Acquisition of Motor and Cognitive Skills through Repetition in Typically Developing Children.

PubMed

Magallón, Sara; Narbona, Juan; Crespo-Eguílaz, Nerea

2016-01-01

Procedural memory allows acquisition, consolidation and use of motor skills and cognitive routines. Automation of procedures is achieved through repeated practice. In children, improvement in procedural skills is a consequence of natural neurobiological development and experience. The aim of the present research was to make a preliminary evaluation and description of repetition-based improvement of procedures in typically developing children (TDC). Ninety TDC children aged 6-12 years were asked to perform two procedural learning tasks. In an assembly learning task, which requires predominantly motor skills, we measured the number of assembled pieces in 60 seconds. In a mirror drawing learning task, which requires more cognitive functions, we measured time spent and efficiency. Participants were tested four times for each task: three trials were consecutive and the fourth trial was performed after a 10-minute nonverbal interference task. The influence of repeated practice on performance was evaluated by means of the analysis of variance with repeated measures and the paired-sample test. Correlation coefficients and simple linear regression test were used to examine the relationship between age and performance. TDC achieved higher scores in both tasks through repetition. Older children fitted more pieces than younger ones in assembling learning and they were faster and more efficient at the mirror drawing learning task. These findings indicate that three consecutive trials at a procedural task increased speed and efficiency, and that age affected basal performance in motor-cognitive procedures.

Surfing the implicit wave.

PubMed

Shea, C H; Wulf, G; Whitacre, C A; Park, J H

2001-08-01

Implicit learning was investigated in two experiments involving a complex motor task. Participants were required to balance on a stabilometer and to move the platform on which they were standing to match a constantly changing target position. Experiment 1 examined whether a segment (middle third) that was repeated on each trial would be learned without participants becoming aware of the repetitions (i.e., implicitly). The purpose of Experiment 2 was to determine the relative effectiveness of explicit versus implicit learning. Here, two identical segments were presented on each trial (first and last thirds), with participants only being informed that one segment (either first or last) was repeated. The acquisition results from both experiments indicated large improvements in performance across 4 days of practice, with performance on the repeated segments being generally superior to that on the non-repeated segment. On the retention tests on Day 5, errors on the repeated segment(s) were smaller than those on the random segment(s). Furthermore, in Experiment 2, the errors on the repeated-known segment, although smaller than those on the random segment, were larger than those on the repeated-unknown segment. Interview results indicated that participants were not consciously aware that a segment was repeated unless they were informed. These results suggest that implicit learning can occur for relatively complex motor tasks and that withholding information concerning the regularities is more beneficial than providing this information.

Cognitive enhancement and antipsychotic-like activity following repeated dosing with the selective M4 PAM VU0467154.

PubMed

Gould, Robert W; Grannan, Michael D; Gunter, Barak W; Ball, Jacob; Bubser, Michael; Bridges, Thomas M; Wess, Jurgen; Wood, Michael W; Brandon, Nicholas J; Duggan, Mark E; Niswender, Colleen M; Lindsley, Craig W; Conn, P Jeffrey; Jones, Carrie K

2018-01-01

Although selective activation of the M 1 muscarinic acetylcholine receptor (mAChR) subtype has been shown to improve cognitive function in animal models of neuropsychiatric disorders, recent evidence suggests that enhancing M 4 mAChR function can also improve memory performance. Positive allosteric modulators (PAMs) targeting the M 4 mAChR subtype have shown therapeutic potential for the treatment of multiple symptoms observed in schizophrenia, including positive and cognitive symptoms when assessed in acute preclinical dosing paradigms. Since the cholinergic system has been implicated in multiple stages of learning and memory, we evaluated the effects of repeated dosing with the highly selective M 4 PAM VU0467154 on either acquisition and/or consolidation of learning and memory when dosed alone or after pharmacologic challenge with the N-methyl-d-aspartate subtype of glutamate receptors (NMDAR) antagonist MK-801. MK-801 challenge represents a well-documented preclinical model of NMDAR hypofunction that is thought to underlie some of the positive and cognitive symptoms observed in schizophrenia. In wildtype mice, 10-day, once-daily dosing of VU0467154 either prior to, or immediately after daily testing enhanced the rate of learning in a touchscreen visual pairwise discrimination task; these effects were absent in M 4 mAChR knockout mice. Following a similar 10-day, once-daily dosing regimen of VU0467154, we also observed 1) improved acquisition of memory in a cue-mediated conditioned freezing paradigm, 2) attenuation of MK-801-induced disruptions in the acquisition of memory in a context-mediated conditioned freezing paradigm and 3) reversal of MK-801-induced hyperlocomotion. Comparable efficacy and plasma and brain concentrations of VU0467154 were observed after repeated dosing as those previously reported with an acute, single dose administration of this M 4 PAM. Together, these studies are the first to demonstrate that cognitive enhancing and antipsychotic-like activity are not subject to the development of tolerance following repeated dosing with a selective M 4 PAM in mice and further suggest that activation of M 4 mAChRs may modulate both acquisition and consolidation of memory functions. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effects of antiepileptic drugs on learning as assessed by a repeated acquisition of response sequences task in rats.

PubMed

Shannon, Harlan E; Love, Patrick L

2007-02-01

Patients with epilepsy can have impaired cognitive abilities. Antiepileptic drugs (AEDs) may contribute to the cognitive deficits observed in patients with epilepsy, and have been shown to induce cognitive impairments in healthy individuals. However, there are few systematic data on the effects of AEDs on specific cognitive domains. We have previously demonstrated that a number of AEDs can impair working memory and attention. The purpose of the present study was to evaluate the effects of AEDs on learning as measured by a repeated acquisition of response sequences task in nonepileptic rats. The GABA-related AEDs phenobarbital and chlordiazepoxide significantly disrupted performance by shifting the learning curve to the right and increasing errors, whereas tiagabine and valproate did not. The sodium channel blockers carbamazepine and phenytoin suppressed responding at higher doses, whereas lamotrigine shifted the learning curve to the right and increased errors, and topiramate was without significant effect. Levetiracetam also shifted the learning curve to the right and increased errors. The disruptions produced by triazolam, chlordiazepoxide, lamotrigine, and levetiracetam were qualitatively similar to the effects of the muscarinic cholinergic receptor antagonist scopolamine. The present results indicate that AEDs can impair learning, but there are differences among AEDs in the magnitude of the disruption in nonepileptic rats, with drugs that enhance GABA receptor function and some that block sodium channels producing the most consistent impairment of learning.

Touchscreen assays of learning, response inhibition, and motivation in the marmoset (Callithrix jacchus).

PubMed

Kangas, Brian D; Bergman, Jack; Coyle, Joseph T

2016-05-01

Recent developments in precision gene editing have led to the emergence of the marmoset as an experimental subject of considerable interest and translational value. A better understanding of behavioral phenotypes of the common marmoset will inform the extent to which forthcoming transgenic mutants are cognitively intact. Therefore, additional information regarding their learning, inhibitory control, and motivational abilities is needed. The present studies used touchscreen-based repeated acquisition and discrimination reversal tasks to examine basic dimensions of learning and response inhibition. Marmosets were trained daily to respond to one of the two simultaneously presented novel stimuli. Subjects learned to discriminate the two stimuli (acquisition) and, subsequently, with the contingencies switched (reversal). In addition, progressive ratio performance was used to measure the effort expended to obtain a highly palatable reinforcer varying in magnitude and, thereby, provide an index of relative motivational value. Results indicate that rates of both acquisition and reversal of novel discriminations increased across successive sessions, but that rate of reversal learning remained slower than acquisition learning, i.e., more trials were needed for mastery. A positive correlation was observed between progressive ratio break point and reinforcement magnitude. These results closely replicate previous findings with squirrel monkeys, thus providing evidence of similarity in learning processes across nonhuman primate species. Moreover, these data provide key information about the normative phenotype of wild-type marmosets using three relevant behavioral endpoints.

Phonological learning in semantic dementia.

PubMed

Jefferies, Elizabeth; Bott, Samantha; Ehsan, Sheeba; Lambon Ralph, Matthew A

2011-04-01

Patients with semantic dementia (SD) have anterior temporal lobe (ATL) atrophy that gives rise to a highly selective deterioration of semantic knowledge. Despite pronounced anomia and poor comprehension of words and pictures, SD patients have well-formed, fluent speech and normal digit span. Given the intimate connection between phonological STM and word learning revealed by both neuropsychological and developmental studies, SD patients might be expected to show good acquisition of new phonological forms, even though their ability to map these onto meanings is impaired. In contradiction of these predictions, a limited amount of previous research has found poor learning of new phonological forms in SD. In a series of experiments, we examined whether SD patient, GE, could learn novel phonological sequences and, if so, under which circumstances. GE showed normal benefits of phonological knowledge in STM (i.e., normal phonotactic frequency and phonological similarity effects) but reduced support from semantic memory (i.e., poor immediate serial recall for semantically degraded words, characterised by frequent item errors). Next, we demonstrated normal learning of serial order information for repeated lists of single-digit number words using the Hebb paradigm: these items were well-understood allowing them to be repeated without frequent item errors. In contrast, patient GE showed little learning of nonsense syllable sequences using the same Hebb paradigm. Detailed analysis revealed that both GE and the controls showed a tendency to learn their own errors as opposed to the target items. Finally, we showed normal learning of phonological sequences for GE when he was prevented from repeating his errors. These findings confirm that the ATL atrophy in SD disrupts phonological processing for semantically degraded words but leaves the phonological architecture intact. Consequently, when item errors are minimised, phonological STM can support the acquisition of new phoneme sequences in patients with SD. Copyright © 2011 Elsevier Ltd. All rights reserved.

Somatic Arc protein expression in hippocampal granule cells is increased in response to environmental change but independent of task-specific learning.

PubMed

Cleland, J P; Willis, E F; Bartlett, P F; Vukovic, J

2017-09-29

Activated neurons express immediate-early genes, such as Arc. Expression of Arc in the hippocampal granule cell layer, an area crucial for spatial learning and memory, is increased during acquisition of spatial learning; however, it is unclear whether this effect is related to the task-specific learning process or to nonspecific aspects of the testing procedure (e.g. exposure to the testing apparatus and exploration of the environment). Herein, we show that Arc-positive cells numbers are increased to the same extent in the granule cell layer after both acquisition of a single spatial learning event in the active place avoidance task and exploration of the testing environment, as compared to naïve (i.e. caged) mice. Repeated exposure the testing apparatus and environment did not reduce Arc expression. Furthermore, Arc expression did not correlate with performance in both adult and aged animals, suggesting that exploration of the testing environment, rather than the specific acquisition of the active place avoidance task, induces Arc expression in the dentate granule cell layer. These findings thus suggest that Arc is an experience-induced immediate-early gene.

Recording single neurons' action potentials from freely moving pigeons across three stages of learning.

PubMed

Starosta, Sarah; Stüttgen, Maik C; Güntürkün, Onur

2014-06-02

While the subject of learning has attracted immense interest from both behavioral and neural scientists, only relatively few investigators have observed single-neuron activity while animals are acquiring an operantly conditioned response, or when that response is extinguished. But even in these cases, observation periods usually encompass only a single stage of learning, i.e. acquisition or extinction, but not both (exceptions include protocols employing reversal learning; see Bingman et al.(1) for an example). However, acquisition and extinction entail different learning mechanisms and are therefore expected to be accompanied by different types and/or loci of neural plasticity. Accordingly, we developed a behavioral paradigm which institutes three stages of learning in a single behavioral session and which is well suited for the simultaneous recording of single neurons' action potentials. Animals are trained on a single-interval forced choice task which requires mapping each of two possible choice responses to the presentation of different novel visual stimuli (acquisition). After having reached a predefined performance criterion, one of the two choice responses is no longer reinforced (extinction). Following a certain decrement in performance level, correct responses are reinforced again (reacquisition). By using a new set of stimuli in every session, animals can undergo the acquisition-extinction-reacquisition process repeatedly. Because all three stages of learning occur in a single behavioral session, the paradigm is ideal for the simultaneous observation of the spiking output of multiple single neurons. We use pigeons as model systems, but the task can easily be adapted to any other species capable of conditioned discrimination learning.

Charting the acquisition of semantic knowledge in a case of developmental amnesia

PubMed Central

Gardiner, John M.; Brandt, Karen R.; Baddeley, Alan D.; Vargha-Khadem, Faraneh; Mishkin, Mortimer

2009-01-01

We report the acquisition and recall of novel facts by Jon, a young adult with early onset developmental amnesia whose episodic memory is gravely impaired due to selective bilateral hippocampal damage. Jon succeeded in learning some novel facts but compared with a control group his intertrial retention was impaired during acquisition and, except for the most frequently repeated facts, he was also less accurate in correctly sourcing these facts to the experiment. The results further support the hypothesis that despite a severely compromised episodic memory and hippocampal system, there is nevertheless the capacity to accrue semantic knowledge available to recall. PMID:18589461

Charting the acquisition of semantic knowledge in a case of developmental amnesia.

PubMed

Gardiner, John M; Brandt, Karen R; Baddeley, Alan D; Vargha-Khadem, Faraneh; Mishkin, Mortimer

2008-09-01

We report the acquisition and recall of novel facts by Jon, a young adult with early onset developmental amnesia whose episodic memory is gravely impaired due to selective bilateral hippocampal damage. Jon succeeded in learning some novel facts but compared with a control group his intertrial retention was impaired during acquisition and, except for the most frequently repeated facts, he was also less accurate in correctly sourcing these facts to the experiment. The results further support the hypothesis that despite a severely compromised episodic memory and hippocampal system, there is nevertheless the capacity to accrue semantic knowledge available to recall.

Postnatal LPS Challenge Impacts Escape Learning and Expression of Plasticity Factors Mmp9 and Timp1 in Rats: Effects of Repeated Training.

PubMed

Trofimov, Alexander; Strekalova, Tatyana; Mortimer, Niall; Zubareva, Olga; Schwarz, Alexander; Svirin, Evgeniy; Umriukhin, Aleksei; Svistunov, Andrei; Lesch, Klaus-Peter; Klimenko, Victor

2017-08-01

Bacterial intoxication associated with inflammatory conditions during development can impair brain functions, in particular evolutionarily novel forms of memory, such as explicit learning. Little is known about the dangers of early-life inflammation on more basic forms of learning, for example, the acquisition of motor escape abilities, which are generally better preserved under pathological conditions. To address this limitation in knowledge, an inflammatory response was elicited in Wistar pups by lipopolysaccharide (LPS) injections (25 μg/kg) on postnatal days P15, P18 and P21. The acquisition of escape behaviour was tested from P77 by active avoidance footshock model and water maze. Open-field behaviour and blood corticosterone levels were also measured. Rat brain tissue was collected from pups 2 h post-injection and from adult rats which either underwent escape training on P77-P81 or remained untrained. mRNA levels of developmental brain plasticity factors MMP-9 and TIMP-1 were investigated in the medial prefrontal cortex and ventral/dorsal hippocampus. LPS-challenged rats displayed moderately deficient escape responses in both memory tests, increased freezing behaviour and, surprisingly, reduced blood cortisol levels. Mmp9 and Timp1, and their ratio to one another, were differentially altered in pups versus adult untrained rats but remained unchanged overall in rats trained in either learning task. Together, our data indicate that systemic pro-inflammatory response during early postnatal development has long-lasting effects, including on the acquisition of motor escape abilities and plasticity factor expression, into adulthood. Our data suggest that altered stress response could possibly mediate these deviations and repeated training might generate positive effects on plasticity under the employed conditions.

Neuroleptics and learning: effects of haloperidol, molindone, mesoridazine and thioridazine on the behavior of pigeons under a repeated acquisition procedure.

PubMed

Poling, A; Cleary, J; Berens, K; Thompson, T

1990-12-01

The purpose of the present study was to examine the effects of haloperidol (0.3-10 mg/kg), molindone (0.3-5.6 mg/kg), mesoridazine (0.3-10) and thioridazine (0.3-25 mg/kg) on the behavior of pigeons exposed to a repeated acquisition procedure. At sufficiently high doses, each of these neuroleptics increased error rates (interfered with learning) and reduced rate of responding. When the drugs were compared on the basis of absolute doses administered, haloperidol disrupted behavior at doses considerably lower than the other drugs. If, however, chlorpromazine equivalent doses were examined, haloperidol was the least disruptive of the four drugs. Comparing the degree of behavioral disruption produced by the four drugs with their relative neuroreceptor affinities for dopamine D-2, cholinergic muscarinic, histamine H1, alpha-1 adrenergic and alpha-2 adrenergic receptors suggests that behavioral disruption cannot be attributed in any simple way to dopamine or acetylcholine receptor blockade. The relationship between the behavioral effects of neuroleptics and their simple neuropharmacological actions must be considered as highly tentative.

Repeated Activation of a CS-US-Contingency Memory Results in Sustained Conditioned Responding

PubMed Central

Joos, Els; Vansteenwegen, Debora; Vervliet, Bram; Hermans, Dirk

2013-01-01

Individuals seem to differ in conditionability, i.e., the ease by which the contingent presentation of two stimuli will lead to a conditioned response. In contemporary learning theory, individual differences in the etiology and maintenance of anxiety disorders are, among others, explained by individual differences in temperamental variables (Mineka and Zinbarg, 2006). One such individual difference variable is how people process a learning experience when the conditioning stimuli are no longer present. Repeatedly thinking about the conditioning experience, as in worry or rumination, might prolong the initial (fear) reactions and as such, might leave certain individuals more vulnerable to developing an anxiety disorder. However, in human conditioning research, relatively little attention has been devoted to the processing of a memory trace after its initial acquisition, despite its potential influences on subsequent performance. Post-acquisition processing can be induced by mental reiteration of a conditioned stimulus-unconditioned stimulus (CS-US)-contingency. Using a human conditioned suppression paradigm, we investigated the effect of repeated activations of a CS-US-contingency memory on the level of conditioned responding at a later test. Results of three experiments showed more sustained responding to a “rehearsed” CS+ as compared to a “non-rehearsed” CS+. Moreover, the second experiment showed no effect of rehearsal when only the CS was rehearsed instead of the CS-US-contingency. The third experiment demonstrated that mental CS-US-rehearsal has the same effect regardless of whether it was cued by the CS and a verbal reference to the US or by a neutral signal, making the rehearsal “purely mental.” In sum, it was demonstrated that post-acquisition activation of a CS-US-contingency memory can impact conditioned responding, underlining the importance of post-acquisition processes in conditioning. This might indicate that individuals who are more prone to mentally rehearse information condition more easily. PMID:23755034

Repeated Activation of a CS-US-Contingency Memory Results in Sustained Conditioned Responding.

PubMed

Joos, Els; Vansteenwegen, Debora; Vervliet, Bram; Hermans, Dirk

2013-01-01

Individuals seem to differ in conditionability, i.e., the ease by which the contingent presentation of two stimuli will lead to a conditioned response. In contemporary learning theory, individual differences in the etiology and maintenance of anxiety disorders are, among others, explained by individual differences in temperamental variables (Mineka and Zinbarg, 2006). One such individual difference variable is how people process a learning experience when the conditioning stimuli are no longer present. Repeatedly thinking about the conditioning experience, as in worry or rumination, might prolong the initial (fear) reactions and as such, might leave certain individuals more vulnerable to developing an anxiety disorder. However, in human conditioning research, relatively little attention has been devoted to the processing of a memory trace after its initial acquisition, despite its potential influences on subsequent performance. Post-acquisition processing can be induced by mental reiteration of a conditioned stimulus-unconditioned stimulus (CS-US)-contingency. Using a human conditioned suppression paradigm, we investigated the effect of repeated activations of a CS-US-contingency memory on the level of conditioned responding at a later test. Results of three experiments showed more sustained responding to a "rehearsed" CS+ as compared to a "non-rehearsed" CS+. Moreover, the second experiment showed no effect of rehearsal when only the CS was rehearsed instead of the CS-US-contingency. The third experiment demonstrated that mental CS-US-rehearsal has the same effect regardless of whether it was cued by the CS and a verbal reference to the US or by a neutral signal, making the rehearsal "purely mental." In sum, it was demonstrated that post-acquisition activation of a CS-US-contingency memory can impact conditioned responding, underlining the importance of post-acquisition processes in conditioning. This might indicate that individuals who are more prone to mentally rehearse information condition more easily.

Cognitive learning strategies: their effectiveness in acquiring racquetball skill.

PubMed

Tennant, L M

2000-06-01

Racquetball players were compared to assess whether a Self-directed strategy (self-monitoring), a Task-oriented strategy (attentional focusing), or a Combined use of both strategies would be beneficial in acquisition of racquetball skills. According to skill (Beginning, Advanced), players (N=80) were assigned into treatment groups. After treatment, participants executed diagonal lob serves and rallies for Acquisition and Retention phases (Session 1). During Session 2, subjects competed in a modified play setting (Transfer phase). Analysis of variance with repeated measures showed differences by skill during the basic tests favored Advanced players. During modified play, the Task-oriented group won significantly more points and games compared to the Self-directed and Control groups, regardless of skill. Results are discussed relative to skill and the literature on learning strategies.

Simultaneous acquisition of multiple auditory-motor transformations in speech

PubMed Central

Rochet-Capellan, Amelie; Ostry, David J.

2011-01-01

The brain easily generates the movement that is needed in a given situation. Yet surprisingly, the results of experimental studies suggest that it is difficult to acquire more than one skill at a time. To do so, it has generally been necessary to link the required movement to arbitrary cues. In the present study, we show that speech motor learning provides an informative model for the acquisition of multiple sensorimotor skills. During training, subjects are required to repeat aloud individual words in random order while auditory feedback is altered in real-time in different ways for the different words. We find that subjects can quite readily and simultaneously modify their speech movements to correct for these different auditory transformations. This multiple learning occurs effortlessly without explicit cues and without any apparent awareness of the perturbation. The ability to simultaneously learn several different auditory-motor transformations is consistent with the idea that in speech motor learning, the brain acquires instance specific memories. The results support the hypothesis that speech motor learning is fundamentally local. PMID:21325534

Differential Antagonism of Cocaine Self-Administration and Cocaine-Induced Disruptions of Learning by Haloperidol in Rhesus Monkeys

ERIC Educational Resources Information Center

Winsauer, Peter J.; Moerschbaecher, Joseph M.; Roussell, Alison M.

2008-01-01

Six rhesus monkeys responding under a three-component multiple schedule were administered haloperidol to determine its effects on cocaine self-administration and on cocaine's disruptive effects on the repeated acquisition and performance of response chains. In the absence of haloperidol, 0.0032 - 0.032 mg/kg/infusion of cocaine increased response…

Exposure to marijuana smoke impairs memory retrieval in mice.

PubMed

Niyuhire, Floride; Varvel, Stephen A; Martin, Billy R; Lichtman, Aron H

2007-09-01

Marijuana (Cannabis sativa) and its primary psychoactive component, delta-9-tetrahydrocannabinol (Delta(9)-THC), have long been known to disrupt cognition in humans. Although Delta(9)-THC and other cannabinoids disrupt performance in a wide range of animal models of learning and memory, few studies have investigated the effects of smoked marijuana in these paradigms. Moreover, in preclinical studies, cannabinoids are generally administered before acquisition, and because retention is generally evaluated soon afterward, it is difficult to distinguish between processes related to acquisition and retrieval. In the present study, we investigated the specific effects of marijuana smoke and injected Delta(9)-THC on acquisition versus memory retrieval in a mouse repeated acquisition Morris water-maze task. To distinguish between these processes, subjects were administered Delta(9)-THC or they were exposed to marijuana smoke either 30 min before acquisition or 30 min before the retention test. Inhalation of marijuana smoke or injected Delta(9)-THC impaired the ability of the mice to learn the location of the hidden platform and to recall the platform location once learning had already taken place. In contrast, neither drug impaired performance in a cued task in which the platform was made visible. Finally, the cannabinoid-1 (CB(1)) receptor antagonist N-(piperidin-1-yl)-5-(4-chlorophenyl)-1-(2,4-dichlorophenyl)-4-methyl-1H-pyrazole-3-carboxamide HCl (rimonabant) blocked the memory disruptive effects of both Delta(9)-THC and marijuana. These data represent the first evidence demonstrating that marijuana impairs memory retrieval through a CB(1) receptor mechanism of action and independently of its effects on sensorimotor performance, motivation, and initial acquisition.

Asynchronous web-based learning, a practical method to enhance teaching in emergency medicine.

PubMed

Pourmand, Ali; Lucas, Raymond; Nouraie, Mehdi

2013-03-01

Abstract Objective: To compare medical knowledge acquisition among emergency medicine (EM) residents who attend weekly core content lectures with those absent but asynchronously viewing the same lectures in a Web-based electronic platform. During the study period all EM residents attending or absent from weekly educational conferences were given a quiz on the covered material. During Phase 1, absentees were not given supplemental educational content for missed lectures. During Phase 2, absentees were sent a link to an online multimedia module containing an audiovisual recording of the actual missed lecture with presentation slides. Scores between attendees and absentees during both phases were compared using a repeated-measures analysis to evaluate the effect of the supplemental online module on knowledge acquisition. Thirty-nine EM residents (equally distributed in postgraduate years 1-4) were studied during a 15-week period. Overall and after adjusting for sex and postgraduate year level, both lecture attendance (b=27; 95% confidence interval, 22-32; p<0.0001) and Web-based learning (b=32; 95% confidence interval, 26-37; p<0.0001) were associated with significant increases in test scores compared with residents who were absent and not receiving supplemental Web-based learning. Neither the self-perceived level of mastery with the lecture topic nor the amount of reported reading was found to be a predictor of test scores. In an EM residency program, asynchronous Web-based learning may result in medical knowledge acquisition similar to or better than attending traditional core content lectures. The percentage of curriculum delivery by asynchronous learning that may be used to achieve overall terminal learning objectives in medical knowledge acquisition requires further study.

Multiple trial inhibitory avoidance acquisition and retrieval are resistant to chronic stress.

PubMed

Raya, J; Girardi, C E N; Esumi, L A; Ferreira, L B T; Hipólide, D C

2018-02-01

Chronic mild stress (CMS) is a widely accepted animal model relevant to depression that among other consequences, is chiefly known to induce anhedonia, often assessed as decreased preference for sucrose solution. CMS is also known to affect cognition, particularly memory tasks. In this study we have employed the multiple-trial inhibitory avoidance memory task (MTIA) to assess CMS effects on memory acquisition and retrieval. MTIA consists of repeated exposures to the unconditioned stimulus until a learning criterion is reached. Wistar rats underwent CMS for 5 weeks, and sucrose consumption was assessed once a week. At the end of CMS, animals were evaluated in the MTIA task. Overall decreased sucrose solution preference was highly variable. Further analyses showed that a subset of animals expressed resilience while another subset was sensitive to stress. CMS did not affect the number of acquisition sessions before reaching criterion or retrieval latency of MTIA task in neither sensitive nor resilient groups. Although tasks that assess learning ability in animal models relevant to depression indicate cognitive deficits, the ability to learn the association between compartment crossing and the aversive electric foot shock, which is strongly dependent on emotional aspects, was intact. Copyright © 2017 Elsevier B.V. All rights reserved.

Persistent effects of prior chronic exposure to corticosterone on reward-related learning and motivation in rodents.

PubMed

Olausson, Peter; Kiraly, Drew D; Gourley, Shannon L; Taylor, Jane R

2013-02-01

Repeated or prolonged exposure to stress has profound effects on a wide spectrum of behavioral and neurobiological processes and has been associated with the pathophysiology of depression. The multifaceted nature of this disorder includes despair, anhedonia, diminished motivation, and disrupted cognition, and it has been proposed that depression is also associated with reduced reward-motivated learning. We have previously reported that prior chronic corticosterone exposure to mice produces a lasting depressive-like state that can be reversed by chronic antidepressant treatment. In the present study, we tested the effects of prior chronic exposure to corticosterone (50 μg/ml) administered to rats or to mice in drinking water for 14 days followed by dose-tapering over 9 days. The exposure to corticosterone produced lasting deficits in the acquisition of reward-related learning tested on a food-motivated instrumental task conducted 10-20 days after the last day of full dose corticosterone exposure. Rats exposed to corticosterone also displayed reduced responding on a progressive ratio schedule of reinforcement when tested on day 21 after exposure. Amitriptyline (200 mg/ml in drinking water) exposure for 14 days to mice produced the opposite effect, enhancing food-motivated instrumental acquisition and performance. Repeated treatment with amitriptyline (5 mg/kg, intraperitoneally; bid) subsequent to corticosterone exposure also prevented the corticosterone-induced deficits in rats. These results are consistent with aberrant reward-related learning and motivational processes in depressive states and provide new evidence that stress-induced neuroadaptive alterations in cortico-limbic-striatal brain circuits involved in learning and motivation may play a critical role in aspects of mood disorders.

Sleep underpins the plasticity of language production.

PubMed

Gaskell, M Gareth; Warker, Jill; Lindsay, Shane; Frost, Rebecca; Guest, James; Snowdon, Reza; Stackhouse, Abigail

2014-07-01

The constraints that govern acceptable phoneme combinations in speech perception and production have considerable plasticity. We addressed whether sleep influences the acquisition of new constraints and their integration into the speech-production system. Participants repeated sequences of syllables in which two phonemes were artificially restricted to syllable onset or syllable coda, depending on the vowel in that sequence. After 48 sequences, participants either had a 90-min nap or remained awake. Participants then repeated 96 sequences so implicit constraint learning could be examined, and then were tested for constraint generalization in a forced-choice task. The sleep group, but not the wake group, produced speech errors at test that were consistent with restrictions on the placement of phonemes in training. Furthermore, only the sleep group generalized their learning to new materials. Polysomnography data showed that implicit constraint learning was associated with slow-wave sleep. These results show that sleep facilitates the integration of new linguistic knowledge with existing production constraints. These data have relevance for systems-consolidation models of sleep. © The Author(s) 2014.

Affective learning in adults with intellectual disability: an experiment using evaluative conditioning.

PubMed

Blanchette, I; Treillet, V; Davies, S R

2016-03-01

Evaluative conditioning is a form of affective learning in which initially neutral stimuli acquire an affective value through association with negative or positive stimuli. Recent research shows an important role for cognitive resources in this type of learning. This form of affective learning has rarely been studied in intellectual disability (ID). We examined evaluative conditioning in 16 adults with mild to moderate ID compared to age- and gender-matched control participants. Neutral shapes and symbols were repeatedly paired with positive, neutral or negative unconditioned stimuli (faces or International Affective Picture System images). There was also an extinction phase. There was significant acquisition of conditioning in both groups. Stimuli paired with positive images were evaluated more positively, and stimuli paired with negative images were evaluated more negatively. Post-extinction ratings however show that these novel affective associations were not maintained by individuals with ID as much as by individuals in the control group. We conclude that ID modulates some aspects of affective learning but not necessarily initial preference acquisition. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Changes in Striatal Dopamine Release Associated with Human Motor-Skill Acquisition

PubMed Central

Kawashima, Shoji; Ueki, Yoshino; Kato, Takashi; Matsukawa, Noriyuki; Mima, Tatsuya; Hallett, Mark; Ito, Kengo; Ojika, Kosei

2012-01-01

The acquisition of new motor skills is essential throughout daily life and involves the processes of learning new motor sequence and encoding elementary aspects of new movement. Although previous animal studies have suggested a functional importance for striatal dopamine release in the learning of new motor sequence, its role in encoding elementary aspects of new movement has not yet been investigated. To elucidate this, we investigated changes in striatal dopamine levels during initial skill-training (Day 1) compared with acquired conditions (Day 2) using 11C-raclopride positron-emission tomography. Ten volunteers learned to perform brisk contractions using their non-dominant left thumbs with the aid of visual feedback. On Day 1, the mean acceleration of each session was improved through repeated training sessions until performance neared asymptotic levels, while improved motor performance was retained from the beginning on Day 2. The 11C-raclopride binding potential (BP) in the right putamen was reduced during initial skill-training compared with under acquired conditions. Moreover, voxel-wise analysis revealed that 11C-raclopride BP was particularly reduced in the right antero-dorsal to the lateral part of the putamen. Based on findings from previous fMRI studies that show a gradual shift of activation within the striatum during the initial processing of motor learning, striatal dopamine may play a role in the dynamic cortico-striatal activation during encoding of new motor memory in skill acquisition. PMID:22355391

Contingency Awareness Shapes Acquisition and Extinction of Emotional Responses in a Conditioning Model of Pain-Related Fear

PubMed Central

Labrenz, Franziska; Icenhour, Adriane; Benson, Sven; Elsenbruch, Sigrid

2015-01-01

As a fundamental learning process, fear conditioning promotes the formation of associations between predictive cues and biologically significant signals. In its application to pain, conditioning may provide important insight into mechanisms underlying pain-related fear, although knowledge especially in interoceptive pain paradigms remains scarce. Furthermore, while the influence of contingency awareness on excitatory learning is subject of ongoing debate, its role in pain-related acquisition is poorly understood and essentially unknown regarding extinction as inhibitory learning. Therefore, we addressed the impact of contingency awareness on learned emotional responses to pain- and safety-predictive cues in a combined dataset of two pain-related conditioning studies. In total, 75 healthy participants underwent differential fear acquisition, during which rectal distensions as interoceptive unconditioned stimuli (US) were repeatedly paired with a predictive visual cue (conditioned stimulus; CS+) while another cue (CS−) was presented unpaired. During extinction, both CS were presented without US. CS valence, indicating learned emotional responses, and CS-US contingencies were assessed on visual analog scales (VAS). Based on an integrative measure of contingency accuracy, a median-split was performed to compare groups with low vs. high contingency accuracy regarding learned emotional responses. To investigate predictive value of contingency accuracy, regression analyses were conducted. Highly accurate individuals revealed more pronounced negative emotional responses to CS+ and increased positive responses to CS− when compared to participants with low contingency accuracy. Following extinction, highly accurate individuals had fully extinguished pain-predictive cue properties, while exhibiting persistent positive emotional responses to safety signals. In contrast, individuals with low accuracy revealed equally positive emotional responses to both, CS+ and CS−. Contingency accuracy predicted variance in the formation of positive responses to safety cues while no predictive value was found for danger cues following acquisition and for neither cue following extinction. Our findings underscore specific roles of learned danger and safety in pain-related acquisition and extinction. Contingency accuracy appears to distinctly impact learned emotional responses to safety and danger cues, supporting aversive learning to occur independently from CS-US awareness. The interplay of cognitive and emotional factors in shaping excitatory and inhibitory pain-related learning may contribute to altered pain processing, underscoring its clinical relevance in chronic pain. PMID:26640433

Contingency Awareness Shapes Acquisition and Extinction of Emotional Responses in a Conditioning Model of Pain-Related Fear.

PubMed

Labrenz, Franziska; Icenhour, Adriane; Benson, Sven; Elsenbruch, Sigrid

2015-01-01

As a fundamental learning process, fear conditioning promotes the formation of associations between predictive cues and biologically significant signals. In its application to pain, conditioning may provide important insight into mechanisms underlying pain-related fear, although knowledge especially in interoceptive pain paradigms remains scarce. Furthermore, while the influence of contingency awareness on excitatory learning is subject of ongoing debate, its role in pain-related acquisition is poorly understood and essentially unknown regarding extinction as inhibitory learning. Therefore, we addressed the impact of contingency awareness on learned emotional responses to pain- and safety-predictive cues in a combined dataset of two pain-related conditioning studies. In total, 75 healthy participants underwent differential fear acquisition, during which rectal distensions as interoceptive unconditioned stimuli (US) were repeatedly paired with a predictive visual cue (conditioned stimulus; CS(+)) while another cue (CS(-)) was presented unpaired. During extinction, both CS were presented without US. CS valence, indicating learned emotional responses, and CS-US contingencies were assessed on visual analog scales (VAS). Based on an integrative measure of contingency accuracy, a median-split was performed to compare groups with low vs. high contingency accuracy regarding learned emotional responses. To investigate predictive value of contingency accuracy, regression analyses were conducted. Highly accurate individuals revealed more pronounced negative emotional responses to CS(+) and increased positive responses to CS(-) when compared to participants with low contingency accuracy. Following extinction, highly accurate individuals had fully extinguished pain-predictive cue properties, while exhibiting persistent positive emotional responses to safety signals. In contrast, individuals with low accuracy revealed equally positive emotional responses to both, CS(+) and CS(-). Contingency accuracy predicted variance in the formation of positive responses to safety cues while no predictive value was found for danger cues following acquisition and for neither cue following extinction. Our findings underscore specific roles of learned danger and safety in pain-related acquisition and extinction. Contingency accuracy appears to distinctly impact learned emotional responses to safety and danger cues, supporting aversive learning to occur independently from CS-US awareness. The interplay of cognitive and emotional factors in shaping excitatory and inhibitory pain-related learning may contribute to altered pain processing, underscoring its clinical relevance in chronic pain.

Reminder Cues Modulate the Renewal Effect in Human Predictive Learning

PubMed Central

Bustamante, Javier; Uengoer, Metin; Lachnit, Harald

2016-01-01

Associative learning refers to our ability to learn about regularities in our environment. When a stimulus is repeatedly followed by a specific outcome, we learn to expect the outcome in the presence of the stimulus. We are also able to modify established expectations in the face of disconfirming information (the stimulus is no longer followed by the outcome). Both the change of environmental regularities and the related processes of adaptation are referred to as extinction. However, extinction does not erase the initially acquired expectations. For instance, following successful extinction, the initially learned expectations can recover when there is a context change – a phenomenon called the renewal effect, which is considered as a model for relapse after exposure therapy. Renewal was found to be modulated by reminder cues of acquisition and extinction. However, the mechanisms underlying the effectiveness of reminder cues are not well understood. The aim of the present study was to investigate the impact of reminder cues on renewal in the field of human predictive learning. Experiment I demonstrated that renewal in human predictive learning is modulated by cues related to acquisition or extinction. Initially, participants received pairings of a stimulus and an outcome in one context. These stimulus-outcome pairings were preceded by presentations of a reminder cue (acquisition cue). Then, participants received extinction in a different context in which presentations of the stimulus were no longer followed by the outcome. These extinction trials were preceded by a second reminder cue (extinction cue). During a final phase conducted in a third context, participants showed stronger expectations of the outcome in the presence of the stimulus when testing was accompanied by the acquisition cue compared to the extinction cue. Experiment II tested an explanation of the reminder cue effect in terms of simple cue-outcome associations. Therefore, acquisition and extinction cues were equated for their associative histories in Experiment II, which should abolish their impact on renewal if based on simple cue-outcome associations. In contrast to this prediction, Experiment II replicated the findings from Experiment I indicating that the effectiveness of reminder cues did not require direct reminder cue-outcome associations. PMID:28066293

Integration of Temporal and Ordinal Information During Serial Interception Sequence Learning

PubMed Central

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

2011-01-01

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

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

PubMed

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

2011-10-15

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

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

PubMed Central

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

2011-01-01

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

Cognitive load in distributed and massed practice in virtual reality mastoidectomy simulation.

PubMed

Andersen, Steven Arild Wuyts; Mikkelsen, Peter Trier; Konge, Lars; Cayé-Thomasen, Per; Sørensen, Mads Sølvsten

2016-02-01

Cognitive load theory states that working memory is limited. This has implications for learning and suggests that reducing cognitive load (CL) could promote learning and skills acquisition. This study aims to explore the effect of repeated practice and simulator-integrated tutoring on CL in virtual reality (VR) mastoidectomy simulation. Prospective trial. Forty novice medical students performed 12 repeated virtual mastoidectomy procedures in the Visible Ear Simulator: 21 completed distributed practice with practice blocks spaced in time and 19 participants completed massed practice (all practices performed in 1 day). Participants were randomized for tutoring with the simulator-integrated tutor function. Cognitive load was estimated by measuring reaction time in a secondary task. Data were analyzed using linear mixed models for repeated measurements. The mean reaction time increased by 37% during the procedure compared with baseline, demonstrating that the procedure placed substantial cognitive demands. Repeated practice significantly lowered CL in the distributed practice group but not in massed practice group. In addition, CL was found to be further increased by 10.3% in the later and more complex stages of the procedure. The simulator-integrated tutor function did not have an impact on CL. Distributed practice decreased CL in repeated VR mastoidectomy training more consistently than was seen in massed practice. This suggests a possible effect of skills and memory consolidation occurring over time. To optimize technical skills learning, training should be organized as time-distributed practice rather than as a massed block of practice, which is common in skills-training courses. N/A. © 2015 The American Laryngological, Rhinological and Otological Society, Inc.

No childhood advantage in the acquisition of skill in using an artificial language rule.

PubMed

Ferman, Sara; Karni, Avi

2010-10-27

A leading notion is that language skill acquisition declines between childhood and adulthood. While several lines of evidence indicate that declarative ("what", explicit) memory undergoes maturation, it is commonly assumed that procedural ("how-to", implicit) memory, in children, is well established. The language superiority of children has been ascribed to the childhood reliance on implicit learning. Here we show that when 8-year-olds, 12-year-olds and young adults were provided with an equivalent multi-session training experience in producing and judging an artificial morphological rule (AMR), adults were superior to children of both age groups and the 8-year-olds were the poorest learners in all task parameters including in those that were clearly implicit. The AMR consisted of phonological transformations of verbs expressing a semantic distinction: whether the preceding noun was animate or inanimate. No explicit instruction of the AMR was provided. The 8-year-olds, unlike most adults and 12-year-olds, failed to explicitly uncover the semantic aspect of the AMR and subsequently to generalize it accurately to novel items. However, all participants learned to apply the AMR to repeated items and to generalize its phonological patterns to novel items, attaining accurate and fluent production, and exhibiting key characteristics of procedural memory. Nevertheless, adults showed a clear advantage in learning implicit task aspects, and in their long-term retention. Thus, our findings support the notion of age-dependent maturation in the establishment of declarative but also of procedural memory in a complex language task. In line with recent reports of no childhood advantage in non-linguistic skill learning, we propose that under some learning conditions adults can effectively express their language skill acquisition potential. Altogether, the maturational effects in the acquisition of an implicit AMR do not support a simple notion of a language skill learning advantage in children.

Habituation as an adaptive shift in response strategy mediated by neuropeptides

NASA Astrophysics Data System (ADS)

Ardiel, Evan L.; Yu, Alex J.; Giles, Andrew C.; Rankin, Catharine H.

2017-08-01

Habituation is a non-associative form of learning characterized by a decremented response to repeated stimulation. It is typically framed as a process of selective attention, allowing animals to ignore irrelevant stimuli in order to free up limited cognitive resources. However, habituation can also occur to threatening and toxic stimuli, suggesting that habituation may serve other functions. Here we took advantage of a high-throughput Caenorhabditis elegans learning assay to investigate habituation to noxious stimuli. Using real-time computer vision software for automated behavioral tracking and optogenetics for controlled activation of a polymodal nociceptor, ASH, we found that neuropeptides mediated habituation and performed an RNAi screen to identify candidate receptors. Through subsequent mutant analysis and cell-type-specific gene expression, we found that pigment-dispersing factor (PDF) neuropeptides function redundantly to promote habituation via PDFR-1-mediated cAMP signaling in both neurons and muscles. Behavioral analysis during learning acquisition suggests that response habituation and sensitization of locomotion are parts of a shifting behavioral strategy orchestrated by pigment dispersing factor signaling to promote dispersal away from repeated aversive stimuli.

Extended fear conditioning reveals a role for both N-methyl-D-aspartic acid and non-N-methyl-D-aspartic acid receptors in the amygdala in the acquisition of conditioned fear.

PubMed

Pistell, P J; Falls, W A

2008-09-09

Pavlovian conditioning is a useful tool for elucidating the neural mechanisms involved with learning and memory, especially in regard to the stimuli associated with aversive events. The amygdala has been repeatedly implicated as playing a significant role in the acquisition and expression of fear. If the amygdala is critical for the acquisition of fear, then it should contribute to this processes regardless of the parameters used to induce or evaluate conditioned fear. A series of experiments using reversible inactivation techniques evaluated the role of the amygdala in the acquisition of conditioned fear when training was conducted over several days in rats. Fear-potentiated startle was used to evaluate the acquisition of conditioned fear. Pretraining infusions of N-methyl-d-aspartic acid (NMDA) or non-NMDA receptor antagonists alone into the amygdala interfered with the acquisition of fear early in training, but not later. Pretraining infusions of a cocktail consisting of both an NMDA and non-NMDA antagonist interfered with the acquisition of conditioned fear across all days of training. Taken together these results suggest the amygdala may potentially be critical for the acquisition of conditioned fear regardless of the parameters utilized.

Language Lateralization Shifts with Learning by Adults

PubMed Central

Plante, Elena; Almryde, Kyle; Patterson, Dianne K.; Vance, Christopher J.; Asbjørnsen, Arve E.

2014-01-01

For the majority of the population, language is a left hemisphere lateralized function. During childhood, a pattern of increasing left lateralization for language has been described in brain imaging studies, suggesting this trait develops. This development could reflect change due to brain maturation or change due to skill acquisition, given that children acquire and refine language skills as they mature. We test the possibility that skill acquisition, independent of age-associated maturation can result in shifts in language lateralization in classic language cortex. We imaged adults exposed to unfamiliar language during three successive fMRI scans. Participants were then asked to identify specific words embedded in Norwegian sentences. Exposure to these sentences, relative to complex tones, resulted in consistent activation in the left and right superior temporal gyrus. Activation in this region became increasingly left lateralized with repeated exposure to the unfamiliar language. These results demonstrate that shifts in lateralization can be produced in the short-term within a learning context, independent of maturation. PMID:25285756

Serial-order learning impairment and hypersensitivity-to-interference in dyscalculia.

PubMed

De Visscher, Alice; Szmalec, Arnaud; Van Der Linden, Lize; Noël, Marie-Pascale

2015-11-01

In the context of heterogeneity, the different profiles of dyscalculia are still hypothetical. This study aims to link features of mathematical difficulties to certain potential etiologies. First, we wanted to test the hypothesis of a serial-order learning deficit in adults with dyscalculia. For this purpose we used a Hebb repetition learning task. Second, we wanted to explore a recent hypothesis according to which hypersensitivity-to-interference hampers the storage of arithmetic facts and leads to a particular profile of dyscalculia. We therefore used interfering and non-interfering repeated sequences in the Hebb paradigm. A final test was used to assess the memory trace of the non-interfering sequence and the capacity to manipulate it. In line with our predictions, we observed that people with dyscalculia who show good conceptual knowledge in mathematics but impaired arithmetic fluency suffer from increased sensitivity-to-interference compared to controls. Secondly, people with dyscalculia who show a deficit in a global mathematical test suffer from a serial-order learning deficit characterized by a slow learning and a quick degradation of the memory trace of the repeated sequence. A serial-order learning impairment could be one of the explanations for a basic numerical deficit, since it is necessary for the number-word sequence acquisition. Among the different profiles of dyscalculia, this study provides new evidence and refinement for two particular profiles. Copyright © 2015 Elsevier B.V. All rights reserved.

The impact of signal-to-noise ratio on contextual cueing in children and adults.

PubMed

Yang, Yingying; Merrill, Edward C

2015-04-01

Contextual cueing refers to a form of implicit spatial learning where participants incidentally learn to associate a target location with its repeated spatial context. Successful contextual learning produces an efficient visual search through familiar environments. Despite the fact that children exhibit the basic ability of implicit spatial learning, their general effectiveness in this form of learning can be compromised by other development-dependent factors. Learning to extract useful information (signal) in the presence of various amounts of irrelevant or distracting information (noise) characterizes one of the most important changes that occur with cognitive development. This research investigated whether signal-to-noise ratio (S/N) affects contextual cueing differently in children and adults. S/N was operationally defined as the ratio of repeated versus new displays encountered over time. Three ratio conditions were created: high (100%), medium (67%), and low (33%) conditions. Results suggested no difference in the acquisition of contextual learning effects in the high and medium conditions across three age groups (6- to 8-year-olds, 10- to 12-year-olds, and young adults). However, a significant developmental difference emerged in the low S/N condition. As predicted, adults exhibited significant contextual cueing effects, whereas older children showed marginally significant contextual cueing and younger children did not show cueing effects. Group differences in the ability to exhibit implicit contextual learning under low S/N conditions and the implications of this difference are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

Circadian waveform bifurcation, but not phase-shifting, leaves cued fear memory intact.

PubMed

Harrison, E M; Carmack, S A; Block, C L; Sun, J; Anagnostaras, S G; Gorman, M R

2017-02-01

In mammals, memory acquisition and retrieval can be affected by time of day, as well as by manipulations of the light/dark cycle. Under bifurcation, a manipulation of circadian waveform, two subjective days and nights are experimentally induced in rodents. We examined the effect of bifurcation on Pavlovian fear conditioning, a prominent model of learning and memory. Here we demonstrate that bifurcation of the circadian waveform produces a small deficit in acquisition, but not on retrieval of fear memory. In contrast, repeated phase-shifting in a simulated jet-lag protocol impairs retrieval of memory for cued fear. The results have implications for those attempting to adjust to shift-work or other challenging schedules. Copyright © 2016 Elsevier Inc. All rights reserved.

Reprint of: Early Behavioural Facilitation by Temporal Expectations in Complex Visual-motor Sequences.

PubMed

Heideman, Simone G; van Ede, Freek; Nobre, Anna C

2018-05-24

In daily life, temporal expectations may derive from incidental learning of recurring patterns of intervals. We investigated the incidental acquisition and utilisation of combined temporal-ordinal (spatial/effector) structure in complex visual-motor sequences using a modified version of a serial reaction time (SRT) task. In this task, not only the series of targets/responses, but also the series of intervals between subsequent targets was repeated across multiple presentations of the same sequence. Each participant completed three sessions. In the first session, only the repeating sequence was presented. During the second and third session, occasional probe blocks were presented, where a new (unlearned) spatial-temporal sequence was introduced. We first confirm that participants not only got faster over time, but that they were slower and less accurate during probe blocks, indicating that they incidentally learned the sequence structure. Having established a robust behavioural benefit induced by the repeating spatial-temporal sequence, we next addressed our central hypothesis that implicit temporal orienting (evoked by the learned temporal structure) would have the largest influence on performance for targets following short (as opposed to longer) intervals between temporally structured sequence elements, paralleling classical observations in tasks using explicit temporal cues. We found that indeed, reaction time differences between new and repeated sequences were largest for the short interval, compared to the medium and long intervals, and that this was the case, even when comparing late blocks (where the repeated sequence had been incidentally learned), to early blocks (where this sequence was still unfamiliar). We conclude that incidentally acquired temporal expectations that follow a sequential structure can have a robust facilitatory influence on visually-guided behavioural responses and that, like more explicit forms of temporal orienting, this effect is most pronounced for sequence elements that are expected at short inter-element intervals. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All rights reserved.

The effects of supervised learning on event-related potential correlates of music-syntactic processing.

PubMed

Guo, Shuang; Koelsch, Stefan

2015-11-11

Humans process music even without conscious effort according to implicit knowledge about syntactic regularities. Whether such automatic and implicit processing is modulated by veridical knowledge has remained unknown in previous neurophysiological studies. This study investigates this issue by testing whether the acquisition of veridical knowledge of a music-syntactic irregularity (acquired through supervised learning) modulates early, partly automatic, music-syntactic processes (as reflected in the early right anterior negativity, ERAN), and/or late controlled processes (as reflected in the late positive component, LPC). Excerpts of piano sonatas with syntactically regular and less regular chords were presented repeatedly (10 times) to non-musicians and amateur musicians. Participants were informed by a cue as to whether the following excerpt contained a regular or less regular chord. Results showed that the repeated exposure to several presentations of regular and less regular excerpts did not influence the ERAN elicited by less regular chords. By contrast, amplitudes of the LPC (as well as of the P3a evoked by less regular chords) decreased systematically across learning trials. These results reveal that late controlled, but not early (partly automatic), neural mechanisms of music-syntactic processing are modulated by repeated exposure to a musical piece. This article is part of a Special Issue entitled SI: Prediction and Attention. Copyright © 2015 Elsevier B.V. All rights reserved.

The contributions of digital technologies in the teaching of nursing skills: an integrative review.

PubMed

Silveira, Maurício de Souza; Cogo, Ana Luísa Petersen

2017-07-13

To analyze the contributions of digital educational technologies used in teaching nursing skills. Integrative literature review, search in five databases, from 2006 to 2015 combining the descriptors 'education, nursing', 'educational technology', 'computer-assisted instruction' or related terms in English. Sample of 30 articles grouped in the thematic categories 'technology in the simulation with manikin', 'incentive to learning' and 'teaching of nursing skills'. It was identified different formats of digital educational technologies used in teaching Nursing skills such as videos, learning management system, applications, hypertext, games, virtual reality simulators. These digital materials collaborated in the acquisition of theoretical references that subsidize the practices, enhancing the teaching and enable the use of active learning methods, breaking with the traditional teaching of demonstrating and repeating procedures.

Repeated Sleep Restriction in Adolescent Rats Altered Sleep Patterns and Impaired Spatial Learning/Memory Ability

PubMed Central

Yang, Su-Rong; Sun, Hui; Huang, Zhi-Li; Yao, Ming-Hui; Qu, Wei-Min

2012-01-01

Study Objectives: To investigate possible differences in the effect of repeated sleep restriction (RSR) during adolescence and adulthood on sleep homeostasis and spatial learning and memory ability. Design: The authors examined electroencephalograms of rats as they were subjected to 4-h daily sleep deprivation that continued for 7 consecutive days and assessed the spatial learning and memory by Morris water maze test (WMT). Participants: Adolescent and adult rats. Measurements and Results: Adolescent rats exhibited a similar amount of rapid eye movement (REM) and nonrapid eye movement (NREM) sleep with higher slow wave activity (SWA, 0.5-4 Hz) and fewer episodes and conversions with prolonged durations, indicating they have better sleep quality than adult rats. After RSR, adult rats showed strong rebound of REM sleep by 31% on sleep deprivation day 1; this value was 37% on sleep deprivation day 7 in adolescents compared with 20-h baseline level. On sleep deprivation day 7, SWA in adult and adolescent rats increased by 47% and 33%, and such elevation lasted for 5 h and 7 h, respectively. Furthermore, the authors investigated the effects of 4-h daily sleep deprivation immediately after the water maze training sessions on spatial cognitive performance. Adolescent rats sleep-restricted for 7 days traveled a longer distance to find the hidden platform during the acquisition training and had fewer numbers of platform crossings in the probe trial than those in the control group, something that did not occur in the sleep-deprived adult rats. Conclusions: Repeated sleep restriction (RSR) altered sleep profiles and mildly impaired spatial learning and memory capability in adolescent rats. Citation: Yang SR; Sun H; Huang ZL; Yao MH; Qu WM. Repeated sleep restriction in adolescent rats altered sleep patterns and impaired spatial learning/memory ability. SLEEP 2012;35(6):849-859. PMID:22654204

Cerebellum engages in automation of verb-generation skill.

PubMed

Yang, Zhi; Wu, Paula; Weng, Xuchu; Bandettini, Peter A

2014-03-01

Numerous studies have shown cerebellar involvement in item-specific association, a form of explicit learning. However, very few have demonstrated cerebellar participation in automation of non-motor cognitive tasks. Applying fMRI to a repeated verb-generation task, we sought to distinguish cerebellar involvement in learning of item-specific noun-verb association and automation of verb generation skill. The same set of nouns was repeated in six verb-generation blocks so that subjects practiced generating verbs for the nouns. The practice was followed by a novel block with a different set of nouns. The cerebellar vermis (IV/V) and the right cerebellar lobule VI showed decreased activation following practice; activation in the right cerebellar Crus I was significantly lower in the novel challenge than in the initial verb-generation task. Furthermore, activation in this region during well-practiced blocks strongly correlated with improvement of behavioral performance in both the well-practiced and the novel blocks, suggesting its role in the learning of general mental skills not specific to the practiced noun-verb pairs. Therefore, the cerebellum processes both explicit verbal associative learning and automation of cognitive tasks. Different cerebellar regions predominate in this processing: lobule VI during the acquisition of item-specific association, and Crus I during automation of verb-generation skills through practice.

Variable Behavior and Repeated Learning in Two Mouse Strains: Developmental and Genetic Contributions.

PubMed

Arnold, Megan A; Newland, M Christopher

2018-06-16

Behavioral inflexibility is often assessed using reversal learning tasks, which require a relatively low degree of response variability. No studies have assessed sensitivity to reinforcement contingencies that specifically select highly variable response patterns in mice, let alone in models of neurodevelopmental disorders involving limited response variation. Operant variability and incremental repeated acquisition (IRA) were used to assess unique aspects of behavioral variability of two mouse strains: BALB/c, a model of some deficits in ASD, and C57Bl/6. On the operant variability task, BALB/c mice responded more repetitively during adolescence than C57Bl/6 mice when reinforcement did not require variability but responded more variably when reinforcement required variability. During IRA testing in adulthood, both strains acquired an unchanging, performance sequence equally well. Strain differences emerged, however, after novel learning sequences began alternating with the performance sequence: BALB/c mice substantially outperformed C57Bl/6 mice. Using litter-mate controls, it was found that adolescent experience with variability did not affect either learning or performance on the IRA task in adulthood. These findings constrain the use of BALB/c mice as a model of ASD, but once again reveal this strain is highly sensitive to reinforcement contingencies and they are fast and robust learners. Copyright © 2018. Published by Elsevier B.V.

Effect of internal versus external focus of attention on implicit motor learning in children with developmental coordination disorder.

PubMed

Jarus, Tal; Ghanouni, Parisa; Abel, Rachel L; Fomenoff, Shelby L; Lundberg, Jocelyn; Davidson, Stephanie; Caswell, Sarah; Bickerton, Laura; Zwicker, Jill G

2015-02-01

Children with developmental coordination disorder (DCD) struggle to learn new motor skills. It is unknown whether children with DCD learn motor skills more effectively with an external focus of attention (focusing on impact of movement on the environment) or an internal focus of attention (focusing on one's body movements) during implicit (unconscious) and explicit (conscious) motor learning. This paper aims to determine the trends of implicit motor learning in children with DCD, and how focus of attention influences motor learning in children with DCD in comparison with typically developing children. 25 children, aged 8-12, with (n=12) and without (n=13) DCD were randomly assigned to receive instructions that focused attention externally or internally while completing a computer tracking task during acquisition, retention, and transfer phases. The motor task involved tracking both repeated and random patterns, with the repeated pattern indicative of implicit learning. Children with DCD scored lower on the motor task in all three phases of the study, demonstrating poorer implicit learning. Furthermore, graphical data showed that for the children with DCD, there was no apparent difference between internal and external focus of attention during retention and transfer, while there was an advantage to the external focus of attention group for typically developing children. Children with DCD demonstrate less accuracy than typically developing children in learning a motor task. Also, the effect of focus of attention on motor performance is different in children with DCD versus their typically developing counterparts during the three phases of motor learning. Results may inform clinicians how to facilitate motor learning in children with DCD by incorporating explicit learning with either internal or external focus of attention within interventions. Copyright © 2014 Elsevier Ltd. All rights reserved.

Disorders of compulsivity: a common bias towards learning habits

PubMed Central

Voon, V; Derbyshire, K; Rück, C; Irvine, M A; Worbe, Y; Enander, J; Schreiber, L R N; Gillan, C; Fineberg, N A; Sahakian, B J; Robbins, T W; Harrison, N A; Wood, J; Daw, N D; Dayan, P; Grant, J E; Bullmore, E T

2015-01-01

Why do we repeat choices that we know are bad for us? Decision making is characterized by the parallel engagement of two distinct systems, goal-directed and habitual, thought to arise from two computational learning mechanisms, model-based and model-free. The habitual system is a candidate source of pathological fixedness. Using a decision task that measures the contribution to learning of either mechanism, we show a bias towards model-free (habit) acquisition in disorders involving both natural (binge eating) and artificial (methamphetamine) rewards, and obsessive-compulsive disorder. This favoring of model-free learning may underlie the repetitive behaviors that ultimately dominate in these disorders. Further, we show that the habit formation bias is associated with lower gray matter volumes in caudate and medial orbitofrontal cortex. Our findings suggest that the dysfunction in a common neurocomputational mechanism may underlie diverse disorders involving compulsion. PMID:24840709

Disorders of compulsivity: a common bias towards learning habits.

PubMed

Voon, V; Derbyshire, K; Rück, C; Irvine, M A; Worbe, Y; Enander, J; Schreiber, L R N; Gillan, C; Fineberg, N A; Sahakian, B J; Robbins, T W; Harrison, N A; Wood, J; Daw, N D; Dayan, P; Grant, J E; Bullmore, E T

2015-03-01

Why do we repeat choices that we know are bad for us? Decision making is characterized by the parallel engagement of two distinct systems, goal-directed and habitual, thought to arise from two computational learning mechanisms, model-based and model-free. The habitual system is a candidate source of pathological fixedness. Using a decision task that measures the contribution to learning of either mechanism, we show a bias towards model-free (habit) acquisition in disorders involving both natural (binge eating) and artificial (methamphetamine) rewards, and obsessive-compulsive disorder. This favoring of model-free learning may underlie the repetitive behaviors that ultimately dominate in these disorders. Further, we show that the habit formation bias is associated with lower gray matter volumes in caudate and medial orbitofrontal cortex. Our findings suggest that the dysfunction in a common neurocomputational mechanism may underlie diverse disorders involving compulsion.

Enhancing memory for lists by grouped presentation and rehearsal: a pilot study in healthy subjects with unexpected results.

PubMed

Hoppe, Christian; Stojanovic, Jelena; Elger, Christian E

2009-12-01

List learning is probably the most established paradigm for the psychometric evaluation of episodic memory deficits in different neuropsychiatric conditions including epilepsy. Strategies which are capable of increasing the test performance might be promising candidates for a therapeutic improvement of daily memory performance. Based on the classical 'temporal grouping effect' we wanted to evaluate the memory-enhancing potential of disentangling perceiving, rehearsing and encoding by temporally grouped presentation and group-wise reproduction during acquisition. According to the ethical principle of subsidiary the study was performed in healthy adolescents (N=126) before setting-up a patient study. Subjects had to learn a list of 12 semantically unrelated nouns and a list of 12 figures during two acquisition trials under one of four experimental conditions defined by the size of presented item groups (GS): GS=1 (single items, i.e., 12 x 1 item), GS=3 (4 x 3 items), GS=6 (2 x 6 items), and GS=12 (standard presentation mode, i.e., 1 x 12 items). Repeated measures MANOVA confirmed a positive effect of smaller GS on acquisition performance but the grouping condition obtained no effect on immediate and delayed free recall or on yes/no recognition. For verbal retention, GS=12 even showed a tendency toward an advantage as compared to GS=3. Although appearing reasonable and promising, facilitating acquisition during list learning by temporal grouping and grouped overt rehearsal turned out to be ineffective with regard to long-term memory encoding and retrieval. A strategy however which fails in healthy subjects is unlikely to obtain a therapeutic potential in patients with memory deficits.

Distributed practice. The more the merrier? A randomised bronchoscopy simulation study.

PubMed

Bjerrum, Anne Sofie; Eika, Berit; Charles, Peder; Hilberg, Ole

2016-01-01

The distribution of practice affects the acquisition of skills. Distributed practice has shown to be more effective for skills acquisition than massed training. However, it remains unknown as to which is the most effective distributed practice schedule for learning bronchoscopy skills through simulation training. This study compares two distributed practice schedules: One-day distributed practice and weekly distributed practice. Twenty physicians in training were randomly assigned to one-day distributed or weekly distributed bronchoscopy simulation practice. Performance was assessed with a pre-test, a post-test after each practice session, and a 4-week retention test using previously validated simulator measures. Data were analysed with repeated measures ANOVA. No interaction was found between group and test (F(4,72) <1.68, p>0.16), except for the measure 'percent-segments-entered', and no main effect of group was found for any of the measures (F(1,72)< 0.87, p>0.36), which indicates that there was no difference between the learning curves of the one-day distributed practice schedule and the weekly distributed practice schedule. We found no difference in effectiveness of bronchoscopy skills acquisition between the one-day distributed practice and the weekly distributed practice. This finding suggests that the choice of bronchoscopy training practice may be guided by what best suits the clinical practice.

Cognitive skill learning and schizophrenia: implications for cognitive remediation.

PubMed

Michel, L; Danion, J M; Grangé, D; Sandner, G

1998-10-01

The ability to acquire a motor and cognitive skill was investigated in 26 patients with schizophrenia and 26 normal participants using repeated testing on the Tower of Toronto puzzle. Seven patients with defective performance were retested using additional trials and immediate feedback designed to facilitate problem solving. A component analysis of performance was used based on J. R. Anderson's (1987) model of cognitive skill learning. Patients exhibited a performance deficit on both motor and cognitive skills. However, their acquisition rate was similar to that of normal participants on most parameters, indicating that skill learning suffered little or no impairment. Performance deficit was accounted for by poor problem-solving ability, explicit memory, and general intellectual capacities. It was remediable in some, but not all, patients. Remediation failure was also related to severe defects of cognitive functions.

Changes in spinal reflex excitability associated with motor sequence learning.

PubMed

Lungu, Ovidiu; Frigon, Alain; Piché, Mathieu; Rainville, Pierre; Rossignol, Serge; Doyon, Julien

2010-05-01

There is ample evidence that motor sequence learning is mediated by changes in brain activity. Yet the question of whether this form of learning elicits changes detectable at the spinal cord level has not been addressed. To date, studies in humans have revealed that spinal reflex activity may be altered during the acquisition of various motor skills, but a link between motor sequence learning and changes in spinal excitability has not been demonstrated. To address this issue, we studied the modulation of H-reflex amplitude evoked in the flexor carpi radialis muscle of 14 healthy individuals between blocks of movements that involved the implicit acquisition of a sequence versus other movements that did not require learning. Each participant performed the task in three conditions: "sequence"-externally triggered, repeating and sequential movements, "random"-similar movements, but performed in an arbitrary order, and "simple"- involving alternating movements in a left-right or up-down direction only. When controlling for background muscular activity, H-reflex amplitude was significantly more reduced in the sequence (43.8 +/- 1.47%. mean +/- SE) compared with the random (38.2 +/- 1.60%) and simple (31.5 +/- 1.82%) conditions, while the M-response was not different across conditions. Furthermore, H-reflex changes were observed from the beginning of the learning process up to when subjects reached asymptotic performance on the motor task. Changes also persisted for >60 s after motor activity ceased. Such findings suggest that the excitability in some spinal reflex circuits is altered during the implicit learning process of a new motor sequence.

EFFECT OF EPISODIC WEEKLY NICOTINE ADMINISTRATION ON REPEATED ACQUISITION IN RATS.

EPA Science Inventory

Our prior research showed both tolerance and sensitization to nicotine?s effects on motor activity with weekly dosing. This experiment determined the generality of this finding to conditioned behavior. After extended training on a repeated acquisition/performance schedule all ra...

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

PubMed Central

Woods, David L.; Wyma, John M.; Herron, Timothy J.; Yund, E. William

2017-01-01

Verbal learning tests (VLTs) are widely used to evaluate memory deficits in neuropsychiatric and developmental disorders. However, their validity has been called into question by studies showing significant differences in VLT scores obtained by different examiners. Here we describe the computerized Bay Area Verbal Learning Test (BAVLT), which minimizes inter-examiner differences by incorporating digital list presentation and automated scoring. In the 10-min BAVLT, a 12-word list is presented on three acquisition trials, followed by a distractor list, immediate recall of the first list, and, after a 30-min delay, delayed recall and recognition. In Experiment 1, we analyzed the performance of 195 participants ranging in age from 18 to 82 years. Acquisition trials showed strong primacy and recency effects, with scores improving over repetitions, particularly for mid-list words. Inter-word intervals (IWIs) increased with successive words recalled. Omnibus scores (summed over all trials except recognition) were influenced by age, education, and sex (women outperformed men). In Experiment 2, we examined BAVLT test-retest reliability in 29 participants tested with different word lists at weekly intervals. High intraclass correlation coefficients were seen for omnibus and acquisition scores, IWIs, and a categorization index reflecting semantic reorganization. Experiment 3 examined the performance of Experiment 2 participants when feigning symptoms of traumatic brain injury. Although 37% of simulated malingerers showed abnormal (p < 0.05) omnibus z-scores, z-score cutoffs were ineffective in discriminating abnormal malingerers from control participants with abnormal scores. In contrast, four malingering indices (recognition scores, primacy/recency effects, learning rate across acquisition trials, and IWIs) discriminated the two groups with 80% sensitivity and 80% specificity. Experiment 4 examined the performance of a small group of patients with mild or severe TBI. Overall, both patient groups performed within the normal range, although significant performance deficits were seen in some patients. The BAVLT improves the speed and replicability of verbal learning assessments while providing comprehensive measures of retrieval timing, semantic organization, and primacy/recency effects that clarify the nature of performance. PMID:28127280

COMPARISON OF THE EFFECTS OF NICOTINE AND NON-PHARMACOLOGICAL MANIPULATIONS ON REPEATED ACQUISITION IN RATS.

EPA Science Inventory

Non-pharmacological manipulations may be useful in identifying the behavioral mechanisms of drug action. We therefore compared the effect of nicotine with several manipulations of reinforcer efficacy on the repeated acquisition of response sequences in rats. Adult male Long-Eva...

Effect of pulsed 5. 62 ghz microwaves on squirrel monkeys (saimiri sciureus) performing a repeated acquisition task. Final report

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

Knepton, J.; de Lorge, J.

1983-01-28

Navy personnel assigned to perform duties in the vicinity of microwave irradiating devices are subject to possible hazards if the irradiation is of adequate intensity and frequency. Data are of critical need to establish safety standards for human exposure to microwaves. In an effort to provide such information squirrel monkeys were trained on a task that required learning and were subsequently irradiated with microwaves while they performed the task. Four male squirrel monkeys trained to perform a repeated learning task demonstrated performance decay while being exposed to pulsed 5.62 GHz microwave radiation in the far-field situation at power densities ofmore » 38 and 46 mW/sq cm, but there was only slight learning impairment. There was little, if any, effect on learning or performance at 17 and 32 mW/sq cm. The performance effect became evident when the monkey's colonic temperature increased 1 C or more above the small increases that occurred during sham exposure. There was no evidence of either thermal or behavioral adaption, nor were there indications of lasting microwave effects. Specific absorption rate (SAR) values, obtained from saline and tissue-simulating models, coupled with the performance decay finding at 38 and 46 mW/sq cm indicate that special attention should be given to exposures of the head and extremities when establishing safety standards for human exposure.« less

Sequences show rapid motor transfer and spatial translation in the oculomotor system.

PubMed

Stainer, Matthew J; Carpenter, R H S; Brotchie, Peter; Anderson, Andrew J

2016-07-01

Every day we perform learnt sequences of actions that seem to happen almost without awareness. It has been argued that for learning such sequences parallel learning networks exist - one using spatial coordinates and one using motor coordinates - with sequence acquisition involving a progressive shift from the former to the latter as a sequence is rehearsed. When sequences are interrupted by an out-of-sequence target, there is a delay in the response to the target, and so here we transiently interrupt oculomotor sequences to probe the influence of oculomotor rehearsal and spatial coordinates in sequence acquisition. For our main experiments, we used a repeating sequences of eight targets in length that was first learnt either using saccadic eye movements (left/right), manual responses (left/right or up/down) or as a sequence of colour (blue/red) requiring no motor response. The sequence was immediately repeated for saccadic eye movements, during which the influence of on out-of-sequence target (an interruption) was assessed. When a sequence is learnt beforehand in an abstract way (for example, as a sequence of colours or of orthogonally mapped manual responses), interruptions are immediately disruptive to latency, suggesting neither motor rehearsal nor specific spatial coordinates are essential for encoding sequences of actions and that sequences - no matter how they are encoded - can be rapidly translated into oculomotor coordinates. The magnitude of a disruption does, however, correspond to how well a sequence is learnt: introducing an interruption to an extended sequence before it was reliably learnt reduces the magnitude of the latency disruption. Copyright © 2016 Elsevier Ltd. All rights reserved.

Interactive effect of acute pain and motor learning acquisition on sensorimotor integration and motor learning outcomes

PubMed Central

Dancey, Erin; Andrew, Danielle; Yielder, Paul

2016-01-01

Previous work has demonstrated differential changes in early somatosensory evoked potentials (SEPs) when motor learning acquisition occurred in the presence of acute pain; however, the learning task was insufficiently complex to determine how these underlying neurophysiological differences impacted learning acquisition and retention. To address this limitation, we have utilized a complex motor task in conjunction with SEPs. Two groups of 12 participants (n = 24) were randomly assigned to either a capsaicin (capsaicin cream) or a control (inert lotion) group. SEP amplitudes were collected at baseline, after application, and after motor learning acquisition. Participants performed a motor acquisition task followed by a pain-free retention task within 24–48 h. After motor learning acquisition, the amplitude of the N20 SEP peak significantly increased (P < 0.05) and the N24 SEP peak significantly decreased (P < 0.001) for the control group while the N18 SEP peak significantly decreased (P < 0.01) for the capsaicin group. The N30 SEP peak was significantly increased (P < 0.001) after motor learning acquisition for both groups. The P25 SEP peak decreased significantly (P < 0.05) after the application of capsaicin cream. Both groups improved in accuracy after motor learning acquisition (P < 0.001). The capsaicin group outperformed the control group before motor learning acquisition (P < 0.05) and after motor learning acquisition (P < 0.05) and approached significance at retention (P = 0.06). Improved motor learning in the presence of capsaicin provides support for the enhancement of motor learning while in acute pain. In addition, the changes in SEP peak amplitudes suggest that early SEP changes reflect neurophysiological alterations accompanying both motor learning and mild acute pain. PMID:27535371

Practical skills teaching in contemporary surgical education: how can educational theory be applied to promote effective learning?

PubMed

Sadideen, Hazim; Kneebone, Roger

2012-09-01

Teaching practical skills is a core component of undergraduate and postgraduate surgical education. It is crucial to optimize our current learning and teaching models, particularly in a climate of decreased clinical exposure. This review explores the role of educational theory in promoting effective learning in practical skills teaching. Peer-reviewed publications, books, and online resources from national bodies (eg, the UK General Medical Council) were reviewed. This review highlights several aspects of surgical education, modeling them on current educational theory. These include the following: (1) acquisition and retention of motor skills (Miller's triangle; Fitts' and Posner's theory), (2) development of expertise after repeated practice and regular reinforcement (Ericsson's theory), (3) importance of the availability of expert assistance (Vygotsky's theory), (4) learning within communities of practice (Lave and Wenger's theory), (5) importance of feedback in learning practical skills (Boud, Schon, and Endes' theories), and (6) affective component of learning. It is hoped that new approaches to practical skills teaching are designed in light of our understanding of educational theory. Copyright © 2012 Elsevier Inc. All rights reserved.

AKAPS Act in a Two-Step Mechanism of Memory Acquisition

PubMed Central

Scheunemann, Lisa; Skroblin, Philipp; Hundsrucker, Christian; Klussmann, Enno; Efetova, Marina

2013-01-01

Defining the molecular and neuronal basis of associative memories is based upon behavioral preparations that yield high performance due to selection of salient stimuli, strong reinforcement, and repeated conditioning trials. One of those preparations is the Drosophila aversive olfactory conditioning procedure where animals initiate multiple memory components after experience of a single cycle training procedure. Here, we explored the analysis of acquisition dynamics as a means to define memory components and revealed strong correlations between particular chronologies of shock impact and number experienced during the associative training situation and subsequent performance of conditioned avoidance. Analyzing acquisition dynamics in Drosophila memory mutants revealed that rutabaga (rut)-dependent cAMP signals couple in a divergent fashion for support of different memory components. In case of anesthesia-sensitive memory (ASM) we identified a characteristic two-step mechanism that links rut-AC1 to A-kinase anchoring proteins (AKAP)-sequestered protein kinase A at the level of Kenyon cells, a recognized center of olfactory learning within the fly brain. We propose that integration of rut-derived cAMP signals at level of AKAPs might serve as counting register that accounts for the two-step mechanism of ASM acquisition. PMID:24174675

Distributed practice. The more the merrier? A randomised bronchoscopy simulation study

PubMed Central

Bjerrum, Anne Sofie; Eika, Berit; Charles, Peder; Hilberg, Ole

2016-01-01

Introduction The distribution of practice affects the acquisition of skills. Distributed practice has shown to be more effective for skills acquisition than massed training. However, it remains unknown as to which is the most effective distributed practice schedule for learning bronchoscopy skills through simulation training. This study compares two distributed practice schedules: One-day distributed practice and weekly distributed practice. Method Twenty physicians in training were randomly assigned to one-day distributed or weekly distributed bronchoscopy simulation practice. Performance was assessed with a pre-test, a post-test after each practice session, and a 4-week retention test using previously validated simulator measures. Data were analysed with repeated measures ANOVA. Results No interaction was found between group and test (F(4,72) <1.68, p>0.16), except for the measure ‘percent-segments-entered’, and no main effect of group was found for any of the measures (F(1,72)< 0.87, p>0.36), which indicates that there was no difference between the learning curves of the one-day distributed practice schedule and the weekly distributed practice schedule. Discussion We found no difference in effectiveness of bronchoscopy skills acquisition between the one-day distributed practice and the weekly distributed practice. This finding suggests that the choice of bronchoscopy training practice may be guided by what best suits the clinical practice. PMID:27172423

Distributed practice. The more the merrier? A randomised bronchoscopy simulation study.

PubMed

Bjerrum, Anne Sofie; Eika, Berit; Charles, Peder; Hilberg, Ole

2016-01-01

Introduction The distribution of practice affects the acquisition of skills. Distributed practice has shown to be more effective for skills acquisition than massed training. However, it remains unknown as to which is the most effective distributed practice schedule for learning bronchoscopy skills through simulation training. This study compares two distributed practice schedules: One-day distributed practice and weekly distributed practice. Method Twenty physicians in training were randomly assigned to one-day distributed or weekly distributed bronchoscopy simulation practice. Performance was assessed with a pre-test, a post-test after each practice session, and a 4-week retention test using previously validated simulator measures. Data were analysed with repeated measures ANOVA. Results No interaction was found between group and test (F(4,72) <1.68, p>0.16), except for the measure 'percent-segments-entered', and no main effect of group was found for any of the measures (F(1,72)< 0.87, p>0.36), which indicates that there was no difference between the learning curves of the one-day distributed practice schedule and the weekly distributed practice schedule. Discussion We found no difference in effectiveness of bronchoscopy skills acquisition between the one-day distributed practice and the weekly distributed practice. This finding suggests that the choice of bronchoscopy training practice may be guided by what best suits the clinical practice.

Impact of online visual feedback on motor acquisition and retention when learning to reach in a force field.

PubMed

Batcho, C S; Gagné, M; Bouyer, L J; Roy, J S; Mercier, C

2016-11-19

When subjects learn a novel motor task, several sources of feedback (proprioceptive, visual or auditory) contribute to the performance. Over the past few years, several studies have investigated the role of visual feedback in motor learning, yet evidence remains conflicting. The aim of this study was therefore to investigate the role of online visual feedback (VFb) on the acquisition and retention stages of motor learning associated with training in a reaching task. Thirty healthy subjects made ballistic reaching movements with their dominant arm toward two targets, on 2 consecutive days using a robotized exoskeleton (KINARM). They were randomly assigned to a group with (VFb) or without (NoVFb) VFb of index position during movement. On day 1, the task was performed before (baseline) and during the application of a velocity-dependent resistive force field (adaptation). To assess retention, participants repeated the task with the force field on day 2. Motor learning was characterized by: (1) the final endpoint error (movement accuracy) and (2) the initial angle (iANG) of deviation (motor planning). Even though both groups showed motor adaptation, the NoVFb-group exhibited slower learning and higher final endpoint error than the VFb-group. In some condition, subjects trained without visual feedback used more curved initial trajectories to anticipate for the perturbation. This observation suggests that learning to reach targets in a velocity-dependent resistive force field is possible even when feedback is limited. However, the absence of VFb leads to different strategies that were only apparent when reaching toward the most challenging target. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

The development of a learning management system for dental radiology education: A technical report.

PubMed

Chang, Hee-Jin; Symkhampha, Khanthaly; Huh, Kyung-Hoe; Yi, Won-Jin; Heo, Min-Suk; Lee, Sam-Sun; Choi, Soon-Chul

2017-03-01

This study was conducted to suggest the development of a learning management system for dental radiology education using the Modular Object-Oriented Dynamic Learning Environment (Moodle). Moodle is a well-known and verified open-source software-learning management system (OSS-LMS). The Moodle software was installed on a server computer and customized for dental radiology education. The system was implemented for teaching undergraduate students to diagnose dental caries in panoramic images. Questions were chosen that could assess students' diagnosis ability. Students were given several questions corre-sponding to each of 100 panoramic images. The installation and customization of Moodle was feasible, cost-effective, and time-saving. By having students answer questions repeatedly, it was possible to train them to examine panoramic images sequentially and thoroughly. Based on its educational efficiency and efficacy, the adaptation of an OSS-LMS in dental school may be highly recommended. The system could be extended to continuing education for dentists. Further studies on the objective evaluation of knowledge acquisition and retention are needed.

Neurogenesis enhancer RO 25-6981 facilitates repeated spatial learning in adult rats.

PubMed

Soloviova, O A; Proshin, A T; Storozheva, Z I; Sherstnev, V V

2012-09-01

The effects of Ro 25-6981 (selective NMDA receptor blocker) in a dose stimulating neurogenesis on repeated learning, reversal learning, and memory reconsolidation were studied in adult rats in Morris water maze. Ro 25-6981 facilitated repeated learning 13 days after injection, but did not influence reversal learning. The blocker injected directly before reminder did not disturb repeated learning and reversal learning in Morris water maze. These effects of Ro 25-6981 on the dynamics of repeated learning seemed to be due to its effects on neurogenesis processes in adult brain.

The development of the abilities to acquire novel detailed orthographic representations and maintain them in long-term memory.

PubMed

Binamé, Florence; Poncelet, Martine

2016-03-01

Previous studies have clearly demonstrated that the development of orthographic representations relies on phonological recoding. However, substantial questions persist about the remaining unexplained variance in the acquisition of word-specific orthographic knowledge that is still underspecified. The main aim of this study was to explore whether two cognitive factors-sensitivity to orthographic regularities and short-term memory (STM) for serial order-make independent contributions to the acquisition of novel orthographic representations beyond that of the phonological core component and the level of preexisting word-specific orthographic knowledge. To this end, we had children from second to sixth grades learn novel written word forms using a repeated spelling practice paradigm. The speed at which children learned the word forms and their long-term retention (1week and 1month later) were assessed. Hierarchical regression analyses revealed that phonological recoding, preexisting word-specific orthographic knowledge, and order STM explained a portion of the variance in orthographic learning speed, whereas phonological recoding, preexisting word-specific orthographic knowledge, and orthographic sensitivity each explained a portion of variance in the long-term retention of the newly created orthographic representations. A secondary aim of the study was to determine the developmental trajectory of the abilities to acquire novel orthographic word forms over the course of primary schooling. As expected, results showed an effect of age on both learning speed and long-term retention. The specific roles of orthographic sensitivity and order STM as independent factors involved in different steps of orthographic learning are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

Timing the impact of literacy on visual processing

PubMed Central

Pegado, Felipe; Comerlato, Enio; Ventura, Fabricio; Jobert, Antoinette; Nakamura, Kimihiro; Buiatti, Marco; Ventura, Paulo; Dehaene-Lambertz, Ghislaine; Kolinsky, Régine; Morais, José; Braga, Lucia W.; Cohen, Laurent; Dehaene, Stanislas

2014-01-01

Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual learning effect in early vision. Using functional magnetic resonance imaging (fMRI) in literate and illiterate adults, we previously demonstrated an impact of reading acquisition on both high- and low-level occipitotemporal visual areas, but could not resolve the time course of these effects. To clarify whether literacy affects early vs. late stages of visual processing, we measured event-related potentials to various categories of visual stimuli in healthy adults with variable levels of literacy, including completely illiterate subjects, early-schooled literate subjects, and subjects who learned to read in adulthood (ex-illiterates). The stimuli included written letter strings forming pseudowords, on which literacy is expected to have a major impact, as well as faces, houses, tools, checkerboards, and false fonts. To evaluate the precision with which these stimuli were encoded, we studied repetition effects by presenting the stimuli in pairs composed of repeated, mirrored, or unrelated pictures from the same category. The results indicate that reading ability is correlated with a broad enhancement of early visual processing, including increased repetition suppression, suggesting better exemplar discrimination, and increased mirror discrimination, as early as ∼100–150 ms in the left occipitotemporal region. These effects were found with letter strings and false fonts, but also were partially generalized to other visual categories. Thus, learning to read affects the magnitude, precision, and invariance of early visual processing. PMID:25422460

Timing the impact of literacy on visual processing.

PubMed

Pegado, Felipe; Comerlato, Enio; Ventura, Fabricio; Jobert, Antoinette; Nakamura, Kimihiro; Buiatti, Marco; Ventura, Paulo; Dehaene-Lambertz, Ghislaine; Kolinsky, Régine; Morais, José; Braga, Lucia W; Cohen, Laurent; Dehaene, Stanislas

2014-12-09

Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual learning effect in early vision. Using functional magnetic resonance imaging (fMRI) in literate and illiterate adults, we previously demonstrated an impact of reading acquisition on both high- and low-level occipitotemporal visual areas, but could not resolve the time course of these effects. To clarify whether literacy affects early vs. late stages of visual processing, we measured event-related potentials to various categories of visual stimuli in healthy adults with variable levels of literacy, including completely illiterate subjects, early-schooled literate subjects, and subjects who learned to read in adulthood (ex-illiterates). The stimuli included written letter strings forming pseudowords, on which literacy is expected to have a major impact, as well as faces, houses, tools, checkerboards, and false fonts. To evaluate the precision with which these stimuli were encoded, we studied repetition effects by presenting the stimuli in pairs composed of repeated, mirrored, or unrelated pictures from the same category. The results indicate that reading ability is correlated with a broad enhancement of early visual processing, including increased repetition suppression, suggesting better exemplar discrimination, and increased mirror discrimination, as early as ∼ 100-150 ms in the left occipitotemporal region. These effects were found with letter strings and false fonts, but also were partially generalized to other visual categories. Thus, learning to read affects the magnitude, precision, and invariance of early visual processing.

Repeatability of DTI-based skeletal muscle fiber tracking

PubMed Central

Heemskerk, Anneriet M.; Sinha, Tuhin K.; Wilson, Kevin J.; Ding, Zhaohua; Damon, Bruce M.

2015-01-01

Diffusion tensor imaging (DTI)-based muscle fiber tracking enables the measurement of muscle architectural parameters, such as pennation angle (θ) and fiber tract length (Lft), throughout the entire muscle. Little is known, however, about the repeatability of either the muscle architectural measures or the underlying diffusion measures. Therefore, the goal of this study was to investigate the repeatability of DTI fiber tracking-based measurements and θ and Lft. Four DTI acquisitions were performed on two days that allowed for between acquisition, within day, and between day analyses. The eigenvalues and fractional anisotropy were calculated at the maximum cross-sectional area of, and fiber tracking was performed in, the tibialis anterior muscle of nine healthy subjects. The between acquisitions condition had the highest repeatability for the DTI indices and the architectural parameters. The overall inter class correlation coefficients (ICC’s) were greater than 0.6 for both θ and Lft and the repeatability coefficients were θ <10.2° and Lft < 50 mm. In conclusion, under the experimental and data analysis conditions used, the repeatability of the diffusion measures is very good and repeatability of the architectural measurements is acceptable. Therefore, this study demonstrates the feasibility for longitudinal studies of alterations in muscle architecture using DTI-based fiber tracking, under similar noise conditions and with similar diffusion characteristics. PMID:20099372

Spatial learning and psychomotor performance of C57BL/6 mice: age sensitivity and reliability of individual differences.

PubMed

de Fiebre, Nancyellen C; Sumien, Nathalie; Forster, Michael J; de Fiebre, Christopher M

2006-09-01

Two tests often used in aging research, the elevated path test and the Morris water maze test, were examined for their application to the study of brain aging in a large sample of C57BL/6JNia mice. Specifically, these studies assessed: (1) sensitivity to age and the degree of interrelatedness among different behavioral measures derived from these tests, (2) the effect of age on variation in the measurements, and (3) the reliability of individual differences in performance on the tests. Both tests detected age-related deficits in group performance that occurred independently of each other. However, analysis of data obtained on the Morris water maze test revealed three relatively independent components of cognitive performance. Performance in initial acquisition of spatial learning in the Morris maze was not highly correlated with performance during reversal learning (when mice were required to learn a new spatial location), whereas performance in both of those phases was independent of spatial performance assessed during a single probe trial administered at the end of acquisition training. Moreover, impaired performance during initial acquisition could be detected at an earlier age than impairments in reversal learning. There were modest but significant age-related increases in the variance of both elevated path test scores and in several measures of learning in the Morris maze test. Analysis of test scores of mice across repeated testing sessions confirmed reliability of the measurements obtained for cognitive and psychomotor function. Power calculations confirmed that there are sufficiently large age-related differences in elevated path test performance, relative to within age variability, to render this test useful for studies into the ability of an intervention to prevent or reverse age-related deficits in psychomotor performance. Power calculations indicated a need for larger sample sizes for detection of intervention effects on cognitive components of the Morris water maze test, at least when implemented at the ages tested in this study. Variability among old mice in both tests, including each of the various independent measures in the Morris maze, may be useful for elucidating the biological bases of different aspects of dysfunctional brain aging.

Stimulus fear relevance and the speed, magnitude, and robustness of vicariously learned fear.

PubMed

Dunne, Güler; Reynolds, Gemma; Askew, Chris

2017-08-01

Superior learning for fear-relevant stimuli is typically indicated in the laboratory by faster acquisition of fear responses, greater learned fear, and enhanced resistance to extinction. Three experiments investigated the speed, magnitude, and robustness of UK children's (6-10 years; N = 290; 122 boys, 168 girls) vicariously learned fear responses for three types of stimuli. In two experiments, children were presented with pictures of novel animals (Australian marsupials) and flowers (fear-irrelevant stimuli) alone (control) or together with faces expressing fear or happiness. To determine learning speed the number of stimulus-face pairings seen by children was varied (1, 10, or 30 trials). Robustness of learning was examined via repeated extinction procedures over 3 weeks. A third experiment compared the magnitude and robustness of vicarious fear learning for snakes and marsupials. Significant increases in fear responses were found for snakes, marsupials and flowers. There was no indication that vicarious learning for marsupials was faster than for flowers. Moreover, vicariously learned fear was neither greater nor more robust for snakes compared to marsupials, or for marsupials compared to flowers. These findings suggest that for this age group stimulus fear relevance may have little influence on vicarious fear learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effects of GABA[subscript A] Modulators on the Repeated Acquisition of Response Sequences in Squirrel Monkeys

ERIC Educational Resources Information Center

Campbell, Una C.; Winsauer, Peter J.; Stevenson, Michael W.; Moerschbaecher, Joseph M.

2004-01-01

The present study investigated the effects of positive and negative GABA[subscript A] modulators under three different baselines of repeated acquisition in squirrel monkeys in which the monkeys acquired a three-response sequence on three keys under a second-order fixed-ratio (FR) schedule of food reinforcement. In two of these baselines, the…

Effects of caffeine, sleep loss, and stress on cognitive performance and mood during U.S. Navy SEAL training. Sea-Air-Land.

PubMed

Lieberman, Harris R; Tharion, William J; Shukitt-Hale, Barbara; Speckman, Karen L; Tulley, Richard

2002-11-01

When humans are acutely exposed to multiple stressors, cognitive performance is substantially degraded. Few practical strategies are available to sustain performance under such conditions. This study examined whether moderate doses of caffeine would reduce adverse effects of sleep deprivation and exposure to severe environmental and operational stress on cognitive performance. Volunteers were 68 U.S. Navy Sea-Air-Land (SEAL) trainees, randomly assigned to receive either 100, 200, or 300 mg caffeine or placebo in capsule form after 72 h of sleep deprivation and continuous exposure to other stressors. Cognitive tests administered included scanning visual vigilance, four-choice visual reaction time, a matching-to-sample working memory task and a repeated acquisition test of motor learning and memory. Mood state, marksmanship, and saliva caffeine were also assessed. Testing was conducted 1 and 8 h after treatment. Sleep deprivation and environmental stress adversely affected performance and mood. Caffeine, in a dose-dependent manner, mitigated many adverse effects of exposure to multiple stressors. Caffeine (200 and 300 mg) significantly improved visual vigilance, choice reaction time, repeated acquisition, self-reported fatigue and sleepiness with the greatest effects on tests of vigilance, reaction time, and alertness. Marksmanship, a task that requires fine motor coordination and steadiness, was not affected by caffeine. The greatest effects of caffeine were present 1 h post-administration, but significant effects persisted for 8 h. Even in the most adverse circumstances, moderate doses of caffeine can improve cognitive function, including vigilance, learning, memory, and mood state. When cognitive performance is critical and must be maintained during exposure to severe stress, administration of caffeine may provide a significant advantage. A dose of 200 mg appears to be optimal under such conditions.

Effect of tonic pain on motor acquisition and retention while learning to reach in a force field.

PubMed

Lamothe, Mélanie; Roy, Jean-Sébastien; Bouffard, Jason; Gagné, Martin; Bouyer, Laurent J; Mercier, Catherine

2014-01-01

Most patients receiving intensive rehabilitation to improve their upper limb function experience pain. Despite this, the impact of pain on the ability to learn a specific motor task is still unknown. The aim of this study was to determine whether the presence of experimental tonic pain interferes with the acquisition and retention stages of motor learning associated with training in a reaching task. Twenty-nine healthy subjects were randomized to either a Control or Pain Group (receiving topical capsaicin cream on the upper arm during training on Day 1). On two consecutive days, subjects made ballistic movements towards two targets (NEAR/FAR) using a robotized exoskeleton. On Day 1, the task was performed without (baseline) and with a force field (adaptation). The adaptation task was repeated on Day 2. Task performance was assessed using index distance from the target at the end of the reaching movement. Motor planning was assessed using initial angle of deviation of index trajectory from a straight line to the target. Results show that tonic pain did not affect baseline reaching. Both groups improved task performance across time (p<0.001), but the Pain group showed a larger final error (under-compensation) than the Control group for the FAR target (p = 0.030) during both acquisition and retention. Moreover, a Group x Time interaction (p = 0.028) was observed on initial angle of deviation, suggesting that subjects with Pain made larger adjustments in the feedforward component of the movement over time. Interestingly, behaviour of the Pain group was very stable from the end of Day 1 (with pain) to the beginning of Day 2 (pain-free), indicating that the differences observed could not solely be explained by the impact of pain on immediate performance. This suggests that if people learn to move differently in the presence of pain, they might maintain this altered strategy over time.

Immature doublecortin-positive hippocampal neurons are important for learning but not for remembering.

PubMed

Vukovic, Jana; Borlikova, Gilyana G; Ruitenberg, Marc J; Robinson, Gregory J; Sullivan, Robert K P; Walker, Tara L; Bartlett, Perry F

2013-04-10

It is now widely accepted that hippocampal neurogenesis underpins critical cognitive functions, such as learning and memory. To assess the behavioral importance of adult-born neurons, we developed a novel knock-in mouse model that allowed us to specifically and reversibly ablate hippocampal neurons at an immature stage. In these mice, the diphtheria toxin receptor (DTR) is expressed under control of the doublecortin (DCX) promoter, which allows for specific ablation of immature DCX-expressing neurons after administration of diphtheria toxin while leaving the neural precursor pool intact. Using a spatially challenging behavioral test (a modified version of the active place avoidance test), we present direct evidence that immature DCX-expressing neurons are required for successful acquisition of spatial learning, as well as reversal learning, but are not necessary for the retrieval of stored long-term memories. Importantly, the observed learning deficits were rescued as newly generated immature neurons repopulated the granule cell layer upon termination of the toxin treatment. Repeat (or cyclic) depletion of immature neurons reinstated behavioral deficits if the mice were challenged with a novel task. Together, these findings highlight the potential of stimulating neurogenesis as a means to enhance learning.

The Effects of Attentional Engagement on Route Learning Performance in a Virtual Environment: An Aging Study

PubMed Central

Hartmeyer, Steffen; Grzeschik, Ramona; Wolbers, Thomas; Wiener, Jan M.

2017-01-01

Route learning is a common navigation task affected by cognitive aging. Here we present a novel experimental paradigm to investigate whether age-related declines in executive control of attention contributes to route learning deficits. A young and an older participant group was repeatedly presented with a route through a virtual maze comprised of 12 decision points (DP) and non-decision points (non-DP). To investigate attentional engagement with the route learning task, participants had to respond to auditory probes at both DP and non-DP. Route knowledge was assessed by showing participants screenshots or landmarks from DPs and non-DPs and asking them to indicate the movement direction required to continue the route. Results demonstrate better performance for DPs than for non-DPs and slower responses to auditory probes at DPs compared to non-DPs. As expected we found slower route learning and slower responses to the auditory probes in the older participant group. Interestingly, differences in response times to the auditory probes between DPs and non-DPs can predict the success of route learning in both age groups and may explain slower knowledge acquisition in the older participant group. PMID:28775689

The key to using a learning or skill acquisition plan.

PubMed

Nicholls, Delwyn; Sweet, Linda; Westerway, Sue Campbell; Gibbins, Annie

2014-11-01

A learning plan is a tool to guide the development of knowledge, skills and professional attitudes required for practice. A learning plan is an ideal tool for both supervisors and mentors to guide the process of teaching and learning a medical ultrasound examination. A good learning plan will state the learning goal, identify the learning activities and resources needed to achieve this goal, and highlight the outcome measures, which when achieved indicate the goal has been accomplished. A skill acquisition plan provides a framework for task acquisition and skill stratification; and is an extension of the application of the student learning plan. One unique feature of a skill acquisition plan is it requires the tutor to first undertake a task analysis. The task steps are progressively learnt in sequence, termed scaffolding. The skills to develop and use a learning or skill acquisition plan are also learnt, but are an integral component to the ultrasound tutors skill set. This paper will provide an outline of how to use and apply a learning and skill acquisition plan. We will review how these tools can be personalised to each student and skill teaching environment.

Hysteroscopic sterilization using a virtual reality simulator: assessment of learning curve.

PubMed

Janse, Juliënne A; Goedegebuure, Ruben S A; Veersema, Sebastiaan; Broekmans, Frank J M; Schreuder, Henk W R

2013-01-01

To assess the learning curve using a virtual reality simulator for hysteroscopic sterilization with the Essure method. Prospective multicenter study (Canadian Task Force classification II-2). University and teaching hospital in the Netherlands. Thirty novices (medical students) and five experts (gynecologists who had performed >150 Essure sterilization procedures). All participants performed nine repetitions of bilateral Essure placement on the simulator. Novices returned after 2 weeks and performed a second series of five repetitions to assess retention of skills. Structured observations on performance using the Global Rating Scale and parameters derived from the simulator provided measurements for analysis. The learning curve is represented by improvement per procedure. Two-way repeated-measures analysis of variance was used to analyze learning curves. Effect size (ES) was calculated to express the practical significance of the results (ES ≥ 0.50 indicates a large learning effect). For all parameters, significant improvements were found in novice performance within nine repetitions. Large learning effects were established for six of eight parameters (p < .001; ES, 0.50-0.96). Novices approached expert level within 9 to 14 repetitions. The learning curve established in this study endorses future implementation of the simulator in curricula on hysteroscopic skill acquisition for clinicians who are interested in learning this sterilization technique. Copyright © 2013 AAGL. Published by Elsevier Inc. All rights reserved.

Time-lapse seismic - repeatability versus usefulness and 2D versus 3D

NASA Astrophysics Data System (ADS)

Landro, M.

2017-12-01

Time-lapse seismic has developed rapidly over the past decades, especially for monitoring of oil and gas reservoirs and subsurface storage of CO2. I will review and discuss some of the critical enabling factors for the commercial success of this technology. It was early realized that how well we are able to repeat our seismic experiment is crucial. However, it is always a question of detectability versus repeatability. For marine seismic, there are several factors limiting the repeatability: Weather conditions, positioning of sources and receivers and so on. I will discuss recent improvements in both acquisition and processing methods over the last decade. It is well known that repeated 3D seismic data is the most accurate tool for reservoir monitoring purposes. However, several examples show that 2D seismic data may be used for monitoring purposes despite lower repeatability. I will use examples from an underground blow out in the North Sea, and repeated 2D seismic lines acquired before and after the Tohoku earthquake in 2011 to illustrate this. A major challenge when using repeated 2D seismic for subsurface monitoring purposes is the lack of 3D calibration points and significantly less amount of data. For marine seismic acquisition, feathering issues and crossline dip effects become more critical compared to 3D seismic acquisition. Furthermore, the uncertainties arising from a non-ideal 2D seismic acquisition are hard to assess, since the 3D subsurface geometry has not been mapped. One way to shed more light on this challenge is to use 3D time lapse seismic modeling testing various crossline dips or geometries. Other ways are to use alternative data sources, such as bathymetry, time lapse gravity or electromagnetic data. The end result for all time-lapse monitoring projects is an interpretation associated with uncertainties, and for the 2D case these uncertainties are often large. The purpose of this talk is to discuss how to reduces and control these uncertainties as much as possible.

Brain signal complexity rises with repetition suppression in visual learning.

PubMed

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

2016-06-21

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

Learned Attention in Adult Language Acquisition: A Replication and Generalization Study and Meta-Analysis

ERIC Educational Resources Information Center

Ellis, Nick C.; Sagarra, Nuria

2011-01-01

This study investigates associative learning explanations of the limited attainment of adult compared to child language acquisition in terms of learned attention to cues. It replicates and extends Ellis and Sagarra (2010) in demonstrating short- and long-term learned attention in the acquisition of temporal reference in Latin. In Experiment 1,…

Incidental acquisition of foreign language vocabulary through brief multi-modal exposure.

PubMed

Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J

2013-01-01

First language acquisition requires relatively little effort compared to foreign language acquisition and happens more naturally through informal learning. Informal exposure can also benefit foreign language learning, although evidence for this has been limited to speech perception and production. An important question is whether informal exposure to spoken foreign language also leads to vocabulary learning through the creation of form-meaning links. Here we tested the impact of exposure to foreign language words presented with pictures in an incidental learning phase on subsequent explicit foreign language learning. In the explicit learning phase, we asked adults to learn translation equivalents of foreign language words, some of which had appeared in the incidental learning phase. Results revealed rapid learning of the foreign language words in the incidental learning phase showing that informal exposure to multi-modal foreign language leads to foreign language vocabulary acquisition. The creation of form-meaning links during the incidental learning phase is discussed.

Language Acquisition and Language Learning: A Plea for Syncretism.

ERIC Educational Resources Information Center

Higgs, Theodore V.

1985-01-01

Discusses the apparent opposition between the concepts of language learning and language acquisition in the context of adult second-language study. Proposes that these two concepts are mutually supportive, not mutually exclusive. Demonstrates how the implications of learning vs. acquisition can be integrated into a communicative…

It doesn't matter what you say: FMRI correlates of voice learning and recognition independent of speech content.

PubMed

Zäske, Romi; Awwad Shiekh Hasan, Bashar; Belin, Pascal

2017-09-01

Listeners can recognize newly learned voices from previously unheard utterances, suggesting the acquisition of high-level speech-invariant voice representations during learning. Using functional magnetic resonance imaging (fMRI) we investigated the anatomical basis underlying the acquisition of voice representations for unfamiliar speakers independent of speech, and their subsequent recognition among novel voices. Specifically, listeners studied voices of unfamiliar speakers uttering short sentences and subsequently classified studied and novel voices as "old" or "new" in a recognition test. To investigate "pure" voice learning, i.e., independent of sentence meaning, we presented German sentence stimuli to non-German speaking listeners. To disentangle stimulus-invariant and stimulus-dependent learning, during the test phase we contrasted a "same sentence" condition in which listeners heard speakers repeating the sentences from the preceding study phase, with a "different sentence" condition. Voice recognition performance was above chance in both conditions although, as expected, performance was higher for same than for different sentences. During study phases activity in the left inferior frontal gyrus (IFG) was related to subsequent voice recognition performance and same versus different sentence condition, suggesting an involvement of the left IFG in the interactive processing of speaker and speech information during learning. Importantly, at test reduced activation for voices correctly classified as "old" compared to "new" emerged in a network of brain areas including temporal voice areas (TVAs) of the right posterior superior temporal gyrus (pSTG), as well as the right inferior/middle frontal gyrus (IFG/MFG), the right medial frontal gyrus, and the left caudate. This effect of voice novelty did not interact with sentence condition, suggesting a role of temporal voice-selective areas and extra-temporal areas in the explicit recognition of learned voice identity, independent of speech content. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Relative Impact of Sleep and Circadian Drive on Motor Skill Acquisition and Memory Consolidation.

PubMed

Tucker, Matthew A; Morris, Christopher J; Morgan, Alexandra; Yang, Jessica; Myers, Samantha; Pierce, Joanna Garcia; Stickgold, Robert; Scheer, Frank A J L

2017-04-01

Sleep during the biological night facilitates memory consolidation. Here we determined the impact of sleep and wake on motor skill learning (acquisition) and subsequent off-line skill improvement (memory consolidation), independent of circadian phase, and compared this to the impact of the endogenous circadian system, independent of whether sleep occurred during the biological night or day. Participants completed two 8-day sleep laboratory visits, adhering on one visit to a circadian aligned ("normal") sleep schedule for the full duration of the protocol, and on the other to a circadian misaligned (12-hour inverted) schedule, with alignment during the first 3 days, a 12-hour 'slam shift' on Day 4, followed by circadian misalignment during the last 4 days of the protocol. Participants were repeatedly trained and tested on different versions of the finger-tapping motor sequence task across each visit. Sleep facilitated offline memory consolidation regardless of whether it occurred during the biological day or night, while circadian phase had no significant impact. These sleep-related benefits remained after accounting for general motor speed, measured in the absence of learning. In addition, motor skill acquisition was facilitated when the training session followed shortly after sleep, without significant impact of circadian phase (biological morning vs. evening). This effect was largely driven by heightened acquisition in participants who slept during the day and were trained shortly thereafter, that is, when acquisition occurred during the biological evening. These benefits were also retained after controlling for general motor speed. Sleep benefits both the acquisition and consolidation of motor skill regardless of whether they occur during the biological day or night. After controlling for general motor speed, a critical adjustment that few studies perform, these sleep benefits remain intact. Our findings have clear implications for night shift workers who obtain their sleep during the day. © Sleep Research Society 2017. Published by Oxford University Press on behalf of the Sleep Research Society. All rights reserved. For permissions, please e-mail journals.permissions@oup.com.

Structural and Informal Knowledge Acquisition and Dissemination in Organizational Learning: An Exploratory Analysis

ERIC Educational Resources Information Center

Hoe, Siu Loon; McShane, Steven

2010-01-01

Purpose: The topic of organizational learning is populated with many theories and models; many relate to the enduring organizational learning framework consisting of knowledge acquisition, knowledge dissemination, and knowledge use. However, most of the research either emphasizes structural knowledge acquisition and dissemination as a composite…

A prospective evaluation of the repeatability of left ventricular ejection fraction measurement by gated SPECT.

PubMed

Kliner, Dustin; Wang, Li; Winger, Daniel; Follansbee, William P; Soman, Prem

2015-12-01

Gated single-photon emission computed tomography (SPECT) is widely used for myocardial perfusion imaging and provides an automated assessment of left ventricular ejection fraction (LVEF). We prospectively tested the repeatability of serial SPECT-derived LVEF. This information is essential in order to inform the interpretation of a change in LV function on serial testing. Consenting patients (n = 50) from among those referred for clinically indicated gated myocardial perfusion SPECT (MPs) were recruited. Following the clinical rest-stress study, patients were repositioned on the camera table for a second acquisition using identical parameters. Patient positioning, image acquisition and processing for the second scan were independently performed by a technologist blinded to the clinical scan. Quantitative LVEF was generated by Quantitative Gated SPECT and recorded as EF1 and EF2, respectively. Repeatability of serial results was assessed using the Bland-Altman method. The limits of repeatability and repeatability coefficients were generated to determine the maximum variation in LVEF that can be expected to result from test variability. Repeatability was tested across a broad range of LV systolic function and myocardial perfusion. The mean difference between EF1 and EF2 was 1.6% (EF units), with 95% limits of repeatability of +9.1% to -6.0% (repeatability coefficient 7.5%). Correlation between serial EF measurements was excellent (r = 0.9809). Similar results were obtained in subgroups based on normal or abnormal EF and myocardial perfusion. The largest repeatability coefficient of 8.1% was seen in patients with abnormal LV systolic function. When test protocol and acquisition parameters are kept constant, a difference of >8% EF units on serial MPs is indicative of a true change 95% of the time.

Learning to ignore: acquisition of sustained attentional suppression.

PubMed

Dixon, Matthew L; Ruppel, Justin; Pratt, Jay; De Rosa, Eve

2009-04-01

We examined whether the selection mechanisms committed to the suppression of ignored stimuli can be modified by experience to produce a sustained, rather than transient, change in behavior. Subjects repeatedly ignored the shape of stimuli, while attending to their color. On subsequent attention to shape, there was a robust and sustained decrement in performance that was selective to when shape was ignored across multiple-color-target contexts, relative to a single-color-target context. Thus, amount of time ignored was not sufficient to induce a sustained performance decrement. Moreover, in this group, individual differences in initial color target selection were associated with the subsequent performance decrement when attending to previously ignored stimuli. Accompanying this sustained decrement in performance was a transfer in the locus of suppression from an exemplar (e.g., a circle) to a feature (i.e., shape) level of representation. These data suggest that learning can influence attentional selection by sustained attentional suppression of ignored stimuli.

Impaired acquisition of novel grapheme-color correspondences in synesthesia

PubMed Central

Brang, David; Ghiam, Michael; Ramachandran, Vilayanur S.

2013-01-01

Grapheme-color synesthesia is a neurological phenomenon in which letters and numbers (graphemes) consistently evoke particular colors (e.g., A may be experienced as red). These sensations are thought to arise through the cross-activation of grapheme processing regions in the fusiform gyrus and color area V4, supported by anatomical and functional imaging. However, the developmental onset of grapheme-color synesthesia remains elusive as research in this area has largely relied on self-report of these experiences in children. One possible account suggests that synesthesia is present at or near birth and initially binds basic shapes and forms to colors, which are later refined to grapheme-color associations through experience. Consistent with this view, studies show that similarly shaped letters and numbers tend to elicit similar colors in synesthesia and that some synesthetes consciously associate basic shapes with colors; research additionally suggests that synesthetic colors can emerge for newly learned characters with repeated presentation. This model further predicts that the initial shape-color correspondences in synesthesia may persist as implicit associations, driving the acquisition of colors for novel characters. To examine the presence of latent color associations for novel characters, synesthetes and controls were trained on pre-defined associations between colors and complex shapes, on the assumption that the prescribed shape-color correspondences would on average differ from implicit synesthetic associations. Results revealed synesthetes were less accurate than controls to learn novel shape-color associations, consistent with our suggestion that implicit form-color associations conflicted with the learned pairings. PMID:24198775

Impaired acquisition of novel grapheme-color correspondences in synesthesia.

PubMed

Brang, David; Ghiam, Michael; Ramachandran, Vilayanur S

2013-01-01

Grapheme-color synesthesia is a neurological phenomenon in which letters and numbers (graphemes) consistently evoke particular colors (e.g., A may be experienced as red). These sensations are thought to arise through the cross-activation of grapheme processing regions in the fusiform gyrus and color area V4, supported by anatomical and functional imaging. However, the developmental onset of grapheme-color synesthesia remains elusive as research in this area has largely relied on self-report of these experiences in children. One possible account suggests that synesthesia is present at or near birth and initially binds basic shapes and forms to colors, which are later refined to grapheme-color associations through experience. Consistent with this view, studies show that similarly shaped letters and numbers tend to elicit similar colors in synesthesia and that some synesthetes consciously associate basic shapes with colors; research additionally suggests that synesthetic colors can emerge for newly learned characters with repeated presentation. This model further predicts that the initial shape-color correspondences in synesthesia may persist as implicit associations, driving the acquisition of colors for novel characters. To examine the presence of latent color associations for novel characters, synesthetes and controls were trained on pre-defined associations between colors and complex shapes, on the assumption that the prescribed shape-color correspondences would on average differ from implicit synesthetic associations. Results revealed synesthetes were less accurate than controls to learn novel shape-color associations, consistent with our suggestion that implicit form-color associations conflicted with the learned pairings.

Computer task performance by subjects with Duchenne muscular dystrophy.

PubMed

Malheiros, Silvia Regina Pinheiro; da Silva, Talita Dias; Favero, Francis Meire; de Abreu, Luiz Carlos; Fregni, Felipe; Ribeiro, Denise Cardoso; de Mello Monteiro, Carlos Bandeira

2016-01-01

Two specific objectives were established to quantify computer task performance among people with Duchenne muscular dystrophy (DMD). First, we compared simple computational task performance between subjects with DMD and age-matched typically developing (TD) subjects. Second, we examined correlations between the ability of subjects with DMD to learn the computational task and their motor functionality, age, and initial task performance. The study included 84 individuals (42 with DMD, mean age of 18±5.5 years, and 42 age-matched controls). They executed a computer maze task; all participants performed the acquisition (20 attempts) and retention (five attempts) phases, repeating the same maze. A different maze was used to verify transfer performance (five attempts). The Motor Function Measure Scale was applied, and the results were compared with maze task performance. In the acquisition phase, a significant decrease was found in movement time (MT) between the first and last acquisition block, but only for the DMD group. For the DMD group, MT during transfer was shorter than during the first acquisition block, indicating improvement from the first acquisition block to transfer. In addition, the TD group showed shorter MT than the DMD group across the study. DMD participants improved their performance after practicing a computational task; however, the difference in MT was present in all attempts among DMD and control subjects. Computational task improvement was positively influenced by the initial performance of individuals with DMD. In turn, the initial performance was influenced by their distal functionality but not their age or overall functionality.

Acquisition of a socially learned tool use sequence in chimpanzees: Implications for cumulative culture

PubMed Central

Vale, Gillian L.; Davis, Sarah J.; Lambeth, Susan P.; Schapiro, Steven J.; Whiten, Andrew

2017-01-01

Cumulative culture underpins humanity’s enormous success as a species. Claims that other animals are incapable of cultural ratcheting are prevalent, but are founded on just a handful of empirical studies. Whether cumulative culture is unique to humans thus remains a controversial and understudied question that has far-reaching implications for our understanding of the evolution of this phenomenon. We investigated whether one of human’s two closest living primate relatives, chimpanzees, are capable of a degree of cultural ratcheting by exposing captive populations to a novel juice extraction task. We found that groups (N = 3) seeded with a model trained to perform a tool modification that built upon simpler, unmodified tool use developed the seeded tool method that allowed greater juice returns than achieved by groups not exposed to a trained model (non-seeded controls; N = 3). One non-seeded group also discovered the behavioral sequence, either by coupling asocial and social learning or by repeated invention. This behavioral sequence was found to be beyond what an additional control sample of chimpanzees (N = 1 group) could discover for themselves without a competent model and lacking experience with simpler, unmodified tool behaviors. Five chimpanzees tested individually with no social information, but with experience of simple unmodified tool use, invented part, but not all, of the behavioral sequence. Our findings indicate that (i) social learning facilitated the propagation of the model-demonstrated tool modification technique, (ii) experience with simple tool behaviors may facilitate individual discovery of more complex tool manipulations, and (iii) a subset of individuals were capable of learning relatively complex behaviors either by learning asocially and socially or by repeated invention over time. That chimpanzees learn increasingly complex behaviors through social and asocial learning suggests that humans’ extraordinary ability to do so was built on such prior foundations. PMID:29333058

On the reproducibility of expert-operated and robotic ultrasound acquisitions.

PubMed

Kojcev, Risto; Khakzar, Ashkan; Fuerst, Bernhard; Zettinig, Oliver; Fahkry, Carole; DeJong, Robert; Richmon, Jeremy; Taylor, Russell; Sinibaldi, Edoardo; Navab, Nassir

2017-06-01

We present the evaluation of the reproducibility of measurements performed using robotic ultrasound imaging in comparison with expert-operated sonography. Robotic imaging for interventional procedures may be a valuable contribution, but requires reproducibility for its acceptance in clinical routine. We study this by comparing repeated measurements based on robotic and expert-operated ultrasound imaging. Robotic ultrasound acquisition is performed in three steps under user guidance: First, the patient is observed using a 3D camera on the robot end effector, and the user selects the region of interest. This allows for automatic planning of the robot trajectory. Next, the robot executes a sweeping motion following the planned trajectory, during which the ultrasound images and tracking data are recorded. As the robot is compliant, deviations from the path are possible, for instance due to patient motion. Finally, the ultrasound slices are compounded to create a volume. Repeated acquisitions can be performed automatically by comparing the previous and current patient surface. After repeated image acquisitions, the measurements based on acquisitions performed by the robotic system and expert are compared. Within our case series, the expert measured the anterior-posterior, longitudinal, transversal lengths of both of the left and right thyroid lobes on each of the 4 healthy volunteers 3 times, providing 72 measurements. Subsequently, the same procedure was performed using the robotic system resulting in a cumulative total of 144 clinically relevant measurements. Our results clearly indicated that robotic ultrasound enables more repeatable measurements. A robotic ultrasound platform leads to more reproducible data, which is of crucial importance for planning and executing interventions.

Repeated Acquisitions and Extinctions in Classical Conditioning of the Rabbit Nictitating Membrane Response

ERIC Educational Resources Information Center

Kehoe, E. James

2006-01-01

The rabbit nictitating membrane (NM) response underwent successive stages of acquisition and extinction training in both delay (Experiment 1) and trace (Experiment 2) classical conditioning. In both cases, successive acquisitions became progressively faster, although the largest, most reliable acceleration occurred between the first and second…

Fragmented pictures revisited: long-term changes in repetition priming, relation to skill learning, and the role of cognitive resources.

PubMed

Kennedy, Kristen M; Rodrigue, Karen M; Raz, Naftali

2007-01-01

Whereas age-related declines in declarative memory have been demonstrated in multiple cross-sectional and longitudinal studies, the effect of age on non-declarative manifestations of memory, such as repetition priming and perceptual skill learning, are less clear. The common assumption, based on cross-sectional studies, is that these processes are only mildly (if at all) affected by age. To investigate long-term changes in repetition priming and age-related differences in identification of fragmented pictures in a 5-year longitudinal design. Healthy adults (age 28-82 years) viewed drawings of objects presented in descending order of fragmentation. The identification threshold (IT) was the highest fragmentation level at which the object was correctly named. After a short interval, old pictures were presented again along with a set of similar but novel pictures. Five years later the participants repeated the experiment. At baseline and 5-year follow-up alike, one repeated exposure improved IT for old (priming) and new (skill acquisition) pictures. However, long-term retention of priming gains was observed only in young adults. Working memory explained a significant proportion of variance in within-occasion priming, long-term priming, and skill learning. Contrary to cross-sectional results, this longitudinal study suggests perceptual repetition priming is not an age-invariant phenomenon and advanced age and reduced availability of cognitive resources may contribute to its decline. Copyright 2007 S. Karger AG, Basel.

Papers in Language Learning and Language Acquisition. AFinLA Yearbook 1980. No. 28.

ERIC Educational Resources Information Center

Sajavaara, Kari, Ed.; And Others

Papers include: (1) "Language Acquisitional Universals: L1, L2, Pidgins, and FLT" (Henning Wode); (2) "Language Acquisition, Language Learning and the School Curriculum" (Norman F. Davies); (3) "Language Teaching and Acquisition of Communication" (Kari Sajavaara, Jaakko Lehtonen); (4) "On the Distinction between…

Playing off the curve - testing quantitative predictions of skill acquisition theories in development of chess performance.

PubMed

Gaschler, Robert; Progscha, Johanna; Smallbone, Kieran; Ram, Nilam; Bilalić, Merim

2014-01-01

Learning curves have been proposed as an adequate description of learning processes, no matter whether the processes manifest within minutes or across years. Different mechanisms underlying skill acquisition can lead to differences in the shape of learning curves. In the current study, we analyze the tournament performance data of 1383 chess players who begin competing at young age and play tournaments for at least 10 years. We analyze the performance development with the goal to test the adequacy of learning curves, and the skill acquisition theories they are based on, for describing and predicting expertise acquisition. On the one hand, we show that the skill acquisition theories implying a negative exponential learning curve do a better job in both describing early performance gains and predicting later trajectories of chess performance than those theories implying a power function learning curve. On the other hand, the learning curves of a large proportion of players show systematic qualitative deviations from the predictions of either type of skill acquisition theory. While skill acquisition theories predict larger performance gains in early years and smaller gains in later years, a substantial number of players begin to show substantial improvements with a delay of several years (and no improvement in the first years), deviations not fully accounted for by quantity of practice. The current work adds to the debate on how learning processes on a small time scale combine to large-scale changes.

Assessment of Language Learners' Strategies: Do They Prefer Learning or Acquisition Strategies?

ERIC Educational Resources Information Center

Altmisdort, Gonca

2016-01-01

The aim of this study is to evaluate learning and acquisition strategies used by second/foreign language learners. This study is a comparative investigation of learning and acquisition strategies of successful and less successful language learners. The main question of the study is to investigate if there is a relationship between the learners'…

Improvement of the repeatability of parallel transmission at 7T using interleaved acquisition in the calibration scan.

PubMed

Kameda, Hiroyuki; Kudo, Kohsuke; Matsuda, Tsuyoshi; Harada, Taisuke; Iwadate, Yuji; Uwano, Ikuko; Yamashita, Fumio; Yoshioka, Kunihiro; Sasaki, Makoto; Shirato, Hiroki

2017-12-04

Respiration-induced phase shift affects B 0 /B 1 + mapping repeatability in parallel transmission (pTx) calibration for 7T brain MRI, but is improved by breath-holding (BH). However, BH cannot be applied during long scans. To examine whether interleaved acquisition during calibration scanning could improve pTx repeatability and image homogeneity. Prospective. Nine healthy subjects. 7T MRI with a two-channel RF transmission system was used. Calibration scanning for B 0 /B 1 + mapping was performed under sequential acquisition/free-breathing (Seq-FB), Seq-BH, and interleaved acquisition/FB (Int-FB) conditions. The B 0 map was calculated with two echo times, and the B 1 + map was obtained using the Bloch-Siegert method. Actual flip-angle imaging (AFI) and gradient echo (GRE) imaging were performed using pTx and quadrature-Tx (qTx). All scans were acquired in five sessions. Repeatability was evaluated using intersession standard deviation (SD) or coefficient of variance (CV), and in-plane homogeneity was evaluated using in-plane CV. A paired t-test with Bonferroni correction for multiple comparisons was used. The intersession CV/SDs for the B 0 /B 1 + maps were significantly smaller in Int-FB than in Seq-FB (Bonferroni-corrected P < 0.05 for all). The intersession CVs for the AFI and GRE images were also significantly smaller in Int-FB, Seq-BH, and qTx than in Seq-FB (Bonferroni-corrected P < 0.05 for all). The in-plane CVs for the AFI and GRE images in Seq-FB, Int-FB, and Seq-BH were significantly smaller than in qTx (Bonferroni-corrected P < 0.01 for all). Using interleaved acquisition during calibration scans of pTx for 7T brain MRI improved the repeatability of B 0 /B 1 + mapping, AFI, and GRE images, without BH. 1 Technical Efficacy Stage 1 J. Magn. Reson. Imaging 2017. © 2017 International Society for Magnetic Resonance in Medicine.

On Learning to Talk: Are Principles Derived from the Learning Laboratory Applicable?

ERIC Educational Resources Information Center

Palermo, David S.

While studies in learning and verbal behavior show that learning comes through paired-associate problems, they do not explain the acquisition of language. Three paradigms demonstrate mediation effect in paired-associate learning: response equivalence, stimulus equivalence, and chaining model. By reviewing children's language acquisition patterns…

Repeated evaluative pairings and evaluative statements: How effectively do they shift implicit attitudes?

PubMed

Kurdi, Benedek; Banaji, Mahzarin R

2017-02-01

Six experiments, involving a total of 6,492 participants, were conducted to investigate the relative effectiveness of repeated evaluative pairings (REP; exposure to category members paired with pleasant or unpleasant images), evaluative statements (ES; verbally signaling upcoming pairings without actual exposure), and their combination (ES + REP) in shifting implicit social and nonsocial attitudes. Learning modality (REP, ES, and ES + REP) was varied between participants and implicit attitudes were assessed using an Implicit Association Test (IAT). Study 1 (N = 675) used fictitious social groups (NIFFs and LAAPs), Study 2 (N = 1,034) used novel social groups (humans with long vs. square faces), Study 3 (N = 1,072) used nonsocial stimuli (squares vs. rectangles), and Study 4 (N = 848) and Study 5 (N = 958) used known social groups (young vs. elderly; American vs. foreign). ES were more effective than REP and no less superior than ES + REP in producing implicit attitude change. Results were robust across social and nonsocial domains and for known and novel groups. Study 6 (N = 1,905) eliminated time on intervention, levels of construal, and expectancy effects as possible explanations for these findings. Associative theories of implicit evaluation posit that implicit attitudes should shift piecemeal over time; yet, in these experiments, one-shot language-based learning led to larger shifts in implicit attitude than exposure to stimulus pairings. Moreover, the redundancy observed in REP + ES suggests that attitude acquisition from repeated pairings and evaluative instructions may rely on shared mental representations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Does Repeated Practice Make Perfect? The Effects of Within-Session Repeated Retrieval on Second Language Vocabulary Learning

ERIC Educational Resources Information Center

Nakata, Tatsuya

2017-01-01

Although research shows that repetition increases second language vocabulary learning, only several studies have examined the long-term effects of increasing retrieval frequency in one learning session. With this in mind, the present study examined the effects of within-session repeated retrieval on vocabulary learning. The study is original in…

Neonatal ethanol exposure results in dose-dependent impairments in the acquisition and timing of the conditioned eyeblink response and altered cerebellar interpositus nucleus and hippocampal CA1 unit activity in adult rats.

PubMed

Lindquist, Derick H; Sokoloff, Greta; Milner, Eric; Steinmetz, Joseph E

2013-09-01

Exposure to ethanol in neonatal rats results in reduced neuronal numbers in the cerebellar cortex and deep nuclei of juvenile and adult animals. This reduction in cell numbers is correlated with impaired delay eyeblink conditioning (EBC), a simple motor learning task in which a neutral conditioned stimulus (CS; tone) is repeatedly paired with a co-terminating unconditioned stimulus (US; periorbital shock). Across training, cell populations in the interpositus (IP) nucleus model the temporal form of the eyeblink-conditioned response (CR). The hippocampus, though not required for delay EBC, also shows learning-dependent increases in CA1 and CA3 unit activity. In the present study, rat pups were exposed to 0, 3, 4, or 5 mg/kg/day of ethanol during postnatal days (PD) 4-9. As adults, CR acquisition and timing were assessed during 6 training sessions of delay EBC with a short (280 ms) interstimulus interval (ISI; time from CS onset to US onset) followed by another 6 sessions with a long (880 ms) ISI. Neuronal activity was recorded in the IP and area CA1 during all 12 sessions. The high-dose rats learned the most slowly and, with the moderate-dose rats, produced the longest CR peak latencies over training to the short ISI. The low dose of alcohol impaired CR performance to the long ISI only. The 3E (3 mg/kg/day of ethanol) and 5E (5 mg/kg/day of ethanol) rats also showed slower-than-normal increases in learning-dependent excitatory unit activity in the IP and CA1. The 4E (4 mg/kg/day of ethanol) rats showed a higher rate of CR production to the long ISI and enhanced IP and CA1 activation when compared to the 3E and 5E rats. The results indicate that binge-like ethanol exposure in neonatal rats induces long-lasting, dose-dependent deficits in CR acquisition and timing and diminishes conditioning-related neuronal excitation in both the cerebellum and hippocampus. Published by Elsevier Inc.

Neonatal ethanol exposure results in dose-dependent impairments in the acquisition and timing of the conditioned eyeblink response and altered cerebellar interpositus nucleus and hippocampal CA1 unit activity in adult rats

PubMed Central

Lindquist, Derick H.; Sokoloff, Greta; Milner, Eric; Steinmetz, Joseph E.

2013-01-01

Exposure to ethanol in neonatal rats results in reduced neuronal numbers in the cerebellar cortex and deep nuclei of juvenile and adult animals. This reduction in cell numbers is correlated with impaired delay eyeblink conditioning (EBC), a simple motor learning task in which a neutral conditioned stimulus (CS; tone) is repeatedly paired with a co-terminating unconditioned stimulus (US; periorbital shock). Across training, cell populations in the interpositus (IP) nucleus model the temporal form of the eyeblink conditioned response (CR). The hippocampus, though not required for delay EBC, also shows learning-dependent increases in CA1 and CA3 unit activity. In the present study, rat pups were exposed to 0, 3, 4, or 5 mg/kg/day of ethanol during postnatal days (PD) 4–9. As adults, CR acquisition and timing were assessed during 6 training sessions of delay EBC with a short (280 msec) interstimulus interval (ISI; time from CS onset to US onset) followed by another 6 sessions with a long (880 msec) ISI. Neuronal activity was recorded in the IP and area CA1 during all 12 sessions. The high-dose rats learned the most slowly and, with the moderate-dose rats, produced the longest CR peak latencies over training to the short ISI. The low dose of alcohol impaired CR performance to the long ISI only. The 3E (3 mg/kg/day of ethanol) and 5E (5 mg/kg/day of ethanol) rats also showed slower-than-normal increases in learning-dependent excitatory unit activity in the IP and CA1. The 4E (4 mg/kg/day of ethanol) rats showed a higher rate of CR production to the long ISI and enhanced IP and CA1 activation when compared to the 3E and 5E rats. The results indicate that binge-like ethanol exposure in neonatal rats induces long-lasting, dose-dependent deficits in CR acquisition and timing and diminishes conditioning-related neuronal excitation in both the cerebellum and hippocampus. PMID:23871534

Language acquisition is model-based rather than model-free.

PubMed

Wang, Felix Hao; Mintz, Toben H

2016-01-01

Christiansen & Chater (C&C) propose that learning language is learning to process language. However, we believe that the general-purpose prediction mechanism they propose is insufficient to account for many phenomena in language acquisition. We argue from theoretical considerations and empirical evidence that many acquisition tasks are model-based, and that different acquisition tasks require different, specialized models.

The origins of word learning: Brain responses of 3-month-olds indicate their rapid association of objects and words.

PubMed

Friedrich, Manuela; Friederici, Angela D

2017-03-01

The present study explored the origins of word learning in early infancy. Using event-related potentials (ERP) we monitored the brain activity of 3-month-old infants when they were repeatedly exposed to several initially novel words paired consistently with each the same initially novel objects or inconsistently with different objects. Our results provide strong evidence that these young infants extract statistic regularities in the distribution of the co-occurrences of objects and words extremely quickly. The data suggest that this ability is based on the rapid formation of associations between the neural representations of objects and words, but that the new associations are not retained in long-term memory until the next day. The type of brain response moreover indicates that, unlike in older infants, in 3-month-olds a semantic processing stage is not involved. Their ability to combine words with meaningful information is caused by a primary learning mechanism that enables the formation of proto-words and acts as a precursor for the acquisition of genuine words. © 2015 John Wiley & Sons Ltd.

Effects of Situated Learning on Students' Knowledge Acquisition: An Individual Differences Perspective

ERIC Educational Resources Information Center

Zheng, Robert

2010-01-01

This study focuses on the effects of situated learning on students' knowledge acquisition by investigating the influence of individual differences in such learning. Seventy-nine graduates were recruited from an educational department and were assigned to situated learning and traditional learning based on a randomized block design. Results…

Multilevel linear modelling of the response-contingent learning of young children with significant developmental delays.

PubMed

Raab, Melinda; Dunst, Carl J; Hamby, Deborah W

2018-02-27

The purpose of the study was to isolate the sources of variations in the rates of response-contingent learning among young children with multiple disabilities and significant developmental delays randomly assigned to contrasting types of early childhood intervention. Multilevel, hierarchical linear growth curve modelling was used to analyze four different measures of child response-contingent learning where repeated child learning measures were nested within individual children (Level-1), children were nested within practitioners (Level-2), and practitioners were nested within the contrasting types of intervention (Level-3). Findings showed that sources of variations in rates of child response-contingent learning were associated almost entirely with type of intervention after the variance associated with differences in practitioners nested within groups were accounted for. Rates of child learning were greater among children whose existing behaviour were used as the building blocks for promoting child competence (asset-based practices) compared to children for whom the focus of intervention was promoting child acquisition of missing skills (needs-based practices). The methods of analysis illustrate a practical approach to clustered data analysis and the presentation of results in ways that highlight sources of variations in the rates of response-contingent learning among young children with multiple developmental disabilities and significant developmental delays. Copyright © 2018 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Sustaining Equipment and the Rapid Acquisition Process: The Forgotten Phase

DTIC Science & Technology

2012-02-24

Operation of the Defense Acquisition System,” December 8, 2008. 7 Rasch , Robert. A, Jr. Lessons Learned from Rapid Acquisition: Better, Faster, Cheaper...Life Cycle Management Responsibilities,” Defense AR Journal, 17.2 (April 2010): 183. 37 Robert A. Rasch , Lessons Learned from Rapid Acquisition: Better...Accountability Office (GAO) Report, Subject: Rapid Acquisition of Mine Resistant Protected Vehicles, July 15, 2008, 4. 39 Ibid. 40 Ibid. 41 Robert A. Rasch

The Role of Repeated Exposure to Multimodal Input in Incidental Acquisition of Foreign Language Vocabulary

ERIC Educational Resources Information Center

Bisson, Marie-Josée; van Heuven, Walter J. B.; Conklin, Kathy; Tunney, Richard J.

2014-01-01

Prior research has reported incidental vocabulary acquisition with complete beginners in a foreign language (FL), within 8 exposures to auditory and written FL word forms presented with a picture depicting their meaning. However, important questions remain about whether acquisition occurs with fewer exposures to FL words in a multimodal situation…

Genetic disruptions of Drosophila Pavlovian learning leave extinction learning intact.

PubMed

Qin, H; Dubnau, J

2010-03-01

Individuals who experience traumatic events may develop persistent posttraumatic stress disorder. Patients with this disorder are commonly treated with exposure therapy, which has had limited long-term success. In experimental neurobiology, fear extinction is a model for exposure therapy. In this behavioral paradigm, animals are repeatedly exposed in a safe environment to the fearful stimulus, which leads to greatly reduced fear. Studying animal models of extinction already has lead to better therapeutic strategies and development of new candidate drugs. Lack of a powerful genetic model of extinction, however, has limited progress in identifying underlying molecular and genetic factors. In this study, we established a robust behavioral paradigm to study the short-term effect (acquisition) of extinction in Drosophila melanogaster. We focused on the extinction of olfactory aversive 1-day memory with a task that has been the main workhorse for genetics of memory in flies. Using this paradigm, we show that extinction can inhibit each of two genetically distinct forms of consolidated memory. We then used a series of single-gene mutants with known impact on associative learning to examine the effects on extinction. We find that extinction is intact in each of these mutants, suggesting that extinction learning relies on different molecular mechanisms than does Pavlovian learning.

Age and Language Learning

ERIC Educational Resources Information Center

Collard, Lucien

1977-01-01

An investigation of the differences between first and second language acquisition and the relationship between age and second language learning. The stages in native language acquisition and the advantages of an early start in second language learning are discussed. (AMH)

Inhibiting DNA methylation alters olfactory extinction but not acquisition learning in Apis cerana and Apis mellifera.

PubMed

Gong, Zhiwen; Wang, Chao; Nieh, James C; Tan, Ken

2016-07-01

DNA methylation plays a key role in invertebrate acquisition and extinction memory. Honey bees have excellent olfactory learning, but the role of DNA methylation in memory formation has, to date, only been studied in Apis mellifera. We inhibited DNA methylation by inhibiting DNA methyltransferase (DNMT) with zebularine (zeb) and studied the resulting effects upon olfactory acquisition and extinction memory in two honey bee species, Apis cerana and A. mellifera. We used the proboscis extension reflex (PER) assay to measure memory. We provide the first demonstration that DNA methylation is also important in the olfactory extinction learning of A. cerana. DNMT did not reduce acquisition learning in either species. However, zeb bidirectionally and differentially altered extinction learning in both species. In particular, zeb provided 1h before acquisition learning improved extinction memory retention in A. mellifera, but reduced extinction memory retention in A. cerana. The reasons for these differences are unclear, but provide a basis for future studies to explore species-specific differences in the effects of methylation on memory formation. Copyright © 2016 Elsevier Ltd. All rights reserved.

How Much of Language Acquisition Does Operant Conditioning Explain?

PubMed

Sturdy, Christopher B; Nicoladis, Elena

2017-01-01

Since the 1950s, when Chomsky argued that Skinner's arguments could not explain syntactic acquisition, psychologists have generally avoided explicitly invoking operant or instrumental conditioning as a learning mechanism for language among human children. In this article, we argue that this is a mistake. We focus on research that has been done on language learning in human infants and toddlers in order to illustrate our points. Researchers have ended up inventing learning mechanisms that, in actual practice, not only resemble but also in fact are examples of operant conditioning (OC) by any other name they select. We argue that language acquisition researchers should proceed by first ruling out OC before invoking alternative learning mechanisms. While it is possible that OC cannot explain all of the language acquisition, simple learning mechanisms that work across species may have some explanatory power in children's language learning.

How Much of Language Acquisition Does Operant Conditioning Explain?

PubMed Central

Sturdy, Christopher B.; Nicoladis, Elena

2017-01-01

Since the 1950s, when Chomsky argued that Skinner’s arguments could not explain syntactic acquisition, psychologists have generally avoided explicitly invoking operant or instrumental conditioning as a learning mechanism for language among human children. In this article, we argue that this is a mistake. We focus on research that has been done on language learning in human infants and toddlers in order to illustrate our points. Researchers have ended up inventing learning mechanisms that, in actual practice, not only resemble but also in fact are examples of operant conditioning (OC) by any other name they select. We argue that language acquisition researchers should proceed by first ruling out OC before invoking alternative learning mechanisms. While it is possible that OC cannot explain all of the language acquisition, simple learning mechanisms that work across species may have some explanatory power in children’s language learning. PMID:29163295

Repeated MDMA administration increases MDMA-produced locomotor activity and facilitates the acquisition of MDMA self-administration: role of dopamine D2 receptor mechanisms.

PubMed

van de Wetering, Ross; Schenk, Susan

2017-04-01

Repeated exposure to ±3, 4-methylenedioxymethamphetamine (MDMA) produces sensitization to MDMA-produced hyperactivity, but the mechanisms underlying the development of this sensitized response or the relationship to the reinforcing effects of MDMA is unknown. This study determined the effect of a sensitizing regimen of MDMA exposure on the acquisition of MDMA self-administration and investigated the role of dopamine D 2 receptor mechanisms. Rats received the selective D 2 antagonist, eticlopride (0.0 or 0.3 mg/kg, i.p.) and MDMA (0.0 or 10.0 mg/kg, i.p.) during a five-day pretreatment regimen. Two days following the final session, the locomotor activating effects of MDMA (5 mg/kg, i.p.) and the latency to acquisition of MDMA self-administration were determined. Pretreatment with MDMA enhanced the locomotor activating effects of MDMA and facilitated the acquisition of MDMA self-administration. Administration of eticlopride during MDMA pretreatment completely blocked the development of sensitization to MDMA-produced hyperactivity but failed to significantly alter the facilitated acquisition of MDMA self-administration. Pretreatment with eticlopride alone facilitated the acquisition of self-administration. These data suggest that repeated MDMA exposure sensitized both the locomotor activating and reinforcing effects of MDMA. Activation of D 2 receptors during MDMA pretreatment appears critical for the development of sensitization to MDMA-produced hyperactivity. The role of D 2 receptor mechanisms in the development of sensitization to the reinforcing effects of MDMA is equivocal.

Language Acquisition and Machine Learning.

DTIC Science & Technology

1986-02-01

machine learning and examine its implications for computational models of language acquisition. As a framework for understanding this research, the authors propose four component tasks involved in learning from experience-aggregation, clustering, characterization, and storage. They then consider four common problems studied by machine learning researchers-learning from examples, heuristics learning, conceptual clustering, and learning macro-operators-describing each in terms of our framework. After this, they turn to the problem of grammar

Statistical Learning Is Related to Early Literacy-Related Skills

ERIC Educational Resources Information Center

Spencer, Mercedes; Kaschak, Michael P.; Jones, John L.; Lonigan, Christopher J.

2015-01-01

It has been demonstrated that statistical learning, or the ability to use statistical information to learn the structure of one's environment, plays a role in young children's acquisition of linguistic knowledge. Although most research on statistical learning has focused on language acquisition processes, such as the segmentation of words from…

Stress Modulates Instrumental Learning Performances in Horses (Equus caballus) in Interaction with Temperament

PubMed Central

Valenchon, Mathilde; Lévy, Frédéric; Prunier, Armelle; Moussu, Chantal; Calandreau, Ludovic; Lansade, Léa

2013-01-01

The present study investigates how the temperament of the animal affects the influence of acute stress on the acquisition and reacquisition processes of a learning task. After temperament was assessed, horses were subjected to a stressor before or after the acquisition session of an instrumental task. Eight days later, horses were subjected to a reacquisition session without any stressor. Stress before acquisition tended to enhance the number of successes at the beginning of the acquisition session. Eight days later, during the reacquisition session, contrary to non-stressed animals, horses stressed after acquisition, and, to a lesser extent, horses stressed before acquisition, did not improve their performance between acquisition and reacquisition sessions. Temperament influenced learning performances in stressed horses only. Particularly, locomotor activity improved performances whereas fearfulness impaired them under stressful conditions. Results suggest that direct exposure to a stressor tended to increase acquisition performances, whereas a state of stress induced by the memory of a stressor, because it has been previously associated with the learning context, impaired reacquisition performances. The negative effect of a state of stress on reacquisition performances appeared to be stronger when exposure to the stressor occurred after rather than before the acquisition session. Temperament had an impact on both acquisition and reacquisition processes, but under stressful conditions only. These results suggest that stress is necessary to reveal the influence of temperament on cognitive performances. PMID:23626801

The 'dark side' and 'bright side' of personality: when too much conscientiousness and too little anxiety are detrimental with respect to the acquisition of medical knowledge and skill.

PubMed

Ferguson, Eamonn; Semper, Heather; Yates, Janet; Fitzgerald, J Edward; Skatova, Anya; James, David

2014-01-01

Theory suggests that personality traits evolved to have costs and benefits, with the effectiveness of a trait dependent on how these costs and benefits relate to the present circumstances. This suggests that traits that are generally viewed as positive can have a 'dark side' and those generally viewed as negative can have a 'bright side' depending on changes in context. We test this in a sample of 220 UK medical students with respect to associations between the Big 5 personality traits and learning outcomes across the 5 years of a medical degree. The medical degree offers a changing learning context from pre-clinical years (where a more methodical approach to learning is needed) to the clinical years (where more flexible learning is needed, in a more stressful context). We argue that while trait conscientiousness should enhance pre-clinical learning, it has a 'dark side' reducing the acquisition of knowledge in the clinical years. We also suggest that anxiety has a 'bright side' enhancing the acquisition of skills in the clinical years. We also explore if intelligence enhances learning across the medical degree. Using confirmatory factor analysis and structural equation modelling we show that medical skills and knowledge assessed in the pre-clinical and clinical years are psychometrically distinguishable, forming a learning 'backbone', whereby subsequent learning outcomes are predicted by previous ones. Consistent with our predictions conscientiousness enhanced preclinical knowledge acquisition but reduced the acquisition of clinical knowledge and anxiety enhanced the acquisition of clinical skills. We also identified a curvilinear U shaped association between Surgency (extraversion) and pre-clinical knowledge acquisition. Intelligence predicted initial clinical knowledge, and had a positive total indirect effect on clinical knowledge and clinical skill acquisition. For medical selection, this suggests that selecting students high on conscientiousness may be problematic, as it may be excluding those with some degree of moderate anxiety.

The ‘Dark Side’ and ‘Bright Side’ of Personality: When Too Much Conscientiousness and Too Little Anxiety Are Detrimental with Respect to the Acquisition of Medical Knowledge and Skill

PubMed Central

Ferguson, Eamonn; Semper, Heather; Yates, Janet; Fitzgerald, J. Edward; Skatova, Anya; James, David

2014-01-01

Theory suggests that personality traits evolved to have costs and benefits, with the effectiveness of a trait dependent on how these costs and benefits relate to the present circumstances. This suggests that traits that are generally viewed as positive can have a ‘dark side’ and those generally viewed as negative can have a ‘bright side’ depending on changes in context. We test this in a sample of 220 UK medical students with respect to associations between the Big 5 personality traits and learning outcomes across the 5 years of a medical degree. The medical degree offers a changing learning context from pre-clinical years (where a more methodical approach to learning is needed) to the clinical years (where more flexible learning is needed, in a more stressful context). We argue that while trait conscientiousness should enhance pre-clinical learning, it has a ‘dark side’ reducing the acquisition of knowledge in the clinical years. We also suggest that anxiety has a ‘bright side’ enhancing the acquisition of skills in the clinical years. We also explore if intelligence enhances learning across the medical degree. Using confirmatory factor analysis and structural equation modelling we show that medical skills and knowledge assessed in the pre-clinical and clinical years are psychometrically distinguishable, forming a learning ‘backbone’, whereby subsequent learning outcomes are predicted by previous ones. Consistent with our predictions conscientiousness enhanced preclinical knowledge acquisition but reduced the acquisition of clinical knowledge and anxiety enhanced the acquisition of clinical skills. We also identified a curvilinear U shaped association between Surgency (extraversion) and pre-clinical knowledge acquisition. Intelligence predicted initial clinical knowledge, and had a positive total indirect effect on clinical knowledge and clinical skill acquisition. For medical selection, this suggests that selecting students high on conscientiousness may be problematic, as it may be excluding those with some degree of moderate anxiety. PMID:24586353

Exogenous Attention Enables Perceptual Learning

PubMed Central

Szpiro, Sarit F. A.; Carrasco, Marisa

2015-01-01

Practice can improve visual perception, and these improvements are considered to be a form of brain plasticity. Training-induced learning is time-consuming and requires hundreds of trials across multiple days. The process of learning acquisition is understudied. Can learning acquisition be potentiated by manipulating visual attentional cues? We developed a protocol in which we used task-irrelevant cues for between-groups manipulation of attention during training. We found that training with exogenous attention can enable the acquisition of learning. Remarkably, this learning was maintained even when observers were subsequently tested under neutral conditions, which indicates that a change in perception was involved. Our study is the first to isolate the effects of exogenous attention and to demonstrate its efficacy to enable learning. We propose that exogenous attention boosts perceptual learning by enhancing stimulus encoding. PMID:26502745

Acquiring 4D Thoracic CT Scans Using Ciné CT Acquisition

NASA Astrophysics Data System (ADS)

Low, Daniel

One method for acquiring 4D thoracic CT scans is to use ciné acquisition. Ciné acquisition is conducted by rotating the gantry and acquiring x-ray projections while keeping the couch stationary. After a complete rotation, a single set of CT slices, the number corresponding to the number of CT detector rows, is produced. The rotation period is typically sub second so each image set corresponds to a single point in time. The ciné image acquisition is repeated for at least one breathing cycle to acquire images throughout the breathing cycle. Once the images are acquired at a single couch position, the couch is moved to the abutting position and the acquisition is repeated. Post-processing of the images sets typically resorts the sets into breathing phases, stacking images from a specific phase to produce a thoracic CT scan at that phase. Benefits of the ciné acquisition protocol include, the ability to precisely identify the phase with respect to the acquired image, the ability to resort images after reconstruction, and the ability to acquire images over arbitrarily long times and for arbitrarily many images (within dose constraints).

The Acquisition of Integrated Science Process Skills in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Saat, Rohaida Mohd

2004-01-01

Web-based learning is becoming prevalent in science learning. Some use specially designed programs, while others use materials available on the Internet. This qualitative case study examined the process of acquisition of integrated science process skills, particularly the skill of controlling variables, in a web-based learning environment among…

Can Chunk Size Differences Explain Developmental Changes in Lexical Learning?

PubMed Central

Smalle, Eleonore H. M.; Bogaerts, Louisa; Simonis, Morgane; Duyck, Wouter; Page, Michael P. A.; Edwards, Martin G.; Szmalec, Arnaud

2016-01-01

In three experiments, we investigated Hebb repetition learning (HRL) differences between children and adults, as a function of the type of item (lexical vs. sub-lexical) and the level of item-overlap between sequences. In a first experiment, it was shown that when non-repeating and repeating (Hebb) sequences of words were all permutations of the same words, HRL was slower than when the sequences shared no words. This item-overlap effect was observed in both children and adults. In a second experiment, we used syllable sequences and we observed reduced HRL due to item-overlap only in children. The findings are explained within a chunking account of the HRL effect on the basis of which we hypothesize that children, compared with adults, chunk syllable sequences in smaller units. By hypothesis, small chunks are more prone to interference from anagram representations included in the filler sequences, potentially explaining the item-overlap effect in children. This hypothesis was tested in a third experiment with adults where we experimentally manipulated the chunk size by embedding pauses in the syllable sequences. Interestingly, we showed that imposing a small chunk size caused adults to show the same behavioral effects as those observed in children. Departing from the analogy between verbal HRL and lexical development, the results are discussed in light of the less-is-more hypothesis of age-related differences in language acquisition. PMID:26779065

The impact of constructivist teaching strategies on the acquisition of higher order cognition and learning

NASA Astrophysics Data System (ADS)

Merrill, Alison Saricks

The purpose of this quasi-experimental quantitative mixed design study was to compare the effectiveness of brain-based teaching strategies versus a traditional lecture format in the acquisition of higher order cognition as determined by test scores. A second purpose was to elicit student feedback about the two teaching approaches. The design was a 2 x 2 x 2 factorial design study with repeated measures on the last factor. The independent variables were type of student, teaching method, and a within group change over time. Dependent variables were a between group comparison of pre-test, post-test gain scores and a within and between group comparison of course examination scores. A convenience sample of students enrolled in medical-surgical nursing was used. One group (n=36) was made up of traditional students and the other group (n=36) consisted of second-degree students. Four learning units were included in this study. Pre- and post-tests were given on the first two units. Course examinations scores from all four units were compared. In one cohort two of the units were taught via lecture format and two using constructivist activities. These methods were reversed for the other cohort. The conceptual basis for this study derives from neuroscience and cognitive psychology. Learning is defined as the growth of new dendrites. Cognitive psychologists view learning as a constructive activity in which new knowledge is built on an internal foundation of existing knowledge. Constructivist teaching strategies are designed to stimulate the brain's natural learning ability. There was a statistically significant difference based on type of teaching strategy (t = -2.078, df = 270, p = .039, d = .25)) with higher mean scores on the examinations covering brain-based learning units. There was no statistical significance based on type of student. Qualitative data collection was conducted in an on-line forum at the end of the semester. Students had overall positive responses about the constructivist activities. Major themes were described. Constructivist strategies help bridge the gap between neurological and cognitive sciences and classroom teaching and learning. A variety of implications for nursing educators are outlined as well as directions for future research.

Acute Exacerbation of Sleep Apnea by Hyperoxia Impairs Cognitive Flexibility in Brown-Norway Rats

PubMed Central

Topchiy, Irina; Amodeo, Dionisio A.; Ragozzino, Michael E.; Waxman, Jonathan; Radulovacki, Miodrag; Carley, David W.

2014-01-01

Study Objectives: To determine whether learning deficits occur during acute exacerbation of spontaneous sleep related breathing disorder (SRBD) in rats with high (Brown Norway; BN) and low (Zucker Lean; ZL) apnea propensity. Design: Spatial acquisition (3 days) and reversal learning (3 days) in the Morris water maze (MWM) with polysomnography (12:00–08:00): (1) with acute SRBD exacerbation (by 20-h hyperoxia immediately preceding reversal learning) or (2) without SRBD exacerbation (room air throughout). Setting: Randomized, placebo-controlled, repeated-measures design. Participants: 14 BN rats; 16 ZL rats. Interventions: 20-h hyperoxia. Measurements and Results: Apneas were detected as cessation of respiration ≥ 2 sec. Swim latency in MWM, apnea indices (AI; apneas/hour of sleep) and percentages of recording time for nonrapid eye movement (NREM), rapid eye movement (REM), and total sleep were assessed. Baseline AI in BN rats was more than double that of ZL rats (22.46 ± 2.27 versus 10.7 ± 0.9, P = 0.005). Hyperoxia increased AI in both BN (34.3 ± 7.4 versus 22.46 ± 2.27) and ZL rats (15.4 ± 2.7 versus 10.7 ± 0.9) without changes in sleep stage percentages. Control (room air) BN and ZL rats exhibited equivalent acquisition and reversal learning. Acute exacerbation of AI by hyperoxia produced a reversal learning performance deficit in BN but not ZL rats. In addition, the percentage of REM sleep and REM apnea index in BN rats during hyperoxia negatively correlated with reversal learning performance. Conclusions: Acute exacerbation of sleep related breathing disorder by hyperoxia impairs reversal learning in a rat strain with high apnea propensity, but not a strain with a low apnea propensity. This suggests a non-linear threshold effect may contribute to the relationships between sleep apnea and cognitive dysfunctions, but strain-specific differences also may be important. Citation: Topchiy I, Amodeo DA, Ragozzino ME, Waxman J, Radulovacki M, Carley DW. Acute exacerbation of sleep apnea by hyperoxia impairs cognitive flexibility in brown-norway rats. SLEEP 2014;37(11):1851-1861. PMID:25364080

Second Language Reading and Vocabulary Learning.

ERIC Educational Resources Information Center

Huckin, Thomas, Ed.; And Others

This book contains 14 essays on reading and vocabulary learning in second language acquisition. Chapters include: "Research on ESL/EFL Vocabulary Acquisition: Putting It in Context" (James Coady); "Implications for L2 Vocabulary Acquisition and Instruction From L1 Vocabulary Research" (Fredricka Stoller and William Grabe); "Patterns and Perils of…

Implicit and Explicit Cognitive Processes in Incidental Vocabulary Acquisition

ERIC Educational Resources Information Center

Ender, Andrea

2016-01-01

Studies on vocabulary acquisition in second language learning have revealed that a large amount of vocabulary is learned without an overt intention, in other words, incidentally. This article investigates the relevance of different lexical processing strategies for vocabulary acquisition when reading a text for comprehension among 24 advanced…

Online Learning Communities: Enhancing Undergraduate Students' Acquisition of Information Skills

ERIC Educational Resources Information Center

Dominguez-Flores, Noraida; Wang, Ling

2011-01-01

The purpose of this study was to investigate the effectiveness of online learning communities (OLC) on enhancing the undergraduate students' acquisition of information skills. OLC was compared with online tutorials and one-shot face-to-face sessions designed to facilitate students' information skill acquisition. Data were gathered through multiple…

Reflections on How Color Term Acquisition Is Constrained

ERIC Educational Resources Information Center

Pitchford, Nicola J.

2006-01-01

Compared with object word learning, young children typically find learning color terms to be a difficult linguistic task. In this reflections article, I consider two questions that are fundamental to investigations into the developmental acquisition of color terms. First, I consider what constrains color term acquisition and how stable these…

Balancing Generalization and Lexical Conservatism: An Artificial Language Study with Child Learners

ERIC Educational Resources Information Center

Wonnacott, Elizabeth

2011-01-01

Successful language acquisition involves generalization, but learners must balance this against the acquisition of lexical constraints. Such learning has been considered problematic for theories of acquisition: if learners generalize abstract patterns to new words, how do they learn lexically-based exceptions? One approach claims that learners use…

Interacting Learning Processes during Skill Acquisition: Learning to control with gradually changing system dynamics.

PubMed

Ludolph, Nicolas; Giese, Martin A; Ilg, Winfried

2017-10-16

There is increasing evidence that sensorimotor learning under real-life conditions relies on a composition of several learning processes. Nevertheless, most studies examine learning behaviour in relation to one specific learning mechanism. In this study, we examined the interaction between reward-based skill acquisition and motor adaptation to changes of object dynamics. Thirty healthy subjects, split into two groups, acquired the skill of balancing a pole on a cart in virtual reality. In one group, we gradually increased the gravity, making the task easier in the beginning and more difficult towards the end. In the second group, subjects had to acquire the skill on the maximum, most difficult gravity level. We hypothesized that the gradual increase in gravity during skill acquisition supports learning despite the necessary adjustments to changes in cart-pole dynamics. We found that the gradual group benefits from the slow increment, although overall improvement was interrupted by the changes in gravity and resulting system dynamics, which caused short-term degradations in performance and timing of actions. In conclusion, our results deliver evidence for an interaction of reward-based skill acquisition and motor adaptation processes, which indicates the importance of both processes for the development of optimized skill acquisition schedules.

Approaches to Machine Learning.

DTIC Science & Technology

1984-02-16

The field of machine learning strives to develop methods and techniques to automatic the acquisition of new information, new skills, and new ways of organizing existing information. In this article, we review the major approaches to machine learning in symbolic domains, covering the tasks of learning concepts from examples, learning search methods, conceptual clustering, and language acquisition. We illustrate each of the basic approaches with paradigmatic examples. (Author)

Hebb learning, verbal short-term memory, and the acquisition of phonological forms in children.

PubMed

Mosse, Emma K; Jarrold, Christopher

2008-04-01

Recent work using the Hebb effect as a marker for implicit long-term acquisition of serial order has demonstrated a functional equivalence across verbal and visuospatial short-term memory. The current study extends this observation to a sample of five- to six-year-olds using verbal and spatial immediate serial recall and also correlates the magnitude of Hebb learning with explicit measures of word and nonword paired-associate learning. Comparable Hebb effects were observed in both domains, but only nonword learning was significantly related to the magnitude of Hebb learning. Nonword learning was also independently related to individuals' general level of verbal serial recall. This suggests that vocabulary acquisition depends on both a domain-specific short-term memory system and a domain-general process of learning through repetition.

Exogenous Attention Enables Perceptual Learning.

PubMed

Szpiro, Sarit F A; Carrasco, Marisa

2015-12-01

Practice can improve visual perception, and these improvements are considered to be a form of brain plasticity. Training-induced learning is time-consuming and requires hundreds of trials across multiple days. The process of learning acquisition is understudied. Can learning acquisition be potentiated by manipulating visual attentional cues? We developed a protocol in which we used task-irrelevant cues for between-groups manipulation of attention during training. We found that training with exogenous attention can enable the acquisition of learning. Remarkably, this learning was maintained even when observers were subsequently tested under neutral conditions, which indicates that a change in perception was involved. Our study is the first to isolate the effects of exogenous attention and to demonstrate its efficacy to enable learning. We propose that exogenous attention boosts perceptual learning by enhancing stimulus encoding. © The Author(s) 2015.

Knowledge into learning: comparing lecture, e-learning and self-study take-home packet instructional methodologies with nurses.

PubMed

Soper, Tracey

2017-04-01

The aim of this quantitative experimental study was to examine which of three instructional methodologies of traditional lecture, online electronic learning (e-learning) and self-study take-home packets are effective in knowledge acquisition of professional registered nurses. A true experimental design was conducted to contrast the knowledge acquisition of 87 registered nurses randomly selected. A 40-item Acute Coronary Syndrome (ACS) true/false test was used to measure knowledge acquisition. Based on 0.05 significance level, the ANOVA test revealed that there was no difference in knowledge acquisition by registered nurses based on which of three learning instructional method they were assigned. It can be concluded that while all of these instructional methods were equally effective in knowledge acquisition, these methods may not be equally cost- and time-effective. The study was able to determine that there were no significant differences in knowledge acquisition of nurses between the three instructional methodologies. The study also found that all groups scored at the acceptable level for certification. It can be concluded that all of these instructional methods were equally effective in knowledge acquisition but are not equally cost- and time-effective. Therefore, hospital educators may wish to formulate policies regarding choice of instructional method that take into account the efficient use of nurses' time and institutional resources.

48 CFR 301.606-73 - Requirements for continuous learning maintenance.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Requirements for continuous learning maintenance. 301.606-73 Section 301.606-73 Federal Acquisition Regulations System HEALTH..., and Responsibilities 301.606-73 Requirements for continuous learning maintenance. Designated Project...

48 CFR 301.606-73 - Requirements for continuous learning maintenance.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 4 2011-10-01 2011-10-01 false Requirements for continuous learning maintenance. 301.606-73 Section 301.606-73 Federal Acquisition Regulations System HEALTH..., and Responsibilities 301.606-73 Requirements for continuous learning maintenance. Designated Project...

Acquisition Challenge: The Importance of Incompressibility in Comparing Learning Curve Models

DTIC Science & Technology

2015-10-01

parameters for all four learning mod- els used in the study . The learning rate factor, b, is the slope of the linear regression line, which in this case is...incorporated within the DoD acquisition environment. This study tested three alternative learning models (the Stanford-B model, DeJong’s learning formula...appropriate tools to calculate accurate and reliable predictions. However, conventional learning curve methodology has been in practice since the pre

Motivation in a Computer-Supported Collaborative Learning Scenario and Its Impact on Learning Activities and Knowledge Acquisition

ERIC Educational Resources Information Center

Schoor, Cornelia; Bannert, Maria

2011-01-01

Addressing a drawback in current research on computer-supported collaborative learning (CSCL), this study investigated the influence of motivation on learning activities and knowledge acquisition during CSCL. Participants' (N = 200 university students) task was to develop a handout for which they had first an individual preparing phase followed by…

Learning to Learn a Foreign Language. Principles of Second Language Acquisition: An Orientation for Foreign Language Teachers.

ERIC Educational Resources Information Center

Pfannkuche, Anthony; And Others

The manual designed to accompany an orientation seminar for students concerning language learning processes and strategies and the design of their program includes materials for five sessions, in three sections. The first section covers language learning and acquisition in general and contains a survey of the participants' foreign language…

Pedagogy of Notation: Learning Styles Using a Constructivist, Second-Language Acquisition Approach to Dance Notation Pedagogy

ERIC Educational Resources Information Center

Heiland, Teresa L.

2015-01-01

Four undergraduate dance majors learned Motif Notation and Labanotation using a second-language acquisition, playful, constructivist approach to learning notation literacy in order to learn and dance the "Parsons Etude." Qualitative outcomes were gathered from student journals and pre- and post-tests that assessed for levels of improved…

Measuring and filtering reactive inhibition is essential for assessing serial decision making and learning.

PubMed

Török, Balázs; Janacsek, Karolina; Nagy, Dávid G; Orbán, Gergő; Nemeth, Dezso

2017-04-01

Learning complex structures from stimuli requires extended exposure and often repeated observation of the same stimuli. Learning induces stimulus-dependent changes in specific performance measures. The same performance measures, however, can also be affected by processes that arise because of extended training (e.g., fatigue) but are otherwise independent from learning. Thus, a thorough assessment of the properties of learning can only be achieved by identifying and accounting for the effects of such processes. Reactive inhibition is a process that modulates behavioral performance measures on a wide range of time scales and often has opposite effects than learning. Here we develop a tool to disentangle the effects of reactive inhibition from learning in the context of an implicit learning task, the alternating serial reaction time (ASRT) task. Our method highlights that the magnitude of the effect of reactive inhibition on measured performance is larger than that of the acquisition of statistical structure from stimuli. We show that the effect of reactive inhibition can be identified not only in population measures but also at the level of performance of individuals, revealing varying degrees of contribution of reactive inhibition. Finally, we demonstrate that a higher proportion of behavioral variance can be explained by learning once the effects of reactive inhibition are eliminated. These results demonstrate that reactive inhibition has a fundamental effect on the behavioral performance that can be identified in individual participants and can be separated from other cognitive processes like learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Problem-Based Learning in Instrumentation: Synergism of Real and Virtual Modular Acquisition Chains

ERIC Educational Resources Information Center

Nonclercq, A.; Biest, A. V.; De Cuyper, K.; Leroy, E.; Martinez, D. L.; Robert, F.

2010-01-01

As part of an instrumentation course, a problem-based learning framework was selected for laboratory instruction. Two acquisition chains were designed to help students carry out realistic instrumentation problems. The first tool is a virtual (simulated) modular acquisition chain that allows rapid overall understanding of the main problems in…

How to Structure Group Work? Conditions of Efficacy and Methodological Considerations in Physical Education

ERIC Educational Resources Information Center

Lafont, Lucile; Rivière, Camille; Darnis, Florence; Legrain, Pascal

2017-01-01

This article is grounded in social constructivist perspectives of learning: its purpose is to provide an overview of the "Interactions Sociales et Acquisition" (ISA) [Social Interactions and Acquisition] French group's research that examines how a peer-assisted learning (PAL) group context facilitates students' acquisition of motor and…

Acquisition of generic memory in amnesia.

PubMed

Verfaellie, M; Cermak, L S

1994-06-01

Amnesic patients' ability to acquire generic, semantic information was assessed relative to their own level of episodic memory. Patients studied a list of words in which some items were presented twice and others once. Upon each presentation, the words were tagged episodically by presenting them in a unique color. Recall of the colors in which words were presented suggested that individual presentations of repeated items were less likely to be recalled than presentations of nonrepeated items; however, actual recall of repeated items exceeded that of nonrepeated items. This outcome demonstrated that amnesics can recall some items generically without recalling either of their individual presentations. However, amnesics' recall of twice-presented items remained far below that of the control group, even when their recall of once-presented items was matched by testing the control group after a delay. This finding suggests that amnesic patients can acquire new generic knowledge but do so much less efficiently than do normal individuals. Furthermore, this deficit occurs independently of the amnesics' episodic memory impairments, reflecting instead a disruption in semantic learning per se.

The Effects of Repeated Writing and Repeated Revision Strategies on Composing Fluency of Learning Disabled Adolescents. Final Report.

ERIC Educational Resources Information Center

Harriman, Nancy E.; Gajar, Anna H.

The study investigated the use of repeated writings as a means of increasing written language fluency with 48 learning disabled students in senior high school resource room English classes. Subjects received one of four treatments for 4 days: repeated writing with structural cues, repeated revision with structural cues, writing on a new topic with…

Computational Modeling for Language Acquisition: A Tutorial With Syntactic Islands.

PubMed

Pearl, Lisa S; Sprouse, Jon

2015-06-01

Given the growing prominence of computational modeling in the acquisition research community, we present a tutorial on how to use computational modeling to investigate learning strategies that underlie the acquisition process. This is useful for understanding both typical and atypical linguistic development. We provide a general overview of why modeling can be a particularly informative tool and some general considerations when creating a computational acquisition model. We then review a concrete example of a computational acquisition model for complex structural knowledge referred to as syntactic islands. This includes an overview of syntactic islands knowledge, a precise definition of the acquisition task being modeled, the modeling results, and how to meaningfully interpret those results in a way that is relevant for questions about knowledge representation and the learning process. Computational modeling is a powerful tool that can be used to understand linguistic development. The general approach presented here can be used to investigate any acquisition task and any learning strategy, provided both are precisely defined.

The history of imitation in learning theory: the language acquisition process.

PubMed Central

Kymissis, E; Poulson, C L

1990-01-01

The concept of imitation has undergone different analyses in the hands of different learning theorists throughout the history of psychology. From Thorndike's connectionism to Pavlov's classical conditioning, Hull's monistic theory, Mowrer's two-factor theory, and Skinner's operant theory, there have been several divergent accounts of the conditions that produce imitation and the conditions under which imitation itself may facilitate language acquisition. In tracing the roots of the concept of imitation in the history of learning theory, the authors conclude that generalized imitation, as defined and analyzed by operant learning theorists, is a sufficiently robust formulation of learned imitation to facilitate a behavior-analytic account of first-language acquisition. PMID:2230633

A Preliminary Analysis of the Theoretical Parameters of Organizaational Learning.

DTIC Science & Technology

1995-09-01

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

The acquisition process of musical tonal schema: implications from connectionist modeling.

PubMed

Matsunaga, Rie; Hartono, Pitoyo; Abe, Jun-Ichi

2015-01-01

Using connectionist modeling, we address fundamental questions concerning the acquisition process of musical tonal schema of listeners. Compared to models of previous studies, our connectionist model (Learning Network for Tonal Schema, LeNTS) was better equipped to fulfill three basic requirements. Specifically, LeNTS was equipped with a learning mechanism, bound by culture-general properties, and trained by sufficient melody materials. When exposed to Western music, LeNTS acquired musical 'scale' sensitivity early and 'harmony' sensitivity later. The order of acquisition of scale and harmony sensitivities shown by LeNTS was consistent with the culture-specific acquisition order shown by musically westernized children. The implications of these results for the acquisition process of a tonal schema of listeners are as follows: (a) the acquisition process may entail small and incremental changes, rather than large and stage-like changes, in corresponding neural circuits; (b) the speed of schema acquisition may mainly depend on musical experiences rather than maturation; and (c) the learning principles of schema acquisition may be culturally invariant while the acquired tonal schemas are varied with exposed culture-specific music.

The acquisition process of musical tonal schema: implications from connectionist modeling

PubMed Central

Matsunaga, Rie; Hartono, Pitoyo; Abe, Jun-ichi

2015-01-01

Using connectionist modeling, we address fundamental questions concerning the acquisition process of musical tonal schema of listeners. Compared to models of previous studies, our connectionist model (Learning Network for Tonal Schema, LeNTS) was better equipped to fulfill three basic requirements. Specifically, LeNTS was equipped with a learning mechanism, bound by culture-general properties, and trained by sufficient melody materials. When exposed to Western music, LeNTS acquired musical ‘scale’ sensitivity early and ‘harmony’ sensitivity later. The order of acquisition of scale and harmony sensitivities shown by LeNTS was consistent with the culture-specific acquisition order shown by musically westernized children. The implications of these results for the acquisition process of a tonal schema of listeners are as follows: (a) the acquisition process may entail small and incremental changes, rather than large and stage-like changes, in corresponding neural circuits; (b) the speed of schema acquisition may mainly depend on musical experiences rather than maturation; and (c) the learning principles of schema acquisition may be culturally invariant while the acquired tonal schemas are varied with exposed culture-specific music. PMID:26441725

L2 Vocabulary Acquisition in Children: Effects of Learning Method and Cognate Status

ERIC Educational Resources Information Center

Tonzar, Claudio; Lotto, Lorella; Job, Remo

2009-01-01

In this study we investigated the effects of two learning methods (picture- or word-mediated learning) and of word status (cognates vs. noncognates) on the vocabulary acquisition of two foreign languages: English and German. We examined children from fourth and eighth grades in a school setting. After a learning phase during which L2 words were…

Difficulty in Learning Similar-Sounding Words: A Developmental Stage or a General Property of Learning?

ERIC Educational Resources Information Center

Pajak, Bozena; Creel, Sarah C.; Levy, Roger

2016-01-01

How are languages learned, and to what extent are learning mechanisms similar in infant native-language (L1) and adult second-language (L2) acquisition? In terms of vocabulary acquisition, we know from the infant literature that the ability to discriminate similar-sounding words at a particular age does not guarantee successful word-meaning…

Lions (Panthera leo) solve, learn, and remember a novel resource acquisition problem.

PubMed

Borrego, Natalia; Dowling, Brian

2016-09-01

The social intelligence hypothesis proposes that the challenges of complex social life bolster the evolution of intelligence, and accordingly, advanced cognition has convergently evolved in several social lineages. Lions (Panthera leo) offer an ideal model system for cognitive research in a highly social species with an egalitarian social structure. We investigated cognition in lions using a novel resource task: the suspended puzzle box. The task required lions (n = 12) to solve a novel problem, learn the techniques used to solve the problem, and remember techniques for use in future trials. The majority of lions demonstrated novel problem-solving and learning; lions (11/12) solved the task, repeated success in multiple trials, and significantly reduced the latency to success across trials. Lions also demonstrated cognitive abilities associated with memory and solved the task after up to a 7-month testing interval. We also observed limited evidence for social facilitation of the task solution. Four of five initially unsuccessful lions achieved success after being partnered with a successful lion. Overall, our results support the presence of cognition associated with novel problem-solving, learning, and memory in lions. To date, our study is only the second experimental investigation of cognition in lions and further supports expanding cognitive research to lions.

Implicit learning of non-linguistic and linguistic regularities in children with dyslexia.

PubMed

Nigro, Luciana; Jiménez-Fernández, Gracia; Simpson, Ian C; Defior, Sylvia

2016-07-01

One of the hallmarks of dyslexia is the failure to automatise written patterns despite repeated exposure to print. Although many explanations have been proposed to explain this problem, researchers have recently begun to explore the possibility that an underlying implicit learning deficit may play a role in dyslexia. This hypothesis has been investigated through non-linguistic tasks exploring implicit learning in a general domain. In this study, we examined the abilities of children with dyslexia to implicitly acquire positional regularities embedded in both non-linguistic and linguistic stimuli. In experiment 1, 42 children (21 with dyslexia and 21 typically developing) were exposed to rule-governed shape sequences; whereas in experiment 2, a new group of 42 children were exposed to rule-governed letter strings. Implicit learning was assessed in both experiments via a forced-choice task. Experiments 1 and 2 showed a similar pattern of results. ANOVA analyses revealed no significant differences between the dyslexic and the typically developing group, indicating that children with dyslexia are not impaired in the acquisition of simple positional regularities, regardless of the nature of the stimuli. However, within group t-tests suggested that children from the dyslexic group could not transfer the underlying positional rules to novel instances as efficiently as typically developing children.

Exploring Cross-Linguistic Vocabulary Effects on Brain Structures Using Voxel-Based Morphometry

ERIC Educational Resources Information Center

Green, David W.; Crinion, Jenny; Price, Cathy J.

2007-01-01

Given that there are neural markers for the acquisition of a non-verbal skill, we review evidence of neural markers for the acquisition of vocabulary. Acquiring vocabulary is critical to learning one's native language and to learning other languages. Acquisition requires the ability to link an object concept (meaning) to sound. Is there a region…

Language Acquisition and Language Learning: Developing the System of External and Internal Perspectives

ERIC Educational Resources Information Center

Zascerinska, Jelena

2010-01-01

Introduction. The use of three-five languages is of the greatest importance in order to form varied cooperative networks for the creation of new knowledge. Aim of the paper is to analyze the synergy between language acquisition and language learning. Materials and Methods. The search for the synergy between language acquisition and language…

Rapid motor learning in the translational vestibulo-ocular reflex

NASA Technical Reports Server (NTRS)

Zhou, Wu; Weldon, Patrick; Tang, Bingfeng; King, W. M.; Shelhamer, M. J. (Principal Investigator)

2003-01-01

Motor learning was induced in the translational vestibulo-ocular reflex (TVOR) when monkeys were repeatedly subjected to a brief (0.5 sec) head translation while they tried to maintain binocular fixation on a visual target for juice rewards. If the target was world-fixed, the initial eye speed of the TVOR gradually increased; if the target was head-fixed, the initial eye speed of the TVOR gradually decreased. The rate of learning acquisition was very rapid, with a time constant of approximately 100 trials, which was equivalent to <1 min of accumulated stimulation. These learned changes were consolidated over >or=1 d without any reinforcement, indicating induction of long-term synaptic plasticity. Although the learning generalized to targets with different viewing distances and to head translations with different accelerations, it was highly specific for the particular combination of head motion and evoked eye movement associated with the training. For example, it was specific to the modality of the stimulus (translation vs rotation) and the direction of the evoked eye movement in the training. Furthermore, when one eye was aligned with the heading direction so that it remained motionless during training, learning was not expressed in this eye, but only in the other nonaligned eye. These specificities show that the learning sites are neither in the sensory nor the motor limb of the reflex but in the sensory-motor transformation stage of the reflex. The dependence of the learning on both head motion and evoked eye movement suggests that Hebbian learning may be one of the underlying cellular mechanisms.

Repeated restraint stress enhances cue-elicited conditioned freezing and impairs acquisition of extinction in an age-dependent manner

PubMed Central

Zhang, Wei; Rosenkranz, J. Amiel

2013-01-01

Affective disorders are believed to involve dysfunction within the amygdala, a key structure for processing emotional information. Chronic stress may contribute to affective disorders such as depression and anxiety via its effects on the amygdala. Previous research has shown that chronic stress increases amygdala neuronal activity in an age-dependent manner. However, whether these distinct changes in amgydala neuronal activity are accompanied by age-dependent changes in amygdala-dependent affective behavior is unclear. In this study, we investigated how chronic stress impacts amgydala-dependent auditory fear conditioning in adolescent and adult rats in a repeated restraint model. We found that repeated restraint enhanced conditioned freezing in both adolescent and adult rats. But repeated restraint led to impaired acquisition of fear extinction only in adolescent rats. Along with previous findings, these results suggest that chronic stress may precipitate affective disorders via differential mechanisms, with different outcomes at different ages. PMID:23538069

The cortisol awakening response is associated with performance of a serial sequence reaction time task.

PubMed

Hodyl, Nicolette A; Schneider, Luke; Vallence, Ann-Maree; Clow, Angela; Ridding, Michael C; Pitcher, Julia B

2016-02-01

There is emerging evidence of a relationship between the cortisol awakening response (CAR) and the neural mechanisms underlying learning and memory. The aim of this study was to determine whether the CAR is associated with acquisition, retention and overnight consolidation or improvement of a serial sequence reaction time task. Salivary samples were collected at 0, 15, 30 and 45 min after awakening in 39 healthy adults on 2 consecutive days. The serial sequence reaction time task was repeated each afternoon. Participants completed the perceived stress scale and provided salivary samples prior to testing for cortisol assessment. While the magnitude of the CAR (Z score) was not associated with either baseline performance or the timed improvement during task acquisition of the serial sequence task, a positive correlation was observed with reaction times during the stable performance phase on day 1 (r=0.373, p=0.019). Residuals derived from the relationship between baseline and stable phase reaction times on day 1 were used as a surrogate for the degree of learning: these residuals were also correlated with the CAR mean increase on day 1 (r=0.357, p=0.048). Task performance on day 2 was not associated with the CAR obtained on this same day. No association was observed between the perceived stress score, cortisol at testing or task performance. These data indicate that a smaller CAR in healthy adults is associated with a greater degree of learning and faster performance of a serial sequence reaction time task. These results support recognition of the CAR as an important factor contributing to cognitive performance throughout the day. Copyright © 2015 Elsevier B.V. All rights reserved.

Boosting sensitivity and suppressing artifacts via multi-acquisition in direct polarization NMR experiments with small flip-angle pulses.

PubMed

Fu, Riqiang; Hernández-Maldonado, Arturo J

2018-05-24

A small flip-angle pulse direct polarization is the simplest method commonly used to quantify various compositions in many materials applications. This method sacrifices the sensitivity per scan in exchange for rapid repeating of data acquisition for signal accumulation. In addition, the resulting spectrum often encounters artifacts from background signals from probe components and/or from acoustic rings leading to a distorted baseline, especially in low-γ nuclei and wideline NMR. In this work, a multi-acquisition scheme is proposed to boost the sensitivity per scan and at the same time effectively suppress these artifacts. Here, an adiabatic inversion pulse is first applied in order to bring the magnetization from the +z to -z axis and then a small flip-angle pulse excitation is used before the data acquisition. Right after the first acquisition, the adiabatic inversion pulse is applied again to flip the magnetization back to the +z axis. The second data acquisition takes place after another small flip-angle pulse excitation. The difference between the two consecutive acquisitions cancels out any artifacts, while the wanted signals are accumulated. This acquisition process can be repeated many times before going into next scan. Therefore, by acquiring the signals multiple times in a single scan the sensitivity is improved. A mixture sample of flufenamic acid and 3,5-difluorobenzoic acid and a titanium silicate sample have been used to demonstrate the advantages of this newly proposed method. Copyright © 2018 Elsevier Inc. All rights reserved.

Role of learning potential in cognitive remediation: Construct and predictive validity.

PubMed

Davidson, Charlie A; Johannesen, Jason K; Fiszdon, Joanna M

2016-03-01

The construct, convergent, discriminant, and predictive validity of Learning Potential (LP) was evaluated in a trial of cognitive remediation for adults with schizophrenia-spectrum disorders. LP utilizes a dynamic assessment approach to prospectively estimate an individual's learning capacity if provided the opportunity for specific related learning. LP was assessed in 75 participants at study entry, of whom 41 completed an eight-week cognitive remediation (CR) intervention, and 22 received treatment-as-usual (TAU). LP was assessed in a "test-train-test" verbal learning paradigm. Incremental predictive validity was assessed as the degree to which LP predicted memory skill acquisition above and beyond prediction by static verbal learning ability. Examination of construct validity confirmed that LP scores reflected use of trained semantic clustering strategy. LP scores correlated with executive functioning and education history, but not other demographics or symptom severity. Following the eight-week active phase, TAU evidenced little substantial change in skill acquisition outcomes, which related to static baseline verbal learning ability but not LP. For the CR group, LP significantly predicted skill acquisition in domains of verbal and visuospatial memory, but not auditory working memory. Furthermore, LP predicted skill acquisition incrementally beyond relevant background characteristics, symptoms, and neurocognitive abilities. Results suggest that LP assessment can significantly improve prediction of specific skill acquisition with cognitive training, particularly for the domain assessed, and thereby may prove useful in individualization of treatment. Published by Elsevier B.V.

Repeated Strains, Social Control, Social Learning, and Delinquency: Testing an Integrated Model of General Strain Theory in China

ERIC Educational Resources Information Center

Bao, Wan-Ning; Haas, Ain; Chen, Xiaojin; Pi, Yijun

2014-01-01

In Agnew's general strain theory, repeated strains can generate crime and delinquency by reducing social control and fostering social learning of crime. Using a sample of 615 middle-and high-school students in China, this study examines how social control and social learning variables mediate the effect of repeated strains in school and at home on…

Ontogeny of passive avoidance learning in domestic chicks: punishment of key-peck and running responses.

PubMed

Mattingly, B A; Zolman, J F

1980-08-01

The effect of the number of prepunishment acquisition trials on the age dependency of passive avoidance (PA) learning of the Vantress X Arbor Acre chick was determined in both key-peck and runway tests. In nine experiments, 1- and 4-day-old chicks were first trained to respond for heat reward, and then, following a variable number of reinforced acquisition trials, the chicks' responses were punished with aversive wing shocks. The major finding of these experiments was that the age dependency of PA learning of the young chick is related specifically to the number of reinforced training trials given prior to PA testing. When a large number of prepunishment acquisition trials were given, 1-day-old chicks learned as quickly as 4-day-old chicks to withhold responding when punished. However, when only a few acquisition trials preceded PA testing, 1-day-old chicks showed significantly less response suppression than 4-day-old chicks. These acquisition effects indicate that the age-dependent changes in PA learning of the chick are not solely due to developmental changes in general inhibitory ability. Rather, these PA results suggest that the 1-day-old chick, compared with the 4-day-old chick, is deficient in learning, or detecting changes in, stimulus- and/or response-reinforcement contingencies.

The Computer Book of the Internal Medicine Resident: competence acquisition and achievement of learning objectives.

PubMed

Oristrell, J; Oliva, J C; Casanovas, A; Comet, R; Jordana, R; Navarro, M

2014-01-01

The Computer Book of the Internal Medicine resident (CBIMR) is a computer program that was validated to analyze the acquisition of competences in teams of Internal Medicine residents. To analyze the characteristics of the rotations during the Internal Medicine residency and to identify the variables associated with the acquisition of clinical and communication skills, the achievement of learning objectives and resident satisfaction. All residents of our service (n=20) participated in the study during a period of 40 months. The CBIMR consisted of 22 self-assessment questionnaires specific for each rotation, with items on services (clinical workload, disease protocolization, resident responsibilities, learning environment, service organization and teamwork) and items on educational outcomes (acquisition of clinical and communication skills, achievement of learning objectives, overall satisfaction). Associations between services features and learning outcomes were analyzed using bivariate and multivariate analysis. An intense clinical workload, high resident responsibilities and disease protocolization were associated with the acquisition of clinical skills. High clinical competence and teamwork were both associated with better communication skills. Finally, an adequate learning environment was associated with increased clinical competence, the achievement of educational goals and resident satisfaction. Potentially modifiable variables related with the operation of clinical services had a significant impact on the acquisition of clinical and communication skills, the achievement of educational goals, and resident satisfaction during the specialized training in Internal Medicine. Copyright © 2013 Elsevier España, S.L. All rights reserved.

Attention toward contexts modulates context-specificity of behavior in human predictive learning: Evidence from the n-back task.

PubMed

Uengoer, Metin; Lucke, Sara; Lachnit, Harald

2018-02-20

According to the attentional theory of context processing (ATCP), learning becomes context specific when acquired under conditions that promote attention toward contextual stimuli regardless of whether attention deployment is guided by learning experience or by other factors unrelated to learning. In one experiment with humans, we investigated whether performance in a predictive learning task can be brought under contextual control by means of a secondary task that was unrelated to predictive learning, but supposed to modulate participants' attention toward contexts. Initially, participants acquired cue-outcome relationships presented in contexts that were each composed of two elements from two dimensions. Acquisition training in the predictive learning task was combined with a one-back task that required participants to match across consecutive trials context elements belonging to one of the two dimensions. During a subsequent test, we observed that acquisition behavior in the predictive learning task was disrupted by changing the acquisition context along the dimension that was relevant for the one-back task, while there was no evidence for context specificity of predictive learning when the acquisition context was changed along the dimension that was irrelevant for the one-back task. Our results support the generality of the principles advocated by ATCP.

Animal models.

PubMed

Walker, Ellen A

2010-01-01

As clinical studies reveal that chemotherapeutic agents may impair several different cognitive domains in humans, the development of preclinical animal models is critical to assess the degree of chemotherapy-induced learning and memory deficits and to understand the underlying neural mechanisms. In this chapter, the effects of various cancer chemotherapeutic agents in rodents on sensory processing, conditioned taste aversion, conditioned emotional response, passive avoidance, spatial learning, cued memory, discrimination learning, delayed-matching-to-sample, novel-object recognition, electrophysiological recordings and autoshaping is reviewed. It appears at first glance that the effects of the cancer chemotherapy agents in these many different models are inconsistent. However, a literature is emerging that reveals subtle or unique changes in sensory processing, acquisition, consolidation and retrieval that are dose- and time-dependent. As more studies examine cancer chemotherapeutic agents alone and in combination during repeated treatment regimens, the animal models will become more predictive tools for the assessment of these impairments and the underlying neural mechanisms. The eventual goal is to collect enough data to enable physicians to make informed choices about therapeutic regimens for their patients and discover new avenues of alternative or complementary therapies that reduce or eliminate chemotherapy-induced cognitive deficits.

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

PubMed Central

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

2010-01-01

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

How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learning.

PubMed

Jurkowski, Susanne; Hänze, Martin

2015-09-01

Transactive communication means referring to and building on a learning partner's idea, by, for example, extending the partner's idea or interlinking the partner's idea with an idea of one's own. This transforms the partner's idea into a more elaborate one. Previous research found a positive relationship between students' transactive communication and their learning results when working in small groups. To increase the benefits of cooperation, we developed and tested a module for training students in transactive communication. We assumed that this training would enhance students' transactive communication and also increase their knowledge acquisition during cooperative learning. Further, we distinguished between an actor's transactive communication and a learning partner's transactive communication and expected both to be positively associated with an actor's knowledge acquisition. Participants were 80 university students. In an experiment with pre- and post-test measurements, transactive communication was measured by coding students' communication in a cooperative learning situation before training and in another cooperative learning situation after training. For the post-test cooperative learning situation, knowledge was pre-tested and post-tested. Trained students outperformed controls in transactive communication and in knowledge acquisition. Positive training effects on actors' knowledge acquisition were partially mediated by the improved actors' transactive communication. Moreover, actors' knowledge acquisition was positively influenced by learning partners' transactive communication. Results show a meaningful increase in the benefits of cooperation through the training in transactive communication. Furthermore, findings indicate that students benefit from both elaborating on their partner's ideas and having their own ideas elaborated on. © 2015 The British Psychological Society.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

A role for the developing lexicon in phonetic category acquisition

PubMed Central

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

2013-01-01

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

Human simulations of vocabulary learning.

PubMed

Gillette, J; Gleitman, H; Gleitman, L; Lederer, A

1999-12-07

The work reported here experimentally investigates a striking generalization about vocabulary acquisition: Noun learning is superior to verb learning in the earliest moments of child language development. The dominant explanation of this phenomenon in the literature invokes differing conceptual requirements for items in these lexical categories: Verbs are cognitively more complex than nouns and so their acquisition must await certain mental developments in the infant. In the present work, we investigate an alternative hypothesis; namely, that it is the information requirements of verb learning, not the conceptual requirements, that crucially determine the acquisition order. Efficient verb learning requires access to structural features of the exposure language and thus cannot take place until a scaffolding of noun knowledge enables the acquisition of clause-level syntax. More generally, we experimentally investigate the hypothesis that vocabulary acquisition takes place via an incremental constraint-satisfaction procedure that bootstraps itself into successively more sophisticated linguistic representations which, in turn, enable new kinds of vocabulary learning. If the experimental subjects were young children, it would be difficult to distinguish between this information-centered hypothesis and the conceptual change hypothesis. Therefore the experimental "learners" are adults. The items to be "acquired" in the experiments were the 24 most frequent nouns and 24 most frequent verbs from a sample of maternal speech to 18-24-month-old infants. The various experiments ask about the kinds of information that will support identification of these words as they occur in mother-to-child discourse. Both the proportion correctly identified and the type of word that is identifiable changes significantly as a function of information type. We discuss these results as consistent with the incremental construction of a highly lexicalized grammar by cognitively and pragmatically sophisticated human infants, but inconsistent with a procedure in which lexical acquisition is independent of and antecedent to syntax acquisition.

Multispectral remote sensing from unmanned aircraft: image processing workflows and applications for rangeland environments

USDA-ARS?s Scientific Manuscript database

Using unmanned aircraft systems (UAS) as remote sensing platforms offers the unique ability for repeated deployment for acquisition of high temporal resolution data at very high spatial resolution. Most image acquisitions from UAS have been in the visible bands, while multispectral remote sensing ap...

The Role of Negative and Positive Feedback in the Second Language Acquisition of the "Passe Compose" and the "Imparfait."

ERIC Educational Resources Information Center

Ayoun, Dalila

2001-01-01

Tests the effectiveness of written recasts versus models in the acquisition of the aspectual distinction between two past tenses in French, the "passe compose" and the "imparfait" with a pretest, repeated exposure, and posttest design. (Author/VWL)

Bee venom suppresses methamphetamine-induced conditioned place preference in mice.

PubMed

Kwon, Young Bae; Li, Jing; Kook, Ji Ae; Kim, Tae Wan; Jeong, Young Chan; Son, Ji Seon; Lee, Hyejung; Kim, Kee Won; Lee, Jang Hern

2010-02-01

Although acupuncture is most commonly used for its analgesic effect, it has also been used to treat various drug addictions including cocaine and morphine in humans. This study was designed to investigate the effect of bee venom injection on methamphetamine-induced addictive behaviors including conditioned place preference and hyperlocomotion in mice. Methamphetamine (1 mg/kg) was subcutaneously treated on days 1, 3 and 5 and the acquisition of addictive behaviors was assessed on day 7. After confirming extinction of addictive behaviors on day 17, addictive behaviors reinstated by priming dose of methamphetamine (0.1 mg/kg) was evaluated on day 18. Bee venom (20 microl of 1 mg/ml in saline) was injected to the acupuncture point ST36 on days 1, 3 and 5. Repeated bee venom injections completely blocked development of methamphetamine-induced acquisition and subsequent reinstatement. Single bee venom acupuncture 30 minutes before acquisition and reinstatement test completely inhibited methamphetamine-induced acquisition and reinstatement. Repeated bee venom acupunctures from day 8 to day 12 after methamphetamine-induced acquisition partially but significantly suppressed reinstatement. These findings suggest that bee venom acupuncture has a preventive and therapeutic effect on methamphetamine-induced addiction.

Chinese Children's Reading Acquisition: Theoretical and Pedagogical Issues.

ERIC Educational Resources Information Center

Li, Wenling, Ed.; Gaffney, Janet S., Ed.; Packard, Jerome L., Ed.

This book provides comprehensive resources for the critical discussion of major issues in learning to read Chinese from a child acquisition perspective. It is divided into 4 parts and 11 chapters. Part 1, "Theoretical Perspectives on Learning to Read" includes "Current Issues in Learning To Read Chinese" (Ovid J.L. Tzeng),…

Is CALL Obsolete? Language Acquisition and Language Learning Revisited in a Digital Age

ERIC Educational Resources Information Center

Jarvis, Huw; Krashen, Stephen

2014-01-01

In this article, Huw Jarvis and Stephen Krashen ask "Is CALL Obsolete?" When the term CALL (Computer-Assisted Language Learning) was introduced in the 1960s, the language education profession knew only about language learning, not language acquisition, and assumed the computer's primary contribution to second language acquisition…

The Character of Learning

ERIC Educational Resources Information Center

Luntley, Michael

2005-01-01

In this paper I propose a contrast between learning as the acquisition of theories and learning as the development of insight. I then suggest that, in a great many cases, the cognitive achievement by which we come to organise behaviour rationally is the development of insight, where this is independent of the acquisition of knowledge regimented in…

Memory under pressure: secondary-task effects on contextual cueing of visual search.

PubMed

Annac, Efsun; Manginelli, Angela A; Pollmann, Stefan; Shi, Zhuanghua; Müller, Hermann J; Geyer, Thomas

2013-11-04

Repeated display configurations improve visual search. Recently, the question has arisen whether this contextual cueing effect (Chun & Jiang, 1998) is itself mediated by attention, both in terms of selectivity and processing resources deployed. While it is accepted that selective attention modulates contextual cueing (Jiang & Leung, 2005), there is an ongoing debate whether the cueing effect is affected by a secondary working memory (WM) task, specifically at which stage WM influences the cueing effect: the acquisition of configural associations (e.g., Travis, Mattingley, & Dux, 2013) versus the expression of learned associations (e.g., Manginelli, Langer, Klose, & Pollmann, 2013). The present study re-investigated this issue. Observers performed a visual search in combination with a spatial WM task. The latter was applied on either early or late search trials--so as to examine whether WM load hampers the acquisition of or retrieval from contextual memory. Additionally, the WM and search tasks were performed either temporally in parallel or in succession--so as to permit the effects of spatial WM load to be dissociated from those of executive load. The secondary WM task was found to affect cueing in late, but not early, experimental trials--though only when the search and WM tasks were performed in parallel. This pattern suggests that contextual cueing involves a spatial WM resource, with spatial WM providing a workspace linking the current search array with configural long-term memory; as a result, occupying this workspace by a secondary WM task hampers the expression of learned configural associations.

The theatre of high-fidelity simulation education.

PubMed

Roberts, Debbie; Greene, Leah

2011-10-01

High-fidelity simulation is a useful mechanism to aid progression, development and skill acquisition in nurse education. However, nurse lecturers are daunted by sophisticated simulation technology. This paper presents a new method of introducing human patient simulation to students and educators, whilst seeking to demystify the roles, responsibilities and underpinning pedagogy. The analogy of simulation as theatre outlines the concepts of the theatre and stage (simulation laboratory); the play itself (Simulated Clinical Experience, SCE); the actors (nursing students); audience (peer review panel); director (session facilitator); and the production team (technical coordinators). Performing in front of people in a safe environment, repeated practice and taking on a new role teaches students to act, think and be like a nurse. This in turn supports student learning and enhances self confidence. Copyright © 2010 Elsevier Ltd. All rights reserved.

Dialectical Behavior Therapy Group Skills Training for Bipolar Disorder.

PubMed

Eisner, Lori; Eddie, David; Harley, Rebecca; Jacobo, Michelle; Nierenberg, Andrew A; Deckersbach, Thilo

2017-07-01

There is growing evidence that the capacity for emotion regulation is compromised in individuals with bipolar disorder. Dialectical behavior therapy (DBT), an empirically supported treatment that specifically targets emotion dysregulation, may be an effective adjunct treatment for improving emotion regulation and residual mood symptoms in patients with bipolar disorder. In this open, proof-of-concept pilot study, 37 participants engaged in a 12-week DBT group skills training program, learning mindfulness, emotion regulation, and distress tolerance skills. Repeated measures mixed models revealed skill acquisition in the areas of mindfulness, emotion regulation and distress tolerance, as well as improved psychological well-being and decreased emotion reactivity. The results of this study support a burgeoning literature that DBT is a feasible adjunct intervention for patients with bipolar disorder. Copyright © 2017. Published by Elsevier Ltd.

System safety management lessons learned from the US Army acquisition process

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

Piatt, J.A.

1989-05-01

The Assistant Secretary of the Army for Research, Development and Acquisition directed the Army Safety Center to provide an audit of the causes of accidents and safety of use restrictions on recently fielded systems by tracking residual hazards back through the acquisition process. The objective was to develop lessons learned'' that could be applied to the acquisition process to minimize mishaps in fielded systems. System safety management lessons learned are defined as Army practices or policies, derived from past successes and failures, that are expected to be effective in eliminating or reducing specific systemic causes of residual hazards. They aremore » broadly applicable and supportive of the Army structure and acquisition objectives. Pacific Northwest Laboratory (PNL) was given the task of conducting an independent, objective appraisal of the Army's system safety program in the context of the Army materiel acquisition process by focusing on four fielded systems which are products of that process. These systems included the Apache helicopter, the Bradley Fighting Vehicle (BFV), the Tube Launched, Optically Tracked, Wire Guided (TOW) Missile and the High Mobility Multipurpose Wheeled Vehicle (HMMWV). The objective of this study was to develop system safety management lessons learned associated with the acquisition process. The first step was to identify residual hazards associated with the selected systems. Since it was impossible to track all residual hazards through the acquisition process, certain well-known, high visibility hazards were selected for detailed tracking. These residual hazards illustrate a variety of systemic problems. Systemic or process causes were identified for each residual hazard and analyzed to determine why they exist. System safety management lessons learned were developed to address related systemic causal factors. 29 refs., 5 figs.« less

Phases of learning: How skill acquisition impacts cognitive processing.

PubMed

Tenison, Caitlin; Fincham, Jon M; Anderson, John R

2016-06-01

This fMRI study examines the changes in participants' information processing as they repeatedly solve the same mathematical problem. We show that the majority of practice-related speedup is produced by discrete changes in cognitive processing. Because the points at which these changes take place vary from problem to problem, and the underlying information processing steps vary in duration, the existence of such discrete changes can be hard to detect. Using two converging approaches, we establish the existence of three learning phases. When solving a problem in one of these learning phases, participants can go through three cognitive stages: Encoding, Solving, and Responding. Each cognitive stage is associated with a unique brain signature. Using a bottom-up approach combining multi-voxel pattern analysis and hidden semi-Markov modeling, we identify the duration of that stage on any particular trial from participants brain activation patterns. For our top-down approach we developed an ACT-R model of these cognitive stages and simulated how they change over the course of learning. The Solving stage of the first learning phase is long and involves a sequence of arithmetic computations. Participants transition to the second learning phase when they can retrieve the answer, thereby drastically reducing the duration of the Solving stage. With continued practice, participants then transition to the third learning phase when they recognize the problem as a single unit and produce the answer as an automatic response. The duration of this third learning phase is dominated by the Responding stage. Copyright © 2016 Elsevier Inc. All rights reserved.

Statistical learning and language acquisition

PubMed Central

Romberg, Alexa R.; Saffran, Jenny R.

2011-01-01

Human learners, including infants, are highly sensitive to structure in their environment. Statistical learning refers to the process of extracting this structure. A major question in language acquisition in the past few decades has been the extent to which infants use statistical learning mechanisms to acquire their native language. There have been many demonstrations showing infants’ ability to extract structures in linguistic input, such as the transitional probability between adjacent elements. This paper reviews current research on how statistical learning contributes to language acquisition. Current research is extending the initial findings of infants’ sensitivity to basic statistical information in many different directions, including investigating how infants represent regularities, learn about different levels of language, and integrate information across situations. These current directions emphasize studying statistical language learning in context: within language, within the infant learner, and within the environment as a whole. PMID:21666883

High SNR Acquisitions Improve the Repeatability of Liver Fat Quantification Using Confounder-corrected Chemical Shift-encoded MR Imaging

PubMed Central

Motosugi, Utaroh; Hernando, Diego; Wiens, Curtis; Bannas, Peter; Reeder, Scott. B

2017-01-01

Purpose: To determine whether high signal-to-noise ratio (SNR) acquisitions improve the repeatability of liver proton density fat fraction (PDFF) measurements using confounder-corrected chemical shift-encoded magnetic resonance (MR) imaging (CSE-MRI). Materials and Methods: Eleven fat-water phantoms were scanned with 8 different protocols with varying SNR. After repositioning the phantoms, the same scans were repeated to evaluate the test-retest repeatability. Next, an in vivo study was performed with 20 volunteers and 28 patients scheduled for liver magnetic resonance imaging (MRI). Two CSE-MRI protocols with standard- and high-SNR were repeated to assess test-retest repeatability. MR spectroscopy (MRS)-based PDFF was acquired as a standard of reference. The standard deviation (SD) of the difference (Δ) of PDFF measured in the two repeated scans was defined to ascertain repeatability. The correlation between PDFF of CSE-MRI and MRS was calculated to assess accuracy. The SD of Δ and correlation coefficients of the two protocols (standard- and high-SNR) were compared using F-test and t-test, respectively. Two reconstruction algorithms (complex-based and magnitude-based) were used for both the phantom and in vivo experiments. Results: The phantom study demonstrated that higher SNR improved the repeatability for both complex- and magnitude-based reconstruction. Similarly, the in vivo study demonstrated that the repeatability of the high-SNR protocol (SD of Δ = 0.53 for complex- and = 0.85 for magnitude-based fit) was significantly higher than using the standard-SNR protocol (0.77 for complex, P < 0.001; and 0.94 for magnitude-based fit, P = 0.003). No significant difference was observed in the accuracy between standard- and high-SNR protocols. Conclusion: Higher SNR improves the repeatability of fat quantification using confounder-corrected CSE-MRI. PMID:28190853

Web-based Learning and Computer Supported Collaborative Learning for psychomotor skill acquisition: perspectives of medical undergraduate students.

PubMed

Koh, Jansen; Cheung, Jeffrey J H; Mackinnon, Kim; Brett, Clare; Kapralos, Bill; Dubrowski, Adam

2013-01-01

There is a lack of evidence for the use of Web-based Learning (WBL) and Computer Supported Collaborative Learning (CSCL) for acquiring psychomotor skills in medical education. In this study, we surveyed medical undergraduate students attending a simulation based training session for central line insertion on their perspectives and utilization of WBL and CSCL for acquisition of a complex psychomotor skill.

Reconciling genetic evolution and the associative learning account of mirror neurons through data-acquisition mechanisms.

PubMed

Lotem, Arnon; Kolodny, Oren

2014-04-01

An associative learning account of mirror neurons should not preclude genetic evolution of its underlying mechanisms. On the contrary, an associative learning framework for cognitive development should seek heritable variation in the learning rules and in the data-acquisition mechanisms that construct associative networks, demonstrating how small genetic modifications of associative elements can give rise to the evolution of complex cognition.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Incidental Vocabulary Learning in Second Language Acquisition: A Literature Review (Aprendizaje incidental de vocabulario en la adquisición de una segunda lengua: una revisión de literatura)

ERIC Educational Resources Information Center

Restrepo Ramos, Falcon Dario

2015-01-01

This literature review aims to analyze previous studies that address the incidental learning of vocabulary in second language acquisition. The articles included in this literature review look into the understanding of vocabulary learning through incidental means, the relationship of reading and incidental vocabulary learning, and the strategies…

Metacognitive Control and Strategy Selection: Deciding to Practice Retrieval during Learning

ERIC Educational Resources Information Center

Karpicke, Jeffrey D.

2009-01-01

Retrieval practice is a potent technique for enhancing learning, but how often do students practice retrieval when they regulate their own learning? In 4 experiments the subjects learned foreign-language items across multiple study and test periods. When items were assigned to be repeatedly tested, repeatedly studied, or removed after they were…

Comparative Analysis of Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR) of Streptococcus thermophilus St-I and its Bacteriophage-Insensitive Mutants (BIM) Derivatives.

PubMed

Li, Wan; Bian, Xin; Evivie, Smith Etareri; Huo, Gui-Cheng

2016-09-01

The CRISPR-Cas (CRISPR together with CRISPR-associated proteins) modules are the adaptive immune system, acting as an adaptive and heritable immune system in bacteria and archaea. CRISPR-based immunity acts by integrating short virus sequences in the cell's CRISPR locus, allowing the cell to remember, recognize, and clear infections. In this study, the homology of CRISPRs sequence in BIMs (bacteriophage-insensitive mutants) of Streptococcus thermophilus St-I were analyzed. Secondary structures of the repeats and the PAMs (protospacer-associated motif) of each CRISPR locus were also predicted. Results showed that CRISPR1 has 27 repeat-spacer units, 5 of them had duplicates; CRISPR2 has one repeat-spacer unit; CRISPR3 has 28 repeat-spacer units. Only BIM1 had a new spacer acquisition in CRISPR3, while BIM2 and BIM3 had no new spacers' insertion, thus indicating that while most CRISPR1 were more active than CRISPR3, new spacer acquisition occurred just in CRSPR3 in some situations. These findings will help establish the foundation for the study of CRSPR-Cas systems in lactic acid bacteria.

Individual Differences in Sequence Learning Ability and Second Language Acquisition in Early Childhood and Adulthood

ERIC Educational Resources Information Center

Granena, Gisela

2013-01-01

Language aptitude has been hypothesized as a factor that can compensate for postcritical period effects in language learning capacity. However, previous research has primarily focused on instructed contexts and rarely on acquisition-rich learning environments where there is a potential for massive amounts of input. In addition, the studies…

Presentation Factors in the Learning of Chinese Characters: The Order and Position of Hanyu Pinyin and English Translations

ERIC Educational Resources Information Center

Chung, Kevin K. H.

2007-01-01

The influence of different instructional presentations upon meaning and pronunciation acquisition in character learning was examined. High school students learned to identify a series of characters in terms of their associated pinyin and English translation prompts. Acquisition was shown to proceed more rapidly when the Chinese character was…

Course Ontology-Based User's Knowledge Requirement Acquisition from Behaviors within E-Learning Systems

ERIC Educational Resources Information Center

Zeng, Qingtian; Zhao, Zhongying; Liang, Yongquan

2009-01-01

User's knowledge requirement acquisition and analysis are very important for a personalized or user-adaptive learning system. Two approaches to capture user's knowledge requirement about course content within an e-learning system are proposed and implemented in this paper. The first approach is based on the historical data accumulated by an…

Feature Biases in Early Word Learning: Network Distinctiveness Predicts Age of Acquisition

ERIC Educational Resources Information Center

Engelthaler, Tomas; Hills, Thomas T.

2017-01-01

Do properties of a word's features influence the order of its acquisition in early word learning? Combining the principles of mutual exclusivity and shape bias, the present work takes a network analysis approach to understanding how feature distinctiveness predicts the order of early word learning. Distance networks were built from nouns with edge…

The Effects of Data-Driven Learning upon Vocabulary Acquisition for Secondary International School Students in Vietnam

ERIC Educational Resources Information Center

Karras, Jacob Nolen

2016-01-01

Within the field of computer assisted language learning (CALL), scant literature exists regarding the effectiveness and practicality for secondary students to utilize data-driven learning (DDL) for vocabulary acquisition. In this study, there were 100 participants, who had a mean age of thirteen years, and were attending an international school in…

MR elastography of prostate cancer: quantitative comparison with histopathology and repeatability of methods.

PubMed

Sahebjavaher, Ramin S; Nir, Guy; Honarvar, Mohammad; Gagnon, Louis O; Ischia, Joseph; Jones, Edward C; Chang, Silvia D; Fazli, Ladan; Goldenberg, S Larry; Rohling, Robert; Kozlowski, Piotr; Sinkus, Ralph; Salcudean, Septimiu E

2015-01-01

The purpose of this work was to assess trans-perineal prostate magnetic resonance elastography (MRE) for (1) repeatability in phantoms/volunteers and (2) diagnostic power as correlated with histopathology in prostate cancer patients. The three-dimensional (3D) displacement field was obtained using a fractionally encoded gradient echo sequence using a custom-made transducer. The repeatability of the method was assessed based on three repeat studies and by changing the driving frequency by 3% in studies on a phantom and six healthy volunteers. Subsequently, 11 patients were examined with MRE prior to radical prostatectomy. The areas under the receiver operating characteristic curves were calculated using a windowed voxel-to-voxel approach by comparing the 2D registered slides, masked with the Gleason score. For the repeatability study, the average intraclass correlation coefficient for elasticity images was 99% for repeat phantom studies, 98% for ±6 Hz phantom studies, 95% for volunteer repeat studies with 2 min acquisition time, 82% for ±2 Hz volunteer studies with 2 min acquisition time and 73% for repeat volunteer studies with 8 min acquisition time. For the patient study, the average elasticity was 8.2 ± 1.7 kPa in the prostate capsule, 7.5 ± 1.9 kPa in the peripheral zone (PZ), 9.7 ± 3.0 kPa in the central gland (CG) and 9.0 ± 3.4 kPa in the transition zone. In the patient study, cancerous tissue with Gleason score at least 3 + 3 was significantly (p < 0.05) different from normal tissue in 10 out of 11 cases with tumors in the PZ, and 6 out of 9 cases with tumors in the CG. However, the overall case-averaged area under the curve was 0.72 in the PZ and 0.67 in the CG. Cancerous tissue was not always stiffer than normal tissue. The inversion algorithm was sensitive to (i) vibration amplitude and displacement nodes and (ii) misalignment of the 3D wave field due to subject movement. Copyright © 2014 John Wiley & Sons, Ltd.

Effects of chemogenetic excitation or inhibition of the ventrolateral periaqueductal gray on the acquisition and extinction of Pavlovian fear conditioning.

PubMed

Arico, Carolyn; Bagley, Elena E; Carrive, Pascal; Assareh, Neda; McNally, Gavan P

2017-10-01

The midbrain periaqueductal gray (PAG) has been implicated in the generation and transmission of a prediction error signal that instructs amygdala-based fear and extinction learning. However, the PAG also plays a key role in the expression of conditioned fear responses. The evidence for a role of the PAG in fear learning and extinction learning has been obtained almost exclusively using PAG-dependent fear responses. It is less clear whether the PAG regulates fear learning when other measures of learned fear are used. Here we combined a chemogenetic approach, permitting excitation or inhibition of neurons in the ventrolateral PAG (VLPAG), with conditioned suppression as the measure of learned fear to assess the role of VLPAG in the acquisition and extinction of fear learning. We show that chemogenetic excitation of VLPAG (with some encroachment on lateral PAG [LPAG]) impairs acquisition of fear and, conversely, chemogenetic inhibition impairs extinction of fear. These effects on fear and extinction learning were specific to the combination of DREADD expression and injection of CNO because they were observed relative to both eYFP controls injected with CNO as well as DREADD expressing controls injected with vehicle. Taken together, these results show that activity of L/VLPAG neurons regulates both the acquisition and extinction of Pavlovian fear learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Reading Personalized Books with Preschool Children Enhances Their Word Acquisition

ERIC Educational Resources Information Center

Kucirkova, Natalia; Messer, David; Sheehy, Kieron

2014-01-01

This study examines whether books that contain personalized content are better facilitators of young children's word acquisition than books which are not personalized for a child. In a repeated-measures experimental design, 18 children (mean age 3;10) were read a picture book which contained both personalized and non-personalized sections, with…

The Critical Importance of Retrieval--and Spacing--for Learning.

PubMed

Soderstrom, Nicholas C; Kerr, Tyson K; Bjork, Robert A

2016-02-01

We examined the impact of repeated testing and repeated studying on long-term learning. In Experiment 1, we replicated Karpicke and Roediger's (2008) influential results showing that once information can be recalled, repeated testing on that information enhances learning, whereas restudying that information does not. We then examined whether the apparent ineffectiveness of restudying might be attributable to the spacing differences between items that were inherent in the between-subjects design employed by Karpicke and Roediger. When we controlled for these spacing differences by manipulating the various learning conditions within subjects in Experiment 2, we found that both repeated testing and restudying improved learning, and that learners' awareness of the relative mnemonic benefits of these strategies was enhanced. These findings contribute to understanding how two important factors in learning-test-induced retrieval processes and spacing-can interact, and they illustrate that such interactions can play out differently in between-subjects and within-subjects experimental designs. © The Author(s) 2015.

Toward an instructionally oriented theory of example-based learning.

PubMed

Renkl, Alexander

2014-01-01

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning. This theory has descriptive and prescriptive elements. The descriptive subtheory deals with (a) the relevance and effectiveness of examples, (b) phases of skill acquisition, and (c) learning processes. The prescriptive subtheory proposes instructional principles that make full exploitation of the potential of example-based learning possible. Copyright © 2013 Cognitive Science Society, Inc.

Learn Locally, Act Globally: Learning Language from Variation Set Cues

PubMed Central

Onnis, Luca; Waterfall, Heidi R.; Edelman, Shimon

2011-01-01

Variation set structure — partial overlap of successive utterances in child-directed speech — has been shown to correlate with progress in children’s acquisition of syntax. We demonstrate the benefits of variation set structure directly: in miniature artificial languages, arranging a certain proportion of utterances in a training corpus in variation sets facilitated word and phrase constituent learning in adults. Our findings have implications for understanding the mechanisms of L1 acquisition by children, and for the development of more efficient algorithms for automatic language acquisition, as well as better methods for L2 instruction. PMID:19019350

Is testing a more effective learning strategy than note-taking?

PubMed

Rummer, Ralf; Schweppe, Judith; Gerst, Kathleen; Wagner, Simon

2017-09-01

The testing effect is both robust and generalizable. However, most of the underlying studies compare testing to a rather ineffective control condition: massed repeated reading. This article therefore compares testing with note-taking, which has been shown to be more effective than repeated reading. Experiment 1 is based on a 3 × 3 between-participants design with the factors learning condition (repeated reading vs. repeated testing vs. repeated note-taking) and final test delay (5 min vs. 1 week vs. 2 weeks). It shows that in the immediate condition, learning performance is best after note-taking. After 1 week, both the note-taking and the testing groups outperform the rereading group, and after 2 weeks, testing is superior to both note-taking and rereading. Since repeated notetaking may not be the most effective (and common) operationalization of note-taking, Experiment 2 contrasts repeated testing with 2 other note-taking conditions: note-taking plus note-reading and note-taking plus testing (with only a 2-week final test delay). Both conditions that include a testing phase result in better long-term learning than note-taking plus note-reading. In summary, our findings indicate that-in the long run-testing is a powerful learning tool both in isolation and in combination with note-taking. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Formulas in First and Second Language Acquisition. Papers and Reports on Child Language Development, No. 18.

ERIC Educational Resources Information Center

Vihman, Marilyn May

The use of formulaic speech is seen as a learning strategy in children's first language (L1) acquisition to a limited extent, and to an even greater extent in their second language (L2) acquisition. While the first utterances of the child learning L1 are mostly one-word constructions, many of them are routine words or phrases that the child learns…

How do we learn to "kill" in volleyball?: The role of working memory capacity and expertise in volleyball motor learning.

PubMed

Bisagno, Elisa; Morra, Sergio

2018-03-01

This study examines young volleyball players' learning of increasingly complex attack gestures. The main purpose of the study was to examine the predictive role of a cognitive variable, working memory capacity (or "M capacity"), in the acquisition and development of motor skills in a structured sport. Pascual-Leone's theory of constructive operators (TCO) was used as a framework; it defines working memory capacity as the maximum number of schemes that can be simultaneously activated by attentional resources. The role of expertise in motor learning was also considered. The expertise of each athlete was assessed in terms of years of practice and number of training sessions per week. The participants were 120 volleyball players, aged between 6 and 26 years, who performed both working memory tests and practical tests of volleyball involving the execution of the "third touch" by means of technical gestures of varying difficulty. We proposed a task analysis of these different gestures framed within the TCO. The results pointed to a very clear dissociation. On the one hand, M capacity was the best predictor of correct motor performance, and a specific capacity threshold was found for learning each attack gesture. On the other hand, experience was the key for the precision of the athletic gestures. This evidence could underline the existence of two different cognitive mechanisms in motor learning. The first one, relying on attentional resources, is required to learn a gesture. The second one, based on repeated experience, leads to its automatization. Copyright © 2017 Elsevier Inc. All rights reserved.

Learning by observation: insights from Williams syndrome.

PubMed

Foti, Francesca; Menghini, Deny; Mandolesi, Laura; Federico, Francesca; Vicari, Stefano; Petrosini, Laura

2013-01-01

Observing another person performing a complex action accelerates the observer's acquisition of the same action and limits the time-consuming process of learning by trial and error. Observational learning makes an interesting and potentially important topic in the developmental domain, especially when disorders are considered. The implications of studies aimed at clarifying whether and how this form of learning is spared by pathology are manifold. We focused on a specific population with learning and intellectual disabilities, the individuals with Williams syndrome. The performance of twenty-eight individuals with Williams syndrome was compared with that of mental age- and gender-matched thirty-two typically developing children on tasks of learning of a visuo-motor sequence by observation or by trial and error. Regardless of the learning modality, acquiring the correct sequence involved three main phases: a detection phase, in which participants discovered the correct sequence and learned how to perform the task; an exercise phase, in which they reproduced the sequence until performance was error-free; an automatization phase, in which by repeating the error-free sequence they became accurate and speedy. Participants with Williams syndrome beneficiated of observational training (in which they observed an actor detecting the visuo-motor sequence) in the detection phase, while they performed worse than typically developing children in the exercise and automatization phases. Thus, by exploiting competencies learned by observation, individuals with Williams syndrome detected the visuo-motor sequence, putting into action the appropriate procedural strategies. Conversely, their impaired performances in the exercise phases appeared linked to impaired spatial working memory, while their deficits in automatization phases to deficits in processes increasing efficiency and speed of the response. Overall, observational experience was advantageous for acquiring competencies, since it primed subjects' interest in the actions to be performed and functioned as a catalyst for executed action.

Differential Modifications of Synaptic Weights During Odor Rule Learning: Dynamics of Interaction Between the Piriform Cortex with Lower and Higher Brain Areas

PubMed Central

Cohen, Yaniv; Wilson, Donald A.; Barkai, Edi

2015-01-01

Learning of a complex olfactory discrimination (OD) task results in acquisition of rule learning after prolonged training. Previously, we demonstrated enhanced synaptic connectivity between the piriform cortex (PC) and its ascending and descending inputs from the olfactory bulb (OB) and orbitofrontal cortex (OFC) following OD rule learning. Here, using recordings of evoked field postsynaptic potentials in behaving animals, we examined the dynamics by which these synaptic pathways are modified during rule acquisition. We show profound differences in synaptic connectivity modulation between the 2 input sources. During rule acquisition, the ascending synaptic connectivity from the OB to the anterior and posterior PC is simultaneously enhanced. Furthermore, post-training stimulation of the OB enhanced learning rate dramatically. In sharp contrast, the synaptic input in the descending pathway from the OFC was significantly reduced until training completion. Once rule learning was established, the strength of synaptic connectivity in the 2 pathways resumed its pretraining values. We suggest that acquisition of olfactory rule learning requires a transient enhancement of ascending inputs to the PC, synchronized with a parallel decrease in the descending inputs. This combined short-lived modulation enables the PC network to reorganize in a manner that enables it to first acquire and then maintain the rule. PMID:23960200

Metaphors for Learning: Cognitive Acquisition versus Social Participation.

ERIC Educational Resources Information Center

Elmholdt, Claus

2003-01-01

Analyzed expressions of cognitive "acquisition" and social "participation" metaphors for learning in the practice of support people in an information and communication technology company department of 100 employees. Findings show the support people's practice is characterized by interplay between these two metaphors. (SLD)

GABA and NMDA receptors in CRF neurons have opposing effects in fear acquisition and anxiety in central amygdala vs. bed nucleus of the stria terminalis

PubMed Central

Gafford, Georgette M.; Ressler, Kerry J.

2016-01-01

Beginning with Vale and Colleagues in 1981, corticotropin releasing factor (CRF) also called corticotropin releasing hormone (CRH) has repeatedly been identified as an important contributor to fear and anxiety behavior. These findings have proven useful to further our understanding of disorders that have significant fear-dysregulation, such as post-traumatic stress, as well as other stress- and anxiety-related disorders. Unfortunately, the data are not all in agreement. In particular the role of CRF in fear learning is controversial, with studies pointing to contradictory effects from CRF manipulation even within the same brain structure. Further, very few studies address the potentially promising role of CRF manipulation in fear extinction behavior. Here, we briefly review the role of CRF in anxiety, fear learning and extinction, focusing on recent cell-type and neurotransmitter-specific studies in the amygdala and bed nucleus of the stria terminalis (BNST) that may help to synthesize the available data on the role of CRF in fear and anxiety-related behaviors. PMID:25888455

Assessing the learning curve for the acquisition of laparoscopic skills on a virtual reality simulator.

PubMed

Sherman, V; Feldman, L S; Stanbridge, D; Kazmi, R; Fried, G M

2005-05-01

The aim of this study was to develop summary metrics and assess the construct validity for a virtual reality laparoscopic simulator (LapSim) by comparing the learning curves of three groups with different levels of laparoscopic expertise. Three groups of subjects ('expert', 'junior', and 'naïve') underwent repeated trials on three LapSim tasks. Formulas were developed to calculate scores for efficiency ('time-error') and economy of 'motion' ('motion') using metrics generated by the software after each drill. Data (mean +/- SD) were evaluated by analysis of variance (ANOVA). Significance was set at p < 0.05. All three groups improved significantly from baseline to final for both 'time-error' and 'motion' scores. There were significant differences between groups in time error performances at baseline and final, due to higher scores in the 'expert' group. A significant difference in 'motion' scores was seen only at baseline. We have developed summary metrics for the LapSim that differentiate among levels of laparoscopic experience. This study also provides evidence of construct validity for the LapSim.

Intertrial interval duration and learning in autistic children.

PubMed Central

Koegel, R L; Dunlap, G; Dyer, K

1980-01-01

This study investigated the influence of intertrial interval duration on the performance of autistic children during teaching situations. The children were taught under the same conditions existing in their regular programs, except that the length of time between trials was systematically manipulated. With both multiple baseline and repeated reversal designs, two lengths of intertrial interval were employed; short intervals with the SD for any given trial presented approximately one second following the reinforcer for the previous trial versus long intervals with the SD presented four or more seconds following the reinforcer for the previous trial. The results showed that: (1) the short intertrial intervals always produced higher levels of correct responding than the long intervals; and (2) there were improving trends in performance and rapid acquisition with the short intertrial intervals, in contrast to minimal or no change with the long intervals. The results are discussed in terms of utilizing information about child and task characteristics in terms of selecting optimal intervals. The data suggest that manipulations made between trials have a large influence on autistic children's learning. PMID:7364701

Music Making as a Tool for Promoting Brain Plasticity across the Life Span

PubMed Central

Wan, Catherine Y.; Schlaug, Gottfried

2010-01-01

Playing a musical instrument is an intense, multisensory, and motor experience that usually commences at an early age and requires the acquisition and maintenance of a range of skills over the course of a musician's lifetime. Thus, musicians offer an excellent human model for studying the brain effects of acquiring specialized sensorimotor skills. For example, musicians learn and repeatedly practice the association of motor actions with specific sound and visual patterns (musical notation) while receiving continuous multisensory feedback. This association learning can strengthen connections between auditory and motor regions (e.g., arcuate fasciculus) while activating multimodal integration regions (e.g., around the intraparietal sulcus). We argue that training of this neural network may produce cross-modal effects on other behavioral or cognitive operations that draw on this network. Plasticity in this network may explain some of the sensorimotor and cognitive enhancements that have been associated with music training. These enhancements suggest the potential for music making as an interactive treatment or intervention for neurological and developmental disorders, as well as those associated with normal aging. PMID:20889966

Music making as a tool for promoting brain plasticity across the life span.

PubMed

Wan, Catherine Y; Schlaug, Gottfried

2010-10-01

Playing a musical instrument is an intense, multisensory, and motor experience that usually commences at an early age and requires the acquisition and maintenance of a range of skills over the course of a musician's lifetime. Thus, musicians offer an excellent human model for studying the brain effects of acquiring specialized sensorimotor skills. For example, musicians learn and repeatedly practice the association of motor actions with specific sound and visual patterns (musical notation) while receiving continuous multisensory feedback. This association learning can strengthen connections between auditory and motor regions (e.g., arcuate fasciculus) while activating multimodal integration regions (e.g., around the intraparietal sulcus). We argue that training of this neural network may produce cross-modal effects on other behavioral or cognitive operations that draw on this network. Plasticity in this network may explain some of the sensorimotor and cognitive enhancements that have been associated with music training. These enhancements suggest the potential for music making as an interactive treatment or intervention for neurological and developmental disorders, as well as those associated with normal aging.

Monotone Increasing Binary Similarity and Its Application to Automatic Document-Acquisition of a Category

NASA Astrophysics Data System (ADS)

Suzuki, Izumi; Mikami, Yoshiki; Ohsato, Ario

A technique that acquires documents in the same category with a given short text is introduced. Regarding the given text as a training document, the system marks up the most similar document, or sufficiently similar documents, from among the document domain (or entire Web). The system then adds the marked documents to the training set to learn the set, and this process is repeated until no more documents are marked. Setting a monotone increasing property to the similarity as it learns enables the system to 1) detect the correct timing so that no more documents remain to be marked and to 2) decide the threshold value that the classifier uses. In addition, under the condition that the normalization process is limited to what term weights are divided by a p-norm of the weights, the linear classifier in which training documents are indexed in a binary manner is the only instance that satisfies the monotone increasing property. The feasibility of the proposed technique was confirmed through an examination of binary similarity and using English and German documents randomly selected from the Web.

Exploring the use of mobile technologies for the acquisition of clinical skills.

PubMed

Clay, Collette A

2011-08-01

Mobile learning has the potential to supplement information communication technology (ICT), online learning and the traditional teaching and learning methods to educate practitioners in the clinical practice area. Following the development of several Post Graduate modules of learning for the theory and clinical skills required to undertake the Newborn Infant Physical Examination (NIPE), a small research study was undertaken to combine mobile learning and NIPE. The research study explored the hypothesis that mobile devices could be used in pedagogically effective ways to support and enhance the learning and acquisition of clinical skills in the clinical arena. Participants in the study each received a handheld mobile device (iPod) that had been loaded with several Reusable Learning Objects (RLO) outlining each aspect of the physical examination to be performed. At the end of the module (12 weeks in duration), each participant completed an evaluation questionnaire. Participants confirmed that mobile learning afforded flexibility in time and place of learning and captured their interest in the learning material. This study reports that the use of mobile technology for skill acquisition is creative and innovative, placing learning firmly in the hands of the learner. Copyright © 2010 Elsevier Ltd. All rights reserved.

Goodnight book: sleep consolidation improves word learning via storybooks

PubMed Central

Williams, Sophie E.; Horst, Jessica S.

2014-01-01

Reading the same storybooks repeatedly helps preschool children learn words. In addition, sleeping shortly after learning also facilitates memory consolidation and aids learning in older children and adults. The current study explored how sleep promotes word learning in preschool children using a shared storybook reading task. Children were either read the same story repeatedly or different stories and either napped after the stories or remained awake. Children's word retention were tested 2.5 h later, 24 h later, and 7 days later. Results demonstrate strong, persistent effects for both repeated readings and sleep consolidation on young children's word learning. A key finding is that children who read different stories before napping learned words as well as children who had the advantage of hearing the same story. In contrast, children who read different stories and remained awake never caught up to their peers on later word learning tests. Implications for educational practices are discussed. PMID:24624111

Lexical orthography acquisition: Is handwriting better than spelling aloud?

PubMed Central

Bosse, Marie-Line; Chaves, Nathalie; Valdois, Sylviane

2014-01-01

Lexical orthography acquisition is currently described as the building of links between the visual forms and the auditory forms of whole words. However, a growing body of data suggests that a motor component could further be involved in orthographic acquisition. A few studies support the idea that reading plus handwriting is a better lexical orthographic learning situation than reading alone. However, these studies did not explore which of the cognitive processes involved in handwriting enhanced lexical orthographic acquisition. Some findings suggest that the specific movements memorized when learning to write may participate in the establishment of orthographic representations in memory. The aim of the present study was to assess this hypothesis using handwriting and spelling aloud as two learning conditions. In two experiments, fifth graders were asked to read complex pseudo-words embedded in short sentences. Immediately after reading, participants had to recall the pseudo-words' spellings either by spelling them aloud or by handwriting them down. One week later, orthographic acquisition was tested using two post-tests: a pseudo-word production task (spelling by hand in Experiment 1 or spelling aloud in Experiment 2) and a pseudo-word recognition task. Results showed no significant difference in pseudo-word recognition between the two learning conditions. In the pseudo-word production task, orthography learning improved when the learning and post-test conditions were similar, thus showing a massive encoding-retrieval match effect in the two experiments. However, a mixed model analysis of the pseudo-word production results revealed a significant learning condition effect which remained after control of the encoding-retrieval match effect. This later finding suggests that orthography learning is more efficient when mediated by handwriting than by spelling aloud, whatever the post-test production task. PMID:24575058

Lexical orthography acquisition: Is handwriting better than spelling aloud?

PubMed

Bosse, Marie-Line; Chaves, Nathalie; Valdois, Sylviane

2014-01-01

Lexical orthography acquisition is currently described as the building of links between the visual forms and the auditory forms of whole words. However, a growing body of data suggests that a motor component could further be involved in orthographic acquisition. A few studies support the idea that reading plus handwriting is a better lexical orthographic learning situation than reading alone. However, these studies did not explore which of the cognitive processes involved in handwriting enhanced lexical orthographic acquisition. Some findings suggest that the specific movements memorized when learning to write may participate in the establishment of orthographic representations in memory. The aim of the present study was to assess this hypothesis using handwriting and spelling aloud as two learning conditions. In two experiments, fifth graders were asked to read complex pseudo-words embedded in short sentences. Immediately after reading, participants had to recall the pseudo-words' spellings either by spelling them aloud or by handwriting them down. One week later, orthographic acquisition was tested using two post-tests: a pseudo-word production task (spelling by hand in Experiment 1 or spelling aloud in Experiment 2) and a pseudo-word recognition task. Results showed no significant difference in pseudo-word recognition between the two learning conditions. In the pseudo-word production task, orthography learning improved when the learning and post-test conditions were similar, thus showing a massive encoding-retrieval match effect in the two experiments. However, a mixed model analysis of the pseudo-word production results revealed a significant learning condition effect which remained after control of the encoding-retrieval match effect. This later finding suggests that orthography learning is more efficient when mediated by handwriting than by spelling aloud, whatever the post-test production task.

The endocannabinoid system and associative learning and memory in zebrafish.

PubMed

Ruhl, Tim; Moesbauer, Kirstin; Oellers, Nadine; von der Emde, Gerhard

2015-09-01

In zebrafish the medial pallium of the dorsal telencephalon represents an amygdala homolog structure, which is crucially involved in emotional associative learning and memory. Similar to the mammalian amygdala, the medial pallium contains a high density of endocannabinoid receptor CB1. To elucidate the role of the zebrafish endocannabinoid system in associative learning, we tested the influence of acute and chronic administration of receptor agonists (THC, WIN55,212-2) and antagonists (Rimonabant, AM-281) on two different learning paradigms. In an appetitively motivated two-alternative choice paradigm, animals learned to associate a certain color with a food reward. In a second set-up, a fish shuttle-box, animals associated the onset of a light stimulus with the occurrence of a subsequent electric shock (avoidance conditioning). Once fish successfully had learned to solve these behavioral tasks, acute receptor activation or inactivation had no effect on memory retrieval, suggesting that established associative memories were stable and not alterable by the endocannabinoid system. In both learning tasks, chronic treatment with receptor antagonists improved acquisition learning, and additionally facilitated reversal learning during color discrimination. In contrast, chronic CB1 activation prevented aversively motivated acquisition learning, while different effects were found on appetitively motivated acquisition learning. While THC significantly improved behavioral performance, WIN55,212-2 significantly impaired color association. Our findings suggest that the zebrafish endocannabinoid system can modulate associative learning and memory. Stimulation of the CB1 receptor might play a more specific role in acquisition and storage of aversive learning and memory, while CB1 blocking induces general enhancement of cognitive functions. Copyright © 2015 Elsevier B.V. All rights reserved.

Effect of Modifying Intervention Set Size with Acquisition Rate Data among Students Identified with a Learning Disability

ERIC Educational Resources Information Center

Haegele, Katherine; Burns, Matthew K.

2015-01-01

The amount of information that students can successfully learn and recall at least 1 day later is called an acquisition rate (AR) and is unique to the individual student. The current study extended previous drill rehearsal research with word recognition by (a) using students identified with a learning disability in reading, (b) assessing set sizes…

Individual Differences in the Acquisition of a Complex L2 Phonology: A Training Study

ERIC Educational Resources Information Center

Hanulikova, Adriana; Dediu, Dan; Fang, Zhou; Basnakova, Jana; Huettig, Falk

2012-01-01

Many learners of a foreign language (L2) struggle to correctly pronounce newly learned speech sounds, yet many others achieve this with apparent ease. Here we explored how a training study of learning complex consonant clusters at the very onset of L2 acquisition can inform us about L2 learning in general and individual differences in particular.…

Language Acquisition as Rational Contingency Learning

ERIC Educational Resources Information Center

Ellis, Nick C.

2006-01-01

This paper considers how fluent language users are rational in their language processing, their unconscious language representation systems optimally prepared for comprehension and production, how language learners are intuitive statisticians, and how acquisition can be understood as contingency learning. But there are important aspects of second…

A Symbolic Model of the Nonconscious Acquisition of Information.

ERIC Educational Resources Information Center

Ling, Charles X.; Marinov, Marin

1994-01-01

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

Impairment of probabilistic reward-based learning in schizophrenia.

PubMed

Weiler, Julia A; Bellebaum, Christian; Brüne, Martin; Juckel, Georg; Daum, Irene

2009-09-01

Recent models assume that some symptoms of schizophrenia originate from defective reward processing mechanisms. Understanding the precise nature of reward-based learning impairments might thus make an important contribution to the understanding of schizophrenia and the development of treatment strategies. The present study investigated several features of probabilistic reward-based stimulus association learning, namely the acquisition of initial contingencies, reversal learning, generalization abilities, and the effects of reward magnitude. Compared to healthy controls, individuals with schizophrenia exhibited attenuated overall performance during acquisition, whereas learning rates across blocks were similar to the rates of controls. On the group level, persons with schizophrenia were, however, unable to learn the reversal of the initial reward contingencies. Exploratory analysis of only the subgroup of individuals with schizophrenia who showed significant learning during acquisition yielded deficits in reversal learning with low reward magnitudes only. There was further evidence of a mild generalization impairment of the persons with schizophrenia in an acquired equivalence task. In summary, although there was evidence of intact basic processing of reward magnitudes, individuals with schizophrenia were impaired at using this feedback for the adaptive guidance of behavior.

Differential regulation of serotonin (5HT)2A receptor mRNA and protein levels after single and repeated stress in rat brain: role in learned helplessness behavior.

PubMed

Dwivedi, Yogesh; Mondal, Amal C; Payappagoudar, Gurubasanagouda V; Rizavi, Hooriyah S

2005-02-01

Stress-induced learned helplessness in animals serves as a model of behavioral depression and other stress-related disorders. Our recent report that repeated stress prolongs the duration of learned helplessness behavior in rats may be important since acute and recurrent disorders may have different responsive mechanisms. To examine the role of serotonergic (5HT) mechanisms in such behavior, we studied the expression of 5HT2A receptors in different brain areas of rats, and further investigated whether the alterations in expression of 5HT2A receptors are similar after single versus repeated stress. Rats exposed to inescapable shock once on day 1, or twice, on day 1 and day 7, were tested for escape latency on days 2 and 4, or day 14, respectively. Higher escape latencies were observed on day 2 after single, and on day 14 after repeated shock. Whereas the single-stress paradigm produced a significant decrease of 5HT2A receptor mRNA and protein expression in hippocampus of non-learned helpless and learned helpless rats as compared with tested controls, repeated stress resulted in increase in frontal cortex but decrease in hippocampus and hypothalamus of learned helpless rats only, as compared with tested control rats. These results demonstrate differential regulation of 5HT2A receptors in LH rats after single and repeated stress, which may be critical in the pathophysiology of depression/other stress-related disorders.

Learning by subtraction: Hippocampal activity and effects of ethanol during the acquisition and performance of response sequences.

PubMed

Ketchum, Myles J; Weyand, Theodore G; Weed, Peter F; Winsauer, Peter J

2016-05-01

Learning is believed to be reflected in the activity of the hippocampus. However, neural correlates of learning have been difficult to characterize because hippocampal activity is integrated with ongoing behavior. To address this issue, male rats (n = 5) implanted with electrodes (n = 14) in the CA1 subfield responded during two tasks within a single test session. In one task, subjects acquired a new 3-response sequence (acquisition), whereas in the other task, subjects completed a well-rehearsed 3-response sequence (performance). Both tasks though could be completed using an identical response topography and used the same sensory stimuli and schedule of reinforcement. More important, comparing neural patterns during sequence acquisition to those during sequence performance allows for a subtractive approach whereby activity associated with learning could potentially be dissociated from the activity associated with ongoing behavior. At sites where CA1 activity was closely associated with behavior, the patterns of activity were differentially modulated by key position and the serial position of a response within the schedule of reinforcement. Temporal shifts between peak activity and responding on particular keys also occurred during sequence acquisition, but not during sequence performance. Ethanol disrupted CA1 activity while producing rate-decreasing effects in both tasks and error-increasing effects that were more selective for sequence acquisition than sequence performance. Ethanol also produced alterations in the magnitude of modulations and temporal pattern of CA1 activity, although these effects were not selective for sequence acquisition. Similar to ethanol, hippocampal micro-stimulation decreased response rate in both tasks and selectively increased the percentage of errors during sequence acquisition, and provided a more direct demonstration of hippocampal involvement during sequence acquisition. Together, these results strongly support the notion that ethanol disrupts sequence acquisition by disrupting hippocampal activity and that the hippocampus is necessary for the conditioned associations required for sequence acquisition. © 2015 Wiley Periodicals, Inc.

Learning by Subtraction: Hippocampal Activity and Effects of Ethanol during the Acquisition and Performance of Response Sequences

PubMed Central

Ketchum, Myles J.; Weyand, Theodore G.; Weed, Peter F.; Winsauer, Peter J.

2015-01-01

Learning is believed to be reflected in the activity of the hippocampus. However, neural correlates of learning have been difficult to characterize because hippocampal activity is integrated with ongoing behavior. To address this issue, male rats (n=5) implanted with electrodes (n=14) in the CA1 subfield responded during two tasks within a single test session. In one task, subjects acquired a new 3-response sequence (acquisition), whereas in the other task, subjects completed a well-rehearsed 3-response sequence (performance). Both tasks though could be completed using an identical response topography and used the same sensory stimuli and schedule of reinforcement. More important, comparing neural patterns during sequence acquisition to those during sequence performance allows for a subtractive approach whereby activity associated with learning could potentially be dissociated from the activity associated with ongoing behavior. At sites where CA1 activity was closely associated with behavior, the patterns of activity were differentially modulated by key position and the serial position of a response within the schedule of reinforcement. Temporal shifts between peak activity and responding on particular keys also occurred during sequence acquisition, but not during sequence performance. Ethanol disrupted CA1 activity while producing rate-decreasing effects in both tasks and error-increasing effects that were more selective for sequence acquisition than sequence performance. Ethanol also produced alterations in the magnitude of modulations and temporal pattern of CA1 activity, although these effects were not selective for sequence acquisition. Similar to ethanol, hippocampal micro-stimulation decreased response rate in both tasks and selectively increased the percentage of errors during sequence acquisition, and provided a more direct demonstration of hippocampal involvement during sequence acquisition. Together, these results strongly support the notion that ethanol disrupts sequence acquisition by disrupting hippocampal activity and that the hippocampus is necessary for the conditioned associations required for sequence acquisition. PMID:26482846

Preschoolers' Acquisition of Scientific Vocabulary through Repeated Read-Aloud Events, Retellings, and Hands-on Science Activities

ERIC Educational Resources Information Center

Leung, Cynthia B.

2008-01-01

This study explored 3- and 4-year-old children's development of scientific vocabulary from participation in repeated interactive read-aloud events and retellings of three informational picture books about light and color, followed by hands-on science activities. Thirty-two children attending a YWCA preschool were matched by age and general…

How and why do infants imitate? An ideomotor approach to social and imitative learning in infancy (and beyond).

PubMed

Paulus, Markus

2014-10-01

It has been proposed that already in infancy, imitative learning plays a pivotal role in the acquisition of knowledge and abilities. Yet the cognitive mechanisms underlying the acquisition of novel action knowledge through social learning have remained unclear. The present contribution presents an ideomotor approach to imitative learning (IMAIL) in infancy (and beyond) that draws on the ideomotor theory of action control and on recent findings of perception-action matching. According to IMAIL, the central mechanism of imitative and social learning is the acquisition of cascading bidirectional action-effect associations through observation of own and others' actions. First, the observation of the visual effect of own actions leads to the acquisition of first-order action-effect associations, linking motor codes to the action's typical visual effects. Second, observing another person's action leads to motor activation (i.e., motor resonance) due to the first-order associations. This activated motor code then becomes linked to the other salient effects produced by the observed action, leading to the acquisition of (second-order) action-effect associations. These novel action-effect associations enable later imitation of the observed actions. The article reviews recent behavioral and neurophysiological studies with infants and adults that provide empirical support for the model. Furthermore, it is discussed how the model relates to other approaches on social-cognitive development and how developmental changes in imitative abilities can be conceptualized.

Improvements in Anatomy Knowledge When Utilizing a Novel Cyclical "Observe-Reflect-Draw-Edit-Repeat" Learning Process

ERIC Educational Resources Information Center

Backhouse, Mark; Fitzpatrick, Michael; Hutchinson, Joseph; Thandi, Charankumal S.; Keenan, Iain D.

2017-01-01

Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. "Observe-Reflect-Draw-Edit-Repeat" (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on…

Does Repeating a Year Improve Performance? The Case of Teaching English

ERIC Educational Resources Information Center

Morrison, Keith; No, Anna Ieong On

2007-01-01

This paper examines whether having school students repeat a year improves their performance, focusing on learning English as a foreign language. It takes students' English examination results from five years from a Chinese-medium school, together with data on their learning styles and learning strategies. Drawing on local cultural and pedagogic…

The development of inhibitory control in preschool children: effects of "executive skills" training.

PubMed

Dowsett, S M; Livesey, D J

2000-03-01

As one of several processes involved in the executive functioning of the cognitive system, inhibitory control plays a significant role in determining how various mental processes work together in the successful performance of a task. Studies of response inhibition have shown that although 3-year-old children have the cognitive capacity to learn the rules required for response control, indicated by the correct verbal response, developmental constraints prevent them from withholding the correct response (Bell & Livesey, 1985; Livesey & Morgan, 1991). Some argue that these abulic dissociations are relative to children's ability to reflect on the rules required for response control (Zelazo, Reznick, & Pinon, 1995). The current study showed that repeated exposure to tasks facilitating the acquisition of increasingly complex rule structures could improve inhibitory control (as measured by a go/no-go discrimination learning task), even in children aged 3 years. These tasks included a variant of Diamond and Boyer's (1989) modified version of the Wisconsin Card Sort Task and a simplification of the change paradigm (Logan & Burkell, 1986). It is argued that experience with these tasks increased the acquisition of complex rules by placing demands on executive processes. This includes response control and other executive functions, such as representational flexibility, the ability to maintain information in working memory, the selective control of attention, and proficiency at error correction. The role of experiential variables in the development of inhibitory control is discussed in terms of the interaction between neural development and appropriate executive task experience in the early years. Copyright 2000 John Wiley & Sons, Inc.

Region-specific expression of brain-derived neurotrophic factor splice variants in morphine conditioned place preference in mice.

PubMed

Meng, Min; Zhao, Xinhan; Dang, Yonghui; Ma, Jingyuan; Li, Lixu; Gu, Shanzhi

2013-06-26

It is well established that brain-derived neurotrophic factor (BDNF) plays a pivotal role in brain plasticity-related processes, such as learning, memory and drug addiction. However, changes in expression of BDNF splice variants after acquisition, extinction and reinstatement of cue-elicited morphine seeking behavior have not yet been investigated. Real-time PCR was used to assess BDNF splice variants (I, II, IV and VI) in various brain regions during acquisition, extinction and reinstatement of morphine-conditioned place preference (CPP) in mice. Repeated morphine injections (10mg/kg, i.p.) increased expression of BDNF splice variants II, IV and VI in the hippocampus, caudate putamen (CPu) and nucleus accumbens (NAcc). Levels of BDNF splice variants decreased after extinction training and continued to decrease during reinstatement induced by a morphine priming injection (10mg/kg, i.p.). However, after reinstatement induced by exposure to 6 min of forced swimming (FS), expression of BDNF splice variants II, IV and VI was increased in the hippocampus, CPu, NAcc and prefrontal cortex (PFC). After reinstatement induced by 40 min of restraint, expression of BDNF splice variants was increased in PFC. These results show that exposure to either morphine or acute stress can induce reinstatement of drug-seeking, but expression of BDNF splice variants is differentially affected by chronic morphine and acute stress. Furthermore, BDNF splice variants II, IV and VI may play a role in learning and memory for morphine addiction in the hippocampus, CPu and NAcc. Crown Copyright © 2013. Published by Elsevier B.V. All rights reserved.

Action research and millennials: Improving pedagogical approaches to encourage critical thinking.

PubMed

Erlam, Gwen; Smythe, Liz; Wright-St Clair, Valerie

2018-02-01

This article examines the effects of intergenerational diversity on pedagogical practice in nursing education. While generational cohorts are not entirely homogenous, certain generational features do emerge. These features may require alternative approaches in educational design in order to maximize learning for millennial students. Action research is employed with undergraduate millennial nursing students (n=161) who are co-researchers in that they are asked for changes in current simulation environments which will improve their learning in the areas of knowledge acquisition, skill development, critical thinking, and communication. These changes are put into place and a re-evaluation of the effectiveness of simulation progresses through three action cycles. Millennials, due to a tendency for risk aversion, may gravitate towards more supportive learning environments which allow for free access to educators. This tendency is mitigated by the educator modeling expected behaviors, followed by student opportunity to repeat the behavior. Millennials tend to prefer to work in teams, see tangible improvement, and employ strategies to improve inter-professional communication. This research highlights the need for nurse educators working in simulation to engage in critical discourse regarding the adequacy and effectiveness of current pedagogy informing simulation design. Pedagogical approaches which maximize repetition, modeling, immersive feedback, and effective communication tend to be favored by millennial students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Peer feedback as an aid to learning--what do we want? Feedback. When do we want it? Now!

PubMed

Cushing, Annie; Abbott, Stephen; Lothian, Doug; Hall, Angela; Westwood, Olwyn M R

2011-01-01

With 360° appraisals integral to professional life, learning how to give constructive feedback is an essential generic skill. To use a formative objective structured clinical examination (OSCE) for skills acquisition and development in giving feedback, whilst facilitating awareness of the importance of communication skills in clinical practice. Medical and nursing students took part in a formative OSCE. Using actors as simulated patients, a three-station OSCE circuit was repeated three times so that students could rotate through the roles as 'candidate', 'examiner' and 'observer'. As 'candidates', they received immediate feedback on their consultation from the 'examiner'/'observer'. The events were evaluated using a questionnaire and focus groups. Students immensely valued this learning event for considering expectations for a performance (91-100%). Concerns around giving peers feedback were acknowledged, and they were divided on preference for feedback from peers or tutors (48% versus 52%). But training in providing feedback and criteria for assessment were considered helpful, as was instruction by faculty to give corrective feedback to peers. Peer observation and professional accountability for giving constructive feedback enhanced awareness of their skills education and training needs. It also opened the dialogue for identifying opportunities for peer assessment and feedback to support work-based education and skills development.

Classify epithelium-stroma in histopathological images based on deep transferable network.

PubMed

Yu, X; Zheng, H; Liu, C; Huang, Y; Ding, X

2018-04-20

Recently, the deep learning methods have received more attention in histopathological image analysis. However, the traditional deep learning methods assume that training data and test data have the same distributions, which causes certain limitations in real-world histopathological applications. However, it is costly to recollect a large amount of labeled histology data to train a new neural network for each specified image acquisition procedure even for similar tasks. In this paper, an unsupervised domain adaptation is introduced into a typical deep convolutional neural network (CNN) model to mitigate the repeating of the labels. The unsupervised domain adaptation is implemented by adding two regularisation terms, namely the feature-based adaptation and entropy minimisation, to the object function of a widely used CNN model called the AlexNet. Three independent public epithelium-stroma datasets were used to verify the proposed method. The experimental results have demonstrated that in the epithelium-stroma classification, the proposed method can achieve better performance than the commonly used deep learning methods and some existing deep domain adaptation methods. Therefore, the proposed method can be considered as a better option for the real-world applications of histopathological image analysis because there is no requirement for recollection of large-scale labeled data for every specified domain. © 2018 The Authors Journal of Microscopy © 2018 Royal Microscopical Society.

The Effect of Visual Variability on the Learning of Academic Concepts.

PubMed

Bourgoyne, Ashley; Alt, Mary

2017-06-10

The purpose of this study was to identify effects of variability of visual input on development of conceptual representations of academic concepts for college-age students with normal language (NL) and those with language-learning disabilities (LLD). Students with NL (n = 11) and LLD (n = 11) participated in a computer-based training for introductory biology course concepts. Participants were trained on half the concepts under a low-variability condition and half under a high-variability condition. Participants completed a posttest in which they were asked to identify and rate the accuracy of novel and trained visual representations of the concepts. We performed separate repeated measures analyses of variance to examine the accuracy of identification and ratings. Participants were equally accurate on trained and novel items in the high-variability condition, but were less accurate on novel items only in the low-variability condition. The LLD group showed the same pattern as the NL group; they were just less accurate. Results indicated that high-variability visual input may facilitate the acquisition of academic concepts in college students with NL and LLD. High-variability visual input may be especially beneficial for generalization to novel representations of concepts. Implicit learning methods may be harnessed by college courses to provide students with basic conceptual knowledge when they are entering courses or beginning new units.

Semantic facilitation in bilingual first language acquisition.

PubMed

Bilson, Samuel; Yoshida, Hanako; Tran, Crystal D; Woods, Elizabeth A; Hills, Thomas T

2015-07-01

Bilingual first language learners face unique challenges that may influence the rate and order of early word learning relative to monolinguals. A comparison of the productive vocabularies of 435 children between the ages of 6 months and 7 years-181 of which were bilingual English learners-found that monolinguals learned both English words and all-language concepts faster than bilinguals. However, bilinguals showed an enhancement of an effect previously found in monolinguals-the preference for learning words with more associative cues. Though both monolinguals and bilinguals were best fit by a similar model of word learning, semantic network structure and growth indicated that the two groups were learning English words in a different order. Further, in comparison with a model of two-monolinguals-in-one-mind, bilinguals overproduced translational equivalents. Our results support an emergent account of bilingual first language acquisition, where learning a word in one language facilitates its acquisition in a second language. Copyright © 2015 Elsevier B.V. All rights reserved.

From see one do one, to see a good one do a better one: learning physical examination skills through peer observation.

PubMed

St-Onge, Christina; Martineau, Bernard; Harvey, Anne; Bergeron, Linda; Mamede, Silvia; Rikers, Remy

2013-01-01

Learning and mastering the skills required to execute physical exams is of great importance and should be fostered early during medical training. Observing peers has been shown to positively influence the acquisition of psychomotor skills. The current study investigated the influence of peer observation on the acquisition of psychomotor skills required to execute a physical examination. Second-year medical students (N=194) learned the neurological physical examination for low back pain in groups of three. Each student learned and performed the physical examination while the other students observed. Analyses compared the impact of the quantity and the quality of observed performances on students' learning of the physical examination skills. Students benefited from observing peers while they executed their examination. Moreover, observing a high-performing peer increased the acquisition of physical examination skills. Results suggest that group learning activities that allow students to observe their peers during physical examination should be favored.

On TESOL '75: New Directions in Second Language Learning, Teaching and Bilingual Education. Selected Papers from the Annual TESOL Convention (9th, Los Angeles, CA, March 4-9, 1975)

ERIC Educational Resources Information Center

Burt, Marina K., Ed.; Dulay, Heidi C., Ed.

This volume consists of 35 papers divided into the following 12 sections: (1) organizational policy: a dialogue between TESOL and bilingual education--two papers on compatibility and cooperation; (2) second language acquisition--six papers dealing with language learning and teaching, effect of background on learning, order of acquisition,…

LATIST: A Performance Support Tool for Integrating Technologies into Defense Acquisition University Learning Assets

DTIC Science & Technology

2011-07-01

TECHNOLOGIES INTO DEFENSE ACqUISITION UNIVERSITY LEARNING ASSETS Nada Dabbagh, Kevin Clark, Susan Dass , Salim Al Waaili, Sally Byrd, Susan...demographic data, four Likert- scale questions that targeted respondents’ familiarity with ALT, and one Likert- scale question addressing the...use of technology in learning with under- served populations. (E-mail address: kclark6@gmu.edu) Ms. Susan Dass has over 20 years’ experi- ence in

Frontal and Parietal Contributions to Probabilistic Association Learning

PubMed Central

Rushby, Jacqueline A.; Vercammen, Ans; Loo, Colleen; Short, Brooke

2011-01-01

Neuroimaging studies have shown both dorsolateral prefrontal (DLPFC) and inferior parietal cortex (iPARC) activation during probabilistic association learning. Whether these cortical brain regions are necessary for probabilistic association learning is presently unknown. Participants' ability to acquire probabilistic associations was assessed during disruptive 1 Hz repetitive transcranial magnetic stimulation (rTMS) of the left DLPFC, left iPARC, and sham using a crossover single-blind design. On subsequent sessions, performance improved relative to baseline except during DLPFC rTMS that disrupted the early acquisition beneficial effect of prior exposure. A second experiment examining rTMS effects on task-naive participants showed that neither DLPFC rTMS nor sham influenced naive acquisition of probabilistic associations. A third experiment examining consecutive administration of the probabilistic association learning test revealed early trial interference from previous exposure to different probability schedules. These experiments, showing disrupted acquisition of probabilistic associations by rTMS only during subsequent sessions with an intervening night's sleep, suggest that the DLPFC may facilitate early access to learned strategies or prior task-related memories via consolidation. Although neuroimaging studies implicate DLPFC and iPARC in probabilistic association learning, the present findings suggest that early acquisition of the probabilistic cue-outcome associations in task-naive participants is not dependent on either region. PMID:21216842

Implicit contextual learning in prodromal and early stage Huntington's disease patients.

PubMed

van Asselen, Marieke; Almeida, Inês; Júlio, Filipa; Januário, Cristina; Campos, Elzbieta Bobrowicz; Simões, Mário; Castelo-Branco, Miguel

2012-07-01

Huntington's disease (HD) is a genetic neurodegenerative disorder affecting the basal ganglia. These subcortical structures are particularly important for motor functions, response selection and implicit learning. In the current study, we have assessed prodromal and symptomatic HD participants with an implicit contextual learning task that is not based on motor learning, but on a purely visual implicit learning mechanism. We used an implicit contextual learning task in which subjects need to locate a target among several distractors. In half of the trials, the positions of the distractors and target stimuli were repeated. By memorizing this contextual information, attention can be guided faster to the target stimulus. Nine symptomatic HD participants, 16 prodromal HD participants and 22 control subjects were included. We found that the responses of the control subjects were faster for the repeated trials than for the new trials, indicating that their visual search was facilitated when repeated contextual information was present. In contrast, no difference in response times between the repeated and new trials was found for the symptomatic and prodromal HD participants. The results of the current study indicate that both prodromal and symptomatic HD participants are impaired on an implicit contextual learning task.

Computer-based teaching module design: principles derived from learning theories.

PubMed

Lau, K H Vincent

2014-03-01

The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to take advantage of this unique teaching format as it gains increasing importance in medical education. © 2014 John Wiley & Sons Ltd.

The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary.

PubMed

Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J

2015-01-01

This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition.

The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary

PubMed Central

Bisson, Marie-Josée; van Heuven, Walter J. B.; Conklin, Kathy; Tunney, Richard J.

2015-01-01

This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition. PMID:25383918

Learning L2 Collocations Incidentally from Reading

ERIC Educational Resources Information Center

Pellicer-Sánchez, Ana

2017-01-01

Previous studies have shown that intentional learning through explicit instruction is effective for the acquisition of collocations in a second language (L2) (e.g. Peters, 2014, 2015), but relatively little is known about the effectiveness of incidental approaches for the acquisition of L2 collocations. The present study examined the incidental…

Linking Infants' Distributional Learning Abilities to Natural Language Acquisition

ERIC Educational Resources Information Center

van Heugten, Marieke; Johnson, Elizabeth K.

2010-01-01

This study examines the link between distributional patterns in the input and infants' acquisition of non-adjacent dependencies. In two Headturn Preference experiments, Dutch-learning 24-month-olds (but not 17-month-olds) were found to track the remote dependency between the definite article "het" and the diminutive suffix…

Explaining the Significance of Participationist Approaches for Understanding Students' Knowledge Acquisition

ERIC Educational Resources Information Center

Dohn, Nina Bonderup

2016-01-01

This article aims to appraise insights from participationist approaches to learning for understanding students' knowledge acquisition. The first part explicates the concepts of positioning, recognition, and identity through presenting a common ground for participationists and discussing different views on (a) the relationship between learning the…

The Impact of Simulation-Based Learning Experience on Critical Thinking Acquisition

ERIC Educational Resources Information Center

Rome, Candice

2012-01-01

The purpose of this comparative experimental project was to compare the impact of simulation-based learning experiences to traditional clinical rotations on critical thinking acquisition of associate nursing students within a maternal-child course. Innovative pedagogies have been integrated in nursing programs to augment inadequate clinical…

Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition

ERIC Educational Resources Information Center

Davie, Emily; Martin, Malissa; Cuppett, Micki; Lebsack, Denise

2015-01-01

Context: Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile…

Facilitation and Practice in Verb Acquisition

ERIC Educational Resources Information Center

Keren-Portnoy, Tamar

2006-01-01

This paper presents a model of syntax acquisition, whose main points are as follows: Syntax is acquired in an item-based manner; early learning facilitates subsequent learning--as evidenced by the accelerating rate of new verbs entering a given structure; and mastery of syntactic knowledge is typically achieved through practice--as evidenced by…

Cued Reacquisition Trials during Extinction Weaken Contextual Renewal in Human Predictive Learning

ERIC Educational Resources Information Center

Effting, Marieke; Vervliet, Bram; Beckers, Tom; Kindt, Merel

2013-01-01

Extinction is generally more context specific than acquisition, as illustrated by the renewal effect. While most strategies to counteract renewal focus on decreasing the context specificity of extinction, the present work aimed at increasing the context specificity of acquisition learning. Two experiments examined whether presenting cued…

"Language Learning" Roundtable: Memory and Second Language Acquisition 2012, Hong Kong

ERIC Educational Resources Information Center

Wen, Zhisheng; McNeill, Arthur; Mota, Mailce Borges

2014-01-01

Organized under the auspices of the "Language Learning" Roundtable Conference Grant (2012), this seminar aimed to provide an interactive forum for a group of second language acquisition (SLA) researchers with particular interests in cognitive linguistics and psycholinguistics to discuss key theoretical and methodological issues in the…

The Perceived Effects of Flipped Teaching on Knowledge Acquisition

ERIC Educational Resources Information Center

Newman, Galen; Kim, Jun-Hyun; Lee, Ryun Jung; Brown, Brandy A.; Huston, Sharon

2016-01-01

Increased demands for technological integration in higher education have resulted in new forms of course instruction. Under a flipped approach, students learn course materials outside the classroom while active learning methods are employed inside. This study focuses on the perceived effects of flipped instruction on knowledge acquisition in…

The Advantages and Disadvantages of Computer Technology in Second Language Acquisition

ERIC Educational Resources Information Center

Lai, Cheng-Chieh; Kritsonis, William Allan

2006-01-01

The purpose of this article is to discuss the advantages and disadvantages of computer technology and Computer Assisted Language Learning (CALL) programs for current second language learning. According to the National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs' report (2002), more than nine million…

A Study of Multimedia Application-Based Vocabulary Acquisition

ERIC Educational Resources Information Center

Shao, Jing

2012-01-01

The development of computer-assisted language learning (CALL) has created the opportunity for exploring the effects of the multimedia application on foreign language vocabulary acquisition in recent years. This study provides an overview the computer-assisted language learning (CALL) and detailed a developing result of CALL--multimedia. With the…

Acquisition of neural learning in cerebellum and cerebral cortex for smooth pursuit eye movements

PubMed Central

Li, Jennifer X.; Medina, Javier F.; Frank, Loren M.; Lisberger, Stephen G.

2011-01-01

We have evaluated the emergence of neural learning in the frontal eye fields (FEFSEM) and the floccular complex of the cerebellum while monkeys learned a precisely-timed change in the direction of pursuit eye movement. For each neuron, we measured the time course of changes in neural response across a learning session that comprised at least 100 repetitions of an instructive change in target direction. In both areas, the average population learning curves tracked the behavioral changes with high fidelity, consistent with possible roles in driving learning. However, the learning curves of individual neurons sometimes bore little relation to the smooth, monotonic progression of behavioral learning. In the FEFSEM, neural learning was episodic. For individual neurons, learning appeared at different times during the learning session and sometimes disappeared by the end of the session. Different FEFSEM neurons expressed maximal learning at different times relative to the acquisition of behavioral learning. In the floccular complex, many Purkinje cells acquired learned simple-spike responses according to the same time course as behavioral learning and retained their learned responses throughout the learning session. A minority of Purkinje cells acquired learned responses late in the learning session, after behavioral learning had reached an asymptote. We conclude that learning in single neurons can follow a very different time course from behavioral learning. Both the FEFSEM and the floccular complex contain representations of multiple temporal components of learning, with different neurons contributing to learning at different times during the acquisition of a learned movement. PMID:21900551

The Impact of Topic Interest, L2 Proficiency, and Gender on EFL Incidental Vocabulary Acquisition through Reading

ERIC Educational Resources Information Center

Lee, Sunjung; Pulido, Diana

2017-01-01

This study investigated the impact of topic interest, alongside L2 proficiency and gender, on L2 vocabulary acquisition through reading. A repeated-measures design was used with 135 Korean EFL students. Control variables included topic familiarity, prior target-word knowledge, and target-word difficulty (word length, class, and concreteness).…

The Effects of Repetition and L1 Lexicalization on Incidental Vocabulary Acquisition by Iranian EFL Learners

ERIC Educational Resources Information Center

Heidari-Shahreza, Mohammad Ali; Tavakoli, Mansoor

2016-01-01

Based on a prior study by Chen and Truscott, the present study investigated the possible effects of repetition (repeated exposure) and L1 lexicalization on the incidental acquisition and retention of 10 English target words by 90 Persian-speaking EFL learners at an Iranian university. Seven aspects of vocabulary knowledge were measured, including…

Effects of Sodium Butyrate on Methamphetamine-Sensitized Locomotor Activity

PubMed Central

Harkness, John H.; Hitzemann, Robert J.; Edmunds, Stephanie; Phillips, Tamara J.

2012-01-01

Neuroadaptations associated with behavioral sensitization induced by repeated exposure to methamphetamine (MA) appear to be involved in compulsive drug pursuit and use. Increased histone acetylation, an epigenetic effect resulting in altered gene expression, may promote sensitized responses to psychostimulants. The role of histone acetylation in the expression and acquisition of MA-induced locomotor sensitization was examined by measuring the effect of histone deacetylase inhibition by sodium butyrate (NaB). For the effect on expression, vehicle or NaB (630 mg/kg, intraperitoneally) was administered 30 min prior to MA challenge in mice treated repeatedly with MA (10 days of 2 mg/kg MA) or saline (10 days), and then locomotor response to MA challenge was measured. NaB treatment increased the locomotor response to MA in both acutely MA treated and sensitized animals. For acquisition, NaB was administered 30 min prior to each MA exposure (10 days of 1 or 2 mg/kg), but not prior to the MA challenge test. Treatment with NaB during the sensitization acquisition period significantly increased locomotor activation by MA in sensitized mice only. NaB alone did not significantly alter locomotor activity. Acute NaB or MA, but not the combination, appeared to increase striatal acetylation at histone H4. Repeated treatment with MA, but not NaB or MA plus NaB, increased striatal acetylation at histone H3. Although increased histone acetylation may alter the expression of genes involved in acute locomotor response to MA and in the acquisition of MA-induced sensitization, results for acetylation at H3 and H4 showed little correspondence with behavior. PMID:23137698

Learning tactile skills through curious exploration

PubMed Central

Pape, Leo; Oddo, Calogero M.; Controzzi, Marco; Cipriani, Christian; Förster, Alexander; Carrozza, Maria C.; Schmidhuber, Jürgen

2012-01-01

We present curiosity-driven, autonomous acquisition of tactile exploratory skills on a biomimetic robot finger equipped with an array of microelectromechanical touch sensors. Instead of building tailored algorithms for solving a specific tactile task, we employ a more general curiosity-driven reinforcement learning approach that autonomously learns a set of motor skills in absence of an explicit teacher signal. In this approach, the acquisition of skills is driven by the information content of the sensory input signals relative to a learner that aims at representing sensory inputs using fewer and fewer computational resources. We show that, from initially random exploration of its environment, the robotic system autonomously develops a small set of basic motor skills that lead to different kinds of tactile input. Next, the system learns how to exploit the learned motor skills to solve supervised texture classification tasks. Our approach demonstrates the feasibility of autonomous acquisition of tactile skills on physical robotic platforms through curiosity-driven reinforcement learning, overcomes typical difficulties of engineered solutions for active tactile exploration and underactuated control, and provides a basis for studying developmental learning through intrinsic motivation in robots. PMID:22837748

Facilitated extinction of morphine conditioned place preference with Tat-GluA2(3Y) interference peptide.

PubMed

Dias, C; Wang, Y T; Phillips, A G

2012-08-01

Neuroplasticity including long-term depression (LTD) has been implicated in both learning processes and addiction. LTD can be blocked by intravenous administration of the interference peptide Tat-GluA2(3Y) that prevents regulated endocytosis of the alpha-amino-3-hydroxy-5-methyl-isoxazole-4-propionic acid (AMPA) receptor. In this study, Tat-GluA2(3Y) was used to assess the role of LTD in the induction, expression, extinction and reinstatement of morphine-induced conditioned place preference (CPP). CPP was established in rats by pairing morphine (5 mg/kg, i.p.) or saline with a specific environmental context using a balanced protocol. Tat-GluA2(3Y) (0; 1.5; 2.25 nmol/g; i.v.), scrambled peptide (Tat-GluA2(Sc)), or vehicle was administered during the acquisition phase or prior to the test for CPP. Tat-GluA2(3Y) had no effect on the induction or initial expression of morphine-induced CPP. Rats that received Tat-GluA2(3Y) or Tat-GluA2(Sc) during acquisition were subsequently tested for 11 consecutive days in order to extinguish morphine CPP. CPP was then reinstated by an injection of morphine (5 mg/kg, i.p.). Co-administration of morphine and Tat-GluA2(3Y) during acquisition greatly facilitated extinction of CPP without affecting morphine-induced reinstatement of CPP. Using an intermittent retest schedule with bi-weekly tests to measure the maintenance of CPP, Tat-GluA2(3Y) during the acquisition phase had no effect on the maintenance of CPP. We propose that co-administration of Tat-GluA2(3Y) with morphine during acquisition of CPP weakens the association between morphine and contextual cues leading to rapid extinction of morphine CPP with repeated daily testing. Copyright © 2012 Elsevier B.V. All rights reserved.

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

PubMed Central

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

2016-01-01

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

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

PubMed

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

2016-01-01

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

Learning to speciate: The biased learning of mate preferences promotes adaptive radiation

PubMed Central

Gilman, R. Tucker; Kozak, Genevieve M.

2015-01-01

Bursts of rapid repeated speciation called adaptive radiations have generated much of Earth's biodiversity and fascinated biologists since Darwin, but we still do not know why some lineages radiate and others do not. Understanding what causes assortative mating to evolve rapidly and repeatedly in the same lineage is key to understanding adaptive radiation. Many species that have undergone adaptive radiations exhibit mate preference learning, where individuals acquire mate preferences by observing the phenotypes of other members of their populations. Mate preference learning can be biased if individuals also learn phenotypes to avoid in mates, and shift their preferences away from these avoided phenotypes. We used individual‐based computational simulations to study whether biased and unbiased mate preference learning promotes ecological speciation and adaptive radiation. We found that ecological speciation can be rapid and repeated when mate preferences are biased, but is inhibited when mate preferences are learned without bias. Our results suggest that biased mate preference learning may play an important role in generating animal biodiversity through adaptive radiation. PMID:26459795

Pointers, Lessons Learned, and Rules of Thumb for Successful Vibro-Acoustic Data Acquisition

NASA Technical Reports Server (NTRS)

Rossoni, Peter

1998-01-01

This presentation contains helpful pointers for successful vibroacoustic data acquisition in the following three areas: Instrumentation, Vibration Control and Pyro-shock data acquisition and analysis. A helpful bibliography is provided.

Statistical Relational Learning (SRL) as an Enabling Technology for Data Acquisition and Data Fusion in Video

DTIC Science & Technology

2013-05-02

REPORT Statistical Relational Learning ( SRL ) as an Enabling Technology for Data Acquisition and Data Fusion in Video 14. ABSTRACT 16. SECURITY...particular, it is important to reason about which portions of video require expensive analysis and storage. This project aims to make these...inferences using new and existing tools from Statistical Relational Learning ( SRL ). SRL is a recently emerging technology that enables the effective 1

Motor control of handwriting in the developing brain: A review.

PubMed

Palmis, Sarah; Danna, Jeremy; Velay, Jean-Luc; Longcamp, Marieke

This review focuses on the acquisition of writing motor aspects in adults, and in 5-to 12-year-old children without learning disabilities. We first describe the behavioural aspects of adult writing and dominant models based on the notion of motor programs. We show that handwriting acquisition is characterized by the transition from reactive movements programmed stroke-by-stroke in younger children, to an automatic control of the whole trajectory when the motor programs are memorized at about 10 years old. Then, we describe the neural correlates of adult writing, and the changes that could occur with learning during childhood. The acquisition of a new skill is characterized by the involvement of a network more restricted in space and where neural specificity is increased in key regions. The cerebellum and the left dorsal premotor cortex are of fundamental importance in motor learning, and could be at the core of the acquisition of handwriting.

An image is worth a thousand words: why nouns tend to dominate verbs in early word learning.

PubMed

McDonough, Colleen; Song, Lulu; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Lannon, Robert

2011-03-01

Nouns are generally easier to learn than verbs (e.g., Bornstein, 2005; Bornstein et al., 2004; Gentner, 1982; Maguire, Hirsh-Pasek, & Golinkoff, 2006). Yet, verbs appear in children's earliest vocabularies, creating a seeming paradox. This paper examines one hypothesis about the difference between noun and verb acquisition. Perhaps the advantage nouns have is not a function of grammatical form class but rather related to a word's imageability. Here, word imageability ratings and form class (nouns and verbs) were correlated with age of acquisition according to the MacArthur-Bates Communicative Development Inventory (CDI) (Fenson et al., 1994). CDI age of acquisition was negatively correlated with words' imageability ratings. Further, a word's imageability contributes to the variance of the word's age of acquisition above and beyond form class, suggesting that at the beginning of word learning, imageability might be a driving factor.

Temporal transferability of LiDAR-based imputation of forest structure attributes

Treesearch

Patrick A. Fekety; Michael J. Falkowski; Andrew T. Hudak

2015-01-01

Forest inventory and planning decisions are frequently informed by LiDAR data. Repeated LiDAR acquisitions offer an opportunity to update forest inventories and potentially improve forest inventory estimates through time. We leveraged repeated LiDAR and ground measures for a study area in northern Idaho, U.S.A., to predict (via imputation) - across both space and time-...

A Review of Effect of Different Tasks on Incidental Vocabulary Acquisition

ERIC Educational Resources Information Center

Liu, Chen L.

2015-01-01

Studies of incidental vocabulary acquisition in second language learning have got more and more attention both at home and abroad. By first introducing the definition and theoretical foundations of incidental vocabulary acquisition, this paper reviews empirical studies of effect of different tasks on incidental vocabulary acquisition and points…

Extending experiences of voluntary action by association

PubMed Central

Khalighinejad, Nima; Haggard, Patrick

2016-01-01

“Sense of agency” refers to the experience that links one’s voluntary actions to their external outcomes. It remains unclear whether this ubiquitous experience is hardwired, arising from specific signals within the brain’s motor systems, or rather depends on associative learning, through repeated cooccurrence of voluntary movements and their outcomes. To distinguish these two models, we asked participants to trigger a tone by a voluntary keypress action. The voluntary action was always associated with an involuntary movement of the other hand. We then tested whether the combination of the involuntary movement and tone alone might now suffice to produce a sense of agency, even when the voluntary action was omitted. Sense of agency was measured using an implicit marker based on time perception, namely a shift in the perceived time of the outcome toward the action that caused it. Across two experiments, repeatedly pairing an involuntary movement with a voluntary action induced key temporal features of agency, with the outcome now perceived as shifted toward the involuntary movement. This shift required involuntary movements to have been previously associated with voluntary actions. We show that some key aspects of agency may be transferred from voluntary actions to involuntary movements. An internal volitional signal is required for the primary acquisition of agency but, with repeated association, the involuntary movement in itself comes to produce some key temporal features of agency over the subsequent outcome. This finding may explain how humans can develop an enduring sense of agency in nonnatural cases, like brain–machine interfaces. PMID:27436902

Machine learning-based dual-energy CT parametric mapping

NASA Astrophysics Data System (ADS)

Su, Kuan-Hao; Kuo, Jung-Wen; Jordan, David W.; Van Hedent, Steven; Klahr, Paul; Wei, Zhouping; Helo, Rose Al; Liang, Fan; Qian, Pengjiang; Pereira, Gisele C.; Rassouli, Negin; Gilkeson, Robert C.; Traughber, Bryan J.; Cheng, Chee-Wai; Muzic, Raymond F., Jr.

2018-06-01

The aim is to develop and evaluate machine learning methods for generating quantitative parametric maps of effective atomic number (Zeff), relative electron density (ρ e), mean excitation energy (I x ), and relative stopping power (RSP) from clinical dual-energy CT data. The maps could be used for material identification and radiation dose calculation. Machine learning methods of historical centroid (HC), random forest (RF), and artificial neural networks (ANN) were used to learn the relationship between dual-energy CT input data and ideal output parametric maps calculated for phantoms from the known compositions of 13 tissue substitutes. After training and model selection steps, the machine learning predictors were used to generate parametric maps from independent phantom and patient input data. Precision and accuracy were evaluated using the ideal maps. This process was repeated for a range of exposure doses, and performance was compared to that of the clinically-used dual-energy, physics-based method which served as the reference. The machine learning methods generated more accurate and precise parametric maps than those obtained using the reference method. Their performance advantage was particularly evident when using data from the lowest exposure, one-fifth of a typical clinical abdomen CT acquisition. The RF method achieved the greatest accuracy. In comparison, the ANN method was only 1% less accurate but had much better computational efficiency than RF, being able to produce parametric maps in 15 s. Machine learning methods outperformed the reference method in terms of accuracy and noise tolerance when generating parametric maps, encouraging further exploration of the techniques. Among the methods we evaluated, ANN is the most suitable for clinical use due to its combination of accuracy, excellent low-noise performance, and computational efficiency.

Machine learning-based dual-energy CT parametric mapping.

PubMed

Su, Kuan-Hao; Kuo, Jung-Wen; Jordan, David W; Van Hedent, Steven; Klahr, Paul; Wei, Zhouping; Al Helo, Rose; Liang, Fan; Qian, Pengjiang; Pereira, Gisele C; Rassouli, Negin; Gilkeson, Robert C; Traughber, Bryan J; Cheng, Chee-Wai; Muzic, Raymond F

2018-06-08

The aim is to develop and evaluate machine learning methods for generating quantitative parametric maps of effective atomic number (Z eff ), relative electron density (ρ e ), mean excitation energy (I x ), and relative stopping power (RSP) from clinical dual-energy CT data. The maps could be used for material identification and radiation dose calculation. Machine learning methods of historical centroid (HC), random forest (RF), and artificial neural networks (ANN) were used to learn the relationship between dual-energy CT input data and ideal output parametric maps calculated for phantoms from the known compositions of 13 tissue substitutes. After training and model selection steps, the machine learning predictors were used to generate parametric maps from independent phantom and patient input data. Precision and accuracy were evaluated using the ideal maps. This process was repeated for a range of exposure doses, and performance was compared to that of the clinically-used dual-energy, physics-based method which served as the reference. The machine learning methods generated more accurate and precise parametric maps than those obtained using the reference method. Their performance advantage was particularly evident when using data from the lowest exposure, one-fifth of a typical clinical abdomen CT acquisition. The RF method achieved the greatest accuracy. In comparison, the ANN method was only 1% less accurate but had much better computational efficiency than RF, being able to produce parametric maps in 15 s. Machine learning methods outperformed the reference method in terms of accuracy and noise tolerance when generating parametric maps, encouraging further exploration of the techniques. Among the methods we evaluated, ANN is the most suitable for clinical use due to its combination of accuracy, excellent low-noise performance, and computational efficiency.

Prototype learning and dissociable categorization systems in Alzheimer's disease.

PubMed

Heindel, William C; Festa, Elena K; Ott, Brian R; Landy, Kelly M; Salmon, David P

2013-08-01

Recent neuroimaging studies suggest that prototype learning may be mediated by at least two dissociable memory systems depending on the mode of acquisition, with A/Not-A prototype learning dependent upon a perceptual representation system located within posterior visual cortex and A/B prototype learning dependent upon a declarative memory system associated with medial temporal and frontal regions. The degree to which patients with Alzheimer's disease (AD) can acquire new categorical information may therefore critically depend upon the mode of acquisition. The present study examined A/Not-A and A/B prototype learning in AD patients using procedures that allowed direct comparison of learning across tasks. Despite impaired explicit recall of category features in all tasks, patients showed differential patterns of category acquisition across tasks. First, AD patients demonstrated impaired prototype induction along with intact exemplar classification under incidental A/Not-A conditions, suggesting that the loss of functional connectivity within visual cortical areas disrupted the integration processes supporting prototype induction within the perceptual representation system. Second, AD patients demonstrated intact prototype induction but impaired exemplar classification during A/B learning under observational conditions, suggesting that this form of prototype learning is dependent on a declarative memory system that is disrupted in AD. Third, the surprisingly intact classification of both prototypes and exemplars during A/B learning under trial-and-error feedback conditions suggests that AD patients shifted control from their deficient declarative memory system to a feedback-dependent procedural memory system when training conditions allowed. Taken together, these findings serve to not only increase our understanding of category learning in AD, but to also provide new insights into the ways in which different memory systems interact to support the acquisition of categorical knowledge. Copyright © 2013 Elsevier Ltd. All rights reserved.

Prototype Learning and Dissociable Categorization Systems in Alzheimer’s Disease

PubMed Central

Heindel, William C.; Festa, Elena K.; Ott, Brian R.; Landy, Kelly M.; Salmon, David P.

2015-01-01

Recent neuroimaging studies suggest that prototype learning may be mediated by at least two dissociable memory systems depending on the mode of acquisition, with A/Not-A prototype learning dependent upon a perceptual representation system located within posterior visual cortex and A/B prototype learning dependent upon a declarative memory system associated with medial temporal and frontal regions. The degree to which patients with Alzheimer’s disease (AD) can acquire new categorical information may therefore critically depend upon the mode of acquisition. The present study examined A/Not-A and A/B prototype learning in AD patients using procedures that allowed direct comparison of learning across tasks. Despite impaired explicit recall of category features in all tasks, patients showed differential patterns of category acquisition across tasks. First, AD patients demonstrated impaired prototype induction along with intact exemplar classification under incidental A/Not-A conditions, suggesting that the loss of functional connectivity within visual cortical areas disrupted the integration processes supporting prototype induction within the perceptual representation system. Second, AD patients demonstrated intact prototype induction but impaired exemplar classification during A/B learning under observational conditions, suggesting that this form of prototype learning is dependent on a declarative memory system that is disrupted in AD. Third, the surprisingly intact classification of both prototypes and exemplars during A/B learning under trial-and-error feedback conditions suggests that AD patients shifted control from their deficient declarative memory system to a feedback-dependent procedural memory system when training conditions allowed. Taken together, these findings serve to not only increase our understanding of category learning in AD, but to also provide new insights into the ways in which different memory systems interact to support the acquisition of categorical knowledge. PMID:23751172

Augmentation of Quick-EXAFS measurement facility at the energy scanning EXAFS beamline at INDUS-2 SRS

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

Poswal, A. K., E-mail: poswalashwini@gmail.com; Agrawal, Ankur; Bhattachryya, D.

2015-06-24

In this paper implementation of Quick-EXAFS data acquisition facility at the Energy Scanning EXAFS beamline(BL-09) at INDUS-2 synchrotron source, Indore is presented. By adopting a continuous-scan mode in the Double Crystal monochromator (DCM), a high signal-to-noise ratio is maintained and the acquisition time is reduced to few seconds. The quality of spectra and repeatability is checked by measuring standards. The present mode of data acquisition would enable EXAFS measurement for in-situ studies even in fluorescence mode.

Motor contingency learning and infants with Spina Bifida.

PubMed

Taylor, Heather B; Barnes, Marcia A; Landry, Susan H; Swank, Paul; Fletcher, Jack M; Huang, Furong

2013-02-01

Infants with Spina Bifida (SB) were compared to typically developing infants (TD) using a conjugate reinforcement paradigm at 6 months-of-age (n = 98) to evaluate learning, and retention of a sensory-motor contingency. Analyses evaluated infant arm-waving rates at baseline (wrist not tethered to mobile), during acquisition of the sensory-motor contingency (wrist tethered), and immediately after the acquisition phase and then after a delay (wrist not tethered), controlling for arm reaching ability, gestational age, and socioeconomic status. Although both groups responded to the contingency with increased arm-waving from baseline to acquisition, 15% to 29% fewer infants with SB than TD were found to learn the contingency depending on the criterion used to determine contingency learning. In addition, infants with SB who had learned the contingency had more difficulty retaining the contingency over time when sensory feedback was absent. The findings suggest that infants with SB do not learn motor contingencies as easily or at the same rate as TD infants, and are more likely to decrease motor responses when sensory feedback is absent. Results are discussed with reference to research on contingency learning in infants with and without neurodevelopmental disorders, and with reference to motor learning in school-age children with SB.

Acquisition des competences discursives dans un contexte plurilingue (Acquisition of Discourse Competencies in a Multilingual Context).

ERIC Educational Resources Information Center

Berthoud, Anne-Claude, Ed.

1996-01-01

This collection of articles on second language learning in a multilingual environment includes: "Franzosisch-Deutsch: Zweisprachiges Lernen au der Sekundarstufe 1" (French-German: Learning Two Languages at Secondary School, Level 1) (Otto Stern, Brigit Eriksson, Christine Le Pape, Hans Reutener, Cecilia Serra Oesch); "Das Projekt…

Reference Frames during the Acquisition and Development of Spatial Memories

ERIC Educational Resources Information Center

Kelly, Jonathan W.; McNamara, Timothy P.

2010-01-01

Four experiments investigated the role of reference frames during the acquisition and development of spatial knowledge, when learning occurs incrementally across views. In two experiments, participants learned overlapping spatial layouts. Layout 1 was first studied in isolation, and Layout 2 was later studied in the presence of Layout 1. The…

Individual Differences in Statistical Learning Predict Children's Comprehension of Syntax

ERIC Educational Resources Information Center

Kidd, Evan; Arciuli, Joanne

2016-01-01

Variability in children's language acquisition is likely due to a number of cognitive and social variables. The current study investigated whether individual differences in statistical learning (SL), which has been implicated in language acquisition, independently predicted 6- to 8-year-old's comprehension of syntax. Sixty-eight (N = 68)…

Contexts and Pragmatics Learning: Problems and Opportunities of the Study Abroad Research

ERIC Educational Resources Information Center

Taguchi, Naoko

2018-01-01

Despite different epistemologies and assumptions, all theories in second language (L2) acquisition emphasize the centrality of context in understanding L2 acquisition. Under the assumption that language emerges from use in context, the cognitivist approach focuses on distributions and properties of input to infer both learning objects and process…

EMOTIONS AND IMAGES IN LANGUAGE--A LEARNING ANALYSIS OF THEIR ACQUISITION AND FUNCTION.

ERIC Educational Resources Information Center

STAATS, ARTHUR W.

THIS ARTICLE PRESENTED THEORETICAL AND EXPERIMENTAL ANALYSES CONCERNING IMPORTANT ASPECTS OF LANGUAGE. IT WAS SUGGESTED THAT A LEARNING THEORY WHICH INEGRATES INSTRUMENTAL AND CLASSICAL CONDITIONING, CUTTING ACROSS THEORETICAL LINES, COULD SERVE AS THE BASIS FOR A COMPREHENSIVE THEORY OF LANGUAGE ACQUISITION AND FUNCTION. THE PAPER ILLUSTRATED THE…

A System for English Vocabulary Acquisition Based on Code-Switching

ERIC Educational Resources Information Center

Mazur, Michal; Karolczak, Krzysztof; Rzepka, Rafal; Araki, Kenji

2016-01-01

Vocabulary plays an important part in second language learning and there are many existing techniques to facilitate word acquisition. One of these methods is code-switching, or mixing the vocabulary of two languages in one sentence. In this paper the authors propose an experimental system for computer-assisted English vocabulary learning in…

Criterion-Related Validity of Measuring Sight-Word Acquisition with Curriculum-Based Assessment

ERIC Educational Resources Information Center

Burns, Matthew K.; Mosack, Jill L.

2005-01-01

Curriculum-Based Assessment for Instructional Design (CBA-ID) provides data used to ensure an appropriately challenging learning task. One aspect of appropriate challenge measured by CBA-ID, called the acquisition rate (AR), involves the amount of new information a student could acquire and retain during initial learning. Previous research…

Pragmatic Bootstrapping: A Neural Network Model of Vocabulary Acquisition

ERIC Educational Resources Information Center

Caza, Gregory A.; Knott, Alistair

2012-01-01

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

Dual Learning Processes in Interactive Skill Acquisition

ERIC Educational Resources Information Center

Fu, Wai-Tat; Anderson, John R.

2008-01-01

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

Playing to Learn: A Review of Physical Games in Second Language Acquisition

ERIC Educational Resources Information Center

Tomlinson, Brian; Masuhara, Hitomi

2009-01-01

This article focuses on the potential of competitive games involving physical movement to facilitate the acquisition of a second or foreign language and argues that such activities can promote educational development too. It first provides a critical overview of the literature on physical games in language learning. Then, it outlines our…

The Structural Sources of Verb Meaning.

ERIC Educational Resources Information Center

Gleitman, Lila R.

A discussion of English native-language vocabulary acquisition in children takes a closer look at the assumption that vocabulary is learned by common association of word with event, focusing on the acquisition of verb meanings. The intuitive power of the view that words are learned by noticing real-world contingencies for their use is…

"Learning" and "Acquisition" -- How Real Is the Dichotomy: Some Neurophysical Evidence.

ERIC Educational Resources Information Center

Lueers, Nancy M.

The dichotomy of language acquisition versus language learning is critically examined by comparing the concepts presented in Krashen's Monitor Model and Stevick's Levertov Machine to information from the field of neurophysiology regarding the brain's processes. It is proposed that support exists for the theory that two very different processes…

Variability, Negative Evidence, and the Acquisition of Verb Argument Constructions

ERIC Educational Resources Information Center

Perfors, Amy; Tenenbaum, Joshua B.; Wonnacott, Elizabeth

2010-01-01

We present a hierarchical Bayesian framework for modeling the acquisition of verb argument constructions. It embodies a domain-general approach to learning higher-level knowledge in the form of inductive constraints (or overhypotheses), and has been used to explain other aspects of language development such as the shape bias in learning object…

The Teaching-Learning Environment, an Information-Dynamic Approach

ERIC Educational Resources Information Center

De Blasio, Cataldo; Järvinen, Mika

2014-01-01

In the present study a generalized approach is given for the description of acquisition procedures with a particular focus on the knowledge acquisition process. The learning progression is given as an example here letting the theory to be applied to different situations. An analytical approach is performed starting from the generalized fundamental…

Synaptic Orb2A Bridges Memory Acquisition and Late Memory Consolidation in Drosophila

PubMed Central

Krüttner, Sebastian; Traunmüller, Lisa; Dag, Ugur; Jandrasits, Katharina; Stepien, Barbara; Iyer, Nirmala; Fradkin, Lee G.; Noordermeer, Jasprina N.; Mensh, Brett D.; Keleman, Krystyna

2015-01-01

Summary To adapt to an ever-changing environment, animals consolidate some, but not all, learning experiences to long-term memory. In mammals, long-term memory consolidation often involves neural pathway reactivation hours after memory acquisition. It is not known whether this delayed-reactivation schema is common across the animal kingdom or how information is stored during the delay period. Here, we show that, during courtship suppression learning, Drosophila exhibits delayed long-term memory consolidation. We also show that the same class of dopaminergic neurons engaged earlier in memory acquisition is also both necessary and sufficient for delayed long-term memory consolidation. Furthermore, we present evidence that, during learning, the translational regulator Orb2A tags specific synapses of mushroom body neurons for later consolidation. Consolidation involves the subsequent recruitment of Orb2B and the activity-dependent synthesis of CaMKII. Thus, our results provide evidence for the role of a neuromodulated, synapse-restricted molecule bridging memory acquisition and long-term memory consolidation in a learning animal. PMID:26095367

Lifelong disturbance of serotonin transporter functioning results in fear learning deficits: Reversal by blockade of CRF1 receptors.

PubMed

Bijlsma, Elisabeth Y; Hendriksen, Hendrikus; Baas, Johanna M P; Millan, Mark J; Groenink, Lucianne

2015-10-01

The inability to associate aversive events with relevant cues (i.e. fear learning) may lead to maladaptive anxiety. To further study the role of the serotonin transporter (SERT) in fear learning, classical fear conditioning was studied in SERT knockout rats (SERT(-/-)) using fear potentiation of the startle reflex. Next, fear acquisition and concomitant development of contextual conditioned fear were monitored during training. To differentiate between developmental and direct effects of reduced SERT functioning, effects of acute and chronic SSRI treatment were studied in adult rats. Considering the known interactions between serotonin and corticotropin-releasing factor (CRF), we studied the effect of the CRFR1 antagonist CP154,526 on behavioral changes observed and determined CRF1 receptor levels in SERT(-/-) rats. SERT(-/-) showed blunted fear potentiation and enhanced contextual fear, which resulted from a deficit in fear acquisition. Paroxetine treatment did not affect acquisition or expression of fear-potentiated startle, suggesting that disturbed fear learning in SERT(-/-) results from developmental changes and not from reduced SERT functioning. Although CRF1 receptor levels did not differ significantly between genotypes, CP154,526 treatment normalized both cue- and contextual fear in SERT(-/-) during acquisition, but not expression of fear-potentiated startle. The disrupted fear acquisition and concomitant increase in contextual conditioned fear-potentiated startle fear in SERT(-/-) resembles the associative learning deficit seen in patients with panic disorder and suggests that normal SERT functioning is crucial for the development of an adequate fear neuro-circuitry. Moreover, the normalization of fear acquisition by CP154,526 suggests a role for central CRF signaling in the generalization of fear. Copyright © 2015 Elsevier B.V. and ECNP. All rights reserved.

Managing Learning for Performance.

ERIC Educational Resources Information Center

Kuchinke, K. Peter

1995-01-01

Presents findings of organizational learning literature that could substantiate claims of learning organization proponents. Examines four learning processes and their contribution to performance-based learning management: knowledge acquisition, information distribution, information interpretation, and organizational memory. (SK)

A Single Bout of Moderate Aerobic Exercise Improves Motor Skill Acquisition.

PubMed

Statton, Matthew A; Encarnacion, Marysol; Celnik, Pablo; Bastian, Amy J

2015-01-01

Long-term exercise is associated with improved performance on a variety of cognitive tasks including attention, executive function, and long-term memory. Remarkably, recent studies have shown that even a single bout of aerobic exercise can lead to immediate improvements in declarative learning and memory, but less is known about the effect of exercise on motor learning. Here we sought to determine the effect of a single bout of moderate intensity aerobic exercise on motor skill learning. In experiment 1, we investigated the effect of moderate aerobic exercise on motor acquisition. 24 young, healthy adults performed a motor learning task either immediately after 30 minutes of moderate intensity running, after running followed by a long rest period, or after slow walking. Motor skill was assessed via a speed-accuracy tradeoff function to determine how exercise might differentially affect two distinct components of motor learning performance: movement speed and accuracy. In experiment 2, we investigated both acquisition and retention of motor skill across multiple days of training. 20 additional participants performed either a bout of running or slow walking immediately before motor learning on three consecutive days, and only motor learning (no exercise) on a fourth day. We found that moderate intensity running led to an immediate improvement in motor acquisition for both a single session and on multiple sessions across subsequent days, but had no effect on between-day retention. This effect was driven by improved movement accuracy, as opposed to speed. However, the benefit of exercise was dependent upon motor learning occurring immediately after exercise-resting for a period of one hour after exercise diminished the effect. These results demonstrate that moderate intensity exercise can prime the nervous system for the acquisition of new motor skills, and suggest that similar exercise protocols may be effective in improving the outcomes of movement rehabilitation programs.

A Single Bout of Moderate Aerobic Exercise Improves Motor Skill Acquisition

PubMed Central

Statton, Matthew A.; Encarnacion, Marysol; Celnik, Pablo; Bastian, Amy J.

2015-01-01

Long-term exercise is associated with improved performance on a variety of cognitive tasks including attention, executive function, and long-term memory. Remarkably, recent studies have shown that even a single bout of aerobic exercise can lead to immediate improvements in declarative learning and memory, but less is known about the effect of exercise on motor learning. Here we sought to determine the effect of a single bout of moderate intensity aerobic exercise on motor skill learning. In experiment 1, we investigated the effect of moderate aerobic exercise on motor acquisition. 24 young, healthy adults performed a motor learning task either immediately after 30 minutes of moderate intensity running, after running followed by a long rest period, or after slow walking. Motor skill was assessed via a speed-accuracy tradeoff function to determine how exercise might differentially affect two distinct components of motor learning performance: movement speed and accuracy. In experiment 2, we investigated both acquisition and retention of motor skill across multiple days of training. 20 additional participants performed either a bout of running or slow walking immediately before motor learning on three consecutive days, and only motor learning (no exercise) on a fourth day. We found that moderate intensity running led to an immediate improvement in motor acquisition for both a single session and on multiple sessions across subsequent days, but had no effect on between-day retention. This effect was driven by improved movement accuracy, as opposed to speed. However, the benefit of exercise was dependent upon motor learning occurring immediately after exercise–resting for a period of one hour after exercise diminished the effect. These results demonstrate that moderate intensity exercise can prime the nervous system for the acquisition of new motor skills, and suggest that similar exercise protocols may be effective in improving the outcomes of movement rehabilitation programs. PMID:26506413

A Combined Hazard Index Fire Test Methodology for Aircraft Cabin Materials. Volume II.

DTIC Science & Technology

1982-04-01

Technical Center. The report was divided into two parts: Part I described the improved technology investigated to upgrade existin methods for testing...proper implementation of the computerized data acquisition and reduction programs will improve materials hazards measurement precision. Thus, other...the hold chamber before and after injection of a sample, will improve precision and repeatability of measurement. The listed data acquisition and

A neuromathematical model of human information processing and its application to science content acquisition

NASA Astrophysics Data System (ADS)

Anderson, O. Roger

The rate of information processing during science learning and the efficiency of the learner in mobilizing relevant information in long-term memory as an aid in transmitting newly acquired information to stable storage in long-term memory are fundamental aspects of science content acquisition. These cognitive processes, moreover, may be substantially related in tempo and quality of organization to the efficiency of higher thought processes such as divergent thinking and problem-solving ability that characterize scientific thought. As a contribution to our quantitative understanding of these fundamental information processes, a mathematical model of information acquisition is presented and empirically evaluated in comparison to evidence obtained from experimental studies of science content acquisition. Computer-based models are used to simulate variations in learning parameters and to generate the theoretical predictions to be empirically tested. The initial tests of the predictive accuracy of the model show close agreement between predicted and actual mean recall scores in short-term learning tasks. Implications of the model for human information acquisition and possible future research are discussed in the context of the unique theoretical framework of the model.

The Effects of Repeated Readings on the Reading Fluency and Comprehension for High School Students with Specific Learning Disabilities

ERIC Educational Resources Information Center

Vandenberg, Amy C.; Boon, Richard T.; Fore, Cecil, III; Bender, William N.

2008-01-01

The purpose of this investigation was to examine the efficacy of repeated readings on the oral reading fluency rate and reading comprehension accuracy of high school students with specific learning disabilities. The participants included three tenth and eleventh grade students with specific learning disabilities in a study skills resource…

Position Paper: Applying Machine Learning to Software Analysis to Achieve Trusted, Repeatable Scientific Computing

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

Prowell, Stacy J; Symons, Christopher T

2015-01-01

Producing trusted results from high-performance codes is essential for policy and has significant economic impact. We propose combining rigorous analytical methods with machine learning techniques to achieve the goal of repeatable, trustworthy scientific computing.

A Teacher’s Guide for Using Learning Strategies in English-as-a-Second- Language Instruction

DTIC Science & Technology

1984-11-01

learner strategies used in the acquisition of English as a second language (ESL). The Teacher’s Guide demonstrates for ESL...strategies to apply to a wide range of language learning tasks are far more likely to be effective language learners . The language lessons in this section...skills in the acquisition of English as a second language (ESL). This study completed a review of the literature on learning strategies in

The role of partial knowledge in statistical word learning

PubMed Central

Fricker, Damian C.; Yu, Chen; Smith, Linda B.

2013-01-01

A critical question about the nature of human learning is whether it is an all-or-none or a gradual, accumulative process. Associative and statistical theories of word learning rely critically on the later assumption: that the process of learning a word's meaning unfolds over time. That is, learning the correct referent for a word involves the accumulation of partial knowledge across multiple instances. Some theories also make an even stronger claim: Partial knowledge of one word–object mapping can speed up the acquisition of other word–object mappings. We present three experiments that test and verify these claims by exposing learners to two consecutive blocks of cross-situational learning, in which half of the words and objects in the second block were those that participants failed to learn in Block 1. In line with an accumulative account, Re-exposure to these mis-mapped items accelerated the acquisition of both previously experienced mappings and wholly new word–object mappings. But how does partial knowledge of some words speed the acquisition of others? We consider two hypotheses. First, partial knowledge of a word could reduce the amount of information required for it to reach threshold, and the supra-threshold mapping could subsequently aid in the acquisition of new mappings. Alternatively, partial knowledge of a word's meaning could be useful for disambiguating the meanings of other words even before the threshold of learning is reached. We construct and compare computational models embodying each of these hypotheses and show that the latter provides a better explanation of the empirical data. PMID:23702980

Reading Acquisition and Beyond: Decoding Includes Cognition.

ERIC Educational Resources Information Center

Perfetti, Charles A.

1984-01-01

Focuses on (1) the acquisition and use of word representations and (2) the acquisition of the alphabetic code. Urges that instruction provide conditions to promote the learning of three types of representation--word forms, letter patterns, and mapping. (RDN)

Language Acquisition without an Acquisition Device

ERIC Educational Resources Information Center

O'Grady, William

2012-01-01

Most explanatory work on first and second language learning assumes the primacy of the acquisition phenomenon itself, and a good deal of work has been devoted to the search for an "acquisition device" that is specific to humans, and perhaps even to language. I will consider the possibility that this strategy is misguided and that language…

Effects of Stress and Sex on Acquisition and Consolidation of Human Fear Conditioning

ERIC Educational Resources Information Center

Kuhn, Cynthia M.; LaBar, Kevin S.; Zorawski, Michael; Blanding, Nineequa Q.

2006-01-01

We examined the relationship between stress hormone (cortisol) release and acquisition and consolidation of conditioned fear learning in healthy adults. Participants underwent acquisition of differential fear conditioning, and consolidation was assessed in a 24-h delayed extinction test. The acquisition phase was immediately followed by an 11-min…

Learning Additional Languages as Hierarchical Probabilistic Inference: Insights From First Language Processing.

PubMed

Pajak, Bozena; Fine, Alex B; Kleinschmidt, Dave F; Jaeger, T Florian

2016-12-01

We present a framework of second and additional language (L2/L n ) acquisition motivated by recent work on socio-indexical knowledge in first language (L1) processing. The distribution of linguistic categories covaries with socio-indexical variables (e.g., talker identity, gender, dialects). We summarize evidence that implicit probabilistic knowledge of this covariance is critical to L1 processing, and propose that L2/L n learning uses the same type of socio-indexical information to probabilistically infer latent hierarchical structure over previously learned and new languages. This structure guides the acquisition of new languages based on their inferred place within that hierarchy, and is itself continuously revised based on new input from any language. This proposal unifies L1 processing and L2/L n acquisition as probabilistic inference under uncertainty over socio-indexical structure. It also offers a new perspective on crosslinguistic influences during L2/L n learning, accommodating gradient and continued transfer (both negative and positive) from previously learned to novel languages, and vice versa.

Learning Additional Languages as Hierarchical Probabilistic Inference: Insights From First Language Processing

PubMed Central

Pajak, Bozena; Fine, Alex B.; Kleinschmidt, Dave F.; Jaeger, T. Florian

2015-01-01

We present a framework of second and additional language (L2/Ln) acquisition motivated by recent work on socio-indexical knowledge in first language (L1) processing. The distribution of linguistic categories covaries with socio-indexical variables (e.g., talker identity, gender, dialects). We summarize evidence that implicit probabilistic knowledge of this covariance is critical to L1 processing, and propose that L2/Ln learning uses the same type of socio-indexical information to probabilistically infer latent hierarchical structure over previously learned and new languages. This structure guides the acquisition of new languages based on their inferred place within that hierarchy, and is itself continuously revised based on new input from any language. This proposal unifies L1 processing and L2/Ln acquisition as probabilistic inference under uncertainty over socio-indexical structure. It also offers a new perspective on crosslinguistic influences during L2/Ln learning, accommodating gradient and continued transfer (both negative and positive) from previously learned to novel languages, and vice versa. PMID:28348442

An Experimental Analysis of Memory Processing

PubMed Central

Wright, Anthony A

2007-01-01

Rhesus monkeys were trained and tested in visual and auditory list-memory tasks with sequences of four travel pictures or four natural/environmental sounds followed by single test items. Acquisitions of the visual list-memory task are presented. Visual recency (last item) memory diminished with retention delay, and primacy (first item) memory strengthened. Capuchin monkeys, pigeons, and humans showed similar visual-memory changes. Rhesus learned an auditory memory task and showed octave generalization for some lists of notes—tonal, but not atonal, musical passages. In contrast with visual list memory, auditory primacy memory diminished with delay and auditory recency memory strengthened. Manipulations of interitem intervals, list length, and item presentation frequency revealed proactive and retroactive inhibition among items of individual auditory lists. Repeating visual items from prior lists produced interference (on nonmatching tests) revealing how far back memory extended. The possibility of using the interference function to separate familiarity vs. recollective memory processing is discussed. PMID:18047230

Benefits of using a hybrid problem-based learning curriculum to improve long-term learning acquisition in undergraduate biology education.

PubMed

Carrió, Mar; Agell, Laia; Baños, Josep Eladi; Moyano, Elisabeth; Larramona, Pilar; Pérez, Jorge

2016-08-01

Although problem-based learning (PBL) has been used for over 40 years, with many studies comparing the benefits of PBL versus other educational approaches, little attention has been paid to the effectiveness of hybrid PBL (H-PBL) curricula. Here we aimed to compare the learning outcomes of two groups of undergraduate biology students working towards a bachelor's degree: one group used an H-PBL approach, while the second used a lecture-based learning (LBL) approach. Specifically, the H-PBL group used a PBL module with interdisciplinary problems, which represented 20% of the entire curriculum. The main outcomes of evaluation were the long-term acquisition of factual knowledge and the problem-solving skills at the end of the bachelor's degree. The sample included 85 students, 39 in the H-PBL group and 46 in the LBL group. We found that an H-PBL curriculum can improve the students' learning outcomes such as long-term knowledge acquisition, problem solving skills and generic competences. © FEMS 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Influence of action-effect associations acquired by ideomotor learning on imitation.

PubMed

Bunlon, Frédérique; Marshall, Peter J; Quandt, Lorna C; Bouquet, Cedric A

2015-01-01

According to the ideomotor theory, actions are represented in terms of their perceptual effects, offering a solution for the correspondence problem of imitation (how to translate the observed action into a corresponding motor output). This effect-based coding of action is assumed to be acquired through action-effect learning. Accordingly, performing an action leads to the integration of the perceptual codes of the action effects with the motor commands that brought them about. While ideomotor theory is invoked to account for imitation, the influence of action-effect learning on imitative behavior remains unexplored. In two experiments, imitative performance was measured in a reaction time task following a phase of action-effect acquisition. During action-effect acquisition, participants freely executed a finger movement (index or little finger lifting), and then observed a similar (compatible learning) or a different (incompatible learning) movement. In Experiment 1, finger movements of left and right hands were presented as action-effects during acquisition. In Experiment 2, only right-hand finger movements were presented during action-effect acquisition and in the imitation task the observed hands were oriented orthogonally to participants' hands in order to avoid spatial congruency effects. Experiments 1 and 2 showed that imitative performance was improved after compatible learning, compared to incompatible learning. In Experiment 2, although action-effect learning involved perception of finger movements of right hand only, imitative capabilities of right- and left-hand finger movements were equally affected. These results indicate that an observed movement stimulus processed as the effect of an action can later prime execution of that action, confirming the ideomotor approach to imitation. We further discuss these findings in relation to previous studies of action-effect learning and in the framework of current ideomotor approaches to imitation.

Influence of Action-Effect Associations Acquired by Ideomotor Learning on Imitation

PubMed Central

Bunlon, Frédérique; Marshall, Peter J.; Quandt, Lorna C.; Bouquet, Cedric A.

2015-01-01

According to the ideomotor theory, actions are represented in terms of their perceptual effects, offering a solution for the correspondence problem of imitation (how to translate the observed action into a corresponding motor output). This effect-based coding of action is assumed to be acquired through action-effect learning. Accordingly, performing an action leads to the integration of the perceptual codes of the action effects with the motor commands that brought them about. While ideomotor theory is invoked to account for imitation, the influence of action-effect learning on imitative behavior remains unexplored. In two experiments, imitative performance was measured in a reaction time task following a phase of action-effect acquisition. During action-effect acquisition, participants freely executed a finger movement (index or little finger lifting), and then observed a similar (compatible learning) or a different (incompatible learning) movement. In Experiment 1, finger movements of left and right hands were presented as action-effects during acquisition. In Experiment 2, only right-hand finger movements were presented during action-effect acquisition and in the imitation task the observed hands were oriented orthogonally to participants’ hands in order to avoid spatial congruency effects. Experiments 1 and 2 showed that imitative performance was improved after compatible learning, compared to incompatible learning. In Experiment 2, although action-effect learning involved perception of finger movements of right hand only, imitative capabilities of right- and left-hand finger movements were equally affected. These results indicate that an observed movement stimulus processed as the effect of an action can later prime execution of that action, confirming the ideomotor approach to imitation. We further discuss these findings in relation to previous studies of action-effect learning and in the framework of current ideomotor approaches to imitation. PMID:25793755

Frames of reference in spatial language acquisition.

PubMed

Shusterman, Anna; Li, Peggy

2016-08-01

Languages differ in how they encode spatial frames of reference. It is unknown how children acquire the particular frame-of-reference terms in their language (e.g., left/right, north/south). The present paper uses a word-learning paradigm to investigate 4-year-old English-speaking children's acquisition of such terms. In Part I, with five experiments, we contrasted children's acquisition of novel word pairs meaning left-right and north-south to examine their initial hypotheses and the relative ease of learning the meanings of these terms. Children interpreted ambiguous spatial terms as having environment-based meanings akin to north and south, and they readily learned and generalized north-south meanings. These studies provide the first direct evidence that children invoke geocentric representations in spatial language acquisition. However, the studies leave unanswered how children ultimately acquire "left" and "right." In Part II, with three more experiments, we investigated why children struggle to master body-based frame-of-reference words. Children successfully learned "left" and "right" when the novel words were systematically introduced on their own bodies and extended these words to novel (intrinsic and relative) uses; however, they had difficulty learning to talk about the left and right sides of a doll. This difficulty was paralleled in identifying the left and right sides of the doll in a non-linguistic memory task. In contrast, children had no difficulties learning to label the front and back sides of a doll. These studies begin to paint a detailed account of the acquisition of spatial terms in English, and provide insights into the origins of diverse spatial reference frames in the world's languages. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Age of language learning shapes brain structure: a cortical thickness study of bilingual and monolingual individuals.

PubMed

Klein, Denise; Mok, Kelvin; Chen, Jen-Kai; Watkins, Kate E

2014-04-01

We examined the effects of learning a second language (L2) on brain structure. Cortical thickness was measured in the MRI datasets of 22 monolinguals and 66 bilinguals. Some bilingual subjects had learned both languages simultaneously (0-3 years) while some had learned their L2 after achieving proficiency in their first language during either early (4-7 years) or late childhood (8-13 years). Later acquisition of L2 was associated with significantly thicker cortex in the left inferior frontal gyrus (IFG) and thinner cortex in the right IFG. These effects were seen in the group comparisons of monolinguals, simultaneous bilinguals and early and late bilinguals. Within the bilingual group, significant correlations between age of acquisition of L2 and cortical thickness were seen in the same regions: cortical thickness correlated with age of acquisition positively in the left IFG and negatively in the right IFG. Interestingly, the monolinguals and simultaneous bilinguals did not differ in cortical thickness in any region. Our results show that learning a second language after gaining proficiency in the first language modifies brain structure in an age-dependent manner whereas simultaneous acquisition of two languages has no additional effect on brain development. Copyright © 2013 Elsevier Inc. All rights reserved.

A bayesian hierarchical model for spatio-temporal prediction and uncertainty assessment using repeat LiDAR acquisitions for the Kenai Peninsula, AK, USA

Treesearch

Chad Babcock; Hans Andersen; Andrew O. Finley; Bruce D. Cook

2015-01-01

Models leveraging repeat LiDAR and field collection campaigns may be one possible mechanism to monitor carbon flux in remote forested regions. Here, we look to the spatio-temporally data-rich Kenai Peninsula in Alaska, USA to examine the potential for Bayesian spatio-temporal mapping of terrestrial forest carbon storage and uncertainty.

Breaking into the Hebrew Verb System: A Learning Problem

ERIC Educational Resources Information Center

Ashkenazi, Orit; Ravid, Dorit; Gillis, Steven

2016-01-01

Verb learning is an important part of linguistic acquisition. The present study examines the early phases of verb acquisition in Hebrew, a language with complex derivational and inflectional verb morphology, analyzing verbs in dense recordings of CDS and CS of two Hebrew-speaking parent-child dyads aged 1;8-2;2. The goal was to pinpoint those cues…

The GRID[subscript C] Project: Developing Students' Thinking Skills in a Data-Rich Environment

ERIC Educational Resources Information Center

DeLuca, V. William; Lari, Nasim

2011-01-01

The purpose of this study was to determine the impact of using renewable energy data, obtained from a comprehensive data acquisition system, on improving students' learning and developing their higher-order learning skills. This study used renewable energy data available through a data acquisition system installed and tested by the Green Research…

The Acquisition of Sociolinguistic Evaluations among Polish-Born Adolescents Learning English: Evidence from Perception

ERIC Educational Resources Information Center

Clark, Lynn; Schleef, Erik

2010-01-01

In order to achieve full native-like competence in a second language, speakers must also acquire sociolinguistic awareness in that language. This paper reports the results of a study investigating the acquisition of sociolinguistic awareness among immigrant Polish adolescents learning English in the UK. This paper asks whether Polish-born…

Context Switch Effects on Acquisition and Extinction in Human Predictive Learning

ERIC Educational Resources Information Center

Rosas, Juan M.; Callejas-Aguilera, Jose E.

2006-01-01

Four experiments tested context switch effects on acquisition and extinction in human predictive learning. A context switch impaired probability judgments about a cue-outcome relationship when the cue was trained in a context in which a different cue underwent extinction. The context switch also impaired judgments about a cue trained in a context…

The Keyword Method of Vocabulary Acquisition: An Experimental Evaluation.

ERIC Educational Resources Information Center

Griffith, Douglas

The keyword method of vocabulary acquisition is a two-step mnemonic technique for learning vocabulary terms. The first step, the acoustic link, generates a keyword based on the sound of the foreign word. The second step, the imagery link, ties the keyword to the meaning of the item to be learned, via an interactive visual image or other…

Gesture as Input in Language Acquisition: Learning "Who She Is" from "Where She Is"

ERIC Educational Resources Information Center

Goodrich, Whitney Sarah-Iverson

2009-01-01

This dissertation explores the role co-speech gesture plays as input in language learning, specifically with respect to the acquisition of anaphoric pronouns. Four studies investigate how both adults and children interpret ambiguous pronouns, and how the order-of-mention tendency develops in children. The results suggest that gesture is a useful…

The Acquisition of Phrasal Verbs through Cognitive Linguistic Approach: The Case of Iranian EFL Learners

ERIC Educational Resources Information Center

Ansari, Mohammad Javad

2016-01-01

Cognitive Linguistics has been applied in SLA in order improve the learning/acquisition process of foreign/second language. This quasi-experimental study was conducted to find the impact of the Cognitive Linguistics on learning/ acquiring the Phrasal Verbs among EFL learners at intermediate level. In this study the orientational metaphors were…

Strategy Selection for Cognitive Skill Acquisition Depends on Task Demands and Working Memory Capacity

ERIC Educational Resources Information Center

Hinze, Scott R.; Bunting, Michael F; Pellegrino, James W.

2009-01-01

The involvement of working memory capacity (WMC) in ruled-based cognitive skill acquisition is well-established, but the duration of its involvement and its role in learning strategy selection are less certain. Participants (N=610) learned four logic rules, their corresponding symbols, or logic gates, and the appropriate input-output combinations…

The Role of Simple Semantics in the Process of Artificial Grammar Learning.

PubMed

Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

2017-10-01

This study investigated the effect of semantic information on artificial grammar learning (AGL). Recursive grammars of different complexity levels (regular language, mirror language, copy language) were investigated in a series of AGL experiments. In the with-semantics condition, participants acquired semantic information prior to the AGL experiment; in the without-semantics control condition, participants did not receive semantic information. It was hypothesized that semantics would generally facilitate grammar acquisition and that the learning benefit in the with-semantics conditions would increase with increasing grammar complexity. Experiment 1 showed learning effects for all grammars but no performance difference between conditions. Experiment 2 replicated the absence of a semantic benefit for all grammars even though semantic information was more prominent during grammar acquisition as compared to Experiment 1. Thus, we did not find evidence for the idea that semantics facilitates grammar acquisition, which seems to support the view of an independent syntactic processing component.

C-fos down-regulation inhibits testosterone-dependent male sexual behavior and the associated learning

PubMed Central

Niessen, Neville-Andrew; Balthazart, Jacques; Ball, Gregory F.; Charlier, Thierry D.

2013-01-01

Environmental stimulation results in an increased expression of transcription factors called immediate early genes (IEG) in specific neuronal populations. In male Japanese quail, copulation with a female increases the expression of the IEGs zenk and c-fos in the medial preoptic nucleus (POM), a key nucleus controlling male sexual behavior. The functional significance of this increased IEG expression that follows performance of copulatory behavior is unknown. We addressed this question by repeatedly quantifying the performance of appetitive (learned social proximity response) and consummatory (actual copulation) sexual behavior in castrated, testosterone-treated males that received daily intracerebroventricular injection of an antisense oligodeoxynucleotide targeting c-fos or control vehicle. Daily antisense injections significantly inhibited expression of copulatory behavior as well as acquisition of the learned social proximity response. A strong reduction of the proximity response was still observed in antisense-treated birds that copulated with a female, ruling out the indirect effect of the absence of interactions with females on the learning process. After a two-day interruption of behavioral testing but not of antisense injections, birds were submitted to a final copulatory test that confirmed the behavioral inhibition in antisense-injected birds. Brains were collected 90 min after the behavioral testing for quantification of c-fos immunoreactive cells. A significant reduction of the number of c-fos-positive cells in POM but not in other brain regions was observed following antisense injection. Together, data suggest that c-fos expression in POM modulates copulatory behavior and sexual learning in male quail. PMID:23895306

Sneaky Submarine Landslides, and how to Quantify them: A Case Study from the Mississippi River Delta Front Contrasting Geophysical and Machine Learning Techniques

NASA Astrophysics Data System (ADS)

Obelcz, J.; Xu, K.; Bentley, S. J.; Wood, W. T.; Georgiou, I. Y.; Maloney, J. M.; Miner, M. D.

2017-12-01

The highly publicized subsidence and decline of the Mississippi River Delta Front's (MRDF) subaerial section has recently precipitated studies of the subaqueous MRDF to assess whether it too is subsiding and regressing landward. These studies have largely focused on the area offshore the most active current distributary of the Mississippi River, Southwest Pass, during a decade (post-Hurricane Rita 2005-2014) of relatively quiescent Gulf of Mexico hurricane activity. Utilizing repeat swath bathymetric surveys, it was determined that submarine landslides not associated with major (category ≥ 3) passage are important drivers of downslope sediment transport on the MRDF. Volumetrically, sediment flux downslope without major hurricane influence is approximately half that during a given hurricane-influenced year (5.5 x 105 and 1.1 x 106 m3, respectively). This finding is notable and warrants comparison with other settings to assess the global impact on the source-to-sink budget of small but frequent landslides, but the resource-intensive repeat geophysical surveys required make it a prohibitive option at the margin and global scale. One option to quantify small-scale submarine slope failures while reducing required data acquisition is to utilize machine learning algorithms (MLAs) to intelligently estimate the occurrence and magnitude of submarine landslides based on correlated physical and geological parameters. Here, the MRDF volumetric changes described above are parsed into training and validation data, and physical and geological parameters associated with slope failure (such as porosity, steep slopes, high rates of sedimentation, and presence of gas in pore water) known from prior coring and seafloor mapping expeditions serve as potential predictive variables. The resulting submarine landslide spatial distribution and magnitude maps output by the MLAs are compared to those obtained through geophysical surveys, providing a proof of concept that machine learning can complement and expand the reach of previously acquired geophysical and geological data.

Tactile learning and the individual evaluation of the reward in honey bees (Apis mellifera L.).

PubMed

Scheiner, R; Erber, J; Page, R E

1999-07-01

Using the proboscis extension response we conditioned pollen and nectar foragers of the honey bee (Apis mellifera L.) to tactile patterns under laboratory conditions. Pollen foragers demonstrated better acquisition, extinction, and reversal learning than nectar foragers. We tested whether the known differences in response thresholds to sucrose between pollen and nectar foragers could explain the observed differences in learning and found that nectar foragers with low response thresholds performed better during acquisition and extinction than ones with higher thresholds. Conditioning pollen and nectar foragers with similar response thresholds did not yield differences in their learning performance. These results suggest that differences in the learning performance of pollen and nectar foragers are a consequence of differences in their perception of sucrose. Furthermore, we analysed the effect which the perception of sucrose reward has on associative learning. Nectar foragers with uniform low response thresholds were conditioned using varying concentrations of sucrose. We found significant positive correlations between the concentrations of the sucrose rewards and the performance during acquisition and extinction. The results are summarised in a model which describes the relationships between learning performance, response threshold to sucrose, concentration of sucrose and the number of rewards.

Flipping the Classroom: Assessment of Strategies to Promote Student-Centered, Self-Directed Learning in a Dental School Course in Pediatric Dentistry.

PubMed

Bohaty, Brenda S; Redford, Gloria J; Gadbury-Amyot, Cynthia C

2016-11-01

The aim of this study was to explore student and course director experiences with the redesign of a traditional lecture-based course into a flipped classroom for teaching didactic content in pediatric dentistry to second-year dental students. The study assessed student satisfaction, extent of student engagement, overall course grades, and course director satisfaction. The students enrolled in a flipped classroom pediatric dentistry course (spring semester 2014; SP14) were asked to complete pre- and post-course questionnaires to assess their perceptions of active learning, knowledge acquisition, and course satisfaction. The process was repeated with the class enrolled in the same course the following year (SP15). Responses for SP14 and SP15 resulted in an overall response rate of 95% on the pre questionnaire and 84% on the post questionnaire. The results showed that the greatest perceived advantage of the flipped classroom design was the availability and access to online content and course materials. Students reported enhanced learning due to heightened engagement in discussion. The results also showed that students' overall course grades improved and that the course director was satisfied with the experience, particularly after year two. Many calls have been made for educational strategies that encourage critical thinking instead of passive learning environments. This study provides one example of a course redesign and demonstrates the need for both faculty and student development to ensure success when a flipped classroom methodology is introduced.

Skill-memory consolidation in the striatum

PubMed Central

Willuhn, Ingo; Steiner, Heinz

2008-01-01

The sensorimotor striatum is important for procedural learning, including skill learning. Our previous findings indicate that this part of the striatum mediates the acquisition of a motor skill in a running-wheel task and that this skill learning is dependent on striatal D1 dopamine receptors. Here, we investigated whether the sensorimotor striatum is also involved in the consolidation of this skill memory and whether this consolidation is modified by the indirect dopamine receptor agonist cocaine. Rats were trained on a running wheel for two days (40 min/day) to learn a new motor skill, that is, the ability to control the movement of the wheel. Before each training session, the animals received an injection of vehicle or cocaine (25 mg/kg; i.p.). Immediately following the training session, an intrastriatal infusion of 2% lidocaine (1 μl) or a sham infusion were administered. Wheel-skill performance was tested before and repeatedly after the training. Our results show that post-trial intrastriatal infusion of lidocaine disrupted late-stage long-term skill memory (post-training days 6-26), but spared early long-term memory (1 day after the training). Skill consolidation was more susceptible to such disruption in animals that practiced less during the training. Cocaine given pre-trial prevented this post-trial disruption of skill consolidation. These findings indicate that the sensorimotor striatum is critical for consolidation of late but not early long-term skill memory. Furthermore, cocaine appeared to stabilize motor memory formation by protecting consolidation processes after the training. PMID:18687364

Cross-Cultural Learning: The Language Connection.

ERIC Educational Resources Information Center

Axelrod, Joseph

1981-01-01

If foreign language acquisition is disconnected from the cultural life of the foreign speech community, the learning yield is low. Integration of affective learning, cultural learning, and foreign language learning are essential to a successful cross-cultural experience. (MSE)

Learning versus correct models: influence of model type on the learning of a free-weight squat lift.

PubMed

McCullagh, P; Meyer, K N

1997-03-01

It has been assumed that demonstrating the correct movement is the best way to impart task-relevant information. However, empirical verification with simple laboratory skills has shown that using a learning model (showing an individual in the process of acquiring the skill to be learned) may accelerate skill acquisition and increase retention more than using a correct model. The purpose of the present study was to compare the effectiveness of viewing correct versus learning models on the acquisition of a sport skill (free-weight squat lift). Forty female participants were assigned to four learning conditions: physical practice receiving feedback, learning model with model feedback, correct model with model feedback, and learning model without model feedback. Results indicated that viewing either a correct or learning model was equally effective in learning correct form in the squat lift.

Effect of noopept and afobazole on the development of neurosis of learned helplessness in rats.

PubMed

Uyanaev, A A; Fisenko, V P; Khitrov, N K

2003-08-01

We studied the effects of new psychotropic preparations noopept and afobazole on acquisition of the conditioned active avoidance response and development of neurosis of learned helplessness in rats. Noopept in doses of 0.05-0.10 mg/kg accelerated acquisition of conditioned active avoidance response and reduced the incidence of learned helplessness in rats. Afobazole in a dose of 5 mg/kg produced an opposite effect, which is probably related to high selective anxiolytic activity of this preparation.

The Effects of Repeated Reading on the Fluency and Comprehension Skills of Elementary-Age Students with Learning Disabilities (LD), 2001-2011: A Review of Research and Practice

ERIC Educational Resources Information Center

Strickland, Whitney D.; Boon, Richard T.; Spencer, Vicky G.

2013-01-01

This article provides an extensive review of the literature on the use of repeated reading to improve the reading fluency and comprehension skills of elementary-age students with learning disabilities. A systematic review of the published literature from 2001 to 2011 was conducted and nineteen (N = 19) research-based repeated reading studies were…

Procedural learning and associative memory mechanisms contribute to contextual cueing: Evidence from fMRI and eye-tracking.

PubMed

Manelis, Anna; Reder, Lynne M

2012-10-16

Using a combination of eye tracking and fMRI in a contextual cueing task, we explored the mechanisms underlying the facilitation of visual search for repeated spatial configurations. When configurations of distractors were repeated, greater activation in the right hippocampus corresponded to greater reductions in the number of saccades to locate the target. A psychophysiological interactions analysis for repeated configurations revealed that a strong functional connectivity between this area in the right hippocampus and the left superior parietal lobule early in learning was significantly reduced toward the end of the task. Practice related changes (which we call "procedural learning") in activation in temporo-occipital and parietal brain regions depended on whether or not spatial context was repeated. We conclude that context repetition facilitates visual search through chunk formation that reduces the number of effective distractors that have to be processed during the search. Context repetition influences procedural learning in a way that allows for continuous and effective chunk updating.

The Particulars on Universals: A Comparison of the Acquisition of Tense-Aspect Morphology among Japanese- and French-Speaking Learners of English

ERIC Educational Resources Information Center

Collins, Laura

2004-01-01

This study investigated the relationship between L1 and the developmental sequences for the acquisition of temporal morphology that are predicted by the aspect hypothesis. The use of tense-aspect markers in 7,784 past contexts by 139 Japanese-and French-speaking ESL learners was analyzed. A repeated measures ANOVA supported the predictions of the…

Inhibition of Vicariously Learned Fear in Children Using Positive Modeling and Prior Exposure

PubMed Central

2015-01-01

One of the challenges to conditioning models of fear acquisition is to explain how different individuals can experience similar learning events and only some of them subsequently develop fear. Understanding factors moderating the impact of learning events on fear acquisition is key to understanding the etiology and prevention of fear in childhood. This study investigates these moderators in the context of vicarious (observational) learning. Two experiments tested predictions that the acquisition or inhibition of fear via vicarious learning is driven by associative learning mechanisms similar to direct conditioning. In Experiment 1, 3 groups of children aged 7 to 9 years received 1 of 3 inhibitive information interventions—psychoeducation, factual information, or no information (control)—prior to taking part in a vicarious fear learning procedure. In Experiment 2, 3 groups of children aged 7 to 10 years received 1 of 3 observational learning interventions—positive modeling (immunization), observational familiarity (latent inhibition), or no prevention (control)—before vicarious fear learning. Results indicated that observationally delivered manipulations inhibited vicarious fear learning, while preventions presented via written information did not. These findings confirm that vicarious learning shares some of the characteristics of direct conditioning and can explain why not all individuals will develop fear following a vicarious learning event. They also suggest that the modality of inhibitive learning is important and should match the fear learning pathway for increased chances of inhibition. Finally, the results demonstrate that positive modeling is likely to be a particularly effective method for preventing fear-related observational learning in children. PMID:26653136

Inhibition of vicariously learned fear in children using positive modeling and prior exposure.

PubMed

Askew, Chris; Reynolds, Gemma; Fielding-Smith, Sarah; Field, Andy P

2016-02-01

One of the challenges to conditioning models of fear acquisition is to explain how different individuals can experience similar learning events and only some of them subsequently develop fear. Understanding factors moderating the impact of learning events on fear acquisition is key to understanding the etiology and prevention of fear in childhood. This study investigates these moderators in the context of vicarious (observational) learning. Two experiments tested predictions that the acquisition or inhibition of fear via vicarious learning is driven by associative learning mechanisms similar to direct conditioning. In Experiment 1, 3 groups of children aged 7 to 9 years received 1 of 3 inhibitive information interventions-psychoeducation, factual information, or no information (control)-prior to taking part in a vicarious fear learning procedure. In Experiment 2, 3 groups of children aged 7 to 10 years received 1 of 3 observational learning interventions-positive modeling (immunization), observational familiarity (latent inhibition), or no prevention (control)-before vicarious fear learning. Results indicated that observationally delivered manipulations inhibited vicarious fear learning, while preventions presented via written information did not. These findings confirm that vicarious learning shares some of the characteristics of direct conditioning and can explain why not all individuals will develop fear following a vicarious learning event. They also suggest that the modality of inhibitive learning is important and should match the fear learning pathway for increased chances of inhibition. Finally, the results demonstrate that positive modeling is likely to be a particularly effective method for preventing fear-related observational learning in children. (c) 2016 APA, all rights reserved).

7-Chloro-3-methyl-3,4-dihydro-2H-1,2,4-benzothiadiazine S,S-dioxide (IDRA 21), a congener of aniracetam, potently abates pharmacologically induced cognitive impairments in patas monkeys.

PubMed Central

Thompson, D M; Guidotti, A; DiBella, M; Costa, E

1995-01-01

We report here on the ability of IDRA 21 and aniracetam, two negative allosteric modulators of glutamate-induced DL-alpha-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid (AMPA) receptor desensitization, to attenuate alprazolam-induced learning deficit in patas monkeys working in a complex behavioral task. In one component of a multiple schedule (repeated acquisition or "learning"), patas monkeys acquired a different four-response chain each session by responding sequentially on three keys in the presence of four discriminative stimuli (geometric forms or numerals). In the other component (performance) the four-response chain was the same each session. The response chain in each component was maintained by food presentation under a fixed-ratio schedule. When alprazolam (0.1 or 0.32 mg/kg p.o.) was administered alone, this full allosteric modulator of gamma-aminobutyric acid type A (GABAA) receptors produced large decreases in the response rate and accuracy in the learning component of the task. IDRA 21 (3 or 5.6 mg/kg p.o.) and aniracetam (30 mg/kg p.o.) administered 60 min before alprazolam, having no effect when given alone, antagonized the large disruptive effects of alprazolam on learning. From dose-response studies, it can be estimated that IDRA 21 is approximately 10-fold more potent than aniracetam in antagonizing alprazolam-induced learning deficit. We conclude that IDRA 21, a chemically unrelated pharmacological congener of aniracetam, improves learning deficit induced in patas monkeys by the increase of GABAergic tone elicited by alprazolam. Very likely IDRA 21 exerts its behavioral effects by antagonizing AMPA receptor desensitization. PMID:7644474

7-Chloro-3-methyl-3,4-dihydro-2H-1,2,4-benzothiadiazine S,S-dioxide (IDRA 21), a congener of aniracetam, potently abates pharmacologically induced cognitive impairments in patas monkeys.

PubMed

Thompson, D M; Guidotti, A; DiBella, M; Costa, E

1995-08-15

We report here on the ability of IDRA 21 and aniracetam, two negative allosteric modulators of glutamate-induced DL-alpha-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid (AMPA) receptor desensitization, to attenuate alprazolam-induced learning deficit in patas monkeys working in a complex behavioral task. In one component of a multiple schedule (repeated acquisition or "learning"), patas monkeys acquired a different four-response chain each session by responding sequentially on three keys in the presence of four discriminative stimuli (geometric forms or numerals). In the other component (performance) the four-response chain was the same each session. The response chain in each component was maintained by food presentation under a fixed-ratio schedule. When alprazolam (0.1 or 0.32 mg/kg p.o.) was administered alone, this full allosteric modulator of gamma-aminobutyric acid type A (GABAA) receptors produced large decreases in the response rate and accuracy in the learning component of the task. IDRA 21 (3 or 5.6 mg/kg p.o.) and aniracetam (30 mg/kg p.o.) administered 60 min before alprazolam, having no effect when given alone, antagonized the large disruptive effects of alprazolam on learning. From dose-response studies, it can be estimated that IDRA 21 is approximately 10-fold more potent than aniracetam in antagonizing alprazolam-induced learning deficit. We conclude that IDRA 21, a chemically unrelated pharmacological congener of aniracetam, improves learning deficit induced in patas monkeys by the increase of GABAergic tone elicited by alprazolam. Very likely IDRA 21 exerts its behavioral effects by antagonizing AMPA receptor desensitization.

Different MK-801 administration schedules induce mild to severe learning impairments in an operant conditioning task: role of buspirone and risperidone in ameliorating these cognitive deficits.

PubMed

Rapanelli, Maximiliano; Frick, Luciana Romina; Bernardez-Vidal, Micaela; Zanutto, Bonifacio Silvano

2013-11-15

Blockade of N-methyl-d-aspartate receptor (NMDA) by the noncompetitive NMDA receptor (NMDAR) antagonist MK-801 produces behavioral abnormalities and alterations in prefrontal cortex (PFC) functioning. Due to the critical role of the PFC in operant conditioning task learning, we evaluated the effects of acute, repeated postnatal injections of MK-801 (0.1mg/kg) on learning performance. We injected Long-Evans rats i.p. with MK-801 (0.1mg/kg) using three different administration schedules: injection 40 min before beginning the task (during) (n=12); injection twice daily for six consecutive days prior to beginning the experimental procedures (prior) (n=12); or twice daily subcutaneous injections from postnatal day 7 to 11 (postnatal) (n=12). Next, we orally administered risperidone (serotonin receptor 2A and dopamine receptor 2 antagonist, 1mg/kg) or buspirone (serotonin receptor 1A partial agonist, 10mg/kg) to animals treated with the MK-801 schedule described above. The postnatal and prior administration schedules produced severe learning deficits, whereas injection of MK-801 just before training sessions had only mild effects on acquisition of an operant conditioning. Risperidone was able to reverse the detrimental effect of MK-801 in the animals that were treated with MK-801 during and prior training sessions. In contrast, buspirone was only effective at mitigating the cognitive deficits induced by MK-801 when administered during the training procedures. The data demonstrates that NMDA antagonism disrupts basic mechanisms of learning in a simple PFC-mediated operant conditioning task, and that buspirone and risperidone failed to attenuate the learning deficits when NMDA neurotransmission was blocked in the early stages of the postnatal period. Copyright © 2013 Elsevier B.V. All rights reserved.

GABA and NMDA receptors in CRF neurons have opposing effects in fear acquisition and anxiety in central amygdala vs. bed nucleus of the stria terminalis.

PubMed

Gafford, Georgette M; Ressler, Kerry J

2015-11-01

This article is part of a Special Issue "SBN 2014". Beginning with Vale and Colleagues in 1981, corticotropin releasing factor (CRF) also called corticotropin releasing hormone (CRH) has repeatedly been identified as an important contributor to fear and anxiety behavior. These findings have proven useful to further our understanding of disorders that have significant fear-dysregulation, such as post-traumatic stress, as well as other stress- and anxiety-related disorders. Unfortunately, the data are not all in agreement. In particular the role of CRF in fear learning is controversial, with studies pointing to contradictory effects from CRF manipulation even within the same brain structure. Further, very few studies address the potentially promising role of CRF manipulation in fear extinction behavior. Here, we briefly review the role of CRF in anxiety, fear learning and extinction, focusing on recent cell-type and neurotransmitter-specific studies in the amygdala and bed nucleus of the stria terminalis (BNST) that may help to synthesize the available data on the role of CRF in fear and anxiety-related behaviors. Copyright © 2015. Published by Elsevier Inc.

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

PubMed

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

2016-01-01

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

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

PubMed Central

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

2016-01-01

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

Motor Contingency Learning and Infants with Spina Bifida

PubMed Central

Taylor, Heather B.; Barnes, Marcia A.; Landry, Susan H.; Swank, Paul; Fletcher, Jack M.; Huang, Furong

2014-01-01

Infants with Spina Bifida (SB) were compared to typically developing infants (TD) using a conjugate reinforcement paradigm at 6 months-of-age (n = 98) to evaluate learning, and retention of a sensory-motor contingency. Analyses evaluated infant arm-waving rates at baseline (wrist not tethered to mobile), during acquisition of the sensory-motor contingency (wrist tethered), and immediately after the acquisition phase and then after a delay (wrist not tethered), controlling for arm reaching ability, gestational age, and socioeconomic status. Although both groups responded to the contingency with increased arm-waving from baseline to acquisition, 15% to 29% fewer infants with SB than TD were found to learn the contingency depending on the criterion used to determine contingency learning. In addition, infants with SB who had learned the contingency had more difficulty retaining the contingency over time when sensory feedback was absent. The findings suggest that infants with SB do not learn motor contingencies as easily or at the same rate as TD infants, and are more likely to decrease motor responses when sensory feedback is absent. Results are discussed with reference to research on contingency learning in infants with and without neurodevelopmental disorders, and with reference to motor learning in school-age children with SB. PMID:23298791

The Cost of Learning: Interference Effects in Memory Development

PubMed Central

Darby, Kevin P.; Sloutsky, Vladimir M.

2015-01-01

Learning often affects future learning and memory for previously learned information by exerting either facilitation or interference effects. Several theoretical accounts of interference effects have been proposed, each making different developmental predictions. This research examines interference effects across development, with the goal of better understanding mechanisms of interference and of memory development. Preschool-aged children and adults participated in a three-phased associative learning paradigm containing stimuli that were either unique or repeated across phases. Both age groups demonstrated interference effects, but only for repeated items. Whereas proactive interference effects were comparable across age groups, retroactive interference reached catastrophic-like levels in children. Additionally, retroactive interference increased in adults when contextual differences between phases were minimized (Experiment 2), and decreased in adults who were more successful at encoding repeated pairs of stimuli during a training phase (Experiment 3). These results are discussed with respect to theories of memory and memory development. PMID:25688907

The role of domain-general cognitive resources in children's construction of a vitalist theory of biology.

PubMed

Bascandziev, Igor; Tardiff, Nathan; Zaitchik, Deborah; Carey, Susan

2018-08-01

Some episodes of learning are easier than others. Preschoolers can learn certain facts, such as "my grandmother gave me this purse," only after one or two exposures (easy to learn; fast mapping), but they require several years to learn that plants are alive or that the sun is not alive (hard to learn). One difference between the two kinds of knowledge acquisition is that hard cases often require conceptual construction, such as the construction of the biological concept alive, whereas easy cases merely involve forming new beliefs formulated over concepts the child already has (belief revision, a form of knowledge enrichment). We asked whether different domain-general cognitive resources support these two types of knowledge acquisition (conceptual construction and knowledge enrichment that supports fast mapping) by testing 82 6-year-olds in a pre-training/training/post-training study. We measured children's improvement in an episode involving theory construction (the beginning steps of acquisition of the framework theory of vitalist biology, which requires conceptual change) and in an episode involving knowledge enrichment alone (acquisition of little known facts about animals, such as the location of crickets' ears and the color of octopus blood). In addition, we measured children's executive functions and receptive vocabulary to directly compare the resources drawn upon in the two episodes of learning. We replicated and extended previous findings highlighting the differences between conceptual construction and knowledge enrichment, and we found that Executive Functions predict improvement on the Vitalism battery but not on the Fun Facts battery and that Receptive Vocabulary predicts improvement the Fun Facts battery but not on the Vitalism battery. This double dissociation provides new evidence for the distinction between the two types of knowledge acquisition, and bears on the nature of the learning mechanisms involved in each. Copyright © 2018 Elsevier Inc. All rights reserved.

Acquisition and consolidation of novel morphology in human neocortex: A neuromagnetic study.

PubMed

Leminen, Alina; Kimppa, Lilli; Leminen, Miika M; Lehtonen, Minna; Mäkelä, Jyrki P; Shtyrov, Yury

2016-10-01

Research into neurobiological mechanisms of morphosyntactic processing of language has suggested specialised systems for decomposition and storage, which are used flexibly during the processing of complex polymorphemic words (such as those formed through affixation, e.g., boy + s = noun + plural marker or boy + ish = noun plus attenuator). However, neural underpinnings of acquisition of novel morphology are still unknown. We implicitly trained our participants with new derivational affixes through a word-picture association task and investigated the neural processes underlying formation of neural memory traces for new affixes. The participants' brain activity was recorded using magnetoencephalography (MEG), as they passively listened to the newly trained and untrained suffixes combined with real word and pseudoword stems. The MEG recording was repeated after a night's sleep using the same stimuli, to test the effects of overnight consolidation. The newly trained suffixes combined with real stems elicited stronger source activity in the left inferior frontal gyrus (LIFG) at ∼50 msec after the suffix onset than untrained suffixes, suggesting memory trace formation for the newly learned suffixes already on the same day. The following day, the suffix learning effect spread to the left superior temporal gyrus (STG) where it was again manifest as a response enhancement, particularly at ∼200-300 msec after the suffix onset, which might reflect an additional effect of overnight consolidation. Overall, the results demonstrate the rapid and dynamic processes of both immediate build-up and longer-term consolidation of neocortical memory traces for novel morphology, taking place after a short period of exposure to novel morphology and involving fronto-temporal perisylvian language circuitry. Copyright © 2016 Elsevier Ltd. All rights reserved.

An information communication technology based approach for the acquisition of critical thinking skills.

PubMed

Pucer, Patrik; Trobec, Irena; Žvanut, Boštjan

2014-06-01

Both academics and practitioners agree that critical thinking skills are necessary to provide safe and comprehensive nursing care. In order to promote the development of critical thinking, nurse educators need to keep the teaching/learning process captivating and interesting using active learning environments. These can be implemented by using modern information and communication technologies that are simple, fun, and time and cost effective. The goal of our study was to design and test an approach, which allows individual and fast acquisition of critical thinking skills with the use of information and communication technology. A combination of qualitative and quantitative research design was implemented. The study consisted of a quasi-experiment (phases 1-3): (1) pre-test discussion board, (2) use of e-contents based on the presented approach, and (3) post-test discussion board. The participants' opinion about the presented approach was identified in phase 4. The study was performed in May 2012 during the course "Ethics and Philosophy in Nursing" at the Faculty of Health Sciences, University of Primorska, Slovenia. Forty first-year undergraduate nursing students. Qualitative analysis of the discussion boards (phases 1, 3) and an anonymous survey with open- and closed-ended questions (phase 4). Qualitative analysis of the discussion boards showed a significant (p<0.001) improvement in the percentage of posts (12.2%) for which the opinions and conclusions of the participants were justified with valid arguments. The survey results indicated that participants perceived the e-contents based on the presented approach as useful, and that they improved their critical thinking skills. Repeated confirmation of the validity of the presented approach through methodological triangulation represents a strong indication that the presented approach is a valuable tool to develop nursing students' critical thinking skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

Tracking "Learning Behaviours" in the Incidental Acquisition of Two Dimensional Adjectives by Japanese Beginner Learners of L2 English

ERIC Educational Resources Information Center

Shintani, Natsuko; Ellis, Rod

2014-01-01

The purpose of this article is to examine both the process and product of vocabulary learning in a task-based instructional context. The article reports a study that investigated the acquisition of two dimensional adjectives ("big" and "small") by six-year-old Japanese children who were complete beginners. It tracked the…

Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions

ERIC Educational Resources Information Center

Sadeghi, Karim; Khezrlou, Sima; Modirkhameneh, Sima

2017-01-01

This study sought to compare how three different gloss types (text-picture, text-audio and text-picture-audio) affected English as a foreign language (EFL) learners' reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition differed across three learning conditions (i.e.,…

The Effect of Concept Mapping with Different Levels of Generativity and Learners' Self-Regulated Learning Skills on Knowledge Acquisition and Representation

ERIC Educational Resources Information Center

Lim, Kyu Yon

2008-01-01

The purpose of this study was to investigate the effectiveness of concept mapping strategies with different levels of generativity in terms of knowledge acquisition and knowledge representation. Also, it examined whether or not learners' self-regulated learning (SRL) skills influenced the effectiveness of concept mapping strategies with different…

Guidance Oriented Acquisition of Learning Skills (Project GOALS). Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Musante, Patricia

Guidance Oriented Acquisition of Learning Skills (Project GOALS) was a federally-funded project in three Brooklyn (New York) high schools in its fourth year of operation in 1992-93. It served 312 limited-English-proficient and 57 English-proficient students through instruction in English as a Second Language (ESL), native language arts (NLA) in…

Failure to Learn from Feedback underlies Word Learning Difficulties in Toddlers at Risk for Autism

ERIC Educational Resources Information Center

Bedford, R.; Gliga, T.; Frame, K.; Hudry, K.; Chandler, S.; Johnson, M. H.; Charman, T.

2013-01-01

Children's assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability to use ME to fast-map words (Preissler & Carey, 2005), children with autism show impaired language acquisition. We aimed to address…

An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read

ERIC Educational Resources Information Center

Shaaban, Kassim

2006-01-01

This study investigated the effects of the Jigsaw II cooperative learning (CL) model and whole class instruction in improving learners' reading comprehension, vocabulary acquisition, and motivation to read. Forty-four grade five English as a foreign language learners participated in the study, and a posttest-only control group experimental design…

More than Words: Fast Acquisition and Generalization of Orthographic Regularities during Novel Word Learning in Adults

ERIC Educational Resources Information Center

Laine, Matti; Polonyi, Tünde; Abari, Kálmán

2014-01-01

In literates, reading is a fundamental channel for acquiring new vocabulary both in the mother tongue and in foreign languages. By using an artificial language learning task, we examined the acquisition of novel written words and their embedded regularities (an orthographic surface feature and a syllabic feature) in three groups of university…

The Role of Students' Personality Characteristics, Self-Perceived Competence and Learning Conceptions in the Acquisition and Development of Social Communicative Competence: A Longitudinal Study

ERIC Educational Resources Information Center

Bakx, A. W. E. A.; Van der Sanden, J. M. M.; Sijtsma, K.; Croon, M. A.; Vermetten, Y. J. M.

2006-01-01

An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies. The purpose of this study was to investigate the role students' personality characteristics, self-perceived communicative competence and learning conceptions play in the acquisition and development of…

A Survey of Acquisition of Transferred Negation of English Syntax "with Reference to Senior High School TEFL in Mainland China"

ERIC Educational Resources Information Center

Fuli, Liu; Shuang, Song

2015-01-01

This study investigates the learning situation of senior high school students in mainland China about acquisition of transferred negation of English sentence structure. Through translation test and questionnaire investigation, a survey is made about this language learning phenomenon among 173 students. From the study it is found that students…

Experimental Evidence of the Relative Effectiveness of Problem-Based Learning for Knowledge Acquisition and Retention

ERIC Educational Resources Information Center

Wijnen, Marit; Loyens, Sofie M. M.; Schaap, Lydia

2016-01-01

This study investigated the effects of problem-based learning (PBL) on knowledge acquisition and knowledge retention in a controlled experiment in a lab setting. Eighty-eight first-year psychology students were randomly assigned to either a PBL condition, a lecture condition, or a self-study condition. All participants had the opportunity to study…

Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Bruno, Paula

This report assesses the Acquisition of Learning by Facilitating Academics (Project ALFA), which is designed to assist the academic progress of Haitian students at Lafayette High School in Brooklyn, New York. Project ALFA served a total of 62 students of limited English proficiency who had attended an English-speaking school system for less than 5…

α1-Adrenoceptors in the hippocampal dentate gyrus involved in learning-dependent long-term potentiation during active-avoidance learning in rats.

PubMed

Lv, Jing; Zhan, Su-Yang; Li, Guang-Xie; Wang, Dan; Li, Ying-Shun; Jin, Qing-Hua

2016-11-09

The hippocampus is the key structure for learning and memory in mammals and long-term potentiation (LTP) is an important cellular mechanism responsible for learning and memory. The influences of norepinephrine (NE) on the modulation of learning and memory, as well as LTP, through β-adrenoceptors are well documented, whereas the role of α1-adrenoceptors in learning-dependent LTP is not yet clear. In the present study, we measured extracellular concentrations of NE in the hippocampal dentate gyrus (DG) region using an in-vivo brain microdialysis and high-performance liquid chromatography techniques during the acquisition and extinction of active-avoidance behavior in freely moving conscious rats. Next, the effects of prazosin (an antagonist of α1-adrenoceptor) and phenylephrine (an agonist of the α1-adrenoceptor) on amplitudes of field excitatory postsynaptic potential were measured in the DG region during the active-avoidance behavior. Our results showed that the extracellular concentration of NE in the DG was significantly increased during the acquisition of active-avoidance behavior and gradually returned to the baseline level following extinction training. A local microinjection of prazosin into the DG significantly accelerated the acquisition of the active-avoidance behavior, whereas a local microinjection of phenylephrine retarded the acquisition of the active-avoidance behavior. Furthermore, in all groups, the changes in field excitatory postsynaptic potential amplitude were accompanied by corresponding changes in active-avoidance behavior. Our results suggest that NE activation of α1-adrenoceptors in the hippocampal DG inhibits active-avoidance learning by modulation of synaptic efficiency in rats.

Complexity in language acquisition.

PubMed

Clark, Alexander; Lappin, Shalom

2013-01-01

Learning theory has frequently been applied to language acquisition, but discussion has largely focused on information theoretic problems-in particular on the absence of direct negative evidence. Such arguments typically neglect the probabilistic nature of cognition and learning in general. We argue first that these arguments, and analyses based on them, suffer from a major flaw: they systematically conflate the hypothesis class and the learnable concept class. As a result, they do not allow one to draw significant conclusions about the learner. Second, we claim that the real problem for language learning is the computational complexity of constructing a hypothesis from input data. Studying this problem allows for a more direct approach to the object of study--the language acquisition device-rather than the learnable class of languages, which is epiphenomenal and possibly hard to characterize. The learnability results informed by complexity studies are much more insightful. They strongly suggest that target grammars need to be objective, in the sense that the primitive elements of these grammars are based on objectively definable properties of the language itself. These considerations support the view that language acquisition proceeds primarily through data-driven learning of some form. Copyright © 2013 Cognitive Science Society, Inc.

A critical period for second language acquisition: Evidence from 2/3 million English speakers.

PubMed

Hartshorne, Joshua K; Tenenbaum, Joshua B; Pinker, Steven

2018-08-01

Children learn language more easily than adults, though when and why this ability declines have been obscure for both empirical reasons (underpowered studies) and conceptual reasons (measuring the ultimate attainment of learners who started at different ages cannot by itself reveal changes in underlying learning ability). We address both limitations with a dataset of unprecedented size (669,498 native and non-native English speakers) and a computational model that estimates the trajectory of underlying learning ability by disentangling current age, age at first exposure, and years of experience. This allows us to provide the first direct estimate of how grammar-learning ability changes with age, finding that it is preserved almost to the crux of adulthood (17.4 years old) and then declines steadily. This finding held not only for "difficult" syntactic phenomena but also for "easy" syntactic phenomena that are normally mastered early in acquisition. The results support the existence of a sharply-defined critical period for language acquisition, but the age of offset is much later than previously speculated. The size of the dataset also provides novel insight into several other outstanding questions in language acquisition. Copyright © 2018 Elsevier B.V. All rights reserved.

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

PubMed

Dobson, John L; Linderholm, Tracy

2015-01-01

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

Amygdala's involvement in facilitating associative learning-induced plasticity: a promiscuous role for the amygdala in memory acquisition

PubMed Central

Chau, Lily S.; Galvez, Roberto

2012-01-01

It is widely accepted that the amygdala plays a critical role in acquisition and consolidation of fear-related memories. Some of the more widely employed behavioral paradigms that have assisted in solidifying the amygdala's role in fear-related memories are associative learning paradigms. With most associative learning tasks, a neutral conditioned stimulus (CS) is paired with a salient unconditioned stimulus (US) that elicits an unconditioned response (UR). After multiple CS-US pairings, the subject learns that the CS predicts the onset or delivery of the US, and thus elicits a learned conditioned response (CR). Most fear-related associative paradigms have suggested that an aspect of the fear association is stored in the amygdala; however, some fear-motivated associative paradigms suggest that the amygdala is not a site of storage, but rather facilitates consolidation in other brain regions. Based upon various learning theories, one of the most likely sites for storage of long-term memories is the neocortex. In support of these theories, findings from our laboratory, and others, have demonstrated that trace-conditioning, an associative paradigm where there is a separation in time between the CS and US, induces learning-specific neocortical plasticity. The following review will discuss the amygdala's involvement, either as a site of storage or facilitating storage in other brain regions such as the neocortex, in fear- and non-fear-motivated associative paradigms. In this review, we will discuss recent findings suggesting a broader role for the amygdala in increasing the saliency of behaviorally relevant information, thus facilitating acquisition for all forms of memory, both fear- and non-fear-related. This proposed promiscuous role of the amygdala in facilitating acquisition for all memories further suggests a potential role of the amygdala in general learning disabilities. PMID:23087626

Amygdala's involvement in facilitating associative learning-induced plasticity: a promiscuous role for the amygdala in memory acquisition.

PubMed

Chau, Lily S; Galvez, Roberto

2012-01-01

It is widely accepted that the amygdala plays a critical role in acquisition and consolidation of fear-related memories. Some of the more widely employed behavioral paradigms that have assisted in solidifying the amygdala's role in fear-related memories are associative learning paradigms. With most associative learning tasks, a neutral conditioned stimulus (CS) is paired with a salient unconditioned stimulus (US) that elicits an unconditioned response (UR). After multiple CS-US pairings, the subject learns that the CS predicts the onset or delivery of the US, and thus elicits a learned conditioned response (CR). Most fear-related associative paradigms have suggested that an aspect of the fear association is stored in the amygdala; however, some fear-motivated associative paradigms suggest that the amygdala is not a site of storage, but rather facilitates consolidation in other brain regions. Based upon various learning theories, one of the most likely sites for storage of long-term memories is the neocortex. In support of these theories, findings from our laboratory, and others, have demonstrated that trace-conditioning, an associative paradigm where there is a separation in time between the CS and US, induces learning-specific neocortical plasticity. The following review will discuss the amygdala's involvement, either as a site of storage or facilitating storage in other brain regions such as the neocortex, in fear- and non-fear-motivated associative paradigms. In this review, we will discuss recent findings suggesting a broader role for the amygdala in increasing the saliency of behaviorally relevant information, thus facilitating acquisition for all forms of memory, both fear- and non-fear-related. This proposed promiscuous role of the amygdala in facilitating acquisition for all memories further suggests a potential role of the amygdala in general learning disabilities.

Cas9 specifies functional viral targets during CRISPR-Cas adaptation.

PubMed

Heler, Robert; Samai, Poulami; Modell, Joshua W; Weiner, Catherine; Goldberg, Gregory W; Bikard, David; Marraffini, Luciano A

2015-03-12

Clustered regularly interspaced short palindromic repeat (CRISPR) loci and their associated (Cas) proteins provide adaptive immunity against viral infection in prokaryotes. Upon infection, short phage sequences known as spacers integrate between CRISPR repeats and are transcribed into small RNA molecules that guide the Cas9 nuclease to the viral targets (protospacers). Streptococcus pyogenes Cas9 cleavage of the viral genome requires the presence of a 5'-NGG-3' protospacer adjacent motif (PAM) sequence immediately downstream of the viral target. It is not known whether and how viral sequences flanked by the correct PAM are chosen as new spacers. Here we show that Cas9 selects functional spacers by recognizing their PAM during spacer acquisition. The replacement of cas9 with alleles that lack the PAM recognition motif or recognize an NGGNG PAM eliminated or changed PAM specificity during spacer acquisition, respectively. Cas9 associates with other proteins of the acquisition machinery (Cas1, Cas2 and Csn2), presumably to provide PAM-specificity to this process. These results establish a new function for Cas9 in the genesis of prokaryotic immunological memory.

Repeated testing improves achievement in a blended learning approach for risk competence training of medical students: results of a randomized controlled trial.

PubMed

Spreckelsen, C; Juenger, J

2017-09-26

Adequate estimation and communication of risks is a critical competence of physicians. Due to an evident lack of these competences, effective training addressing risk competence during medical education is needed. Test-enhanced learning has been shown to produce marked effects on achievements. This study aimed to investigate the effect of repeated tests implemented on top of a blended learning program for risk competence. We introduced a blended-learning curriculum for risk estimation and risk communication based on a set of operationalized learning objectives, which was integrated into a mandatory course "Evidence-based Medicine" for third-year students. A randomized controlled trial addressed the effect of repeated testing on achievement as measured by the students' pre- and post-training score (nine multiple-choice items). Basic numeracy and statistical literacy were assessed at baseline. Analysis relied on descriptive statistics (histograms, box plots, scatter plots, and summary of descriptive measures), bootstrapped confidence intervals, analysis of covariance (ANCOVA), and effect sizes (Cohen's d, r) based on adjusted means and standard deviations. All of the 114 students enrolled in the course consented to take part in the study and were assigned to either the intervention or control group (both: n = 57) by balanced randomization. Five participants dropped out due to non-compliance (control: 4, intervention: 1). Both groups profited considerably from the program in general (Cohen's d for overall pre vs. post scores: 2.61). Repeated testing yielded an additional positive effect: while the covariate (baseline score) exhibits no relation to the post-intervention score, F(1, 106) = 2.88, p > .05, there was a significant effect of the intervention (repeated tests scenario) on learning achievement, F(1106) = 12.72, p < .05, d = .94, r = .42 (95% CI: [.26, .57]). However, in the subgroup of participants with a high initial numeracy score no similar effect could be observed. Dedicated training can improve relevant components of risk competence of medical students. An already promising overall effect of the blended learning approach can be improved significantly by implementing a test-enhanced learning design, namely repeated testing. As students with a high initial numeracy score did not profit equally from repeated testing, target-group specific opt-out may be offered.

Acquisition of lithium chloride- and radiation-induced taste aversions in hypophysectomized rats.

PubMed

Rabin, B M; Hunt, W A; Lee, J

1983-03-01

The effects of hypophysectomy on the acquisition of conditioned taste aversions following injection of lithium chloride and following exposure to ionizing radiation were studied using a two-bottle preference test. Hypophysectomy did not disrupt the acquisition of a taste aversion following either treatment. The results are interpreted as: (a) suggesting that pituitary/adrenal hormones do not mediate the acquisition of a conditioned taste aversion following injections of lithium chloride or following exposure to ionizing radiation in a two-bottle preference test, and (b) consistent with other research suggesting that the involvement of pituitary/adrenal hormones in taste aversion learning may be related to the conflict induced by using a one-bottle test and not to the learning itself.

Extinction of avoidance behavior by safety learning depends on endocannabinoid signaling in the hippocampus.

PubMed

Micale, Vincenzo; Stepan, Jens; Jurik, Angela; Pamplona, Fabricio A; Marsch, Rudolph; Drago, Filippo; Eder, Matthias; Wotjak, Carsten T

2017-07-01

The development of exaggerated avoidance behavior is largely responsible for the decreased quality of life in patients suffering from anxiety disorders. Studies using animal models have contributed to the understanding of the neural mechanisms underlying the acquisition of avoidance responses. However, much less is known about its extinction. Here we provide evidence in mice that learning about the safety of an environment (i.e., safety learning) rather than repeated execution of the avoided response in absence of negative consequences (i.e., response extinction) allowed the animals to overcome their avoidance behavior in a step-down avoidance task. This process was context-dependent and could be blocked by pharmacological (3 mg/kg, s.c.; SR141716) or genetic (lack of cannabinoid CB1 receptors in neurons expressing dopamine D1 receptors) inactivation of CB1 receptors. In turn, the endocannabinoid reuptake inhibitor AM404 (3 mg/kg, i.p.) facilitated safety learning in a CB1-dependent manner and attenuated the relapse of avoidance behavior 28 days after conditioning. Safety learning crucially depended on endocannabinoid signaling at level of the hippocampus, since intrahippocampal SR141716 treatment impaired, whereas AM404 facilitated safety learning. Other than AM404, treatment with diazepam (1 mg/kg, i.p.) impaired safety learning. Drug effects on behavior were directly mirrored by drug effects on evoked activity propagation through the hippocampal trisynaptic circuit in brain slices: As revealed by voltage-sensitive dye imaging, diazepam impaired whereas AM404 facilitated activity propagation to CA1 in a CB1-dependent manner. In line with this, systemic AM404 enhanced safety learning-induced expression of Egr1 at level of CA1. Together, our data render it likely that AM404 promotes safety learning by enhancing information flow through the trisynaptic circuit to CA1. Copyright © 2017 Elsevier Ltd. All rights reserved.

Child Language Acquisition: Contrasting Theoretical Approaches

ERIC Educational Resources Information Center

Ambridge, Ben; Lieven, Elena V. M.

2011-01-01

Is children's language acquisition based on innate linguistic structures or built from cognitive and communicative skills? This book summarises the major theoretical debates in all of the core domains of child language acquisition research (phonology, word-learning, inflectional morphology, syntax and binding) and includes a complete introduction…

Simulation/Gaming and the Acquisition of Communicative Competence in Another Language.

ERIC Educational Resources Information Center

Garcia-Carbonell, Amparo; Rising, Beverly; Montero, Begona; Watts, Frances

2001-01-01

Discussion of communicative competence in second language acquisition focuses on a theoretical and practical meshing of simulation and gaming methodology with theories of foreign language acquisition, including task-based learning, interaction, and comprehensible input. Describes experiments conducted with computer-assisted simulations in…

Relative frequency of knowledge of performance and motor skill learning.

PubMed

Weeks, D L; Kordus, R N

1998-09-01

This study examined the effects of variations in relative frequency of knowledge of performance (KP) on acquisition, retention, and transfer of form for a multilimb closed sport skill. Two groups received either 100% relative frequency of KP or 33% relative frequency of KP while learning the soccer throw-in skill. Participants were boys between the ages of 11 and 14 years who were unfamiliar with the skill. Participants performed a 30-trial acquisition phase in which KP was provided about one of eight aspects of form. Following acquisition, five trial retention and transfer (to a target at a different distance than experienced in acquisition) tests were administered at 5 min, 24 hr, and 72 hr. Although no group differences were found for accuracy scores, the 33% group had higher form scores in acquisition and all retention and transfer tests. It was concluded that reducing the relative frequency of KP eliminated a dependency on KP to guide performance in acquisition, which was beneficial for maintaining form in conditions in which KP was absent.

Intact implicit learning in autism spectrum conditions.

PubMed

Brown, Jamie; Aczel, Balazs; Jiménez, Luis; Kaufman, Scott Barry; Grant, Kate Plaisted

2010-09-01

Individuals with autism spectrum condition (ASC) have diagnostic impairments in skills that are associated with an implicit acquisition; however, it is not clear whether ASC individuals show specific implicit learning deficits. We compared ASC and typically developing (TD) individuals matched for IQ on five learning tasks: four implicit learning tasks--contextual cueing, serial reaction time, artificial grammar learning, and probabilistic classification learning tasks--that used procedures expressly designed to minimize the use of explicit strategies, and one comparison explicit learning task, paired associates learning. We found implicit learning to be intact in ASC. Beyond no evidence of differences, there was evidence of statistical equivalence between the groups on all the implicit learning tasks. This was not a consequence of compensation by explicit learning ability or IQ. Furthermore, there was no evidence to relate implicit learning to ASC symptomatology. We conclude that implicit mechanisms are preserved in ASC and propose that it is disruption by other atypical processes that impact negatively on the development of skills associated with an implicit acquisition.

Impact of associative word learning on phonotactic processing in 6-month-old infants: A combined EEG and fNIRS study.

PubMed

Obrig, Hellmuth; Mock, Julia; Stephan, Franziska; Richter, Maria; Vignotto, Micol; Rossi, Sonja

2017-06-01

During early language development native phonotactics are acquired in a 'bottom-up' fashion, relying on exquisite auditory differentiation skills operational from birth. Since basic lexico-semantic abilities have been demonstrated from 6 months onwards, 'top-down' influences on phonotactic learning may complement the extraction of transitional probabilities in phonotactic learning. Such a bidirectional acquisition strategy predicts, that familiarization with (proto)words should affect processing of untrained word-forms of similar phonological structure. We investigated 6-month-old infants undergoing an associative training to establish a pseudoword-pseudoobject link. Comparison between pre- and post-training responses to trained and untrained items allowed investigating training effects. Additionally phonotactic status (50% legal, 50% illegal with regard to German) allowed investigating influences of previous language experience. EEG and functional near-infrared spectroscopy (fNIRS) provided measures of electrophysiological and hemodynamic responses. We find evidence for a robust effect of associative training on pseudoword processing when presented in isolation. This transferred to untrained items. Previous linguistic experience showed a much weaker effect. Taken together the results suggest that sensitivity to phonotactic contrasts is present at 6 months, but that acceptance as lexical candidates is rapidly modulated when word forms following non-native phonotactics become potentially meaningful due to repeated exposure in a semantic context. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Difficulty in learning similar-sounding words: a developmental stage or a general property of learning?

PubMed Central

Pajak, Bozena; Creel, Sarah C.; Levy, Roger

2016-01-01

How are languages learned, and to what extent are learning mechanisms similar in infant native-language (L1) and adult second-language (L2) acquisition? In terms of vocabulary acquisition, we know from the infant literature that the ability to discriminate similar-sounding words at a particular age does not guarantee successful word-meaning mapping at that age (Stager & Werker, 1997). However, it is unclear whether this difficulty arises from developmental limitations of young infants (e.g., poorer working memory) or whether it is an intrinsic part of the initial word learning, L1 and L2 alike. Here we show that adults of particular L1 backgrounds—just like young infants—have difficulty learning similar-sounding L2 words that they can nevertheless discriminate perceptually. This suggests that the early stages of word learning, whether L1 or L2, intrinsically involve difficulty in mapping similar-sounding words onto referents. We argue that this is due to an interaction between two main factors: (1) memory limitations that pose particular challenges for highly similar-sounding words, and (2) uncertainty regarding the language's phonetic categories, as these are being learned concurrently with words. Overall, our results show that vocabulary acquisition in infancy and in adulthood share more similarities than previously thought, thus supporting the existence of common learning mechanisms that operate throughout the lifespan. PMID:26962959

Myopic Regret Avoidance: Feedback Avoidance and Learning in Repeated Decision Making

ERIC Educational Resources Information Center

Reb, Jochen; Connolly, Terry

2009-01-01

Decision makers can become trapped by "myopic regret avoidance" in which rejecting feedback to avoid short-term "outcome regret" (regret associated with counterfactual outcome comparisons) leads to reduced learning and greater long-term regret over continuing poor decisions. In a series of laboratory experiments involving repeated choices among…

Synergistic Approach Integrating Joint Capabilities for USSOCOM Contingency Contracting: Construction Management Module

DTIC Science & Technology

2010-12-01

59 a. The Joint Uniform Lessons Learned System (JULLS) .........59 b. Acquisition Community Connection (ACC) ..........................59 c...Report ACC Acquisition Community Connection ADDIE Analyze, Design, Develop, Implement, Evaluate AFFARS Air Force Federal Acquisition Regulation...Operations J4 Logistics J5 Plans J6 Communications J8 Programming and Comptroller J&A Justification and Approval JARB Joint Acquisition

Demonstration of repeatability in a high-energy-density planar shear mixing layer experiment

DOE PAGES

Merritt, Elizabeth Catherine; Doss, Forrest William; Di Stefano, Carlos A.; ...

2017-03-11

On laser-driven platforms the assumption of experiment repeatability is particularly important due to a typically low data acquisition rate that doesn’t often allow for data redundancy. If the platform is repeatable, then measurements of the repeatable dynamics from multiple experiments can be treated as measurements of the same system. In high-energy-density hydrodynamic instability experiments the interface growth is assumed to be one of the repeatable aspects of the system. In this paper we demonstrate the repeatability of the instability growth in the counter-propagating shear experiment at the OMEGA laser facility, where the instability growth is characterized by the tracer layermore » thickness or mix-width evolution. Furthermore, in our previous experiment campaigns we have assumed the instability growth was repeatable enough to identify trends, but in this work we explicitly show that the mix-width measurements for nominally identical experiments are repeatable within the measurement error bars.« less

The Road to Language Learning Is Not Entirely Iconic: Iconicity, Neighborhood Density, and Frequency Facilitate Acquisition of Sign Language.

PubMed

Caselli, Naomi K; Pyers, Jennie E

2017-07-01

Iconic mappings between words and their meanings are far more prevalent than once estimated and seem to support children's acquisition of new words, spoken or signed. We asked whether iconicity's prevalence in sign language overshadows two other factors known to support the acquisition of spoken vocabulary: neighborhood density (the number of lexical items phonologically similar to the target) and lexical frequency. Using mixed-effects logistic regressions, we reanalyzed 58 parental reports of native-signing deaf children's productive acquisition of 332 signs in American Sign Language (ASL; Anderson & Reilly, 2002) and found that iconicity, neighborhood density, and lexical frequency independently facilitated vocabulary acquisition. Despite differences in iconicity and phonological structure between signed and spoken language, signing children, like children learning a spoken language, track statistical information about lexical items and their phonological properties and leverage this information to expand their vocabulary.

Dissociable effects of practice variability on learning motor and timing skills.

PubMed

Caramiaux, Baptiste; Bevilacqua, Frédéric; Wanderley, Marcelo M; Palmer, Caroline

2018-01-01

Motor skill acquisition inherently depends on the way one practices the motor task. The amount of motor task variability during practice has been shown to foster transfer of the learned skill to other similar motor tasks. In addition, variability in a learning schedule, in which a task and its variations are interweaved during practice, has been shown to help the transfer of learning in motor skill acquisition. However, there is little evidence on how motor task variations and variability schedules during practice act on the acquisition of complex motor skills such as music performance, in which a performer learns both the right movements (motor skill) and the right time to perform them (timing skill). This study investigated the impact of rate (tempo) variability and the schedule of tempo change during practice on timing and motor skill acquisition. Complete novices, with no musical training, practiced a simple musical sequence on a piano keyboard at different rates. Each novice was assigned to one of four learning conditions designed to manipulate the amount of tempo variability across trials (large or small tempo set) and the schedule of tempo change (randomized or non-randomized order) during practice. At test, the novices performed the same musical sequence at a familiar tempo and at novel tempi (testing tempo transfer), as well as two novel (but related) sequences at a familiar tempo (testing spatial transfer). We found that practice conditions had little effect on learning and transfer performance of timing skill. Interestingly, practice conditions influenced motor skill learning (reduction of movement variability): lower temporal variability during practice facilitated transfer to new tempi and new sequences; non-randomized learning schedule improved transfer to new tempi and new sequences. Tempo (rate) and the sequence difficulty (spatial manipulation) affected performance variability in both timing and movement. These findings suggest that there is a dissociable effect of practice variability on learning complex skills that involve both motor and timing constraints.

Pervasive Knowledge, Social Networks, and Cloud Computing: E-Learning 2.0

ERIC Educational Resources Information Center

Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

2015-01-01

Embedding Web 2.0 in learning processes has extended learning from traditional based learning-centred to a collaborative based learning-centred institution that emphasises learning anywhere and anytime. While deploying Semantic Web into e-learning offers a broader spectrum of pervasive knowledge acquisition to enrich users' experience in learning.…

Lexical and semantic representations in the acquisition of L2 cognate and non-cognate words: evidence from two learning methods in children.

PubMed

Comesaña, Montserrat; Soares, Ana Paula; Sánchez-Casas, Rosa; Lima, Cátia

2012-08-01

How bilinguals represent words in two languages and which mechanisms are responsible for second language acquisition are important questions in the bilingual and vocabulary acquisition literature. This study aims to analyse the effect of two learning methods (picture- vs. word-based method) and two types of words (cognates and non-cognates) in early stages of children's L2 acquisition. Forty-eight native speakers of European Portuguese, all sixth graders (mean age = 10.87 years; SD= 0.85), participated in the study. None of them had prior knowledge of Basque (the L2 in this study). After a learning phase in which L2 words were learned either by a picture- or a word-based method, children were tested in a backward-word translation recognition task at two times (immediately vs. one week later). Results showed that the participants made more errors when rejecting semantically related than semantically unrelated words as correct translations (semantic interference effect). The magnitude of this effect was higher in the delayed test condition regardless of the learning method. Moreover, the overall performance of participants from the word-based method was better than the performance of participants from the picture-word method. Results were discussed concerning the most significant bilingual lexical processing models. ©2011 The British Psychological Society.

Electrical Stimulation of Lateral Habenula during Learning: Frequency-Dependent Effects on Acquisition but Not Retrieval of a Two-Way Active Avoidance Response

PubMed Central

Wetzel, Wolfram; Scheich, Henning; Ohl, Frank W.

2013-01-01

The lateral habenula (LHb) is an epithalamic structure involved in signaling reward omission and aversive stimuli, and it inhibits dopaminergic neurons during motivated behavior. Less is known about LHb involvement in the acquisition and retrieval of avoidance learning. Our previous studies indicated that brief electrical stimulation of the LHb, time-locked to the avoidance of aversive footshock (presumably during the positive affective “relief” state that occurs when an aversive outcome is averted), inhibited the acquisition of avoidance learning. In the present study, we used the same paradigm to investigate different frequencies of LHb stimulation. The effect of 20 Hz vs. 50 Hz vs. 100 Hz stimulation was investigated during two phases, either during acquisition or retrieval in Mongolian gerbils. The results indicated that 50 Hz, but not 20 Hz, was sufficient to produce a long-term impairment in avoidance learning, and was somewhat more effective than 100 Hz in this regard. None of the stimulation parameters led to any effects on retrieval of avoidance learning, nor did they affect general motor activity. This suggests that, at frequencies in excess of the observed tonic firing rates of LHb neurons (>1–20 Hz), LHb stimulation may serve to interrupt the consolidation of new avoidance memories. However, these stimulation parameters are not capable of modifying avoidance memories that have already undergone extensive consolidation. PMID:23840355

Syntactic Markedness and Language Acquisition.

ERIC Educational Resources Information Center

Mazurkewich, Irene

1985-01-01

Argues that Chomsky's theory of generative grammar provides a model for second language acquisition that meets the criteria of descriptive and exploratory adequacy in accounting for the language learning process. Illustrates this by presenting data on the acquisition of dative complements and dative questions in a passive context by second…

Infusing Motor Learning Research Into Neurorehabilitation Practice: A Historical Perspective With Case Exemplar From the Accelerated Skill Acquisition Program

PubMed Central

Winstein, Carolee; Lewthwaite, Rebecca; Blanton, Sarah R.; Wolf, Lois B.; Wishart, Laurie

2016-01-01

This special interest article provides a historical framework with a contemporary case example that traces the infusion of the science of motor learning into neurorehabilitation practice. The revolution in neuroscience provided the first evidence for learning-dependent neuroplasticity and presaged the role of motor learning as critical for restorative therapies after stroke. The scientific underpinnings of motor learning have continued to evolve from a dominance of cognitive or information processing perspectives to a blend with neural science and contemporary social-cognitive psychological science. Furthermore, advances in the science of behavior change have contributed insights into influences on sustainable and generalizable gains in motor skills and associated behaviors, including physical activity and other recovery-promoting habits. For neurorehabilitation, these insights have tremendous relevance for the therapist–patient interactions and relationships. We describe a principle-based intervention for neurorehabilitation termed the Accelerated Skill Acquisition Program that we developed. This approach emphasizes integration from a broad set of scientific lines of inquiry including the contemporary fields of motor learning, neuroscience, and the psychological science of behavior change. Three overlapping essential elements—skill acquisition, impairment mitigation, and motivational enhancements—are integrated. PMID:24828523

Intra-Amygdala ZIP Injections Impair the Memory of Learned Active Avoidance Responses and Attenuate Conditioned Taste-Aversion Acquisition in Rats

ERIC Educational Resources Information Center

Gamiz, Fernando; Gallo, Milagros

2011-01-01

We have investigated the effect of protein kinase Mzeta (PKM[zeta]) inhibition in the basolateral amygdala (BLA) upon the retention of a nonspatial learned active avoidance response and conditioned taste-aversion (CTA) acquisition in rats. ZIP (10 nmol/[mu]L) injected into the BLA 24 h after training impaired retention of a learned…

Learning Electrical Circuits: The Effects of the 4C-ID Instructional Approach in the Acquisition and Transfer of Knowledge

ERIC Educational Resources Information Center

Melo, Mário; Miranda, Guilhermina Lobato

2015-01-01

This study was designed to investigate the effects of two instructional approaches (4C-ID versus conventional) on learners' knowledge-acquisition and learning transfer of the electrical circuits content in Physics. Participants were 129 9th graders from a secondary school in Lisbon, M = 14.3 years, SD = 0.54. The participants were divided in two…

The role of mirror neurons in language acquisition and evolution.

PubMed

Behme, Christina

2014-04-01

I argue that Cook et al.'s attack of the genetic hypothesis of mirror neurons misses its target because the authors miss the point that genetics may specify how neurons may learn, not what they learn. Paying more attention to recent work linking mirror neurons to language acquisition and evolution would strengthen Cook et al.'s arguments against a rigid genetic hypothesis.

Input Skewedness, Consistency, and Order of Frequent Verbs in Frequency-Driven Second Language Construction Learning: A Replication and Extension of Casenhiser and Goldberg (2005) to Adult Second Language Acquisition

ERIC Educational Resources Information Center

Nakamura, Daisuke

2012-01-01

Recent usage-based models of language acquisition research has found that three frequency manipulations; (1) skewed input (Casenhiser & Goldberg 2005), (2) input consistency (Childers & Tomasello 2001), and (3) order of frequent verbs (Goldberg, Casenhiser, & White 2007) facilitated construction learning in children. The present paper addresses…

Teaching English through Action: Total Physical Response (T.P.R.). A Right-Brain/Left-Brain Approach to Language Acquisition. A Workshop.

ERIC Educational Resources Information Center

Segal, Bertha E.

Materials from a teacher workshop on the Total Physical Response method for teaching English as a second language are presented. The technique describes the process of first language acquisition, uses physical activities in the classroom to reinforce learning, and allows a long period of receptive language learning before requiring production. The…

Acquisition of Requests and Apologies in Spanish and French: Impact of Study Abroad and Strategy-Building Intervention

ERIC Educational Resources Information Center

Cohen, Andrew D.; Shively, Rachel L.

2007-01-01

The primary aim of this study was to assess the impact of a curricular intervention on study-abroad students' use of language- and culture-learning strategies and on their acquisition of requests and apologies. The intervention consisted of a brief face-to-face orientation to learning speech acts, a self-study guidebook on language and culture…

Mobile Learning in Foreign Language Learning: Podcasts and Lexicon Acquisition in the Elementary Instruction of Italian

ERIC Educational Resources Information Center

Unterrainer, Eva Maria

2012-01-01

This paper illustrates the research design (including the pilot study) of a work-in-progress study aimed at examining the potential of bilingual podcasts for the vocabulary acquisition in Italian as an L3 in the Austrian school context for beginning learners. The longitudinal study tries to link findings of the Lexical Approach (Lewis, 1993, 1997)…

Data-Driven Learning and the Acquisition of Italian Collocations: From Design to Student Evaluation

ERIC Educational Resources Information Center

Forti, Luciana

2017-01-01

This paper looks at how corpus data was used to design an Italian as an L2 language learning programme and how it was evaluated by students. The study focuses on the acquisition of Italian verb-noun collocations by Chinese native students attending a ten month long Italian language course before enrolling at an Italian university. It describes how…

Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1993-94. OER Report.

ERIC Educational Resources Information Center

Augustin, Marc

The Acquisition of Learning by Facilitating Academics (Project ALFA) was an Elementary and Secondary Education Act Title VII-funded project in its second year in 1993-94. The project operated at a high school in Brooklyn, and served 75 Haitian-speaking students of limited English proficiency with fewer than 5 years in an English-speaking school.…

Iconicity and Sign Lexical Acquisition: A Review

PubMed Central

Ortega, Gerardo

2017-01-01

The study of iconicity, defined as the direct relationship between a linguistic form and its referent, has gained momentum in recent years across a wide range of disciplines. In the spoken modality, there is abundant evidence showing that iconicity is a key factor that facilitates language acquisition. However, when we look at sign languages, which excel in the prevalence of iconic structures, there is a more mixed picture, with some studies showing a positive effect and others showing a null or negative effect. In an attempt to reconcile the existing evidence the present review presents a critical overview of the literature on the acquisition of a sign language as first (L1) and second (L2) language and points at some factor that may be the source of disagreement. Regarding sign L1 acquisition, the contradicting findings may relate to iconicity being defined in a very broad sense when a more fine-grained operationalisation might reveal an effect in sign learning. Regarding sign L2 acquisition, evidence shows that there is a clear dissociation in the effect of iconicity in that it facilitates conceptual-semantic aspects of sign learning but hinders the acquisition of the exact phonological form of signs. It will be argued that when we consider the gradient nature of iconicity and that signs consist of a phonological form attached to a meaning we can discern how iconicity impacts sign learning in positive and negative ways. PMID:28824480

Repeatable reference for positioning sensors and transducers in drill pipe

DOEpatents

Hall, David R.; Fox, Joe; Pixton, David S.; Hall, Jr., H. Tracy

2005-05-03

A drill pipe having a box end having a tapered thread, and an internal shoulder and an external face for engagement with a drill pipe pin end having a tapered mating thread, and an external shoulder and an external face adapted for data acquisition or transmission. The relative dimensions of the box and pin ends are precisely controlled so that when the tool joint is made up, a repeatable reference plane is established for transmitting power and tuning downhole sensors, transducers, and means for sending and receiving data along the drill string. When the power or data acquisition and transmission means are located in the tool joint, the dimensions of the tool joint are further proportioned to compensate for the loss of cross-sectional area in order maintain the joints ability to sustain nominal makeup torque.

Towards an explicit account of implicit learning.

PubMed

Forkstam, Christian; Petersson, Karl Magnus

2005-08-01

The human brain supports acquisition mechanisms that can extract structural regularities implicitly from experience without the induction of an explicit model. Reber defined the process by which an individual comes to respond appropriately to the statistical structure of the input ensemble as implicit learning. He argued that the capacity to generalize to new input is based on the acquisition of abstract representations that reflect underlying structural regularities in the acquisition input. We focus this review of the implicit learning literature on studies published during 2004 and 2005. We will not review studies of repetition priming ('implicit memory'). Instead we focus on two commonly used experimental paradigms: the serial reaction time task and artificial grammar learning. Previous comprehensive reviews can be found in Seger's 1994 article and the Handbook of Implicit Learning. Emerging themes include the interaction between implicit and explicit processes, the role of the medial temporal lobe, developmental aspects of implicit learning, age-dependence, the role of sleep and consolidation. The attempts to characterize the interaction between implicit and explicit learning are promising although not well understood. The same can be said about the role of sleep and consolidation. Despite the fact that lesion studies have relatively consistently suggested that the medial temporal lobe memory system is not necessary for implicit learning, a number of functional magnetic resonance studies have reported medial temporal lobe activation in implicit learning. This issue merits further research. Finally, the clinical relevance of implicit learning remains to be determined.

Computational Modeling for Language Acquisition: A Tutorial with Syntactic Islands

ERIC Educational Resources Information Center

Pearl, Lisa S.; Sprouse, Jon

2015-01-01

Purpose: Given the growing prominence of computational modeling in the acquisition research community, we present a tutorial on how to use computational modeling to investigate learning strategies that underlie the acquisition process. This is useful for understanding both typical and atypical linguistic development. Method: We provide a general…

Reengineering the Acquisition/Procurement Process: A Methodology for Requirements Collection

NASA Technical Reports Server (NTRS)

Taylor, Randall; Vanek, Thomas

2011-01-01

This paper captures the systematic approach taken by JPL's Acquisition Reengineering Project team, the methodology used, challenges faced, and lessons learned. It provides pragmatic "how-to" techniques and tools for collecting requirements and for identifying areas of improvement in an acquisition/procurement process or other core process of interest.

Language Acquisitional Universals: L1, L2, Pidgins, and FLT.

ERIC Educational Resources Information Center

Wode, Henning

Human capacity for language acquisition is not strictly compartmentalized, with one acquisitional mechanism for the native language and others totally unrelated to it; rather, it consists of a unified mechanism flexible enough to handle various differences in external settings. This learning system operates on the formal properties of the…

Acquisition of Simple and Complex Knowledge; A Knowledge Gap Perspective

ERIC Educational Resources Information Center

Le Heron, Judy; Sligo, Frank

2005-01-01

This paper assesses university students' acquisition of simple and complex knowledge, in exploring whether the knowledge gap hypothesis (KGH) with its origins in community-based research into people's informal learning from mass media, provides insights into students' acquisition and retention of information. The KGH posits that attempts to…

A Correlational Study: Personality Types and Foreign Language Acquisition in Undergraduate Students

ERIC Educational Resources Information Center

Capellan, Frank

2017-01-01

The purpose of this study was to investigate the relationship between personality types and second language acquisition. The study addressed a problem that is inadequately investigated in foreign language acquisition research; specifically, personality traits as predictors of language learning in college students studying Spanish as a foreign…

L3 Acquisition of German Adjectival Inflection: A Generative Account

ERIC Educational Resources Information Center

Jaensch, Carol

2011-01-01

Studies testing the knowledge of syntactic properties have resulted in two potentially contrasting proposals in relation to third language acquisition (TLA); the Cumulative Enhancement Model (Flynn et al., 2004), which proposes that previously learned languages will positively affect the acquisition of a third language (L3); and the "second…

Independent voluntary correction and savings in locomotor learning.

PubMed

Leech, Kristan A; Roemmich, Ryan T

2018-06-14

People can acquire new walking patterns in many different ways. For example, we can change our gait voluntarily in response to instruction or adapt by sensing our movement errors. Here we investigated how acquisition of a new walking pattern through simultaneous voluntary correction and adaptive learning affected the resulting motor memory of the learned pattern. We studied adaptation to split-belt treadmill walking with and without visual feedback of stepping patterns. As expected, visual feedback enabled faster acquisition of the new walking pattern. However, upon later re-exposure to the same split-belt perturbation, participants exhibited similar motor memories whether they had learned with or without visual feedback. Participants who received feedback did not re-engage the mechanism used to accelerate initial acquisition of the new walking pattern to similarly accelerate subsequent relearning. These findings reveal that voluntary correction neither benefits nor interferes with the ability to save a new walking pattern over time. © 2018. Published by The Company of Biologists Ltd.

How has problem based learning fared in Pakistan?

PubMed

Mahmud, Waqas; Hyder, Omar

2012-10-01

To conduct a systematic review of primary research in undergraduate medical education in Pakistan in order to evaluate PBL programs, examine outcomes and competencies influenced by PBL, and compare them with conventional learning (lecture based learning, LBL). Qualitative content analysis. Rawalpindi Medical College, Rawalpindi, from June 2010 - February 2011. Literature was searched using online resources. Studies evaluating outcomes influenced by PBL, or comparing PBL with lecture based learning (LBL) were selected. Due to heterogeneity, a qualitative content analysis was performed in which studies were classified according to the methods of assessment; results were then summarized by outcome and frequencies were calculated. Eleven studies were included. Apart from knowledge acquisition, students gave high ratings to PBL in selected outcomes, alone, and in comparison with LBL. There was a disagreement among results of studies that evaluated knowledge acquisition alone. Based on student perceptions, PBL has many advantages. However, the results of this review are limited due to heterogeneity and methodological weakness of studies, specially the studies that compared exam scores to assess knowledge acquisition.

Investigation of neuropsychopharmacological effects of a polyherbal formulation on the learning and memory process in rats.

PubMed

Shah, Js; Goyal, Rk

2011-04-01

To investigate the neuropsychopharmacological effect of a polyherbal formulation (PHF) on the learning and memory processes in rats. PHF contains Withania somnifera (Ashwagandha), Nardostachys jatamansi (Jatamansi), Rauwolfia serpentina (Sarpagandha), Evolvulus alsinoides (Shankhpushpi), Asparagus racemosus (Shatavari), Emblica officinalis (Amalki), Mucuna pruriens (Kauch bij extract), Hyoscyamus niger (Khurasani Ajmo), Mineral resin (Shilajit), Pearl (Mukta Shukhti Pishti), and coral calcium (Praval pishti). Its effect (500 mg / kg, p.o.) on the learning and memory processes was tested. The activity of PHF on memory acquisition and retention was studied using passive avoidance learning and elevated plus maze model (EPM) in rats. The animals treated with PHF showed a significant decrease in transfer latency as compared to the control group in EPM. PHF also produced significant improvement in passive avoidance acquisition and memory retrieval, as compared to the controls and reduced the latency to reach the shock free zone (SFZ) after 24 hours. The PHF produces significant improvement in passive avoidance acquisition and memory retrieval in rats, which needs further investigation.

Integration of contextual cues into memory depends on "prefrontal" N-methyl-D-aspartate receptors.

PubMed

Starosta, Sarah; Bartetzko, Isabelle; Stüttgen, Maik C; Güntürkün, Onur

2017-10-01

Every learning event is embedded in a context, but not always does the context become an integral part of the memory; however, for extinction learning it usually does, resulting in context-specific conditioned responding. The neuronal mechanisms underlying contextual control have been mainly investigated for Pavlovian fear extinction with a focus on hippocampal structures. However, the initial acquisition of novel responses can be subject to contextual control as well, although the neuronal mechanisms are mostly unknown. Here, we tested the hypothesis that contextual control of acquisition depends on glutamatergic transmission underlying executive functions in forebrain areas, e.g. by shifting attention to critical cues. Thus, we antagonized N-methyl-D-aspartate (NMDA) receptors with 2-amino-5-phosphonovaleric acid (AP5) in the pigeon nidopallium caudolaterale, the functional analogue of mammalian prefrontal cortex, during the concomitant acquisition and extinction of conditioned responding to two different stimuli. This paradigm has previously been shown to lead to contextual control over extinguished as well as non-extinguished responding. NMDA receptor blockade resulted in an impairment of extinction learning, but left the acquisition of responses to a novel stimulus unaffected. Critically, when responses were tested in a different context in the retrieval phase, we observed that NMDA receptor blockade led to the abolishment of contextual control over acquisition performance. This result is predicted by a model describing response inclination as the product of associative strength and contextual gain. In this model, learning under AP5 leads to a change in the contextual gain on the learned association, possibly via the modulation of attentional mechanisms. Copyright © 2017 Elsevier Inc. All rights reserved.

Image reconstruction by domain-transform manifold learning.

PubMed

Zhu, Bo; Liu, Jeremiah Z; Cauley, Stephen F; Rosen, Bruce R; Rosen, Matthew S

2018-03-21

Image reconstruction is essential for imaging applications across the physical and life sciences, including optical and radar systems, magnetic resonance imaging, X-ray computed tomography, positron emission tomography, ultrasound imaging and radio astronomy. During image acquisition, the sensor encodes an intermediate representation of an object in the sensor domain, which is subsequently reconstructed into an image by an inversion of the encoding function. Image reconstruction is challenging because analytic knowledge of the exact inverse transform may not exist a priori, especially in the presence of sensor non-idealities and noise. Thus, the standard reconstruction approach involves approximating the inverse function with multiple ad hoc stages in a signal processing chain, the composition of which depends on the details of each acquisition strategy, and often requires expert parameter tuning to optimize reconstruction performance. Here we present a unified framework for image reconstruction-automated transform by manifold approximation (AUTOMAP)-which recasts image reconstruction as a data-driven supervised learning task that allows a mapping between the sensor and the image domain to emerge from an appropriate corpus of training data. We implement AUTOMAP with a deep neural network and exhibit its flexibility in learning reconstruction transforms for various magnetic resonance imaging acquisition strategies, using the same network architecture and hyperparameters. We further demonstrate that manifold learning during training results in sparse representations of domain transforms along low-dimensional data manifolds, and observe superior immunity to noise and a reduction in reconstruction artefacts compared with conventional handcrafted reconstruction methods. In addition to improving the reconstruction performance of existing acquisition methodologies, we anticipate that AUTOMAP and other learned reconstruction approaches will accelerate the development of new acquisition strategies across imaging modalities.

Genetic dissection of behavioral flexibility: reversal learning in mice.

PubMed

Laughlin, Rick E; Grant, Tara L; Williams, Robert W; Jentsch, J David

2011-06-01

Behavioral inflexibility is a feature of schizophrenia, attention-deficit/hyperactivity disorder, and behavior addictions that likely results from heritable deficits in the inhibitory control over behavior. Here, we investigate the genetic basis of individual differences in flexibility, measured using an operant reversal learning task. We quantified discrimination acquisition and subsequent reversal learning in a cohort of 51 BXD strains of mice (2-5 mice/strain, n = 176) for which we have matched data on sequence, gene expression in key central nervous system regions, and neuroreceptor levels. Strain variation in trials to criterion on acquisition and reversal was high, with moderate heritability (∼.3). Acquisition and reversal learning phenotypes did not covary at the strain level, suggesting that these traits are effectively under independent genetic control. Reversal performance did covary with dopamine D2 receptor levels in the ventral midbrain, consistent with a similar observed relationship between impulsivity and D2 receptors in humans. Reversal, but not acquisition, is linked to a locus on mouse chromosome 10 with a peak likelihood ratio statistic at 86.2 megabase (p < .05 genome-wide). Variance in messenger RNA levels of select transcripts expressed in neocortex, hippocampus, and striatum correlated with the reversal learning phenotype, including Syn3, Nt5dc3, and Hcfc2. This work demonstrates the clear trait independence between, and genetic control of, discrimination acquisition and reversal and illustrates how globally coherent data sets for a single panel of highly related strains can be interrogated and integrated to uncover genetic sources and molecular and neuropharmacological candidates of complex behavioral traits relevant to human psychopathology. Copyright © 2011 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

Image reconstruction by domain-transform manifold learning

NASA Astrophysics Data System (ADS)

Zhu, Bo; Liu, Jeremiah Z.; Cauley, Stephen F.; Rosen, Bruce R.; Rosen, Matthew S.

2018-03-01

Image reconstruction is essential for imaging applications across the physical and life sciences, including optical and radar systems, magnetic resonance imaging, X-ray computed tomography, positron emission tomography, ultrasound imaging and radio astronomy. During image acquisition, the sensor encodes an intermediate representation of an object in the sensor domain, which is subsequently reconstructed into an image by an inversion of the encoding function. Image reconstruction is challenging because analytic knowledge of the exact inverse transform may not exist a priori, especially in the presence of sensor non-idealities and noise. Thus, the standard reconstruction approach involves approximating the inverse function with multiple ad hoc stages in a signal processing chain, the composition of which depends on the details of each acquisition strategy, and often requires expert parameter tuning to optimize reconstruction performance. Here we present a unified framework for image reconstruction—automated transform by manifold approximation (AUTOMAP)—which recasts image reconstruction as a data-driven supervised learning task that allows a mapping between the sensor and the image domain to emerge from an appropriate corpus of training data. We implement AUTOMAP with a deep neural network and exhibit its flexibility in learning reconstruction transforms for various magnetic resonance imaging acquisition strategies, using the same network architecture and hyperparameters. We further demonstrate that manifold learning during training results in sparse representations of domain transforms along low-dimensional data manifolds, and observe superior immunity to noise and a reduction in reconstruction artefacts compared with conventional handcrafted reconstruction methods. In addition to improving the reconstruction performance of existing acquisition methodologies, we anticipate that AUTOMAP and other learned reconstruction approaches will accelerate the development of new acquisition strategies across imaging modalities.

BCI Use and Its Relation to Adaptation in Cortical Networks.

PubMed

Casimo, Kaitlyn; Weaver, Kurt E; Wander, Jeremiah; Ojemann, Jeffrey G

2017-10-01

Brain-computer interfaces (BCIs) carry great potential in the treatment of motor impairments. As a new motor output, BCIs interface with the native motor system, but acquisition of BCI proficiency requires a degree of learning to integrate this new function. In this review, we discuss how BCI designs often take advantage of the brain's motor system infrastructure as sources of command signals. We highlight a growing body of literature examining how this approach leads to changes in activity across cortex, including beyond motor regions, as a result of learning the new skill of BCI control. We discuss the previous research identifying patterns of neural activity associated with BCI skill acquisition and use that closely resembles those associated with learning traditional native motor tasks. We then discuss recent work in animals probing changes in connectivity of the BCI control site, which were linked to BCI skill acquisition, and use this as a foundation for our original work in humans. We present our novel work showing changes in resting state connectivity across cortex following the BCI learning process. We find substantial, heterogeneous changes in connectivity across regions and frequencies, including interactions that do not involve the BCI control site. We conclude from our review and original work that BCI skill acquisition may potentially lead to significant changes in evoked and resting state connectivity across multiple cortical regions. We recommend that future studies of BCIs look beyond motor regions to fully describe the cortical networks involved and long-term adaptations resulting from BCI skill acquisition.

E-Learning and Technologies for Open Distance Learning in Management Accounting

ERIC Educational Resources Information Center

Kashora, Trust; van der Poll, Huibrecht M.; van der Poll, John A.

2016-01-01

This research develops a knowledge acquisition and construction framework for e-learning for Management Accounting students at the University of South Africa, an Open Distance Learning institution which utilises e-learning. E-learning refers to the use of electronic applications and processes for learning, including the transfer of skills and…

The influence of learning methods on collaboration: prior repeated retrieval enhances retrieval organization, abolishes collaborative inhibition, and promotes post-collaborative memory.

PubMed

Congleton, Adam R; Rajaram, Suparna

2011-11-01

Research on collaborative memory has unveiled the counterintuitive yet robust phenomenon that collaboration impairs group recall. A candidate explanation for this collaborative inhibition effect is the disruption of people's idiosyncratic retrieval strategies during collaboration, and it is hypothesized that employing methods that improve one's organization protects against retrieval disruption. Here it is investigated how one's learning method during the study phase--defined as either repeatedly studying or repeatedly retrieving information--influences retrieval organization and what effects this has on collaborative recall and post-collaborative individual recall. Results show that repeated retrieval consistently eliminated collaborative inhibition. This enabled participants to gain the most from re-exposure to materials recalled by their partners that they themselves did not recall and led to improvements in their individual memory following collaboration. This repeated retrieval advantage stemmed from the preferential manner in which this learning method strengthened retrieval organization. Findings are also discussed that reveal a relationship between retrieval organization and the interaction observed between learning method and short versus long delay seen in the testing effect literature. Finally, results show that the elusive benefits of cross-cuing during collaboration may be best detected with a longer study-test delay. Together, these findings illuminate when and how collaboration can enhance memory.

Defense Acquisition Review Journal. Volume 14, Number 2

DTIC Science & Technology

2007-09-01

2007 Vol. 14 No. 2 Learn. Perform. Succeed. Professionalism in the Acquisition Contracting Workforce Have We Gone too Far? John Krieger Contracting...acQuiSition contractinG WorKforce: HAVE WE GONE TOO FAR? John Krieger To professionalize the acquisition contracting workforce, the Department of Defense...featured author for this edition is Professor John Krieger , the Director of the Contracting Center of the Defense Acquisition University’s

Aspects of Fetal Learning and Memory

ERIC Educational Resources Information Center

Dirix, Chantal E. H.; Nijhuis, Jan G.; Jongsma, Henk W.; Hornstra, Gerard

2009-01-01

Ninety-three pregnant women were recruited to assess fetal learning and memory, based on habituation to repeated vibroacoustic stimulation of fetuses of 30-38 weeks gestational age (GA). Each habituation test was repeated 10 min later to estimate the fetal short-term memory. For Groups 30-36, both measurements were replicated in a second session…

The Beast of Aggregating Cognitive Load Measures in Technology-Based Learning

ERIC Educational Resources Information Center

Leppink, Jimmie; van Merriënboer, Jeroen J. G.

2015-01-01

An increasing part of cognitive load research in technology-based learning includes a component of repeated measurements, that is: participants are measured two or more times on the same performance, mental effort or other variable of interest. In many cases, researchers aggregate scores obtained from repeated measurements to one single sum or…

Teaching Rural Students with Learning Disabilities: A Paraphrasing Strategy to Increase Comprehension of Main Ideas.

ERIC Educational Resources Information Center

Ellis, Edwin S.; Graves, Anne W.

1990-01-01

Among 68 rural learning-disabled students in grades 5-7 having moderate decoding fluency and high decoding accuracy, a paraphrasing cognitive strategy increased reading comprehension of main ideas more effectively than repeated readings or control training. Paraphrasing plus repeated readings was no more effective than paraphrasing alone. Contains…

Benefits of Repeated Book Readings in Children with SLI

ERIC Educational Resources Information Center

Rohlfing, Katharina J.; Ceurremans, Josefa; Horst, Jessica S.

2018-01-01

In this pilot study, we ask whether repeated storybook reading is also beneficial for word learning in children diagnosed with specific language impairment (SLI). We compared 3-year-old German learning children diagnosed with SLI to typically developing children matched on age and socioeconomic status (SES). One week later, children with SLI…

Misleading contextual cues: how do they affect visual search?

PubMed

Manginelli, Angela A; Pollmann, Stefan

2009-03-01

Contextual cueing occurs when repetitions of the distractor configuration are implicitly learned. This implicit learning leads to faster search times in repeated displays. Here, we investigated how search adapts to a change of the target location in old displays from a consistent location in the learning phase to a consistent new location in the transfer phase. In agreement with the literature, contextual cueing was accompanied by fewer fixations, a more efficient scan path and, specifically, an earlier onset of a monotonic gaze approach phase towards the target location in repeated displays. When the repeated context was no longer predictive of the old target location, search times and number of fixations for old displays increased to the level of novel displays. Along with this, scan paths for old and new displays became equally efficient. After the target location change, there was a bias of exploration towards the old target location, which soon disappeared. Thus, change of implicitly learned spatial relations between target and distractor configuration eliminated the advantageous effects of contextual cueing, but did not lead to a lasting impairment of search in repeated displays relative to novel displays.

Parietotemporal Stimulation Affects Acquisition of Novel Grapheme-Phoneme Mappings in Adult Readers

PubMed Central

Younger, Jessica W.; Booth, James R.

2018-01-01

Neuroimaging work from developmental and reading intervention research has suggested a cause of reading failure may be lack of engagement of parietotemporal cortex during initial acquisition of grapheme-phoneme (letter-sound) mappings. Parietotemporal activation increases following grapheme-phoneme learning and successful reading intervention. Further, stimulation of parietotemporal cortex improves reading skill in lower ability adults. However, it is unclear whether these improvements following stimulation are due to enhanced grapheme-phoneme mapping abilities. To test this hypothesis, we used transcranial direct current stimulation (tDCS) to manipulate parietotemporal function in adult readers as they learned a novel artificial orthography with new grapheme-phoneme mappings. Participants received real or sham stimulation to the left inferior parietal lobe (L IPL) for 20 min before training. They received explicit training over the course of 3 days on 10 novel words each day. Learning of the artificial orthography was assessed at a pre-training baseline session, the end of each of the three training sessions, an immediate post-training session and a delayed post-training session about 4 weeks after training. Stimulation interacted with baseline reading skill to affect learning of trained words and transfer to untrained words. Lower skill readers showed better acquisition, whereas higher skill readers showed worse acquisition, when training was paired with real stimulation, as compared to readers who received sham stimulation. However, readers of all skill levels showed better maintenance of trained material following parietotemporal stimulation, indicating a differential effect of stimulation on initial learning and consolidation. Overall, these results indicate that parietotemporal stimulation can enhance learning of new grapheme-phoneme relationships in readers with lower reading skill. Yet, while parietotemporal function is critical to new learning, its role in continued reading improvement likely changes as readers progress in skill. PMID:29628882

Associative vocabulary learning: development and testing of two paradigms for the (re-) acquisition of action- and object-related words.

PubMed

Freundlieb, Nils; Ridder, Volker; Dobel, Christian; Enriquez-Geppert, Stefanie; Baumgaertner, Annette; Zwitserlood, Pienie; Gerloff, Christian; Hummel, Friedhelm C; Liuzzi, Gianpiero

2012-01-01

Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning to optimize therapeutic strategies.

Dispositional cognitive reappraisal modulates the neural correlates of fear acquisition and extinction.

PubMed

Hermann, Andrea; Keck, Tanja; Stark, Rudolf

2014-09-01

Adverse learning experiences play a significant role in the etiology of anxiety disorders. However, not all individuals experiencing negative events develop heightened anxiety. This is possibly due to individual differences in the regulation of negative emotions associated with these negative events. Cognitive reappraisal is defined as reinterpreting an emotion-eliciting situation in a way that changes its emotional impact. A more frequent use of cognitive reappraisal in daily life has been shown to be more adaptive. However, no study to date examined the association of dispositional cognitive reappraisal with emotional learning, in order to elucidate individual differences in negative emotional responses towards aversive events. The goal of this functional magnetic resonance imaging (fMRI) study was to investigate the association of dispositional cognitive reappraisal with subjective, electrodermal and neural correlates of fear acquisition and extinction. Data of 41 healthy individuals, who participated in a socially relevant differential conditioning paradigm (acquisition and extinction learning: day 1, extinction recall: day 2), were acquired. Dispositional cognitive reappraisal was negatively associated with right insula, and hippocampus activation during acquisition. Furthermore, the reduction of self-reported conditioned fear during extinction learning as well as reduced insula and enhanced rostral anterior cingulate cortex activation during extinction learning was related to cognitive reappraisal. In addition, reduced recovery of conditioned arousal, reduced anterior cingulate and dorsomedial prefrontal cortex activation and enhanced ventromedial prefrontal cortex activation during extinction recall was observed in individuals with higher cognitive reappraisal scores. The results indicate that dispositional cognitive reappraisal modulates subjective and neural correlates of fear conditioning, probably leading to reduced acquisition and stronger extinction learning and recall. These results point to the important role of dispositional cognitive reappraisal in the development and modification of conditioned emotional responses and might further improve our understanding of anxiety disorders. Copyright © 2014 Elsevier Inc. All rights reserved.

Transformation of the System of Values of Autonomous Learning for English Acquisition in Blended E-Studies for Adults: A Holistic Fractal Model

ERIC Educational Resources Information Center

Bojare, Inara; Skrinda, Astrida

2016-01-01

The present study is aimed at creating a holistic fractal model (HFM) of autonomous learning for English acquisition in a blended environment of e-studies in adult non-formal education on the basis of the theories and paradigms of philosophy, psychology and education for sustainable development to promote the development of adult learners'…

The Role of Age of Acquisition on Past Tense Generation in Spanish-English Bilinguals: An fMRI Study

ERIC Educational Resources Information Center

Waldron, Eric J.; Hernandez, Arturo E.

2013-01-01

At its most basic sense, the sensorimotor/emergentist (S/E) model suggests that early second language (L2) learning is preferentially reliant upon sensory and motor processes, while later L2 learning is accomplished by greater reliance on executive abilities. To investigate the S/E model using fMRI, neural correlates of L2 age of acquisition were…

Cortical Power-Density Changes of Different Frequency Bands in Visually Guided Associative Learning: A Human EEG-Study

PubMed Central

Puszta, András; Katona, Xénia; Bodosi, Balázs; Pertich, Ákos; Nyujtó, Diána; Braunitzer, Gábor; Nagy, Attila

2018-01-01

The computer-based Rutgers Acquired Equivalence test (RAET) is a widely used paradigm to test the function of subcortical structures in visual associative learning. The test consists of an acquisition (pair learning) and a test (rule transfer) phase, associated with the function of the basal ganglia and the hippocampi, respectively. Obviously, such a complex task also requires cortical involvement. To investigate the activity of different cortical areas during this test, 64-channel EEG recordings were recorded in 24 healthy volunteers. Fast-Fourier and Morlet wavelet convolution analyses were performed on the recordings. The most robust power changes were observed in the theta (4–7 Hz) and gamma (>30 Hz) frequency bands, in which significant power elevation was observed in the vast majority of the subjects, over the parieto-occipital and temporo-parietal areas during the acquisition phase. The involvement of the frontal areas in the acquisition phase was remarkably weaker. No remarkable cortical power elevations were found in the test phase. In fact, the power of the alpha and beta bands was significantly decreased over the parietooccipital areas. We conclude that the initial acquisition of the image pairs requires strong cortical involvement, but once the pairs have been learned, neither retrieval nor generalization requires strong cortical contribution. PMID:29867412

Cortical Power-Density Changes of Different Frequency Bands in Visually Guided Associative Learning: A Human EEG-Study.

PubMed

Puszta, András; Katona, Xénia; Bodosi, Balázs; Pertich, Ákos; Nyujtó, Diána; Braunitzer, Gábor; Nagy, Attila

2018-01-01

The computer-based Rutgers Acquired Equivalence test (RAET) is a widely used paradigm to test the function of subcortical structures in visual associative learning. The test consists of an acquisition (pair learning) and a test (rule transfer) phase, associated with the function of the basal ganglia and the hippocampi, respectively. Obviously, such a complex task also requires cortical involvement. To investigate the activity of different cortical areas during this test, 64-channel EEG recordings were recorded in 24 healthy volunteers. Fast-Fourier and Morlet wavelet convolution analyses were performed on the recordings. The most robust power changes were observed in the theta (4-7 Hz) and gamma (>30 Hz) frequency bands, in which significant power elevation was observed in the vast majority of the subjects, over the parieto-occipital and temporo-parietal areas during the acquisition phase. The involvement of the frontal areas in the acquisition phase was remarkably weaker. No remarkable cortical power elevations were found in the test phase. In fact, the power of the alpha and beta bands was significantly decreased over the parietooccipital areas. We conclude that the initial acquisition of the image pairs requires strong cortical involvement, but once the pairs have been learned, neither retrieval nor generalization requires strong cortical contribution.

Spatial context learning survives interference from working memory load

PubMed Central

Vickery, Timothy J.; Sussman, Rachel S.; Jiang, Yuhong V.

2010-01-01

The human visual system is constantly confronted with an overwhelming amount of information, only a subset of which can be processed in complete detail. Attention and implicit learning are two important mechanisms that optimize vision. This study addresses the relationship between these two mechanisms. Specifically we ask: Is implicit learning of spatial context affected by the amount of working memory load devoted to an irrelevant task? We tested observers in visual search tasks where search displays occasionally repeated. Observers became faster searching repeated displays than unrepeated ones, showing contextual cueing. We found that the size of contextual cueing was unaffected by whether observers learned repeated displays under unitary attention or when their attention was divided using working memory manipulations. These results held when working memory was loaded by colors, dot patterns, individual dot locations, or multiple potential targets. We conclude that spatial context learning is robust to interference from manipulations that limit the availability of attention and working memory. PMID:20853996

Role of Symbolic Coding and Rehearsal Processes in Observational Learning

ERIC Educational Resources Information Center

Bandura, Albert; Jeffery, Robert W.

1973-01-01

Results were interpreted supporting a social learning view of observational learning that emphasizes contral processing of response information in the acquisition phase and motor reproduction and incentive processes in the overt enactment of what has been learned. (Author)

Incidental learning speeds visual search by lowering response thresholds, not by improving efficiency: evidence from eye movements.

PubMed

Hout, Michael C; Goldinger, Stephen D

2012-02-01

When observers search for a target object, they incidentally learn the identities and locations of "background" objects in the same display. This learning can facilitate search performance, eliciting faster reaction times for repeated displays. Despite these findings, visual search has been successfully modeled using architectures that maintain no history of attentional deployments; they are amnesic (e.g., Guided Search Theory). In the current study, we asked two questions: 1) under what conditions does such incidental learning occur? And 2) what does viewing behavior reveal about the efficiency of attentional deployments over time? In two experiments, we tracked eye movements during repeated visual search, and we tested incidental memory for repeated nontarget objects. Across conditions, the consistency of search sets and spatial layouts were manipulated to assess their respective contributions to learning. Using viewing behavior, we contrasted three potential accounts for faster searching with experience. The results indicate that learning does not result in faster object identification or greater search efficiency. Instead, familiar search arrays appear to allow faster resolution of search decisions, whether targets are present or absent.

Not just passengers: pigeons, Columba livia, can learn homing routes while flying with a more experienced conspecific.

PubMed

Pettit, Benjamin; Flack, Andrea; Freeman, Robin; Guilford, Tim; Biro, Dora

2013-01-07

For animals that travel in groups, the directional choices of conspecifics are potentially a rich source of information for spatial learning. In this study, we investigate how the opportunity to follow a locally experienced demonstrator affects route learning by pigeons over repeated homing flights. This test of social influences on navigation takes advantage of the individually distinctive routes that pigeons establish when trained alone. We found that pigeons learn routes just as effectively while flying with a partner as control pigeons do while flying alone. However, rather than learning the exact route of the demonstrator, the paired routes shifted over repeated flights, which suggests that the birds with less local experience also took an active role in the navigational task. The efficiency of the original routes was a key factor in how far they shifted, with less efficient routes undergoing the greatest changes. In this context, inefficient routes are unlikely to be maintained through repeated rounds of social transmission, and instead more efficient routes are achieved because of the interaction between social learning and information pooling.

Who Deserves My Trust? Cue-Elicited Feedback Negativity Tracks Reputation Learning in Repeated Social Interactions.

PubMed

Li, Diandian; Meng, Liang; Ma, Qingguo

2017-01-01

Trust and trustworthiness contribute to reciprocal behavior and social relationship development. To make better decisions, people need to evaluate others' trustworthiness. They often assess this kind of reputation by learning through repeated social interactions. The present event-related potential (ERP) study explored the reputation learning process in a repeated trust game where subjects made multi-round decisions of investment to different partners. We found that subjects gradually learned to discriminate trustworthy partners from untrustworthy ones based on how often their partners reciprocated the investment, which was indicated by their own investment decisions. Besides, electrophysiological data showed that the faces of the untrustworthy partners induced larger feedback negativity (FN) amplitude than those of the trustworthy partners, but only in the late phase of the game. The ERP results corresponded with the behavioral pattern and revealed that the learned trustworthiness differentiation was coded by the cue-elicited FN component. Consistent with previous research, our findings suggest that the anterior cue-elicited FN reflects the reputation appraisal and tracks the reputation learning process in social interactions.

Repeated Exposure to Ketamine-Xylazine during Early Development Impairs Motor Learning-dependent Dendritic Spine Plasticity in Adulthood

PubMed Central

Huang, Lianyan; Yang, Guang

2014-01-01

Background Recent studies in rodents suggest that repeated and prolonged anesthetic exposure at early stages of development leads to cognitive and behavioral impairments later in life. However, the underlying mechanism remains unknown. In this study, we tested whether exposure to general anesthesia during early development will disrupt the maturation of synaptic circuits and compromise learning-related synaptic plasticity later in life. Methods Mice received ketamine/xylazine (20/3 mg/kg) anesthesia for one or three times, starting at either early [postnatal day 14 (P14)] or late (P21) stages of development (n=105). Control mice received saline injections (n=34). At P30, mice were subjected to rotarod motor training and fear conditioning. Motor learning-induced synaptic remodeling was examined in vivo by repeatedly imaging fluorescently-labeled postsynaptic dendritic spines in the primary motor cortex before and after training using two-photon microscopy. Results Three exposures to ketamine/xylazine anesthesia between P14–18 impair the animals’ motor learning and learning-dependent dendritic spine plasticity [new spine formation, 8.4 ± 1.3% (mean ± SD) versus 13.4 ± 1.8%, P = 0.002] without affecting fear memory and cell apoptosis. One exposure at P14 or three exposures between P21–25 has no effects on the animals’ motor learning or spine plasticity. Finally, enriched motor experience ameliorates anesthesia-induced motor learning impairment and synaptic deficits. Conclusion Our study demonstrates that repeated exposures to ketamine/xylazine during early development impair motor learning and learning-dependent dendritic spine plasticity later in life. The reduction in synaptic structural plasticity may underlie anesthesia-induced behavioral impairment. PMID:25575163

Dangshen (Codonopsis pilosula) and Bai guo (Gingko biloba) enhance learning and memory.

PubMed

Singh, Betsy; Song, Howin; Liu, Xiao-Dong; Hardy, Mary; Liu, Gan-Zhong; Vinjamury, Sivarama P; Martirosian, Claudia Der

2004-01-01

An exploration of the usefulness of several common Chinese herbs used for Acquisition and Retention singly or in combination is required. To test (1) whether Gingko biloba (Bai guo) in combination with Codonopsis pilosula (Dangshen) or Gingko biloba (GB) alone could enhance memory acquisition and retention of normal human subjects, better than a placebo and (2) to investigate whether the overall health status can be affected by these supplements. A double blind randomized placebo controlled trial design was used to determine the efficacy of these two products compared to placebo. Sixty participants, aged 21- 60 years, who were either students or faculty of the Southern California University of Health Sciences. Each combination capsule was made up of 75mg of Codonopsis pilosula total glycosides and 40mg GB extract. Each GB capsule consisted of 40mg of Gingko biloba as an aqueous extract and. The placebo pill was similar in shape and color to that of the other two capsules. All the participants regardless of the group were instructed to take one pill twice a day with food. The primary outcome measure was a computerized, standardized acquisition and retention test provided by Digital Acumen, Inc. The secondary outcome measures were the SF-12 and the Medical Symptom Questionnaire ( 1997 healthcomm International, Inc. And Immuno Laboratories, Inc.) Mean age was 28 years; almost two thirds of the sample were males. The study adopted repeated measure analysis using data from three measurement points for between group analysis. GB group was compared to placebo, and CPG/GB group was also compared to placebo. These individual comparisons were made to determine whether the active products produced better results than chance. The between groups findings indicate that both products are better than placebo at producing improvements in acquisition and retention and overall health status. In our participant population, the combination product seems to be better than GB alone in improving the cognitive function and overall health.

Learning-related human brain activations reflecting individual finances.

PubMed

Tobler, Philippe N; Fletcher, Paul C; Bullmore, Edward T; Schultz, Wolfram

2007-04-05

A basic tenet of microeconomics suggests that the subjective value of financial gains decreases with increasing assets of individuals ("marginal utility"). Using concepts from learning theory and microeconomics, we assessed the capacity of financial rewards to elicit behavioral and neuronal changes during reward-predictive learning in participants with different financial backgrounds. Behavioral learning speed during both acquisition and extinction correlated negatively with the assets of the participants, irrespective of education and age. Correspondingly, response changes in midbrain and striatum measured with functional magnetic resonance imaging were slower during both acquisition and extinction with increasing assets and income of the participants. By contrast, asymptotic magnitudes of behavioral and neuronal responses after learning were unrelated to personal finances. The inverse relationship of behavioral and neuronal learning speed with personal finances is compatible with the general concept of decreasing marginal utility with increasing wealth.

Using Machine Learning and Data Analysis to Improve Customer Acquisition and Marketing in Residential Solar

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

Sigrin, Benjamin O

High customer acquisition costs remain a persistent challenge in the U.S. residential solar industry. Effective customer acquisition in the residential solar market is increasingly achieved with the help of data analysis and machine learning, whether that means more targeted advertising, understanding customer motivations, or responding to competitors. New research by the National Renewable Energy Laboratory, Sandia National Laboratories, Vanderbilt University, University of Pennsylvania, and the California Center for Sustainable Energy and funded through the U.S. Department of Energy's Solar Energy Evolution and Diffusion (SEEDS) program demonstrates novel computational methods that can help drive down costs in the residential solar industry.

Predicting psychosis across diagnostic boundaries: Behavioral and computational modeling evidence for impaired reinforcement learning in schizophrenia and bipolar disorder with a history of psychosis.

PubMed

Strauss, Gregory P; Thaler, Nicholas S; Matveeva, Tatyana M; Vogel, Sally J; Sutton, Griffin P; Lee, Bern G; Allen, Daniel N

2015-08-01

There is increasing evidence that schizophrenia (SZ) and bipolar disorder (BD) share a number of cognitive, neurobiological, and genetic markers. Shared features may be most prevalent among SZ and BD with a history of psychosis. This study extended this literature by examining reinforcement learning (RL) performance in individuals with SZ (n = 29), BD with a history of psychosis (BD+; n = 24), BD without a history of psychosis (BD-; n = 23), and healthy controls (HC; n = 24). RL was assessed through a probabilistic stimulus selection task with acquisition and test phases. Computational modeling evaluated competing accounts of the data. Each participant's trial-by-trial decision-making behavior was fit to 3 computational models of RL: (a) a standard actor-critic model simulating pure basal ganglia-dependent learning, (b) a pure Q-learning model simulating action selection as a function of learned expected reward value, and (c) a hybrid model where an actor-critic is "augmented" by a Q-learning component, meant to capture the top-down influence of orbitofrontal cortex value representations on the striatum. The SZ group demonstrated greater reinforcement learning impairments at acquisition and test phases than the BD+, BD-, and HC groups. The BD+ and BD- groups displayed comparable performance at acquisition and test phases. Collapsing across diagnostic categories, greater severity of current psychosis was associated with poorer acquisition of the most rewarding stimuli as well as poor go/no-go learning at test. Model fits revealed that reinforcement learning in SZ was best characterized by a pure actor-critic model where learning is driven by prediction error signaling alone. In contrast, BD-, BD+, and HC were best fit by a hybrid model where prediction errors are influenced by top-down expected value representations that guide decision making. These findings suggest that abnormalities in the reward system are more prominent in SZ than BD; however, current psychotic symptoms may be associated with reinforcement learning deficits regardless of a Diagnostic and Statistical Manual of Mental Disorders (5th Edition; American Psychiatric Association, 2013) diagnosis. (c) 2015 APA, all rights reserved).

Defense AR Journal. Volume 14, Number 2, September 2007

DTIC Science & Technology

2007-09-01

2007 Vol. 14 No. 2 Learn. Perform. Succeed. Professionalism in the Acquisition Contracting Workforce Have We Gone too Far? John Krieger Contracting...acQuiSition contractinG WorKforce: HAVE WE GONE TOO FAR? John Krieger To professionalize the acquisition contracting workforce, the Department of...acquisition. Our featured author for this edition is Professor John Krieger , the Director of the Contracting Center of the Defense Acquisition University’s

Conceptual Distance and Word Learning: Patterns of Acquisition in Samoan-English Bilingual Children

ERIC Educational Resources Information Center

Hemsley, Gayle; Holm, Alison; Dodd, Barbara

2013-01-01

This study investigated cross-linguistic influence in acquisition of a second lexicon, evaluating Samoan-English sequentially bilingual children (initial mean age 4 ; 9) during their first 18 months of school. Receptive and Expressive Vocabulary tasks evaluated acquisition of four word types: cognates, matched nouns, phrasal nouns and holonyms.…

Linguistic Diversity in First Language Acquisition Research: Moving beyond the Challenges

ERIC Educational Resources Information Center

Kelly, Barbara F.; Forshaw, William; Nordlinger, Rachel; Wigglesworth, Gillian

2015-01-01

The field of first language acquisition (FLA) needs to take into account data from the broadest typological array of languages and language-learning environments if it is to identify potential universals in child language development, and how these interact with socio-cultural mechanisms of acquisition. Yet undertaking FLA research in remote…

The Neurobiology of Affect in Language. A Supplement to "Language Learning."

ERIC Educational Resources Information Center

Schumann, John H.

1997-01-01

This document presents a theory of how the psychology and neurobiology of stimulus appraisal influence variability in second language acquisition, and extends the notion of affect developed for second language acquisition to primary language acquisition and to cognition in general. The first chapter lays out a psychological framework that develops…

Insights into Second Language Acquisition Theory and Different Approaches to Language Teaching

ERIC Educational Resources Information Center

Ponniah, Joseph

2010-01-01

This paper attempts to review second language acquisition theory and some of the methods practiced in language classes. The review substantiates that comprehensible input as the crucial determining factor for language acquisition and consciously learned linguistic knowledge can be used only to edit the output of the acquired language sometimes…

Language Transfer in Language Learning. Language Acquisition & Language Disorders 5.

ERIC Educational Resources Information Center

Gass, Susan M., Ed.; Selinker, Larry, Ed.

The study of native language influence in Second Language Acquisition has undergone significant changes over the past few decades. This book, which includes 12 chapters by distinguished researchers in the field of second language acquisition, traces the conceptual history of language transfer from its early role within a Contrastive Analysis…

Environmental Influence on Language Acquisition: Comparing Second and Foreign Language Acquisition of Swedish

ERIC Educational Resources Information Center

Hakansson, Gisela; Norrby, Catrin

2010-01-01

This article explores the influence of the learning environment on the second language acquisition of Swedish. Data were collected longitudinally over 1 year from 35 university students studying Swedish in Malmo, Sweden, and in Melbourne, Australia. Three areas were investigated: grammar, pragmatics, and lexicon. The development of grammar was…

Repeated mild closed head injury impairs short-term visuospatial memory and complex learning.

PubMed

Hylin, Michael J; Orsi, Sara A; Rozas, Natalia S; Hill, Julia L; Zhao, Jing; Redell, John B; Moore, Anthony N; Dash, Pramod K

2013-05-01

Concussive force can cause neurocognitive and neurobehavioral dysfunction by inducing functional, electrophysiological, and/or ultrastructural changes within the brain. Although concussion-triggered symptoms typically subside within days to weeks in most people, in 15%-20% of the cases, symptomology can continue beyond this time point. Problems with memory, attention, processing speed, and cognitive flexibility (e.g., problem solving, conflict resolution) are some of the prominent post-concussive cognitive symptoms. Repeated concussions (with loss or altered consciousness), which are common to many contact sports, can exacerbate these symptoms. The pathophysiology of repeated concussions is not well understood, nor is an effective treatment available. In order to facilitate drug discovery to treat post-concussive symptoms (PCSs), there is a need to determine if animal models of repeated mild closed head injury (mCHI) can mimic the neurocognitive and histopathological consequences of repeated concussions. To this end, we employed a controlled cortical impact (CCI) device to deliver a mCHI directly to the skull of mice daily for 4 days, and examined the ensuing neurological and neurocognitive functions using beam balance, foot-fault, an abbreviated Morris water maze test, context discrimination, and active place avoidance tasks. Repeated mCHI exacerbated vestibulomotor, motor, short-term memory and conflict learning impairments as compared to a single mCHI. Learning and memory impairments were still observed in repeated mCHI mice when tested 3 months post-injury. Repeated mCHI also reduced cerebral perfusion, prolonged the inflammatory response, and in some animals, caused hippocampal neuronal loss. Our results show that repeated mCHI can reproduce some of the deficits seen after repeated concussions in humans and may be suitable for drug discovery studies and translational research.

Spanish Vocabulary-Bridging Technology-Enhanced Instruction for Young English Language Learners' Word Learning

ERIC Educational Resources Information Center

Leacox, Lindsey; Jackson, Carla Wood

2014-01-01

This study examined preschool and kindergarten English language learners (ELLs) attending a migrant summer programme and their vocabulary word learning during both adult-read and technology-enhanced repeated readings. In a within-subject design, 24 ELLs (four to six years old) engaged in repeated readings in a control and a treatment condition. In…

Repetition Learning in the Immediate Serial Recall of Visual and Auditory Materials

ERIC Educational Resources Information Center

Page, Mike P. A.; Cumming, Nick; Norris, Dennis; Hitch, Graham J.; McNeil, Alan M.

2006-01-01

In 5 experiments, a Hebb repetition effect, that is, improved immediate serial recall of an (unannounced) repeating list, was demonstrated in the immediate serial recall of visual materials, even when use of phonological short-term memory was blocked by concurrent articulation. The learning of a repeatedly presented letter list in one modality…

The Effects of Repeated Readings on the Reading Performances of Hispanic English Language Learners with Specific Learning Disabilities

ERIC Educational Resources Information Center

Landa, Katrina G.; Barbetta, Patricia M.

2017-01-01

A multiple probe across participants design was used to explore the effects of repeated readings on the reading fluency, errors, and comprehension of 4, third-to-fifth grade English language learners (ELLs) with specific learning disabilities (SLD). Also, generalization measures to untaught passages and maintenance data were collected. In…

Effect of Repeated Exposures on Word Learning in Quiet and Noise

ERIC Educational Resources Information Center

Blaiser, Kristina M.; Nelson, Peggy B.; Kohnert, Kathryn

2015-01-01

This study examines the impact of repeated exposures on word learning of preschool children with and without hearing loss (HL) in quiet and noise conditions. Participants were 19 children with HL and 17 peers with normal hearing (NH). Children were introduced to 16 words: 8 in quiet and 8 in noise conditions. Production and identification scores…

Data storage: Retrospective and prospective

NASA Technical Reports Server (NTRS)

Speliotis, Dennis E.

1993-01-01

We study history to learn from its lessons so we don't repeat the mistakes. Ironically, however, sometimes it seems that the lessons we learn from history is how to repeat the mistakes more precisely. A brief discussion about the history of magnetic recording is presented, and the lessons of the past are used to look into the future.

Repeated E-Book Reading and Its Contribution to Learning New Words among Kindergartners

ERIC Educational Resources Information Center

Korat, Ofra; Kozlov-Peretz, Olla; Segal-Drori, Ora

2017-01-01

The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book…

Contextual cueing in naturalistic scenes: Global and local contexts.

PubMed

Brockmole, James R; Castelhano, Monica S; Henderson, John M

2006-07-01

In contextual cueing, the position of a target within a group of distractors is learned over repeated exposure to a display with reference to a few nearby items rather than to the global pattern created by the elements. The authors contrasted the role of global and local contexts for contextual cueing in naturalistic scenes. Experiment 1 showed that learned target positions transfer when local information is altered but not when global information is changed. Experiment 2 showed that scene-target covariation is learned more slowly when local, but not global, information is repeated across trials than when global but not local information is repeated. Thus, in naturalistic scenes, observers are biased to associate target locations with global contexts. Copyright 2006 APA, all rights reserved.

Improving Word Learning in Children Using an Errorless Technique

ERIC Educational Resources Information Center

Warmington, Meesha; Hitch, Graham J.; Gathercole, Susan E.

2013-01-01

The current experiment examined the relative advantage of an errorless learning technique over an errorful one in the acquisition of novel names for unfamiliar objects in typically developing children aged between 7 and 9 years. Errorless learning led to significantly better learning than did errorful learning. Processing speed and vocabulary…

Preparing for Organisational Learning by HK Infrastructure Project Joint Ventures Organizations.

ERIC Educational Resources Information Center

Walker, Derek H. T.; Johannes, Derick S.

2003-01-01

Interviews with nine Hong Kong managers involved in joint ventures with other organizations focused on the organizational learning aspects of collaboration: attitudes toward interorganizational learning, acquisition of knowledge assets, and learning motivation. An important motivation for developing alliances was to learn from each other, fill…

Cognitive Pruning and Second Language Acquisition.

ERIC Educational Resources Information Center

Brown, H. Douglas

Ausubel distinguishes two kinds of human learning: (1) rote learning, relevant only to a small fraction of human learning, is the mechanistic formation of discrete, isolated traces in cognitive structure, usually through a process of conditioning; (2) meaningful learning, characteristic of most human learning, is a process of "subsuming" material…

Overcoming Learning Time and Space Constraints through Technological Tool

ERIC Educational Resources Information Center

Zarei, Nafiseh; Hussin, Supyan; Rashid, Taufik

2015-01-01

Today the use of technological tools has become an evolution in language learning and language acquisition. Many instructors and lecturers believe that integrating Web-based learning tools into language courses allows pupils to become active learners during learning process. This study investigates how the Learning Management Blog (LMB) overcomes…

Aging and Learning.

ERIC Educational Resources Information Center

Mayor's Office for Senior Citizens, Chicago, IL.

The process of learning with respect to age is discussed. Learning may be defined as the acquisition of information or skills. Three non-cognitive factors varying with age are loss of speed, health, and motivation. Studies on learning in relation to age have not controlled for non-learning factors. Perceptual and psychomotor studies are not…

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

ERIC Educational Resources Information Center

Astleitner, Hermann

1997-01-01

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

Toward an Instructionally Oriented Theory of Example-Based Learning

ERIC Educational Resources Information Center

Renkl, Alexander

2014-01-01

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from…

Teaching Observational Learning to Children Diagnosed with Autism

ERIC Educational Resources Information Center

MacDonald, Jacquelyn

2014-01-01

Observational learning is a critical skill needed for the acquisition of social skills and is likely an important skill for learning within traditional educational settings. Although several varying definitions of observational learning have been posited, for the purpose of the present study, observational learning (OL) was defined as differential…

Place and direction learning in a spatial T-maze task by neonatal piglets

PubMed Central

Elmore, Monica R. P.; Dilger, Ryan N.; Johnson, Rodney W.

2013-01-01

Pigs are a valuable animal model for studying neurodevelopment in humans due to similarities in brain structure and growth. The development and validation of behavioral tests to assess learning and memory in neonatal piglets are needed. The present study evaluated the capability of 2-wk old piglets to acquire a novel place and direction learning spatial T-maze task. Validity of the task was assessed by the administration of scopolamine, an anti-cholinergic drug that acts on the hippocampus and other related structures, to impair spatial memory. During acquisition, piglets were trained to locate a milk reward in a constant place in space, as well as direction (east or west), in a plus-shaped maze using extra-maze visual cues. Following acquisition, reward location was reversed and piglets were re-tested to assess learning and working memory. The performance of control piglets in the maze improved over time (P < 0.0001), reaching performance criterion (80% correct) on day 5 of acquisition. Correct choices decreased in the reversal phase (P < 0.0001), but improved over time. In a separate study, piglets were injected daily with either phosphate buffered saline (PBS; control) or scopolamine prior to testing. Piglets administered scopolamine showed impaired performance in the maze compared to controls (P = 0.03), failing to reach performance criterion after 6 days of acquisition testing. Collectively, these data demonstrate that neonatal piglets can be tested in a spatial T-maze task to assess hippocampal-dependent learning and memory. PMID:22526690

Applications of Machine Learning and Rule Induction,

DTIC Science & Technology

1995-02-15

An important area of application for machine learning is in automating the acquisition of knowledge bases required for expert systems. In this paper...we review the major paradigms for machine learning , including neural networks, instance-based methods, genetic learning, rule induction, and analytic

Conversation and Silence: Transfer of Learning through the Arts

ERIC Educational Resources Information Center

Catterall, James S.

2005-01-01

This article explores transfer of learning in the arts to non-arts learning. The analysis is presented in the context of theories of knowledge acquisition more generally. Behavioral and neuro-function processes are discussed.

Moral Learning: Conceptual foundations and normative relevance.

PubMed

Railton, Peter

2017-10-01

What is distinctive about a bringing a learning perspective to moral psychology? Part of the answer lies in the remarkable transformations that have taken place in learning theory over the past two decades, which have revealed how powerful experience-based learning can be in the acquisition of abstract causal and evaluative representations, including generative models capable of attuning perception, cognition, affect, and action to the physical and social environment. When conjoined with developments in neuroscience, these advances in learning theory permit a rethinking of fundamental questions about the acquisition of moral understanding and its role in the guidance of behavior. For example, recent research indicates that spatial learning and navigation involve the formation of non-perspectival as well as ego-centric models of the physical environment, and that spatial representations are combined with learned information about risk and reward to guide choice and potentiate further learning. Research on infants provides evidence that they form non-perspectival expected-value representations of agents and actions as well, which help them to navigate the human environment. Such representations can be formed by highly-general mental processes such as causal and empathic simulation, and thus afford a foundation for spontaneous moral learning and action that requires no innate moral faculty and can exhibit substantial autonomy with respect to community norms. If moral learning is indeed integral with the acquisition and updating of casual and evaluative models, this affords a new way of understanding well-known but seemingly puzzling patterns in intuitive moral judgment-including the notorious "trolley problems." Copyright © 2016 The Author. Published by Elsevier B.V. All rights reserved.

Vocabulary growth rate from preschool to school-age years is reflected in the connectivity of the arcuate fasciculus in 14-year-old children.

PubMed

Su, Mengmeng; Thiebaut de Schotten, Michel; Zhao, Jingjing; Song, Shuang; Zhou, Wei; Gong, Gaolang; McBride, Catherine; Ramus, Franck; Shu, Hua

2018-02-06

The acquisition of language involves the functional specialization of several cortical regions. Connectivity between these brain regions may also change with the development of language. Various studies have demonstrated that the arcuate fasciculus was essential for language function. Vocabulary learning is one of the most important skills in language acquisition. In the present longitudinal study, we explored the influence of vocabulary development on the anatomical properties of the arcuate fasciculus. Seventy-nine Chinese children participated in this study. Between age 4 and age 10, they were administered the same vocabulary task repeatedly. Following a previous study, children's vocabulary developmental trajectories were clustered into three subgroups (consistently good, catch-up, consistently poor). At age 14, diffusion tensor imaging data were collected. Using ROI-based tractography, the anterior, posterior and direct segments of the bilateral arcuate fasciculus were delineated in each child's native space. Group comparisons showed a significantly reduced fractional anisotropy in the left arcuate fasciculus of children in the consistently poor group, in particular in the posterior and direct segments of the arcuate fasciculus. No group differences were observed in the right hemisphere, nor in the left anterior segment. Further regression analyses showed that the rate of vocabulary development, rather than the initial vocabulary size, was a specific predictor of the left arcuate fasciculus connectivity. © 2018 John Wiley & Sons Ltd.

Effect of the Van Hiele Model in Geometric Concepts Acquisition: The Attitudes towards Geometry and Learning Transfer Effect of the First Three Grades Students in Jordan

ERIC Educational Resources Information Center

Al-ebous, Tahani

2016-01-01

This study aimed to investigate the effect of the van Hiele model in Geometric Concepts Acquisition, and the attitudes towards Geometry and learning transfer of the first three grades students in Jordan. Participants of the study consisted of 60 students from the third grade primary school students from the First Directorate, Amman, in the…

Tailoring Systems Engineering for Rapid Acquisition

DTIC Science & Technology

2014-03-27

center’s focus would be the collection of lessons learned and the dissemination of the basic knowledge to the members who are conducting rapid acquisition...dictates that they rarely do lessons learned . Adding in the turnover of personnel and they reported that they make the same mistakes over and over...weapon system program of record designated by the CSAF. This is where the interviewee heard the phrase “when skating on thin ice your best asset is

Semiannual Report to Congress, October 1, 2009 - March 31, 2010

DTIC Science & Technology

2010-03-31

systems • DoD acquisition workforce To learn more about the Department of Defense Inspector General, please visit us on the Web at www.dodig.mil...Assistant Secretary of the Navy (Research, Development, and Acquisition) did not provide specific guidance or lessons learned for planning and executing...agreed to pay $42.5 million to resolve allegations filed in a qui tam in connection with the marketing of the morphine-based drug Kadian. The

The nature of verbal memory impairment in multiple sclerosis: a list-learning and meta-analytic study.

PubMed

Lafosse, Jose M; Mitchell, Sandra M; Corboy, John R; Filley, Christopher M

2013-10-01

The primary purpose of this study was to test the hypothesis that multiple sclerosis (MS) patients have impaired acquisition rather than a retrieval deficit. Verbal memory impairment in MS was examined in 53 relapsing-remitting MS patients and 31 healthy controls (HC), and in a meta-analysis of studies that examined memory functioning in MS with list-learning tasks. The MS group demonstrated significantly lower acquisition and delayed recall performance than the HC group, and the meta-analysis revealed that the largest effect sizes were obtained for acquisition measures relative to delayed recall and recognition. Our data argue against a retrieval deficit as the sole explanation for verbal memory impairment in MS, and make a consistent case for the position that deficient acquisition contributes to the memory dysfunction of MS patients. Deficient acquisition may result from demyelination in relevant white matter tracts that reduces encoding efficiency as a result of impaired speed of information processing.

Striatal volume predicts level of video game skill acquisition.

PubMed

Erickson, Kirk I; Boot, Walter R; Basak, Chandramallika; Neider, Mark B; Prakash, Ruchika S; Voss, Michelle W; Graybiel, Ann M; Simons, Daniel J; Fabiani, Monica; Gratton, Gabriele; Kramer, Arthur F

2010-11-01

Video game skills transfer to other tasks, but individual differences in performance and in learning and transfer rates make it difficult to identify the source of transfer benefits. We asked whether variability in initial acquisition and of improvement in performance on a demanding video game, the Space Fortress game, could be predicted by variations in the pretraining volume of either of 2 key brain regions implicated in learning and memory: the striatum, implicated in procedural learning and cognitive flexibility, and the hippocampus, implicated in declarative memory. We found that hippocampal volumes did not predict learning improvement but that striatal volumes did. Moreover, for the striatum, the volumes of the dorsal striatum predicted improvement in performance but the volumes of the ventral striatum did not. Both ventral and dorsal striatal volumes predicted early acquisition rates. Furthermore, this early-stage correlation between striatal volumes and learning held regardless of the cognitive flexibility demands of the game versions, whereas the predictive power of the dorsal striatal volumes held selectively for performance improvements in a game version emphasizing cognitive flexibility. These findings suggest a neuroanatomical basis for the superiority of training strategies that promote cognitive flexibility and transfer to untrained tasks.

Learning-related brain hemispheric dominance in sleeping songbirds.

PubMed

Moorman, Sanne; Gobes, Sharon M H; van de Kamp, Ferdinand C; Zandbergen, Matthijs A; Bolhuis, Johan J

2015-03-12

There are striking behavioural and neural parallels between the acquisition of speech in humans and song learning in songbirds. In humans, language-related brain activation is mostly lateralised to the left hemisphere. During language acquisition in humans, brain hemispheric lateralisation develops as language proficiency increases. Sleep is important for the formation of long-term memory, in humans as well as in other animals, including songbirds. Here, we measured neuronal activation (as the expression pattern of the immediate early gene ZENK) during sleep in juvenile zebra finch males that were still learning their songs from a tutor. We found that during sleep, there was learning-dependent lateralisation of spontaneous neuronal activation in the caudomedial nidopallium (NCM), a secondary auditory brain region that is involved in tutor song memory, while there was right hemisphere dominance of neuronal activation in HVC (used as a proper name), a premotor nucleus that is involved in song production and sensorimotor learning. Specifically, in the NCM, birds that imitated their tutors well were left dominant, while poor imitators were right dominant, similar to language-proficiency related lateralisation in humans. Given the avian-human parallels, lateralised neural activation during sleep may also be important for speech and language acquisition in human infants.

Interactions between radiation and amphetamine in taste-aversion learning and the role of the area postrema in amphetamine-induced conditioned taste aversions

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

Rabin, B.M.; Hunt, W.A.; Lee, J.

1987-01-01

Three experiments were run to assess the role of the area postrema in taste-aversion learning resulting from combined treatment with subthreshold unconditioned stimuli and in the acquisition of an amphetamine-induced taste aversion. In the first experiment, it was shown that combined treatment with subthreshold radiation (15 rad) and subthreshold amphetamine (0.5 mg/kg, IP) resulted in the acquisition of a taste aversion. The second experiment showed that lesions of the area postrema blocked taste aversion learning produced by two subthreshold doses of amphetamine. In the third experiment, which looked at the dose-response curve for amphetamine-induced taste aversion learning to intact ratsmore » and rats with area postrema lesions, it was shown that both groups of rats acquired taste aversions following injection of amphetamine, although the rats with lesions showed a less-severe aversion than the intact rats. The results are interpreted as indicating that amphetamine-induced taste-aversion learning may involve area post-remamediated mechanisms, particularly at the lower doses, but an intact area postrema is not a necessary condition of the acquisition of an amphetamine-induced taste aversion.« less

Interactions between radiation and amphetamine in taste aversion learning and the role of the area postrema in amphetamine-induced conditioned taste aversions

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

Rabin, B.M.; Hunt, W.A.; Lee, J.

1987-08-01

Three experiments were run to assess the role of the area postrema in taste aversion learning resulting from combined treatment with subthreshold unconditioned stimuli and in the acquisition of an amphetamine-induced taste aversion. In the first experiment, it was shown that combined treatment with subthreshold radiation (15 rad) and subthreshold amphetamine (0.5 mg/kg, IP) resulted in the acquisition of a taste aversion. The second experiment showed that lesions of the area postrema blocked taste aversion learning produced by two subthreshold doses of amphetamine. In the third experiment, which looked at the dose-response curve for amphetamine-induced taste aversion learning in intactmore » rats and rats with area postrema lesions, it was shown that both groups of rats acquired taste aversions following injection of amphetamine, although the rats with lesions showed a less severe aversion than the intact rats. The results are interpreted as indicating that amphetamine-induced taste aversion learning may involve area postrema-mediated mechanisms, particularly at the lower doses, but that an intact area postrema is not a necessary condition for the acquisition of an amphetamine-induced taste aversion.« less

Learning-related brain hemispheric dominance in sleeping songbirds

PubMed Central

Moorman, Sanne; Gobes, Sharon M. H.; van de Kamp, Ferdinand C.; Zandbergen, Matthijs A.; Bolhuis, Johan J.

2015-01-01

There are striking behavioural and neural parallels between the acquisition of speech in humans and song learning in songbirds. In humans, language-related brain activation is mostly lateralised to the left hemisphere. During language acquisition in humans, brain hemispheric lateralisation develops as language proficiency increases. Sleep is important for the formation of long-term memory, in humans as well as in other animals, including songbirds. Here, we measured neuronal activation (as the expression pattern of the immediate early gene ZENK) during sleep in juvenile zebra finch males that were still learning their songs from a tutor. We found that during sleep, there was learning-dependent lateralisation of spontaneous neuronal activation in the caudomedial nidopallium (NCM), a secondary auditory brain region that is involved in tutor song memory, while there was right hemisphere dominance of neuronal activation in HVC (used as a proper name), a premotor nucleus that is involved in song production and sensorimotor learning. Specifically, in the NCM, birds that imitated their tutors well were left dominant, while poor imitators were right dominant, similar to language-proficiency related lateralisation in humans. Given the avian-human parallels, lateralised neural activation during sleep may also be important for speech and language acquisition in human infants. PMID:25761654

Cognitive and linguistic biases in morphology learning.

PubMed

Finley, Sara

2018-05-30

Morphology is the study of the relationship between form and meaning. The study of morphology involves understanding the rules and processes that underlie word formation, including the use and productivity of affixes, and the systems that create novel word forms. The present review explores these processes by examining the cognitive components that contribute to typological regularities among morphological systems across the world's language. The review will focus on research in morpheme segmentation, the suffixing preference, acquisition of morphophonology, and acquiring morphological categories and inflectional paradigms. The review will highlight research in a range of areas of linguistics, from child language acquisition, to computational modeling, to adult language learning experiments. In order to best understand the cognitive biases that shape morphological learning, a broad, interdisciplinary approach must be taken. This article is categorized under: Linguistics > Linguistic Theory Linguistics > Language Acquisition Psychology > Language. © 2018 Wiley Periodicals, Inc.

Feedforward Self-Modeling Enhances Skill Acquisition in Children Learning Trampoline Skills

PubMed Central

Ste-Marie, Diane M.; Vertes, Kelly; Rymal, Amanda M.; Martini, Rose

2011-01-01

The purpose of this research was to examine whether children would benefit from a feedforward self-modeling (FSM) video and to explore possible explanatory mechanisms for the potential benefits, using a self-regulation framework. To this end, children were involved in learning two five-skill trampoline routines. For one of the routines, a FSM video was provided during acquisition, whereas only verbal instructions were provided for the alternate routine. The FSM involved editing video footage such that it showed the learner performing the trampoline routine at a higher skill level than their current capability. Analyses of the data showed that while physical performance benefits were observed for the routine that was learned with the FSM video, no differences were obtained in relation to the self-regulatory measures. Thus, the FSM video enhanced motor skill acquisition, but this could not be explained by changes to the varied self-regulatory processes examined. PMID:21779270

Learning grammatical categories from distributional cues: flexible frames for language acquisition.

PubMed

St Clair, Michelle C; Monaghan, Padraic; Christiansen, Morten H

2010-09-01

Numerous distributional cues in the child's environment may potentially assist in language learning, but what cues are useful to the child and when are these cues utilised? We propose that the most useful source of distributional cue is a flexible frame surrounding the word, where the language learner integrates information from the preceding and the succeeding word for grammatical categorisation. In corpus analyses of child-directed speech together with computational models of category acquisition, we show that these flexible frames are computationally advantageous for language learning, as they benefit from the coverage of bigram information across a large proportion of the language environment as well as exploiting the enhanced accuracy of trigram information. Flexible frames are also consistent with the developmental trajectory of children's sensitivity to different sources of distributional information, and they are therefore a useful and usable information source for supporting the acquisition of grammatical categories. 2010 Elsevier B.V. All rights reserved.

Feedforward self-modeling enhances skill acquisition in children learning trampoline skills.

PubMed

Ste-Marie, Diane M; Vertes, Kelly; Rymal, Amanda M; Martini, Rose

2011-01-01

The purpose of this research was to examine whether children would benefit from a feedforward self-modeling (FSM) video and to explore possible explanatory mechanisms for the potential benefits, using a self-regulation framework. To this end, children were involved in learning two five-skill trampoline routines. For one of the routines, a FSM video was provided during acquisition, whereas only verbal instructions were provided for the alternate routine. The FSM involved editing video footage such that it showed the learner performing the trampoline routine at a higher skill level than their current capability. Analyses of the data showed that while physical performance benefits were observed for the routine that was learned with the FSM video, no differences were obtained in relation to the self-regulatory measures. Thus, the FSM video enhanced motor skill acquisition, but this could not be explained by changes to the varied self-regulatory processes examined.

Vicarious Acquisition Of Learned Helplessness

ERIC Educational Resources Information Center

And Others; DeVellis, Robert F.

1978-01-01

Reports a study conducted to determine whether individuals who observed others experiencing noncontingency would develop learned helplessness vicariously. Subjects were 75 college female undergraduates. (MP)