaut, David C.; And Others

This paper describes further research on a learning procedure for layered networks of deterministic, neuron-like units, described by Rumelhart et al. The units, the way they are connected, the learning procedure, and the extension to iterative networks are presented. In one experiment, a network learns a set of filters, enabling it to discriminate…

Learning Ethics through Virtual Fieldtrips: Teaching Ethical Theories through Virtual Experiences

ERIC Educational Resources Information Center

Houser, Rick; Thoma, Steve; Coppock, Amanda; Mazer, Matthew; Midkiff, Lewis; Younanian, Marisa; Young, Sarah

2011-01-01

Teaching ethical reasoning is considered an important component of the undergraduate learning experience. A recent approach to teaching using experiential learning is through virtual worlds such as Second Life. We discuss how ethics may be taught using experiential learning in the virtual world of Second Life. Participants in the class in this…

Gaining Skills or Just Paying the Bills? Workplace Learning in Low-Level Retail Employment

ERIC Educational Resources Information Center

Roberts, Steven

2013-01-01

This paper analyses the workplace learning experiences of young male retail employees. Deeming formal education highly unattractive, the pursuit of lifelong learning and continuous development for such people relies on workplace learning. Their experiences, however, over several years and across various retailers painted a grim reality.…

Investigating Affective Experiences in the Undergraduate Chemistry Laboratory: Students' Perceptions of Control and Responsibility

ERIC Educational Resources Information Center

Galloway, Kelli R.; Malakpa, Zoebedeh; Bretz, Stacey Lowery

2016-01-01

Meaningful learning requires the integration of cognitive and affective learning with the psychomotor, i.e., hands-on learning. The undergraduate chemistry laboratory is an ideal place for meaningful learning to occur. However, accurately characterizing students' affective experiences in the chemistry laboratory can be a very difficult task. While…

Evaluating a Proposed Learning Experience in Terms of Eight Learning Theories.

ERIC Educational Resources Information Center

Abram, Marie J.

The work of eight learning theorists was used to evaluate a proposed adult education/learning experience in an effort to operationalize a system for locating strengths and weaknesses in an instructional system prior to its implementation. Thirty-five implications for adult education were extrapolated from work representing the Behaviorist (B.F.…

Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

ERIC Educational Resources Information Center

Anslow, Katharine

2014-01-01

This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

Identity Matters in a Short-Term, International Service-Learning Program

ERIC Educational Resources Information Center

Mather, Peter C.; Karbley, Megan; Yamamoto, Makiko

2012-01-01

This study explores the role that identity and the identity development process play in a short-term, international service-learning experience. Employing narrative inquiry, two of the co-authors, student participants in a 2-week service-learning program in Honduras, describe and interpret their service-learning experience in the context of life…

Embedding Blended Learning in a University's Teaching Culture: Experiences and Reflections

ERIC Educational Resources Information Center

Davis, Hugh C.; Fill, Karen

2007-01-01

Blended learning, the combination of traditional face-to-face teaching methods with authentic online learning activities, has the potential to transform student-learning experiences and outcomes. In spite of this advantage, university teachers often find it difficult to adopt new online techniques, in part because institutional practices are still…

Exploring Teachers' Blended Learning Experiences in a Rural Alabama High School

ERIC Educational Resources Information Center

Jones, Aslean Madison

2017-01-01

The use of blended learning is fast becoming a practice used in public schools to address 21st century learning challenges. However, despite the growing use of instructional delivery models that blend online learning platforms with traditional instruction in brick and mortar classrooms, little is known about teachers' experiences with the…

Pupils' Perceptions of the Foreign Language Learning Experience.

ERIC Educational Resources Information Center

Chambers, Gary N.

1998-01-01

Presents findings relating to a study on pupils' perceptions of the in-school foreign language learning experience. The study is part of a longitudinal study on the motivational perspectives of secondary pupils learning German. (Author/VWL)

Learned Helplessness and the Elementary Student: Implications for Counselors.

ERIC Educational Resources Information Center

Greer, John G.; Wethered, Chris E.

1987-01-01

Explores the topic of learned helplessness in children. Discusses these counselor strategies for helping children with learned helplessness: develop realistic attributions, provide feedback, provide success experiences, provide microcomputer experiences, and set realistic goals and expectations. (ABL)

Development and examination of the psychometric properties of the Learning Experience Scale in nursing.

PubMed

Takase, Miyuki; Imai, Takiko; Uemura, Chizuru

2016-06-01

This paper examines the psychometric properties of the Learning Experience Scale. A survey method was used to collect data from a total of 502 nurses. Data were analyzed by factor analysis and the known-groups technique to examine the construct validity of the scale. In addition, internal consistency was evaluated by Cronbach's alpha, and stability was examined by test-retest correlation. Factor analysis showed that the Learning Experience Scale consisted of five factors: learning from practice, others, training, feedback, and reflection. The scale also had the power to discriminate between nurses with high and low levels of nursing competence. The internal consistency and the stability of the scale were also acceptable. The Learning Experience Scale is a valid and reliable instrument, and helps organizations to effectively design learning interventions for nurses. © 2015 Wiley Publishing Asia Pty Ltd.